Challenges in k12 Engineering Education
Engineering and Technology-Not Part of Liberal Arts?
Engineering and technology has traditionally not been considered part of the liberal-arts curriculum in American public school programs[i]. In Massachusetts middle schools, while it has been part of the science framework since 2002, technology/engineering is most often offered as arts-electives, a hold- over from its previous branding as industrial arts. In college-prep high schools, most students fulfill their science MCAS requirement with physics or biology. Engineering and technology offerings, if they exist, are not considered core science courses, and are offered as optional electives. Often at best there are only one or two electives in engineering fields, plus a few computer science offerings.
Engineering and Technology Not Part of Science
While the natural sciences are part of liberal arts, engineering and technology are not. For science teachers, engineering is seen as outside of their subject area, and not part of what they do; very few science teachers have any formal engineering education[ii]. Teachers are under close scrutiny for their students to achieve high outcomes on MCAS, SAT, AP and other standardized exams[iii]. While engineering design projects often are highly engaging to students, there is widespread fear that time spent on such projects will detract from coverage of required topics.
As a result, project-based learning approaches are largely reserved for private schools or senior-year electives, where they are not part of high-stakes testing.
No STEM Integration.
STEM (science, technology, engineering, and math) is a misnomer; often there is little, if any, overlap between science, technology, engineering, and math. Engineering is not well integrated into math and science- so where are teachers supposed to have room in their day to fit it in?
While college introductory engineering courses typically require calculus and differential equations, most middle and high school engineering courses require little more than simple algebra, leading to a perception of these courses as not being equal in rigor to math and science courses at the same grade level[iv].
Engineering Confused with Vocational Education
Students, parents, and most teachers have an unclear understanding of what engineering means. Due both to its implementation in middle schools as an arts elective, and the relative strength of engineering and technology programs in many vocational-technical high schools, it is often confused with vocational education. Even for students who express a strong interest in technology in middle school, parents of students in more affluent communities push them to attend academic liberal arts programs.[v]
The current (2006) Massachusetts state technology/engineering framework is based on industries and technologies (communications, construction, transportation, etc.) rather than fields of engineering (mechanical, civil, electrical, chemical).
This has been modified somewhat in the new draft standard slated for implementation in 2015, which places a greater emphasis on engineering systems, and design projects which illustrate science concepts, and less emphasis on technology. The Next Generation Science Standards (NGSS) also de-emphasize technology.
Whether this is a positive change is debatable. Making things is a fundamental human activity, and has always attracted students to technical fields.[vi]
Teacher Isolation
While there have been numerous curriculum development projects (many NSF- funded), and various professional development opportunities, the most effective professional development stems from seeing what other teachers are doing in the classroom. However, this is often very difficult. Even if within driving distance, this requires release time and the hiring of substitutes, which many districts do not support. Isolation is a particular problem for teachers of technology and engineering, as they are often the only teacher of this subject in a given school.
Challenges in Online Education
Most K12 engineering and technology curricula have limited open on-line documentation or open courseware, and many K12 educators have reservations about posting content online. This is due both to privacy issues as well as the time-consuming nature of creating online course materials. There is a perception that if teachers implement a 'flipped classroom' model, with lecture material presented online, that students will not view the materials. In addition, the creation of effective online curriculum material is often very labor-intensive, as well as being technically difficult for novices.
Lack of Space, Equipment, and Supplies
Most public schools no longer have shop spaces (many were abandoned in the 1980's and 1990's as obsolete, expensive, and dangerous. While the rise of the 'maker movement' and 'maker spaces', featuring less hazardous, digital tools has begun to reverse this trend, this is still in its infancy, and is most common in small private schools.
Summary of Challenges:
Engineering and technology has traditionally not been considered part of the liberal-arts curriculum in American public school programs[i]. In Massachusetts middle schools, while it has been part of the science framework since 2002, technology/engineering is most often offered as arts-electives, a hold- over from its previous branding as industrial arts. In college-prep high schools, most students fulfill their science MCAS requirement with physics or biology. Engineering and technology offerings, if they exist, are not considered core science courses, and are offered as optional electives. Often at best there are only one or two electives in engineering fields, plus a few computer science offerings.
Engineering and Technology Not Part of Science
While the natural sciences are part of liberal arts, engineering and technology are not. For science teachers, engineering is seen as outside of their subject area, and not part of what they do; very few science teachers have any formal engineering education[ii]. Teachers are under close scrutiny for their students to achieve high outcomes on MCAS, SAT, AP and other standardized exams[iii]. While engineering design projects often are highly engaging to students, there is widespread fear that time spent on such projects will detract from coverage of required topics.
As a result, project-based learning approaches are largely reserved for private schools or senior-year electives, where they are not part of high-stakes testing.
No STEM Integration.
STEM (science, technology, engineering, and math) is a misnomer; often there is little, if any, overlap between science, technology, engineering, and math. Engineering is not well integrated into math and science- so where are teachers supposed to have room in their day to fit it in?
While college introductory engineering courses typically require calculus and differential equations, most middle and high school engineering courses require little more than simple algebra, leading to a perception of these courses as not being equal in rigor to math and science courses at the same grade level[iv].
Engineering Confused with Vocational Education
Students, parents, and most teachers have an unclear understanding of what engineering means. Due both to its implementation in middle schools as an arts elective, and the relative strength of engineering and technology programs in many vocational-technical high schools, it is often confused with vocational education. Even for students who express a strong interest in technology in middle school, parents of students in more affluent communities push them to attend academic liberal arts programs.[v]
The current (2006) Massachusetts state technology/engineering framework is based on industries and technologies (communications, construction, transportation, etc.) rather than fields of engineering (mechanical, civil, electrical, chemical).
This has been modified somewhat in the new draft standard slated for implementation in 2015, which places a greater emphasis on engineering systems, and design projects which illustrate science concepts, and less emphasis on technology. The Next Generation Science Standards (NGSS) also de-emphasize technology.
Whether this is a positive change is debatable. Making things is a fundamental human activity, and has always attracted students to technical fields.[vi]
Teacher Isolation
While there have been numerous curriculum development projects (many NSF- funded), and various professional development opportunities, the most effective professional development stems from seeing what other teachers are doing in the classroom. However, this is often very difficult. Even if within driving distance, this requires release time and the hiring of substitutes, which many districts do not support. Isolation is a particular problem for teachers of technology and engineering, as they are often the only teacher of this subject in a given school.
Challenges in Online Education
Most K12 engineering and technology curricula have limited open on-line documentation or open courseware, and many K12 educators have reservations about posting content online. This is due both to privacy issues as well as the time-consuming nature of creating online course materials. There is a perception that if teachers implement a 'flipped classroom' model, with lecture material presented online, that students will not view the materials. In addition, the creation of effective online curriculum material is often very labor-intensive, as well as being technically difficult for novices.
Lack of Space, Equipment, and Supplies
Most public schools no longer have shop spaces (many were abandoned in the 1980's and 1990's as obsolete, expensive, and dangerous. While the rise of the 'maker movement' and 'maker spaces', featuring less hazardous, digital tools has begun to reverse this trend, this is still in its infancy, and is most common in small private schools.
Summary of Challenges:
- How can engineering become accepted as a core subject in a liberal arts program?
- How do we educate math and science teachers to teach engineering concepts?
- How can teachers better share and exchange best practices in curriculum and pedagogy, and reduce academic isolation?
- How can we communicate a clearer understanding to students, parents, and teachers what engineering is, and why it matters?
- How can project-based, open-ended learning be implemented in public schools?
- How can science, technology, engineering and math education be better integrated?
- How do we attract under-represented groups (women, minorities, poor) to engineering and technology- perceived as white, male preserves?
- How can we improve equity in access of all students-including those in rural/smaller schools- to quality engineering instruction?
[i] The current high school liberal-arts curriculum was largely set up in 1893 by the Committee of Ten - see http://en.wikipedia.org/wiki/Committee_of_Ten
[ii] While some teachers do have an engineering background, they most commonly teach mathematics and/or computer science, which offers more diverse employment prospects and an opportunity to apply their math skills.
[iii] Student test scores are an important part of teacher evaluation- see http://www.doe.mass.edu/lawsregs/603cmr35.html?section=09 . The newly appointed Secretary of Education in Massachusetts is James Peyser, a long-time advocate of both MCAS and charter schools.
[iv] Technology/Engineering courses do not fulfill the science requirements for graduation in many high schools. College engineering programs emphasize the importance of strong science and math preparation in high school.
[v]See " Lessons from History: Industrial Arts/Technology Education as a Case Study" http://scholar.lib.vt.edu/ejournals/JVTE/v13n2/Foster.html
[vi] See "Made With Code" video at http://youtu.be/MSJVB_ouGmk
[ii] While some teachers do have an engineering background, they most commonly teach mathematics and/or computer science, which offers more diverse employment prospects and an opportunity to apply their math skills.
[iii] Student test scores are an important part of teacher evaluation- see http://www.doe.mass.edu/lawsregs/603cmr35.html?section=09 . The newly appointed Secretary of Education in Massachusetts is James Peyser, a long-time advocate of both MCAS and charter schools.
[iv] Technology/Engineering courses do not fulfill the science requirements for graduation in many high schools. College engineering programs emphasize the importance of strong science and math preparation in high school.
[v]See " Lessons from History: Industrial Arts/Technology Education as a Case Study" http://scholar.lib.vt.edu/ejournals/JVTE/v13n2/Foster.html
[vi] See "Made With Code" video at http://youtu.be/MSJVB_ouGmk
