Committee on Educator Capacity Building in
K–12 Engineering Education
National Academy of Engineering
Board on Science Education
Division of Behavioral and Social Sciences and Education
A Consensus Study Report of
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This activity was supported by the National Science Foundation under Grant No. (1540253). Additional funding was provided by the Samueli Foundation and Robin K. and Rose M. McGuire. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
International Standard Book Number-13: 978-0-309-49942-2
International Standard Book Number-10: 0-309-49942-9
Digital Object Identifier: https://doi.org/10.17226/25612
Library of Congress Control Number: 2020932742
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Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K–12 Education. Washington, DC: The National Academies Press. https://doi.org/10.17226/25612.
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COMMITTEE ON EDUCATOR CAPACITY BUILDING IN K–12 ENGINEERING EDUCATION
ELLEN KULLMAN (NAE), chair, CEO and President, Carbon; retired CEO and Chair, DuPont
DIRAN APELIAN (NAE), Distinguished Professor of Materials Science and Engineering, University of California, Irvine and Alcoa-Howmet Professor of Engineering and Founding Director of the Metal Processing Institute, Worcester Polytechnic Institute
RODGER BYBEE, Executive Director (retired), Biological Sciences Curriculum Study
JASON COLEMAN, Cofounder and Executive Director, Project SYNCERE
DAVID CRISMOND, Associate Professor, School of Education, City College of New York
MARSHALL DAVIS, Supervisor for PreK–12 Science, Saint Paul Public Schools
CHERYL FARMER, Director of Precollege Engineering Education Initiatives, The University of Texas at Austin
JEN GUTIERREZ, K–12 STEM Education Consultant, Arizona
TANNER HUFFMAN, Assistant Professor, Department of Integrative STEM Education, School of Engineering, The College of New Jersey
BRYAN KIND, Vice President of Programs, Project Lead The Way
CHENTEL NEAT, STEM Magnet Coordinator, Colbert Museum Magnet School
BRIAN J. REISER, Professor of Learning Sciences, Northwestern University
MARIA SIMANI, Executive Director, California Science Project
BLAIRE THRASHER, Engineering and Technology Education Instructor, East Coweta Middle School, Georgia
BRUCE WELLMAN, Engineering Chemistry Teacher & Extreme Conditions Robotics Teacher, Engineering Academy, Olathe Northwest High School, Kansas
SUZANNE WILSON, Neag Endowed Professor of Teacher Education, University of Connecticut
GREG PEARSON, Study Director and Scholar, National Academy of Engineering
ELIZABETH T. CADY, Senior Program Officer, National Academy of Engineering
KAVITA CHANDRA, Mirzayan Program Fellow (January–April 2016)
KENNE DIBNER, Program Officer, Board on Science Education, National Academies of Sciences, Engineering, and Medicine
CAMERON H. FLETCHER, Senior Editor, National Academy of Engineering
PENELOPE GIBBS, Administrative and Financial Associate, National Academy of Engineering
MICHAEL HOLZER, Senior Program Assistant, National Academy of Engineering (since May 2017)
MARIBETH KEITZ, Web Communications Manager, National Academy of Engineering
JAY LABOV, Senior Advisor for Education and Communication, National Academies of Sciences, Engineering, and Medicine (until November 2018)
ALBERT MANERO II, Mirzayan Program Fellow (January–April 2017)
KIRSTEN SAMPSON-SNYDER, Director of Reports, Division of Behavioral and Social Sciences and Education
HEIDI SCHWEINGRUBER, Director, Board on Science Education, National Academies of Sciences, Engineering, and Medicine
JASON WILLIAMS, Senior Financial Associate, National Academy of Engineering (until May 2017)
This Consensus Study Report represents the work of many individuals, especially those who served on the committee and participated in the committee’s open sessions. The first thanks are to the committee members for their deep knowledge and contributions to the study.
The committee employed several consultants who collected and analyzed data that appear in the report. Thanks go to Jackie DeLisi, Lisa MarcoBujosa, and Quincy Chang (Education Development Center); Michael de Miranda (Texas A&M University); and Daniel Kuehn (Urban Institute).
The committee benefited from presentations by several individuals who participated in our fact-finding workshops in April and August of 2017. In addition to committee members and consultants, workshop presenters were David Evans (National Science Teaching Association), Okhee Lee (New York University), Douglas Clements (University of Denver), James Basham (University of Kansas), Matt Irvin (University of South Carolina), Christine Cunningham (then of Engineering is Elementary), Bernie Zubrowski (EDC), Jose Rivas (Lennox Math, Science and Technology Academy), Amy Morriss (Academy of Our Lady), Brandon Hernandez (Olathe Public Schools Engineering Academy), Glenn Bradbury (Bozeman High School), Julia Harth (HB Whitehorne Middle School), Christopher Kohnke (Colbert Elementary School), Adrianne Wheeler (Project SYNCERE), Angie Brayford (SHINE), Jim Short (Carnegie Corporation of New York), Pam Lottero-Perdue (Towson University), Karen Worth (Wheelock College), Ken Welty (Univer-
sity of Wisconsin–Stout), Robin Adams (Purdue University), Tamara Moore (Purdue University), Deidre Sessoms (CSU-Sacramento), Pat Yongpradit (Code.org), Maria Hyler (Learning Policy Institute), Madelyn Gardner (Learning Policy Institute), Jennifer Ryan Crozie (IBM International Foundation), and Maura Banta (IBM).
This Consensus Study Report was reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published report as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.
We thank the following individuals for their review of this report:
Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the conclusions or recommendations of this report nor did they see the final draft before its release. The review of this report was overseen by Paul R. Gray, Department
of Electrical Engineering and Computer Sciences, University of California, Berkeley, and Joseph Krajcik, College of Natural Science and College of Education, Michigan State University. They were responsible for making certain that an independent examination of this report was carried out in accordance with the standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the authoring committee and the National Academies.
Thanks are also due to the project staff: Greg Pearson, Beth Cady, Kenne Dibner, Cameron Fletcher, Penelope Gibbs, Michael Holzer, Maribeth Keitz, Jay Labov, Kirsten Sampson-Snyder, Heidi Schweingruber, and Jason Williams.
Ellen Kullman (Chair), CEO and President, Carbon;
retired CEO and Chair, DuPont
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Boxes, Figures, and Tables
4-4 Race/Ethnicity and Gender of K–12 Engineering and Technology Education or Industrial Arts Teachers and Degree Earners in Engineering and Engineering Technology Compared with Those in the US Population and K–12 Teacher Workforce, Percent, Various Years