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Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2017. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/24700.
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APPENDIX A
CONVOCATION AGENDA

DAY 1: SEPTEMBER 30, 2016

Time Topic Potential Speaker/Moderator
7:30 am Outside Rm. 120 Breakfast and Registration
8:15 am Rm. 120 Overview and Goals for the Convocation
To include clarification of what is meant by “policy,” to distinguish it from leadership in the classroom/school
Cochairs, Staff Directors (for logistics)
8:30 am Rm. 120 Keynote: Engineering in K–12 Education 30 minutes: Moderator: Bruce Wellman (committee member) Laura Bottomley, North Carolina State University

Peggy Brookins, National Board for Professional Teachings Standards, VA
  • Why teach engineering in K–12?
  • Current context: STEM integration and the NGSS
  • What are the big ideas in engineering that can motivate interest and learning in K–12 students and in teaching about engineering?
  • Opportunities and challenges to implementing K–12 engineering education
20 minutes:
  • Engineering Education and Education Policy
10 minutes:
  • Comments and questions from participants
9:30 am Rm. 120 Panel Discussion: K–12 Leadership in Engineering Education
  • Examples of opportunities to be a teacher leader
  • Supports needed to be an effective teacher leader
  • Opportunities for and challenges to becoming a teacher leader
  • Pre-service and in-service engineering education programs which are also emphasizing the development of teacher leadership
  • Special policy issues (at both the state and national levels) related to engineering education (e.g., certification of teachers in engineering, preparation issues for teachers and teaching, graduation requirements from high schools, dual credit for students, policies related to online education in engineering and
Moderator: K. Renee Pullen (committee member) Cheryl Farmer, University of Texas, Austin Jacob Foster, Massachusetts Department of Elementary and Secondary Education, retired Camsie McAdams, the Discovery Channel, formerly Interim Director of STEM Education, US Department of Education Beth McGrath, Chief of Staff, Office of the President, Stevens Institute of Technology
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2017. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/24700.
×

large providers of engineering education resources) as well as teacher leadership in engineering education

Mike Town (Committee Member), Tesla High School, WA
11:00 am Break. Move to Breakout Sessions
11:15 am Rooms TBA Rm. 120 Breakout Session 1: Developing Ideas for Leadership and Action
  • 45 minutes: Based on information provided in the application forms and from videos submitted prior to the convocation, participants (irrespective of team or individual status) will be grouped based on similar interests and concerns. They will identify 2–3 themes or approaches to teacher leadership in K–12 engineering that they believe have value, and they will start discussing actions they might take to address the issues that they identify.
TBD: committee members facilitate
12:00 Breakout Group Reports
  • 30 minutes: Each group will choose a person to make a 2-minute summary of their discussion. This will be followed by 5 minutes of clarifying questions from the moderator and other participants
Moderator: Donna Migdol (committee cochair)
12:45 pm Lunch and Networking
1:45 pm Rooms TBA Breakout Session 2
In this session, teams will be brought together to begin developing action plans based on their discussions in Breakout 1 and from what other groups reported out. Individual applicants may rejoin their groups form Breakout 1 or select a new session in which to participate and will provide feedback to plans that teams develop. Each team will prepare a poster sheet that provides an outline of their plan. [For consistency of presentation, the posters could have main headings already filled out by staff, e.g., What We Plan To Do, Partners, Metrics. When complete, the posters are posted on the walls of the plenary meeting room for Gallery Walk.]
TBD: The same committee members who facilitated first breakout sessions will facilitate these sessions.
3:15 pm Refreshment Break, Networking, and Move to Plenary Room for Gallery Walk
3:45 pm West Hall and Room 120 Gallery Walk
Convocation participants move around the room and review posters. Each team stations a team member next to their poster to answer questions. (Two team members could trade off this task, so everyone has time to view the other posters.) Everyone is given Post-It note pads to write questions or suggestions related to the team plans. Posters with sticky notes are photographed for the
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2017. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/24700.
×
convocation summary, and posters are returned to the teams, so they can benefit from the input. Posters will be photographed and added to the video showcase and the NAE website.
4:30 pm Rm. 120 Unconference Planning Town Hall
10 minutes: During this plenary, the cochairs will solicit ideas for topics from participants, and staff will write one unique idea at the top of each of 5–8 blank posters attached to the wall at the front of the room. Once the sheets have at least one primary idea on them, participants are asked to contribute only ideas that relate to or could be discussed logically with the main topic. Once the posters are completed, participants vote on the two topics they are most interested in, using colored dots.
Moderator: Norman Fortenberry (committee cochair)
Prior to or after dinner, the committee will meet to decide how to organize each of the two unconference sessions on Day 2.
5:15 pm Adjourn: Dinner on Your Own
List of local restaurant suggestions provided.
Committee meets for dinner, location TBD

Day 2: October 1, 2016

Time Topic Potential Speaker/Moderator
7:45 am Outside Rm. 120 Breakfast available
8:30 am Rm. 120 Reflections from Day 1, Topics for Unconferences Announced, Other Logistical Issues Cochairs, staff
8:45 am Rooms TBA Unconference: Session 1
Participants will be sent to breakout rooms to discuss the first set of unconference topics. Each group should appoint a rapporteur for the reporting-out session. It is suggested that members of teams attend different sessions.
Participants who suggest unconferences will take the lead but at least one committee member should be present at each one.
9:30 am Break and move to Unconference Session 2
9:45 am Rooms TBA Unconference: Session 2
Participants can either stay in the rooms they are in or be redistributed to discuss unconference topic #2. Each group should appoint a rapporteur for the reporting-out session. It is suggested that members of teams attend different sessions.
Participants who suggest unconferences will take the lead, but at least one committee member should be present at each one.
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2017. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/24700.
×
10:30 am Break and Reassemble in Plenary Room
10:45 am Rm. 120 Brief reports highlighting 1–2 important ideas arising from each unconference session and group discussion. Janice Koch (committee member)
11:30 am Working Lunches: Teams reassemble in breakout rooms to revise action plans and consider next steps based on information from the Gallery Walk on Day 1 and the unconferences on Day 2.

- Each group should think about goals and benchmarks for success over the following lengths of time.

  • short (6 weeks)
  • intermediate (6 months)
  • and longer term (1+ years)

- Each group should identify additional people and organizations that need to be involved to promote successful outcomes.

- Each group should identify a rapporteur for presenting the group’s ideas in the next session.

Committee members who worked with groups on Day 1 should return to those groups for this session.
12:25 pm Teams finish work and return to plenary room
12:30 pm Rm. 120 Reports from Teams
A representative from each team will provide a 1-minute overview of its action plan and goals . After the meeting ends, each team will submit a one-page summary of their action plans, which will be made available on the convocation website for further discussion and collaboration following the convocation.
Bob Friend (committee member)
1:15 pm Rm. 120 Final Reflections
Each member of the organizing committee will have an opportunity to offer brief remarks about what he or she heard and observed, additional ideas that should be considered for future work, and other perspectives. The floor will then be opened to final comments from participants.
Linda Abriola (committee member and member, National Academy of Engineering)
2:00 pm Adjourn
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2017. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/24700.
×
Page 19
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2017. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/24700.
×
Page 20
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2017. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/24700.
×
Page 21
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2017. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/24700.
×
Page 22
Next: Appendix B: Biographical Sketches of Organizing Committee Members, Presenters, and Panelists »
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Engineering is a small but growing part of K–12 education. Curricula that use the principles and practices of engineering are providing opportunities for elementary, middle, and high school students to design solutions to problems of immediate practical and societal importance. Professional development programs are showing teachers how to use engineering to engage students, to improve their learning of science, technology, engineering, and mathematics (STEM), and to spark their interest in engineering careers. However, many of the policies and practices that shape K–12 engineering education have not been fully or, in some cases, even marginally informed by the knowledge of teacher leaders.

To address the lack of teacher leadership in engineering education policymaking and how it might be mitigated as engineering education becomes more widespread in K–12 education in the United States, the National Academies of Sciences, Engineering, and Medicine held a convocation on September 30–October 1, 2016. Participants explored how strategic connections both within and outside classrooms and schools might catalyze new avenues of teacher preparation and professional development, integrated curriculum development, and more comprehensive assessment of knowledge, skills, and attitudes about engineering in the K–12 curriculum. This publication summarizes the presentations and discussions from the event.

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