National Academies Press: OpenBook

Promoting Aviation Career Education in High Schools and Community Colleges (2019)

Chapter: Appendix F - AOPA High School STEM Curriculum

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Suggested Citation:"Appendix F - AOPA High School STEM Curriculum." National Academies of Sciences, Engineering, and Medicine. 2019. Promoting Aviation Career Education in High Schools and Community Colleges. Washington, DC: The National Academies Press. doi: 10.17226/25643.
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Suggested Citation:"Appendix F - AOPA High School STEM Curriculum." National Academies of Sciences, Engineering, and Medicine. 2019. Promoting Aviation Career Education in High Schools and Community Colleges. Washington, DC: The National Academies Press. doi: 10.17226/25643.
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Suggested Citation:"Appendix F - AOPA High School STEM Curriculum." National Academies of Sciences, Engineering, and Medicine. 2019. Promoting Aviation Career Education in High Schools and Community Colleges. Washington, DC: The National Academies Press. doi: 10.17226/25643.
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Page 153
Page 154
Suggested Citation:"Appendix F - AOPA High School STEM Curriculum." National Academies of Sciences, Engineering, and Medicine. 2019. Promoting Aviation Career Education in High Schools and Community Colleges. Washington, DC: The National Academies Press. doi: 10.17226/25643.
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Page 154

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151 A P P E N D I X F AOPA High School STEM Curriculum WHAT’S INCLUDED11 This curriculum is intended for teachers to use in a formalized education setting as a credit-bearing course. The curriculum is aligned to Next Generation Science Standards and Common Core State Standards for Mathematics. Both the ninth- and tenth-grade courses will be ready for high schools to implement for the 2019-2020 school year, with additional grade levels available in the years to follow. Schools must apply to use the curriculum and, if accepted, must agree to provide essential data that will be used to track the program’s effectiveness and impact. Anyone teaching AOPA’s courses must participate in professional development. Teachers can get the most benefit by attending in-person a three-day professional development workshop in Frederick, MD. The workshop is the best way to gain a deeper understanding of each course, learn more about available resources, and network with other aviation educators. During the workshop, teachers will gain access to the curriculum and learn more about its structure, design, and available resources. Teachers will also become familiar with aviation content, participate in student hands-on activities, gain strategies for teaching aviation-related concepts, and network with like-minded peers from across the country. Cost for the workshop is $200 per person, which includes all workshop materials as well as breakfast and lunch daily. Teachers who are unable to attend the in-person workshop may participate virtually, but workshop interaction will be limited. Virtual attendees will not be able to participate in the many engaging hands-on activities with their peers. There is no cost to participate in the workshop virtually. COURSE DESCRIPTIONS NINTH-GRADE CURRICULUM 1st Semester – Launching Into Aviation The ninth-grade course will provide the foundation for advanced exploration in the areas of flying, aerospace engineering, and unmanned aircraft systems. Students will learn about engineering practices, problem-solving, and the innovations and technological developments that have made today’s aviation and aerospace industries possible.

152 Promoting Aviation Career Education in High Schools and Community Colleges This core aerospace and aviation course provides the foundation for both pathways. It is designed to give students a clear understanding of career opportunities in aviation and aerospace and the critical issues affecting the aviation system. Students will also begin to drill down into the various sectors of aviation and the elements that make up the aviation and aerospace ecosystem. They will discover how advances in aviation created a need for regulation and will learn about the promulgation of civil aviation oversight. Students will explore modern innovations and develop their own innovative ideas to address real-world challenges facing the aviation industry. They will be exposed to a variety of career options in aviation and aerospace and take an in-depth look at the opportunities available. For schools offering multiple pathways, this course will allow students to begin to define their individual interests. TENTH-GRADE CURRICULUM 1st Semester – Introduction to Flight In the Introduction to Flight Course, students pursuing the pilot and UAS tracks will take a closer look at the aircraft they may one day operate. Students will begin with an exploration of the types of aircraft in use today before going on to learn how aircraft are made and how they fly. Students will understand how aircraft are categorized, be able to identify their parts, and learn about aircraft construction techniques and materials. They will gain an in-depth understanding of the forces of flight—lift, weight, thrust, and drag—including how to make key calculations. They will then touch on aircraft design, looking at stability, aircraft controls, and maneuvering flight. The course will conclude with a focus on career skills related to these topics. 2nd Semester – Aircraft Systems and Performance In the Aircraft Systems and Performance course, students in the UAS and Pilot tracks will take an in- depth look at the systems that make manned and unmanned aircraft work as well as the instrumentation powered by those systems. Beginning with aircraft powerplants and fuel systems, students will learn about the different options available and how they affect aircraft design and performance. They will go on to explore other key aircraft systems, including electrical, pitot-static, and vacuum systems. Throughout, they will learn about the flight instruments associated with each system and how to identify and troubleshoot common problems. This unit also covers airplane flight manuals, the pilot's operating handbook, and required aircraft documents. Finally, students will learn about the factors that affect aircraft performance and how to determine critical operating data for aircraft. REQUIREMENTS AOPA provides this curriculum at no charge to high schools. Participating schools must agree to certain requirements set by AOPA. These include participating in professional development, providing data to AOPA (see outline below), and agreeing to a non-disclosure statement. Students will look at the problem-solving practices and innovative leaps that transformed space exploration from the unimaginable to the common in a single generation. Students will also gain historical perspective, starting from the earliest flying machines and leading to the wide variety of modern aircraft and the integral role they play in making today’s world work. 2nd Semester – Exploring Aviation and Aerospace

AOPA High School STEM Curriculum 153 Fully support his/her teacher’s in-person or virtual participation in the professional development workshop. Ensure that participating students receive credit and grades for the course. Provide data as requested by AOPA. Additional detail is provided in the Data Requirements section. Teacher Requirements AOPA will conduct three-day professional development workshop for each grade level in Frederick, MD, for educators teaching the AOPA curriculum during the school year. This training will include how to deploy and teach the AOPA aviation STEM curriculum. Teachers using the curriculum during the 2019- 2020 school year are required to participate in all three days of training, either in person or virtually. The cost of the in-person workshop is $200. The in-person registration fee covers breakfasts, lunches, and materials for the workshop. It does not include transportation or housing costs. Teachers are strongly encouraged to attend the workshop in person in order to receive the maximum benefit and fully participate in interactive activities. There is no charge to participate virtually. The workshops will occur as follows: 9th grade workshop, Friday, April 26 to Sunday, April 28, 2019 10th grade workshop, Friday, June 7 to Sunday, June 9, 2019 Data Requirements Data will be collected from each teacher using the curriculum four times per year – at the beginning and end of each semester. Required data for each teacher per class per semester using the AOPA curriculum: School FARMs rate • Total number of students enrolled in the AOPA course(s) • Total number of students by gender, ethnicity • Average class pre- and post-course assessment scores • Aviation related data, e.g., the number of students pursuing flight training, taking FAA written tests, taking flight check rides, etc. • High school graduation rate • Graduation rate for students enrolled in courses using AOPA curriculum High School Requirements The High School commits to running the course(s) as a unique class throughout the school year. The High School Administrator shall:

154 Promoting Aviation Career Education in High Schools and Community Colleges SELECTION CRITERIA To be eligible for application to use the AOPA aviation STEM curriculum, you must comply with the following: • The teacher using the curriculum must be a paid or contracted employee by a school system or school. • Secure support of school district (if applicable) and school administration. Use AOPA curriculum in its entirety as an official credit-bearing course for the 2018-2019 school year. • Commit to using AOPA curriculum for both semesters for the 2018-2019 school year. Enroll at least five students in each AOPA course (per semester). • The instructor teaching the course must participate in the professional development workshop for the grade level they are teaching provided by AOPA if teaching AOPA’s grade level courses for the first time during the 2019-2020 school year. To be eligible for selection to use the AOPA aviation STEM curriculum, you must have the following: • Meet all of the criterion above. • Submit a completed application and agreement form, with all required information and signatures, signifying support of the school district (if applicable) and school administration. • Teacher(s) are required to participate in the professional development workshop for the grade level they are teaching during the dates mentioned below. These workshops will take place: • 9th grade workshop Friday, April 26 to Sunday, April 28, 2019 (in-person or virtual) • 10th grade workshop Friday, June 7 to Sunday, June 9, 2019 (in-person or virtual) • Teacher(s) and school must agree to submit all required data before or on the dates provided on the agreement form. AOPA reserves the right to select, in its sole discretion, schools that will be allowed to use the AOPA high school aviation STEM curriculum for the 2019-2020 school year. All completed applications and agreement forms must be submitted online to AOPA no later than 5 p.m. EDT, Thursday, February 28, 2019. Schools will be notified no later than Monday, March 11, 2019, of their selection status. If a school is selected, more information will be provided about curriculum access and teacher professional development registration for the workshop(s). No Changes and Non-Disclosure: The school, including participating teachers and administrators, shall not in any circumstance edit, alter, chase, share, disseminate or otherwise distribute the Curriculum (in whole or in part, or in digital or print formats) to other non-participating schools (at any level), organizations, and/or teachers. If a high school continues courses in a pathway(s), data will need to be provided from the high school providing the number of students continuing in the pathway, number of CTE completers, and industry credential metrics. AOPA may request additional data. No personally identifying student information will be collected.

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More airport operations/management academic programs at both the high school and community college levels would help the airport industry. With baby boomers currently reaching retirement age at the rate of 10,000 each day, and later generations much smaller in size, new employees are not entering the workforce swiftly enough to replace those leaving because of retirement, illness, and other complicating factors.

As a result, the aviation industry, like others, is experiencing a significant labor shortage. With no end in sight, the industry has joined forces in a number of unique partnerships in an effort to not only enhance the quality of current aviation graduates, but also stimulate interest in aviation careers among college students, high school students, and even middle school and elementary school students.

The TRB Airport Cooperative Research Program's ACRP Synthesis 103: Promoting Aviation Career Education in High Schools and Community Colleges points out the many characteristics of high school and community college aviation programs throughout the country, which could prove useful to airport management. By better understanding the academic programs producing the next generation of aviation professionals, airports can develop proactive efforts to promote the airport profession to aviation programs in their local area and influence young people to seriously consider airports as a viable career path, thus positively affecting the future of the airport industry.

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