June 26, 2011
June 26, 2011
June 29, 2011
K-12 & Pre-College Engineering
22.1095.1 - 22.1095.46
National Survey of States’ P-12 Engineering StandardsIn the US, the last decade saw a tremendous growth in support for STEM (Science, Technology,Engineering, and Mathematics) education: The federal government initiated a series of new andstronger endowed research programs through its National Science Foundation (NSF), teachereducation saw new programs to alleviate the transition of scientists and engineers to becometeachers, and new curricula are experimenting with different ways to strengthen STEM fromelementary to high school levels. A large area of new curricula is engineering-inspired and in thelast years, the amount of engineering curricula is dramatically increasing (Brophy et al., 2008),each curricula providing definitions of engineering through their design. Compared to scienceand mathematics education, pre-college engineering is still in its infancy, yet recent publicationsset the stage for further development: In 2009, The US National Academy of Engineeringpublished a report on K-12 Engineering Education and just released an additional report on K-12Engineering Standards.In the “Engineering in K-12 Education” report, the National Academy of Engineering and theNational Research Council declare that no engineering standards exist in K-12 education (2009,p. 2), yet several states provide engineering standards or move into such a direction. Thisproject's purpose was to assess to what extent state standards contain engineering already withtwo purposes: (1) demonstrating the variety of engineering integration and (2) providing data,which can support the further integration. The research team analyzed science, mathematics,technology/design and vocational standards of all fifty states following a rubric adapted fromexisting work on national standards (Purzer & Cardella, 2009).Survey of the educational standards of all fifty states shows that, in fact, many states haveexplicitly stated engineering standards or engineering standards integrated into science andtechnology standards. Eleven states (Massachusetts, New Jersey, Minnesota, New Hampshire,Washington, Indiana, Pennsylvania, Rhode Island, Tennessee, Vermont and Illinois) havepurposely integrated engineering into their state standards. Rare instances of engineering can befound embedded throughout other states’ standards in that they touch upon some aspect ofengineering, design, technology evolution, optimization, modeling and creating processes orexamination of materials to determine their usefulness in meeting a given need or solving aproblem.This survey intends to be a resource for others that are working to integrate engineering intoeducational standards in state and national levels by the building of a database of engineeringstandards. We also look at the importance of integrating engineering standards for K-12education as the first step in creating and implementing strong curricula, assessments andproviding professional development. The adoption of engineering standards have helped to buildthe support from key stakeholders, which in turn has led to the creation of teacher training,garnered support and funding from legislatures and can encourage textbook companies to get onboard.
Strobel, J., & Carr, R. L., & Martinez-Lopez, N. E., & Bravo, J. D. (2011, June), National Survey of States’ P-12 Engineering Standards Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18779
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