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Enhancing Interactions Between Engineering Programs And The K 12 System

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Contemporary Issues in CHE Education

Tagged Division

Chemical Engineering

Page Count

9

Page Numbers

14.568.1 - 14.568.9

Permanent URL

https://peer.asee.org/5421

Download Count

29

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Paper Authors

biography

Richard Zollars Washington State University

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Dr. Zollars is a professor in, and Associate Director of, the Gene and Linda Voiland School of Chemical Engineering and Bioengineering at Washington State University. He received his Ph.D. from the University of Colorado. He has been teaching engineering for 30 years. His interests are colloidal/interfacial phenomena, reactor design and engineering education.

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biography

Donald Orlich Washington State University

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Don Orlich graduated from the University of Montana in 1953 with a B.A. in Education. He received a Masters of Science Education in 1959 from the University of Utah and an Ed.D. in 1963 from the University of Montana. He taught five years as an elementary and junior high science teacher in Butte, MT before taking a faculty position at Idaho State University. From 1967 to 1994 he was a faculty member in the Department of Education at Washington State University. He currently works at the Science, Mathematics, Engineering Education Center at Washington State University.

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

Enhancing Interactions Between Engineering Programs and the K-12 System Background

A problem facing the United States is the declining numbers of students expressing an interest, or majoring, in engineering. Recently the American College Testing organization reported that between 1992 and 2003 the percentage of high school students expressing an interest in majoring in engineering dropped from 9% to 6%1. In addition to the lack of numbers there is also the recurring problem of the lack of preparedness among US students in math and science2. Indeed, the state of preparedness of US students in science and mathematics at all levels has been under scrutiny following the release of the report "A Nation at Risk" in 19833. This concern has remained constant and was mentioned again in the National Academies Press publication “Educating the Engineer of 2020: Adapting Engineering Education to the New Century.”4 Recommendation 12 in this publication states “Engineering schools should lend their energies to a national effort to improve math, science, and engineering education at the K-12 level.” Proper student preparation is further complicated by the fact that the Committee for Economic Development reports that as many as 35% of the mathematics teachers and 45% of the biology teachers do not have majors or minors in these fields5. The lack of proper preparation may also be the result of a lack of opportunity for the teachers to periodically refresh their skills.

Many programs have been initiated throughout the country to address these issues. These can be crudely separated into two categories; those focusing on teacher preparedness and those focusing on student supply. There are many programs seeking to address the problem of teacher preparedness in science and mathematics. These range in size from small local efforts up to statewide programs such as the National Science Foundation Statewide Systemic Initiatives. While too numerous to mention here, a representative sampling of these programs can be found in such publications as the "NSF-Supported Undergraduate Faculty Enhancement Projects"6. Recent programs that target teacher preparedness include the “Train the Trainer” program7 and the “Pre-Engineering Instructional and Outreach” program.8

Programs seeking to address the problems of enrollments in engineering are even more numerous. The usual program in this category consists of a classroom/laboratory experience where high school students are exposed to engineering with the expectation that these students will then be more likely to enroll in engineering. Typical examples are the “Inspires Curriculum”,9 “Engineering Concepts Curriculum Project”,10 the “Academy Introduction Mission”,11 and the “Texas Pre-Freshman Engineering Program”12.

A program to address these issues was started in this department in 1993 with funding from the National Science Foundation. The concept for this activity arose from a conversation amongst chemical engineering faculty members on what influenced them to major in engineering. Almost uniformly the conclusion was that it was an influential teacher at the 5th through 9th grade level (usually in math or science) that got them started. While the influence of this teacher led to an interest in science how this ultimately resulted in majoring in engineering was never as clear cut.

Zollars, R., & Orlich, D. (2009, June), Enhancing Interactions Between Engineering Programs And The K 12 System Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5421

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015