National Academies Press: OpenBook

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

Chapter: Appendix C: Workshop 2 Agenda

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Suggested Citation:"Appendix C: Workshop 2 Agenda." 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 176
Suggested Citation:"Appendix C: Workshop 2 Agenda." 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 177

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PREPUBLICATION COPY, UNCORRECTED PROOFS Appendix C: Workshop 2 Agenda Wednesday, August 30 12:30 p.m. Lunch 1:00 p.m. LPI’s report, Effective Teacher Professional Development (2017): Implications for the project (Background readings: (1) Effective Teacher Professional Development Factsheet; (2) Effective Teacher Professional Development Report) Moderator: Bryan Kind, Project Lead the Way Maria Hyler and Madelyn Gardner, Learning Policy Institute  What findings from the report might apply to the preparation of K-12 teachers of engineering?  What is the role of engineering design in pedagogy?  What are the challenges and affordances of introducing math and science concepts through engineering design? 1:45 p.m. Evaluation data from PreK-12 Engineering PD programs Moderator: Maria Simani, California Science Project Beth Cady, NAE  What data has been collected and what claims are made?  What research questions should be addressed in future studies? 2:45 p.m. Credentialing of K12 Engineering Educators: Schools and Staffing Survey and a review of state policies (Background readings: Kuehn SASS report; De Miranda report on credentialing) Moderator: Bruce Wellman, Olathe Northwest High School, Olathe, Kansas Greg Pearson, NAE: SASS Michael De Miranda, Texas A&M: State policies (by WebEx)  What do these data tell us about the prevalence of PreK-12 teachers assigned to teach engineering, with engineering certificates, or with engineering degrees?  How do these data help address the relevant questions about professional pathways for educators, including those working in informal settings, in the SOT?  What are the implications for the report? 176

PREPUBLICATION COPY, UNCORRECTED PROOFS 3:30 pm Break 3:45 p.m. Connecting Engineering Skills/Dispositions to Workforce Needs Moderator: Ellen Kullman, DuPont (ret.) Jennifer Ryan Crozie, Vice President, IBM Corporate Citizenship, President, IBM International Foundation Maura Banta, Director of Citizenship Initiatives in Education, IBM  IBM’s experience with P-TECH schools  Leveraging Watson to support teacher PD 177

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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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