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Building Capacity for Teaching Engineering in K-12 Education (2020)

Chapter: Appendix A: Committee Biographies

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Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. doi: 10.17226/25612.
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Page 165
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. doi: 10.17226/25612.
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Page 166
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. doi: 10.17226/25612.
×
Page 167
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. doi: 10.17226/25612.
×
Page 168
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. doi: 10.17226/25612.
×
Page 169
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. doi: 10.17226/25612.
×
Page 170
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. doi: 10.17226/25612.
×
Page 171
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. doi: 10.17226/25612.
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Page 172

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PREPUBLICATION COPY, UNCORRECTED PROOFS Appendix A: Committee Biographies Ellen Kullman (NAE), Chair, is CEO and president of Carbon and retired CEO and chair of DuPont. She is on the boards of Goldman Sachs and Amgen. A native of Wilmington, Delaware, Mrs. Kullman holds a B.S. in mechanical engineering from Tufts University and an M.S. in Management from Kellogg School of Management of Northwestern University. She began her 27-year career at DuPont in 1988. Prior to joining DuPont, she worked for Westinghouse and General Electric. Mrs. Kullman was named CEO at the beginning of 2009 and board chair late that year, becoming the 19th executive to lead DuPont since its founding in 1802. Prior to those appointments she served as president, executive vice president and a member of the company’s office of the chief executive. As a business leader, she led double-digit growth of the company’s Safety & Protection business portfolio, started-up two successful high-growth businesses known today as DuPont Industrial Biosciences and DuPont Sustainable Solutions. During her seven years as CEO, Mrs. Kullman led the company’s focus on growth in emerging international markets and championed the power of DuPont science and global market knowledge to transform industries. She decisively positioned the company for its next generation of growth, executing a strong plan that is delivering results today while positioning DuPont for future growth. She is a board director of United Technologies Corp, Carbon and Dell Technologies. She is a member of the National Academy of Engineering and past president of the U.S. China Business Council. She serves on the board of trustees of Northwestern University. Mrs. Kullman has been named as one of the "50 Most Powerful Women in Business" by Fortune and one of the "World’s Most Powerful Women" by Forbes. She has received honorary doctorates from Lehigh University, the University of Edinburgh and the University of Delaware. Diran Apelian (NAE) is Distinguished Professor of Materials Science at the University of California, Irvine and serves as Chief Strategy Officer for the Samueli School of Engineering. He is on leave from WPI, where he has been the Alcoa-Howmet Professor of Engineering and Founding Director of the Metal Processing Institute (MPI). He received his B.S. degree in metallurgical engineering from Drexel University in 1968 and his doctorate in materials science and engineering from MIT in 1972. He worked at Bethlehem Steel’s Homer Research Laboratories before joining Drexel University’s faculty in 1976. At Drexel he held various positions, including professor, head of the Department of Materials Engineering, associate dean of the College of Engineering and vice-provost of the University. He joined WPI in July 1990 as WPI’s Provost. In 1996 he returned to the faculty and led the activities of the Metal Processing Institute, which he founded. He is credited with pioneering work in various areas of solidification processing and powder metallurgy – specifically in molten metal processing, aluminum alloy development, plasma deposition, spray casting/forming, and semi-solid processing of metals. During the last decade, he has worked on sustainable development issues, and particularly, resource recovery, reuse, and recycling. Apelian is the recipient of many distinguished honors and awards – national and international; he has over 700 publications to his credit; and serves on several technical, corporate and editorial boards. During 2008/2009, he served as President of TMS. Apelian is a Fellow of TMS, ASM, and APMI; he is a member of the National Academy of Engineering (NAE), National Academy of Inventors (NAI), European Academy of Sciences, and the Armenian Academy of Sciences. The 2016 Bernard Gordon Prize for Innovation in 165

PREPUBLICATION COPY, UNCORRECTED PROOFS Engineering Education was awarded to WPI – and the four recipients were: Diran Apelian, Kris Wobbe, Art Heinricher and Rick Vaz. Rodger Bybee was Chair of the OECD’s Science Forum and Science Expert Group and was a Questionnaire Panel Consultant for Program for International Student Assessment (PISA) 2006. Until 2007, Dr. Bybee was Executive Director of the Biological Sciences Curriculum Study (BSCS), a non-profit organization in Colorado Springs, Colorado that develops curriculum materials, provides professional development for the science education community, and conducts research and evaluation on curriculum reform. Prior to joining BSCS, he was Executive Director of the National Research Council’s (NRC) Center for Science, Mathematics, and Engineering Education (CSMEE), in Washington, D.C. Between 1985 and 1995, he participated in the development of the National Science Education Standards, and between1992–1995 he also chaired the content working group of that NRC project. At BSCS, Dr. Bybee was the principal investigator for four National Science Foundation (NSF) programs. His work at BSCS also included serving as Principal Investigator for programs to develop curriculum frameworks for teaching about the history and nature of science and technology for biology education at high schools, community colleges, and four-year colleges. From 1972 to 1985, Dr. Bybee was Professor of Education at Carleton College in Northfield, Minnesota. He has been active in education for more than forty years, having taught science at the elementary, secondary, and college levels. Dr. Bybee serves on a number of advisory boards and committees including those for the National Academies, The U.S. Department of Education, The National Science Foundation, and The American Institute of Biological Sciences. He previously chaired the National Forum for the Organization of Economic Cooperation and Development (OECD) for the 2006 PISA in Science. In addition, he is an advisor to the Trends in Mathematics and Science Study (TIMSS) video projects. Dr. Bybee has written widely, publishing in both education and psychology. He is co-author of a leading textbook titled Teaching Secondary School Science: Strategies for Developing Scientific Literacy. His recent books address STEM (Science Technology Engineering and Mathematics) education. Over the years, Dr. Bybee has received many accolades as an educator and leader in science education. In 1979 he was Outstanding Science Educator of the Year. In 1989 he was recognized as one of the 100 outstanding alumni in the history of the University of Northern Colorado. In 1998, he was presented with the Distinguished Service to Science Education Award by the National Science Teachers Association (NSTA). In 2001, he received the first American Institute of Biological Sciences Education Award. In 2007, he received the Robert H. Carleton Award, NSTA’s highest honor for national leadership in science education. Jason Coleman is the Co-Founder and Executive Director of Project SYNCERE, an educational not-for-profit organization dedicated to exposing and preparing under-served students for careers in the STEM (Science, Math, Engineering and Technology) fields. After graduating from the University of Southern California with a degree in Mechanical Engineering, he worked in the aerospace industry for 3 years at BAE SYSTEMS, where he designed and developed flight control systems for military and commercial aircrafts. He was later employed with Motorola Mobility for 5 years, where he developed the mechanical layouts for the latest cellular phones. During his tenure in corporate America, he noticed the dismal amount of minorities and women in the fields of engineering and decided a change was necessary. In 2008, he co-founded Project SYNCERE in an effort to bring about a change within the STEM fields. As a product of the 166

PREPUBLICATION COPY, UNCORRECTED PROOFS Chicago Public School system (Whitney Young), it was important for the co-founder to ensure access to quality programs was available to inner city youth. Project SYNCERE has since served over 10,000 Chicago area students since their launch, helping to increase their interest in STEM and improve their overall understanding of engineering. Project SYNCERE has been recognized for its’ outstanding work and dedication to youth in the community by organizations such as the Urban League of Chicago, NBCUniversal, N’Digo, Diversity in Action, Black Enterprise and the Chicago Sun-Times. Project SYNCERE is now in its 8th year of operation and has been able to have an incredible impact on the youth throughout Chicago. Through our partnerships with schools, universities and other community organizations we have been able to serve more than 10,000 youth since its inception. Project SYNCERE currently provides programming in more than 30 schools throughout Chicago as well as operates a year-round engineering academy to provide students with a pathway to engineering success. Our out-of-school time programs have seen great success over the years. We have been able to graduate 100% of our high school seniors, with 86% of them going on to college to major in a STEM related field. Of those students studying STEM at the post-secondary level 90% have chosen to major in engineering. Our goal is to create a national organization that will reshape the way engineering is accessed and taught to students throughout the nation. We want to ensure that all students are provided an opportunity to develop 21st century technological skills, which will be necessary to drive our country forward as a world leader in innovation. In his spare time, Jason volunteers with other local non-profits and sits on the Advisory Board for the Chicago Children’s Museum. Jason has been the recipient of numerous awards for his efforts in the community and has spoken on numerous panels about Strategies and Equity in STEM Education. David Crismond serves as the Program Director of Childhood Education and is an Associate Professor at the City College of New York’s School of Education, and has a courtesy appointment with the Grove School of Engineering. After 11 years as a classroom teacher, he earned a MS from MIT’s ME department, and an Ed.D from Harvard’s Graduate School of Education. With the support of NSF funding, he created design-based science curriculum at TERC and Georgia Tech, as well as video-based teacher professional development materials for the website, Design in the Classroom. At CCNY, he teaches elementary science and engineering methods courses for pre- and in-service teachers, and an inquiry and writing seminar for freshmen where students use design thinking to plan their college and vocational careers. His research interests involve K-16 integrated STEM learning and teaching, with a focus on the use of science and math concepts in the context of doing hands-on technology investigations and engineering design tasks. He and colleagues have developed a framework that describes key dimensions of teachers' design pedagogical content knowledge, and guidelines for science and technology education teachers to create video-based teaching portfolios when using engineering activities in the classroom. Marshall (Marty) Davis graduated from the University of Minnesota in 1984 and started his career in education teaching 6th–8th grade science at a private school in St. Paul. In 1988, Marty accepted a position as a 5th grade teacher in the Omaha Public Schools, and while in Omaha earned a Masters in Administration from the University of Nebraska at Omaha. He moved back to St. Paul in 1992 to become the elementary science specialist at Hancock Hamline University Collaborative Magnet. While at Hancock, he served on a number of district and state science committees and was awarded the Presidential Award for Excellence in Math and Science in 167

PREPUBLICATION COPY, UNCORRECTED PROOFS 2000. Marty became a district science coach in 2002 and has coached science teachers at the elementary, middle school and high school level. Currently, he is the Supervisor of K–12 Science for Saint Paul Public Schools, focusing on K–12 science and engineering curriculum, teacher professional development, and community partnerships. He is a Co-PI on an $8,000,000 NSF grant focused on ways to truly incorporate all aspects of STEM within a single scenario based unit. Marty is also a Co-PI on a Math Science Partnership grant with BSCS and the University of Minnesota STEM Center. Marty has served on a number of NSTA science conference committees, facilitated the creation and adoption of the 2003 and 2009 Minnesota Academic Science Standards, which included engineering standards as part of science, and was a state lead for the Next Generation Science Standards Review. He is often a guest lecturer at local colleges and regularly teaches elementary science methods courses for pre-service teachers at the University of Minnesota. He has served on a number of science and STEM committees and boards and is currently ending a six-year term on the Executive Board of SciMathMN, a non- partisan business/K-16 coalition that promotes STEM in Minnesota. Cheryl Farmer is Director of Precollege Engineering Education Initiatives at The University of Texas at Austin (UT Austin), where her work focuses on creating and facilitating multidisciplinary collaborations to develop standards-based, research-based engineering curricula and instructional support programs. As co-founder of the National Science Foundation- funded UTeachEngineering program, she led UT Austin’s efforts to develop and roll out a high- quality, low-cost, hands-on, project-based high school engineering course; an innovative teacher professional development and induction program; and undergraduate and graduate degree programs for pre-service and in-service teachers of engineering. In 2012, recognizing the need for clear guidance to assist K-12 teachers and administrators in selecting appropriate professional development opportunities for engineering, she launched a national effort to develop a research- based framework of Standards for Professional Development for K-12 Teachers of Engineering. Her previous work in higher education includes the creation of an academic enrichment and mentorship program for university freshmen with a special focus on supporting first-generation college students. Ms. Farmer is a past recipient of the Dodd Teaching Excellence Award from the Department of Mathematics at The University of Texas at Austin. Jen Gutierrez began her education career in Arizona in 1988 teaching 1st–4th grades, including K–2 multi-age classes. In 2006 she moved into the role of Science Curriculum Specialist at the district level, coaching K-12 teachers, providing support in science instruction, and coordinating the district-wide science and engineering fair. After a year at Arizona Science Center Jen joined the Arizona Department of Education in 2014 as the K-12 STEM Education Specialist in the Standards Division. Jen "retired" in 2017 and is currently working as a K-12 STEM Education consultant. She is a proud member of the NGSS writing team, including the Diversity and Equity team, and is an endorsed trainer for the Museum of Science, Boston’s Engineering is Elementary (EiE) program working with teachers around the U.S. Jen stays actively engaged in science education at the state and national level, currently serving as Division Director of Professional Learning in Science Education on the National Science Teaching Association’s board. She earned a BS in Journalism and a post-degree K-8 Certificate from Northern Arizona University, received her master’s in Elementary Education from Arizona State University, and an Administration Certification from NAU. 168

PREPUBLICATION COPY, UNCORRECTED PROOFS Tanner Huffman is an assistant professor in the Department of Integrative STEM Education, School of Engineering at The College of New Jersey, and Executive Director of the Advancing Excellence in P-12 Engineering Education Research Collaborative (AE3). Before joining the faculty at TCNJ, Dr. Huffman was the Director of Research, Assessment and Special Projects at the International Technology and Engineering Educators Association (ITEEA). While at ITEEA, he secured funding from the National Science Foundation, the Kuwait Foundation for the Advancement of Sciences, the Utah governor's office of economic development, and several other private foundations with the goal to provide high quality STEM curriculum and professional development to all students. Dr. Huffman continues to serve ITEEA as a senior advisor and consultant. He is a strong advocate for K-12 Engineering Education with experience as a middle and high school Engineering and Technology Education teacher and a focus on social relevance and empowerment. Dr. Huffman has published in international journals and presented at regional, state, national and international conferences. Dr. Huffman has also served as a board member of the American Society of Engineering Education’s Precollege Engineering Education Division; as an advisor for Carnegie Mellon University's CREATE Lab Satellite Network; and the national event coordinator for the Test for Engineering Aptitude, Math, and Science (TEAMS) student competition. Bryan Kind is Vice President of Programs at Project Lead the Way (PLTW). In this role, he leads the PLTW Professional Development program, which supports over 75,000 Computer Science, Biomedical Science, and Engineering pk-12 teachers across America, as well as the PLTW Production Team that is responsible for creating dynamic student and teacher learning experiences. He is passionate about driving innovation and quality to produce inspiring and transformative learning experiences for pK-12 students and teachers. Prior to his current role within PLTW, Kind served as Senior Director of Programs, Director of Professional Development, Director of eLearning, and Associate Director of Curriculum for Engineering. Prior to joining PLTW, Kind was a technology and engineering teacher in the Milwaukee, Wisconsin, metro area. He also served as a PLTW Principles of Engineering Master Teacher and delivered teacher training experience across the country. Kind holds a Master of Science in Education Administration and Supervision from Concordia University Wisconsin and a Bachelor of Science in Technology Education from the University of Wisconsin – Stout. Chentel Neat currently works at Colbert Museum Magnet school as the STEM magnet coordinator has been a teacher with Broward County Public Schools for the past 8 years. She holds a Bachelor of Science in Early Childhood Education from Florida International University and is also ESOL and Gifted endorsed. She has taught both 1st and 2nd grades and currently works at Colbert Elementary Museum Magnet school as the 2nd grade gifted/high achievers teacher. Colbert’s magnet program is focused on STEM; a portion of the curriculum focuses heavily on these areas and the school utilizes various programs and curricula to enhance the STEM Museum component of the magnet program. Colbert currently uses the Engineering is Elementary curriculum to address the "E" in STEM. In 2013, Neat was recorded by the Museum of Science, Boston teaching one of the units. These recordings were developed into Classroom Videos for the EiE website and serve to support teachers as they use the curriculum. Neat has also been awarded a scholarship from EiE that provides the opportunity to train to become a professional development provider of their curriculum. 169

PREPUBLICATION COPY, UNCORRECTED PROOFS Brian J. Reiser is professor of learning sciences at Northwestern University. Dr. Reiser’s research examines how to make the scientific practices of argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. Reiser co-led the development of IQWST (Investigating and Questioning our World through Science and Technology), a three-year middle school curriculum that supports students in science practices to develop disciplinary core ideas. Reiser is a member of the National Research Council’s Board on Science Education. He has served on the NRC committees authoring the reports A Framework for K-12 Science Education (which guided the development of the Next Generation Science Standards), Developing Assessments for the Next Generation Science Standards, and Guide to Implementing the Next Generation Science Standards. Dr. Reiser has also worked with Achieve on tools to support implementation of NGSS. Dr. Reiser is currently collaborating with several state initiatives to design and provide professional development and to develop curriculum materials for K-12 teachers to support them in realizing the reforms in NGSS in their classrooms. Dr. Reiser earned his Ph.D. in cognitive science from Yale University. Maria C. Simani is the Executive Director of the California Science Project (CSP), a statewide network providing professional development for K-12 teachers in science. A physicist, Dr. Simani received her Ph.D. in experimental particle physics in the Netherlands and then conducted particle physicist research at DESY, Germany, at the Stanford Linear Accelerator Center, and at the Lawrence Livermore National Laboratory. Dr. Simani also performed research on brain functioning and learning at the Keck Institute for Integrative Neuroscience at the University of California, San Francisco. Since 2012, Dr. Simani has served on the Science Expert Committee of the California Department of Education to review and provide recommendations for the adoption and implementation of the Next Generation Science Standards. Dr. Simani and the California Science Project have also contributed as lead writers of the new California Science Curriculum Framework. Dr. Simani served as member of the K-12 education subcommittee at the American Physical Society. The California Commission on the Status of Women and Girls nominated Dr. Simani in 2013 as one of the Trailblazer STEM Women of the Year, and the California Science Teachers Association recognized Dr. Simani for her distinguished service to science education in California in 2016 and 2019. Blaire Thrasher is an Engineering and Technology Education Instructor at East Coweta Middle School in Senoia, Georgia. A middle school teacher for thirteen years, she sponsors the First Lego League team and two Technology Student Association chapters at the middle school and high school levels in her county. Blaire earned an undergraduate degree from Georgia Southern University in 2007, a master's degree from Valley City State University in 2010, and a specialist degree from Valdosta State University in 2012. She is a member of the International Technology and Engineering Educators Association (ITEEA), having served as state affiliate president, secretary, and reporter. In 2011, Blaire was named as Georgia's Teacher of Excellence at the ITEEA Conference. Her engineering and technology program was named an ITEEA Program of Excellence in 2012 and she was named an ITEEA Emerging Leader in 2013. Blaire serves as a National Teacher Effectiveness Coach and curriculum author for ITEEA’s Engineering by Design. She served her State Department of Education as the coordinator for the Engineering and Technology Education Standards revision during the 2018-2019 school year. 170

PREPUBLICATION COPY, UNCORRECTED PROOFS Bruce Wellman is a National Board Certified Teacher (NBCT, Chemistry) who teaches chemistry and engineering design as part of the Olathe Engineering Academy at Olathe Northwest High School in Olathe, KS. Wellman completed his B.S. degree in general science (focus in chemistry) at Penn State University and his M.S. in Education at the University of Rochester (NY). He has taught overseas as an English teacher in French speaking Africa as well as a chemistry/AP Chemistry teacher in the United States in rural, urban, and suburban settings. He received the Presidential Award for Excellence in Science Teaching in 2009, served as a Teacher Ambassador Fellow at the U.S. Department of Education during the 2011-12 academic year and served as a National STEM Teacher Ambassador for the National Science Teachers Association (NSTA) & the National Council of Teachers of Mathematics (NCTM) during the 2017-18 academic year. Wellman was an inaugural member of the National STEM Education Advisory Panel which provides advice and recommendations to the U.S. Committee on Science, Technology, Engineering, and Mathematics Education (CoSTEM) for the federal government. Wellman has organized and lead small- and large-scale professional development for STEM teachers and has been active in bridging the gap between STEM Education research and classroom practices. He has provided workshops throughout the country on how to teach using a student-centered approach called Process Oriented Guided Inquiry Learning (POGIL) and was a contributing author for a published collection of high school chemistry POGIL classroom activities (POGIL Activities for High School Chemistry. Flinn Scientific, 2012). Wellman has presented and provided integrated-STEM teacher training internationally at the First Integrated STEM Leadership Summit in Asia (Cebu, Philippines, 2019). He has served on several NSF review panels and as co-author/co-Principal Investigator on the NSF DR K-12 funded project entitled, “Promoting Engineering Problem Framing Skill-Development in High School Science and Engineering Courses” (also known as “Building Informed Designers”). Wellman has also been involved with teacher preparation programs through serving as a mentor teacher for several chemistry student-teachers and teaching the Science Teaching Methods class for secondary pre- service teachers at Rockhurst University (Kansas City, MO). Wellman remains involved with pre-college engineering education at the national level and currently serves as a member of the American Society for Engineering Education (ASEE) Board of Directors’ Committee on P-12 Engineering Education. Wellman has previously served on the executive board of the Pre-college Engineering Education (PCEE) Division of ASEE. At the state level, Wellman has been involved with Kansas’ science standards development and teacher training through serving as the lead engineering standards reviewer for the Kansas’ Lead State Review Team for the Next Generation Science Standards (NGSS). Suzanne Wilson is a Neag Endowed Professor of Teacher Education at the University of Connecticut where she currently serves as Professor in the Department of Curriculum and Instruction. Her undergraduate degree is in history and American Studies from Brown University; she also has a M.S. in Statistics and a Ph.D. in Psychological Studies in Education from Stanford University. She was a University Distinguished Professor in the Department of Teacher Education at Michigan State University, where she served on the faculty for 26 years. Wilson also served as the first director of the Teacher Assessment Project (PI, Lee Shulman), which developed prototype assessments for the National Board for Professional Teaching Standards. Dr. Wilson is a committed teacher, having taught undergraduate, MA, and doctoral classes in educational policy, teacher learning, and research methods. She has directed 28 dissertations, and served as a committee member on another 35. While at Michigan State, Wilson 171

PREPUBLICATION COPY, UNCORRECTED PROOFS collaborated on several large-scale research projects, including the National Center for Research on Teacher Education/Teacher Learning, the Educational Policy and Practice Study, and the National Partnership for Excellence and Accountability in Teaching. She has written on teacher knowledge, curriculum reform, educational policy, and teacher learning. She is currently co-PI on Learning science as inquiry with the Urban Advantage: Formal-informal collaborations to increase science literacy and student learning, a collaboration with Urban Advantage, a professional development program offered throughout NYC in which she is investigating what teachers learn from opportunities to engage in secondary science research. Her current work concerns exploring various measures of teaching and teachers’ understanding that might be used for teacher education and education research, as well as a study of the contemporary and jurisdictional battles over who should control teacher education and licensure. She has published in American Educator, American Educational Research Journal, Educational Researcher, Elementary School Journal, Journal of Teacher Education, Phi Delta Kappan, and Teaching Education. She is author of California Dreaming: Reforming Mathematics Education (Yale, 2003), and editor of Lee Shulman’s collection of essays, Wisdom of practice: Essays on teaching, learning, and learning to teach (Jossey-Bass, 2004). Wilson serves on multiple editorial and advisory boards; she is also a member of the National Research Council’s Board on Science Education and the National Academy of Education. 172

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Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering.

Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.

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