June 14, 2015
June 14, 2015
June 17, 2015
K-12 & Pre-College Engineering
26.844.1 - 26.844.22
The Evolution of High School Technology Class: From ‘Wood Shop’ to Advanced Manufacturing (Evaluation)The ‘maker movement’ and the addition of engineering standards to the NGSS have spawnedanother major evolution in technology classes throughout the country. At University of________, a new curriculum attempts to bring the ‘maker movement’ to high school audiencesthrough curricular and extra-curricular channels. The course is structured around engineeringstandards and learning goals that reflect engineering and advanced manufacturing content, whilealso borrowing best practices from ‘wood shop,’ other industrial arts classes, and the morerecently popular ‘technology education’ classes. The hope is that this course will bolster many ofthe ‘Attributes of Engineers in 2020’ described by the National Academy of Engineering and 21stCentury Skills—these skills and attributes can be beneficial to any college or career path, not justone in engineering. To accomplish the learning goals, the course incorporates design-buildactivities into entrepreneurial and business contexts, providing relevance to foundational mathskills and science practices while integrating problem solving and cutting-edge technology. Thecourse requires that students draw and render design concepts, communicate design concepts totheir peers, and fabricate design artifacts while engaging in the engineering design process.The purpose of this paper is to explore the results from the first and second year implementationof a maker-infused manufacturing curriculum for high school students in a low income, rural-fringe school system. Results from a portfolio assessment and 21st Century Skills surveys will beprovided as evidence for the effectiveness of the course implementation. Additionally, detailedcomparisons of three historical versions of this type of class will be discussed: wood shop,technology education, and our new maker-infused advanced manufacturing class. Specifically,results are considered in terms of similarities and differences between learning goals for thecurrent course and previous practices, school system-level ramifications of these curricularupdates, including the teacher qualifications, required planning, relevant extra-curricularactivities, and alignment with other coursework. Implications for engineering education, theory,and practice are discussed.
Moore, R., & Alemdar, M., & Newton, S. H., & Rosen, J. H., & Usselman, M., & Wind, S. A. (2015, June), High School Engineering Class: From Wood Shop to Advanced Manufacturing Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24181
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