June 26, 2011
June 26, 2011
June 29, 2011
K-12 & Pre-College Engineering
22.1701.1 - 22.1701.11
Work in Progress: Designing an Innovative Curriculum for Engineering in High School (ICE-HS)The projected job growth for Science Technology Engineering and Math (STEM) professionalsis expected to be 22% as reported by the Occupational Outlook quarterly in spring 2007.According to the National Science Foundation, only about 17 percent of U.S. college graduatesearned a degree in subjects related to STEM; this falls well below the world average of 26percent. In order to fulfill this projected need, state governments have initiated STEM educationprograms in high schools across the country. The challenge faced by high school administratorsand teachers is not only to develop a new set of modules for engineering, but also to imbedinnovative pedagogy while implementing them. Moreover, they are faced with the task ofidentifying the scope and sequence of engineering education at a high school level.Traditionally, high school students were introduced to engineering during summer camps at acollege of engineering. The summer camp or out-reach activities were university developed anddelivered. Seldom did they last more than a few weeks. Exemplary vendor-sold curricula such asProject Lead the Way and Infinity provided the scope and sequence for teaching engineering inhigh school. They also assisted schools in the form of training, teaching materials, and websupport. Federal agencies such as NSF and ASEE have developed engineering educationwebsites such as egfi.org, teachengineering.org, and cadrek12.org that are not utilized by thevendor-sold curricula. Expense and investment in teacher implementation training time remainimportant factors in implementing vendor- sold curricula.The ICE-HS presents a step-by -step methodology for developing a four- year high schoolengineering curriculum framework based on backward design and systems thinking approaches.The ICE-HS is structured around two major objectives: attracting the high school students toSTEM and providing a flexible engineering foundation. It does not prescribe specific modulesbut offers integration with the other disciplines such as language arts, social studies andtraditional science courses. The ICE-HS is currently being piloted in a charter high school, DaVinci School for Science and the Arts. The ICE-HS uses the modules developed by severalsources such as NSF and ASEE and provides a framework that allows the school to customize itsdelivery for appropriate grades and levels. The main contributions of this ICE-HS are the definedscope and sequence, and the outcomes and rubrics that utilize an array of publicly availableresources for teaching engineering throughout the high school.
Virani, S., & Burnham, I. B., & Gonzalez, V., & Barua, M., & Ph.D., E. F., & Andrade, S. J. (2011, June), Work in Progress: Designing an Innovative Curriculum for Engineering in High School (ICE-HS) Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18773
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: © 2011 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