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Integrating Engineering Concepts Under Current K 12 State And National Standards

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Outreach: Future Women in Engineering

Page Count

11

Page Numbers

7.688.1 - 7.688.11

DOI

10.18260/1-2--10761

Permanent URL

https://peer.asee.org/10761

Download Count

63

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Paper Authors

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Patricia M. Secola

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James A. Middleton

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Donovan Evans

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Dale R. Baker

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Bettie Smiley

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Mary Anderson-Rowland

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

Main Menu Session 1692

Integrating Engineering Concepts under Current K-12 State and National Standards

Mary R. Anderson-Rowland, Dale R. Baker, Patricia M. Secola, Bettie A. Smiley, Donovan L. Evans, James A. Middleton Arizona State University

Abstract

Interest in engineering by entering college freshmen is near a 30-year low. Young women especially are not attracted to engineering. Engineering is not featured in popular television programs and usually gets overshadowed in news reporting. Students in middle and high school do not hear about engineering in school since middle school and high school teachers are not well informed about engineering and applied mathematics and science. If engineering is to remain a viable and growing profession, especially among women and minorities, teachers need to be educated so they can present engineering material in a way that meets state/national science curriculum standards.

Science standards, inherent in aligning curricula to these science standards, and a partial solution to overcoming these obstacles will be discussed in the paper. In particular, the WISE Investments program, sponsored by the National Science Foundation, * introduces teachers and counselors to engineering and helps the teachers develop modules that can be introduced into present mathematics and science high school classes. Examples of these modules, developed to interest young women in middle school and high school, are given. These enriched modules increase curiosity and bring excitement into the classroom for the teachers and their students.

Key Words: Middle School, High School, Engineering, and State/National Science Standards, Science education, Professional Development, Curriculum

I. Introduction

Despite calls for increasing attention to the contexts and applications of science and mathematics in K-12 instruction, information on engineering, one primary mode by which scientific and quantitative information interfaces with the general populace everyday, is not normally found in middle school and high school curricula. Students, young women in particular, do not get the opportunity to learn that an interest in mathematics and science might lead to an interest in engineering. Indeed, the middle school years have been likened to a “black hole” of education. K-12 mathematics and science curricula rehash the same concepts and skills year after year, with little evidence that students either attain or retain that knowledge. 1 To be even more specific, while some students in the United States perform well and even excel in comparison with the best in the world, the majority of students perform less well than their international peers, 2 and increasingly, businesses and industries that rely on workers with technical knowledge are

* Partially supported by the National Science Foundation under grant number 9710554.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Secola, P. M., & Middleton, J. A., & Evans, D., & Baker, D. R., & Smiley, B., & Anderson-Rowland, M. (2002, June), Integrating Engineering Concepts Under Current K 12 State And National Standards Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10761

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