June 18, 2006
June 18, 2006
June 21, 2006
Engineering Design Graphics
11.852.1 - 11.852.9
K-12 Outreach for Engineering and Technical Graphics: What is Our Role?
For years, professionals in Engineering Education have struggled with the need to recruit more and better prepared students into fields related to engineering. Recently, there has been a push to develop pre-engineering programs for public secondary education programs that will help with the recruitment and provide high school students with the needed background for success as an engineering student. Many disciplines have initiatives related to this new trend in public education, but with limited success, as it is so new to states curricula. Considering this new era of pre-engineering education and student’s needing to receive a foundation in areas related to engineering before they come to college, professionals in our field need to ask the following questions; what is the role of engineering design graphics in this new curricula approach? How is engineering graphics viewed by those organizations that are developing materials in pre-engineering and what are the expected outcomes? Also, is there research that supports our task as engineering graphics educators to become involved in this new curricula initiative in secondary education and how will this national effort effect the students we will have in our classes once they chose to attend college. Although many of these questions can only be answered in theoretical terms, a foundation of history and what professionals in our field and others are doing may help the engineering graphics community decide the position we should engage in pre-engineering education.
This paper is designed to give the reader insight as to what is happening in this new pre-engineering initiative from both secondary and post-secondary views. Information about the types and kinds of initiatives currently underway at the national level will be presented as well as what people in the engineering graphics community is doing in meet this pre-engineering curricula need. Conclusions will include a theoretical framework as to what professionals in our field can do to aid in the promotion of engineering design graphics into the k-12 outreach for engineering education.
I. Pre-Engineering Education
“Engineers like to solve problems. If there are no problems handily available, they will create their own problems.” (Scott Adams, 1957)
Technology and engineering has played major roles in developing the US economy. Many companies consider engineering the “driving-force” behind their success and growth that will help each remain competitive in the global market place in the coming years. Considering this, many professionals in the fields of education and engineering feel that it is imperative that everyone in our society have technological competence and the ability to create, use, manage, and assess technology, including young students in our k-12 schools. Statements like the ones mentioned above are being made throughout the country by business and education leaders, and at the same time, elementary and secondary students interest in technology and engineering disciplines continue to fade each year. Although, it is believed by many professionals in education that students have a deep interest in technologies that they deal with day-to-day, few possess the background and knowledge to understand the underlying principles associated with these everyday technologies. Some states, federal agencies, and professional organizations have started to make an effort towards fulfilling these needs and deficiencies, but more is needed from a variety of disciplines from both public and private agencies1.
Scales, A., & Clark, A. (2006, June), K 12 Outreach For Engineering And Technical Graphics: What Is Our Role? Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--227
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