National Academies Press: OpenBook

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

Chapter: Appendix C: Educator Capacity Building in PreK12 Engineering Education: Workshop 2 Agenda: August 30, 2017

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Suggested Citation:"Appendix C: Educator Capacity Building in PreK12 Engineering Education: Workshop 2 Agenda: August 30, 2017." 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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Appendix C

Educator Capacity Building in PreK–12 Engineering Education Workshop 2 Agenda August 30, 2017

WEDNESDAY, AUGUST 30, 2017

12:30 pm Lunch
1:00 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?
Suggested Citation:"Appendix C: Educator Capacity Building in PreK12 Engineering Education: Workshop 2 Agenda: August 30, 2017." 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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1:45 Evaluation data from PreK–12 engineering PD programs
Moderator: Maria Simani, California Science Project
Beth Cady, NAE
  • What data have been collected and what claims are made?
  • What research questions should be addressed in future studies?
2:45 Credentialing of K–12 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?
3:30 Break
3:45 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, Citizenship Initiatives in Education, IBM

  • IBM’s experience with P-TECH schools
  • Leveraging Watson to support teacher PD
Suggested Citation:"Appendix C: Educator Capacity Building in PreK12 Engineering Education: Workshop 2 Agenda: August 30, 2017." 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 241
Suggested Citation:"Appendix C: Educator Capacity Building in PreK12 Engineering Education: Workshop 2 Agenda: August 30, 2017." 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 242
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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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