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Index (Page numbers in italic refer to boxed text not B referenced in text.) Berggren, David, 170â172 Boise State University, 110â111 A Boston Museum of Science, 53 Building Math, 79, 83â84, 85, 92â93, Abstraction, 136 99 America COMPETES Act, 15 Building Structures with Young Children, American Association for the Advancement 87, 92, 99 of Science, 15, 165 American Institute of Chemical Engineering, 31 C American Institute of Electrical Engineers, 30â31 California State University, 111â112 American Institute of Mining Engineers, 31 Cal Teach, 111â112 American Society for Engineering Center for Innovation in Engineering and Education, 33 Science Education, 53 recommendations for, 9, 10, 160 Challenge-based environments, 54 American Society of Civil Engineers, 30 Children Designing and Engineering, 76, American Society of Mechanical Engineers, 81, 83â84, 87, 92, 98 30 Chunking strategy, 129 Analysis, in design process, 83â86 City Technology, 81, 84, 85, 86, 91, 93, 100, Apprenticeship training, 30 102 Army Corps of Engineers, 29 Cognitive load theory, 129 Cognitive processes 211
212 INDEX abstraction, 136 Core engineering concepts and skills, beneï¬ts of engineering education, 53 22â23, 41â43, 76â77, 119â121 critical thinking, 93 drawing and representing, 133â137 current understanding of engineering effective teaching strategies, 140â142 education, 140â141 experimenting and testing, 137â141 design process approach to problem- necessary skills, 133 solving, 4, 37, 39â41 See also Optimization of design; engineering habits of mind, 5â6, 152 Systems thinking experimentation and testing, 137â140 Creativity, 5, 152 implications for engineering education, Credentialing for engineering education, 9 23 Critical thinking, 93 multivariable analysis, 128â130, 138 Cunningham, Christine, 112 optimization concepts, student capacity Curricula, Kâ12 engineering for understanding, 128 beads and thread model, 76â77 recognition of emergent properties, beneï¬ts of engineering instruction 125â127 in math and science achievement, role of modeling, 88 53â55 scientiï¬c inquiry, 39â41 case studies, 169â179 structure-behavior-function analysis, current shortcomings, 7â8, 20, 155â156 122â125 data sources, 72â73 systems thinking, 5, 42, 91â92 demographic diversity in, 101â103, 161 systems thinking, student capacity for, descriptive summaries of, 74, 75â76 122â127 design process in, 82â92 trade-offs, student capacity to educational goals, 92â94 understand, 130â133 implementation and costs, 95â99 Coherence in educational systems, 12, in-depth reviews of, 74â76 163â164 mathematics content, 77â80 Collaboration modeling in, 87 in current engineering curricula, 85 optimization in, 89 as engineering habit of mind, 5, 152 programs reviewed, 74, 94â95 in engineering profession, 31 recommendations for diversity in research and development, 20 promotion, 10, 161 shortcomings of current STEM recommendations for research, 7, education, 20 154â155 College of New Jersey, 110 research objectives, 3, 21, 71 Colorado State University, 110 science content, 80â81 Communication state-mandated standards, 163 as engineering habit of mind, 5, 152 STEM connections in, 8, 157 goals of education for engineering strategies for incorporating engineering profession, 31 education, 10â11, 162â164 Computer-aided design, 133 systems concepts in, 91â92 Computer modeling, 87 teaching approaches with, 94, 99â101 Constraints inï¬uencing design, 25, 38, technology content, 82 39â40, 43, 86â87 trade-offs in, 89â90 variety of programs, 76
INDEX 213 D E Decentralized thinking, 126 Economic analysis, 85 Denver School of Science and Technology, Emergent properties, 125â127 175â179 Engineering is Elementary, 53, 76, 80, 81, Department of Education, U.S., 15, 52 83â84, 85, 87, 91, 93, 98, 99, 100, 101 recommendations for, 8â9, 13, 158 Engineering Our Future New Jersey, 51â52, Design and Discovery curriculum, 76, 81, 56 84, 85, 87, 91, 100, 101, 102 Engineering profession Design-Based Science curriculum, 54â55 challenges for, in 21st century, 36, 37 Designing for Tomorrow, 84, 86, 92, 93, curricula designed as preparation for, 100â101, 102 93 Design process deï¬nition and scope of activities, 27â28 analysis in, 83â86 demographics, 33, 34 beneï¬ts of instruction in, 56â57 design process approach to problem- characteristics, 4, 38, 40â41, 151 solving, 4, 37â41 cognitive components, 37 evolution of education and training for, current Kâ12 engineering curricula, 29â30, 31â33 82â92 future challenges and opportunities, deï¬nition for engineers, 38 44â45 economic considerations, 85 habits of mind, 5â6, 152 education benchmarks, 61 historical origins and development, effective teaching strategies, 141â142 28â31 emphasis on, in engineering education, international comparisons, 34â36 4, 151 international competition, 44â45 experimentation and testing, 137â140 Kâ12 engineering education promoting modeling in, 42, 87â88, 134 interest in, 57â60 rules and principles, 38 predictive analysis in, 42â43 scientiï¬c method and, 39â41 professional societies, 30â31 as social enterprise, 120 public perception and understanding STEM education and, 8â9, 151â152 of, 55â56 steps, 38â39, 120 role of, 36 See also Constraints inï¬uencing design; science and mathematics in, 43â44 Optimization of design; Systems systems thinking in, 42 thinking use of modeling in, 42 Discover Engineering summer camp, workforce diversity, 10, 34, 44, 161 58â59 Engineering Projects in Community Diversity in engineering education and Service, 171 workforce Engineering technology programs, 34 current state, 10, 34, 44, 160 Engineering the Future, 78, 81, 85, 100, 101 curricula design to promote, 101â103 Ethical thinking, 5â6, 152 rationale for promoting, 161 Experimentation and testing, 137â140 recommendations for, 10, 160 Exploded views, 133 strategies for promoting, 161 Exploring Design and Engineering, 93 trends, 44 Drawing and representing, 133â137
214 INDEX F International comparisons engineering workforce, 34â36 Failure analysis, 85â86, 92 Kâ12 engineering curricula, 72 Full Option Science System, 78, 90, 91, 98, math and science education, 17â18, 52 101 pre-university engineering education, Functional decomposition, 129â130 115â118 International Technology Education Association, 18, 32, 33, 61, 163 G Introduction to Engineering Design, 83â84 Gateway to Technology, 76, 81, 83â84, 86, Invention, Innovation, and Inquiry, 86, 87, 88, 90, 93, 101â102 90, 93 H K Habits of mind, engineering, 5â6, 152 Kâ12 engineering education Heffron, Mark, 177 beneï¬ts, 1, 23, 49â51 Heffron, Terry, 177 case studies, 169â179 High Tech High, 169â172 challenges to effective implementation, 149 core concepts, 22â23, 41â43, 76â77, I 119â121 current implementation, 1, 2, 6, 20, Impact of engineering education initiatives 149â150, 152â153 current understanding, 6â7, 154 curricula. See Curricula, Kâ12 improved learning in math and science, engineering 51â55, 154 design emphasis, 4â5 increased awareness of engineering development of drawing and tasks and profession, 55â56 representing skills, 133â137 increased technological literacy, 60â62 effective teaching strategies, 140â142 limitations of current data on, 63â64 full integration in STEM education, 11, potential beneï¬ts, 1, 23 49â51 13, 162, 164â167 recommendations for research, 7, future prospects, 6, 154, 161â162, 167 154â155 goals, 3, 5â6, 45 research objectives, 3 grade-level benchmarks, 61 student interest in engineering careers, impact. See Impact of engineering 57â60 education initiatives See also Learning outcomes implications for post-secondary Industrial arts, 32, 33 education, 164 Industrial design, 88 increased awareness of engineering Inï¬nity Project, 76, 79â80, 83, 87â88, 91, tasks and profession through, 55â56 92, 93, 99â100, 102 increased technological literacy as result Insights, 93 of, 60â62 INSPIRES, 113 informal activities, 72 Integrated Mathematics, Science, and international comparison of programs, Technology, 53 115â118
INDEX 215 math and science achievement promoting engineering habits of mind, enhanced by, 51â55, 154 5â6, 152 methodology for assessing current state recommendations for research, 7, of, 2, 22 154â155 objectives of research on, 3, 21â22, research goals, 119â120 24â26 student capacity for multivariable origins, 6 analysis, 128â130, 138 principles of, 4â6, 151â152 student capacity for systems thinking, in promoting engineering careers, 122â127 57â60 technology education goals, 18 recommendations for diversity understanding of trade-offs, 130â133 promotion, 10, 161 See also Impact of engineering recommendations for research, 7, 8â9, education initiatives 12, 154â155, 158, 164, 166 Legacy cycles, 54 research needs, 2, 3â4, 7, 20â21, 71 Lesley University, 111 scope, 6, 152â154 shortcomings of research base, 63â64 standards and models of M implementation, 2, 12, 20, 156 STEM interaction, 2, 3, 5, 8â9, 150, Making representations, 135â136 156â159 Material World Modules, 79, 80, 81, 85, 93, strategies for implementation, 10â11, 98, 100 162â164 Mathematical modeling, 42â43, 80, 87â88 student engagement and learning, 119, to understand trade-offs, 131 120 Mathematics instruction technical education and, 33 beneï¬ts of engineering education in, See also Curricula, Kâ12 engineering; 51â55, 56â57, 154, 157 Learning outcomes current concerns, 15â18 Kurtz, Bill, 176 in engineering education, 31, 77â80, 151â152, 157 international comparison, 118 principles of engineering education L and, 5 Learning-by-design, 140 scope, 17, 77 Learning outcomes See also STEM education current concerns, 16â18 Mathematizing, 130 current understanding of, 119 Math Out of the Box, 54 development of drawing and Memory representing skills, 133â137 cognitive load theory, 129 development of skills for strategies for multivariable analysis, experimentation and testing, 129â130 137â140 Military engineering, 29â30 engineering skills, 133 Minorities goals for STEM education, 13 beneï¬ts of engineering instruction goals of Kâ12 engineering education, 3, in math and science achievement, 22 53â54
216 INDEX curricula design to promote P engineering among, 101 in engineering workforce, 10, 34, 44 PLTW. See Project Lead the Way limitations of current research on Post-secondary education reform, 164 engineering education, 63â64 Predictive analysis, 42â43 recommendations for curricula design, Principles of Kâ12 engineering education, 10, 161 4â6, 151â152 Modeling, engineering concept of Problem-based learning, 140 in current curricula, 87â88 Professional development for teachers to enhance understanding of structure- characteristics of successful programs, behavior-function, 124â125 104â105 role of, 42, 87, 137â138 current programs and utilization, 1, 6, role of mathematics in, 42, 157 9, 103â112, 153, 159â160 skills development, 134, 135, 137 future challenges, 164 teaching strategies, 141â142 importance of, in Kâ12 engineering Models and Designs, 79, 101â102 education, 71â72 Multivariable analysis, 128â130, 138 in-service programs, 104â105, 159 obstacles to, 112â113 pre-service initiatives, 105â112, 159 N recommendations for improving, 9â10, 12, 160 National Academies, 15, 18 Project Lead the Way (PLTW), 51, 59, 76, National Academy of Engineering, 78â79, 93, 95â98, 102â103, 110, 170. 36, 37 See also Gateway to Technology National Assessment Governing Board, 62 Public perception and understanding National Assessment of Education of engineering profession, 55â56 Progress, 52, 62 National Center for Engineering and Technology Education, 10, 104â105 R National Science Board, 15 National Science Foundation, 16 Representations, 42, 135â137 recommendations for, 8â9, 13, Reverse engineering, 91â92 158, 166 Rising Above the Gathering Storm: No Child Left Behind Act, 18, 163 Energizing and Employing America for a Brighter Economic Future, 18 Runkle, John D., 32 O Ryerson University, 58 Optimism, 5, 152 Optimization of design S in current curricula, 89 deï¬nition, 43, 89, 127â128 Sandlin, Rick, 173 engineering concepts in, 121, 128 Schemas, 129 multivariable analysis in, 128â130 Science, technology, engineering, and student capacity for learning, 128 mathematics (STEM) education trade-offs in, 43, 89â90, 128, 130â133 beneï¬ts of Kâ12 engineering education, 1, 6â7, 150
INDEX 217 component subjects, 17 STEM. See Science, technology, conceptual evolution, 16 engineering, and mathematics current concerns, 2, 12â13, 15â16, 150, education 166 Stevens Institute of Technology, 53 deï¬nition of STEM literacy, 13, 166 Structure-behavior-function, 121, 122â125 full integration of engineering in, 11, Summer Bridging Program, 60 13, 162, 164â167 Sustainable design, 36 future prospects, 14, 167 Systems thinking interaction with Kâ12 engineering current curricula design, 91â92 education, 2, 3, 5, 8â9, 150, 151â152, deï¬nition, 42, 91 156â157 emergent properties framework, interconnections among component 125â127 subjects, 20 engineering concepts, 42, 121 learning outcome goals, 13, 15 in engineering design process, 121â122 recommendations for research, 7, 8â9, as engineering habit of mind, 5, 152 13, 154â155, 158â159, 164, 166 structure-behavior-function teacher training for, 111â112 framework, 121, 122â125 Science education student capacity for, 122â127 beneï¬ts of engineering education in, 51â55, 56â57, 154 current concerns, 15â18 T in engineering education, 31, 80â81, 151â152, 157 Teaching international comparison, 118 classroom time for design activities, 141 principles of engineering education cognitive strategies to enable and, 5 multivariable thinking, 128â130 scope, 17, 80 content knowledge for, 103 See also STEM education curricula design and, 94, 99â101 Science for All Americans, 40â41 to develop drawing and representing Scientiï¬c method, 39â41, 137â138 skills, 134â137 Siloed teaching, 12â13, 20, 167 effective strategies in engineering Sketching, to facilitate multivariable education, 140â142 analysis, 130 engineering presented as applied Speciï¬cations, design, 38, 43 science, 119 Sputnik era, 31 to enhance recognition of emergent Stand-alone engineering courses, 11, 162 properties, 127 Standards for Technological Literacy: to enhance skills for experimentation Content for the Study of Technology, and testing, 138â140 18, 32, 38, 61, 159 to enhance understanding of structure- Standards of instruction for engineering behavior-function, 124â125 education to enhance understanding of trade-offs, current shortcomings, 2, 20, 156 131â132 state mandates, 163 importance of, in Kâ12 engineering strategies for developing, 163â164 education, 71â72 StarLogo, 125â126 iterative modeling, 141â142 State-mandated education standards, 163 sequencing of instruction, 142
218 INDEX teacher understanding of engineering Trade-offs, in design process, 43, 89â90, concepts, 112â113 128, 130â133 See also Curricula, Kâ12 engineering; Trends in International Mathematics and Learning outcomes; Professional Science Study, 17â18 development for teachers Technically Speaking: Why All Americans Need to Know More About U Technology, 60 Technicians, engineering, 34 University of California, 111â112 Technologists, engineering, 34 University of Texas, 112 Technology education US FIRST, 172 civic responsibility and, 60 UTeach, 112 current implementation, 2, 9, 18â19 in current Kâ12 engineering curricula, 82, 158 W current shortcomings, 18â19 Walden University, 111 in engineering education, 151â152, Women 158â159 beneï¬ts of engineering instruction engineering instruction in, 32â33, in math and science achievement, 158â159 53â54 goals, 18 curricula design to promote increased technological literacy as result engineering among, 101â103, 160 of engineering instruction, 60â62 in engineering workforce, 10, 34, 44 international comparison, 118 interest in engineering careers, 58â59 principles of engineering education limitations of current research on and, 5 engineering education, 63â64 scope, 17, 18, 19 recommendations for curricula design, teachers, 61 160 See also STEM education Woodward, Calvin M., 31â32 Tech Tally: Approaches to Assessing A World in Motion, 77â78, 79, 81, 83, 85, Technological Literacy, 62 87, 89â90, 92, 93, 98, 101â102 TERC, 111 Texarkana Independent School District, 173â175 Y Texas A&M University, 173â175 Young Scientist Series, 81, 83â84, 90, 99