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Engineering And K 12 Education A Two Way Street

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1996 Annual Conference


Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996



Page Count


Page Numbers

1.185.1 - 1.185.6



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P.E., Dr. M. David Burghardt

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3553

Engineering and K-12 Education--A Two-Way Street

Dr. M. David Burghardt, P.E. Hofstra University


Hofstra’s Center for Technology Education was created 7 years ago to help improve the technological literacy of school children on Long Island. It has been successful in promoting change in K- 12 education at the school level and the university level, and currently has a four collaborative grants involved with K-12 education. Very importantly lessons in pedagogy, and yes the design process, have enhanced the freshmen engineering program at Hofstra. This paper will briefly highlight some Center activities in the context of illustrating different types of pedagogues. The main focus will be on improving design in the introduction to engineering course with particular emphasis on authentic assessment strategies and cooperative learning within the context of a small engineering program.

The Center for Technology Education

The Center for Technology Education (CTE) was created in 1989 with the goal of improving the technological literacy of public and private school students on Long Island. To do so by interacting with school districts and providing support services in a variety of ways, through sabbatical leaves in industry for teachers, outreach programs, special seminars for teachers, administrators and guidance counselors. To involve local industry and professional societies in support of these activities and integrate university, school, industry and professional society cooperation.

An advisory board was created to translate these goals into specific objectives, such as summer programs for students and teachers that are consistent with improving technology education in the context of integrated mathematics, science and technology (MST). This is consistent with the National Council of Teachers of Mathematics (NCTM) standards, Project 2061 and the AAAS science standards and with forthcoming standards on technology education. The advisory board assists the CTE in securing finding and support of these activities for teachers and students. The advisory board draws upon all the constituencies involved in education, recognizing that perspectives are needed from the classroom, school administrators, the state education department, industry and the university.

The CTE is located in the School of Education at Hofstra. There have been other initiatives that engineering schools have had in interfacing with primary and secondary schools, but to create systemic change one must tap into the existing connections that all schools of education have with the public educational community. One must become cognizant of the myriad number of variables facing school administrators and teachers, technology education being but one. This organizational structure also gives additional support and

#“#.& } 1996 ASEE Annual Conference Proceedings ‘.,*,HI3,:

Burghardt, P. D. M. D. (1996, June), Engineering And K 12 Education A Two Way Street Paper presented at 1996 Annual Conference, Washington, District of Columbia. 10.18260/1-2--6019

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