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					Igniting Imagination and Innovation Through
                  Learning
           Judith D’Amico Regional Director, PLTW
                  judithdamico@comcast.net
     Shepherd Siegel, Ph.D Career + Technical Education,
                     Seattle Public Schools
                  ssiegel@seattleschools.org
       Karl Ruff, PLTW Teacher, Roosevelt High School
                   kwruff@seattleschools.org
The 2010 Wall Street Journal Survey
When asked which skills new college
 graduates needed to improve most—

  More than half of the college
  recruiters responding to the question
  named some combination of critical
  thinking, problem solving skills and
  the ability to think independently.
From The American Society for Engineering Education
 Engineering bachelor’s degrees declined in 2007 for the first
  time since the 1990s.
 Engineering master’s degrees declined 8.8 percent since
  2005.
 The U.S. Bureau of Labor Statistics projected a need for
  160,000 additional engineering positions from 2006 to 2016.
 National Science Board 2010 report shows that U.S.
  dominance of world science and engineering has eroded
  significantly in recent years, because of rapidly increasing
  capabilities among East Asian nations, particularly China.
 We cannot find renewable energy solutions without
  maintaining leadership in the engineering field – but we also
  cannot rebuild our economy without staying at the forefront
  of the latest developments in science and technology
                         The Engineering World
                       is a World Without Borders
Students must measure up to a global standard
We are part of a global economy
       Larger companies are multi-national.
       Your boss and co-workers may be in another country!

       U.S. workers compete with foreign workers
       U.S. companies sell into foreign markets
       U.S. companies compete with foreign producers

       Most products contain components from more than one country
       Most products are designed for more than one market

Agilent Technologies
Other nations with advanced economies know educating the
next generation is essential to future economic success…

        52%     51%
                                    but the U.S. (and Washington)
                        48%         are standing still
                                                                                      44%
  40%                            40%      40%      40%                  40% 40%
              33%                                                                               37%



                      17%     19%       18%     18%




   Canada     Japan   Korea   Ireland   Spain    France                    U.S.        WA

   % of Adults with AA degree or higher
         Age 45-54               Age 25-34            Source: WA State Director of the Higher
                                                      Education Coordinating Board
Washington will need many more workers with
bachelor’s and advanced degrees in technical and
scientific fields as the global economy grows
We are a leading consumer of
technical and scientific degrees…                  …but not a leading producer




                                                 #36 in BS Degree   #38 in percent
                                                 production among   of BS degrees
                                                 18-24 year olds      in science,
  #1 in        #6 in          #9 in Life
                                                                     engineering
Engineers    Computer             &
   per       Specialists      Physical
 10,000         per          Scientists
 workers      10,000         per 10,000
              workers         workers      51% of Washington employers
                                           report difficulty finding people with
                                           skills to expand their businesses
Source: U.S. Department of Commerce
 Question: Who’s going to…

  Solve the problems of global warming?
  Make transportation systems safer?
  Make medical breakthroughs in
   diagnostics?
  Solve the energy shortage?
  Maintain quality of life as populations
   increase and resources decrease?


Answer: Tomorrow’s Engineers
PLTW: 21st Century Model for Education
 Students can see the relevance of what
  they are learning—academics made real
 Students are prepared for both college
  and career—in whatever order they
  choose, in whatever combination
 Students gain the knowledge and skills in
  order to compete in the 21st Century
  global economy—both academic and
  technical
PLTW’s Three Key Elements:
Curricula - Rigorous and Relevant
 Middle and High School Engineering and
  Biomedical Sciences courses (with college
  credit options) that use problem-based
  learning.
Professional Development –
 High-Quality, Rigorous, Continuing, and
  Course-specific teacher training,
Partnerships –
 Counselor Conferences, Articulation
  Agreements and Business Partners.
                                              10
 PLTW Aligns Key Learning Concepts
       to National Standards
 National Science Education Standards
 Principles and Standards of School
  Mathematics
 Standards for Technological Literacy
 Standards for English Language Arts
 National Content Standards for
  Engineering and Engineering Technology
 National Health Care Cluster Foundation
  Standards
 ABET, Inc. Accreditation Criteria
Activities/Projects/Problems
 Focused on Design Process

 Activities give the
 students what they need
 to traverse the “phases”
 in a design process.
 Projects and Problems
 utilize the process itself.

                                                                    12

                   Example of STL Standard 8 Benchmark H design process
MIDDLE SCHOOL PROGRAM
GATEWAY TO TECHNOLOGY
Middle School Program
Gateway To Technology®

 Basic GTT: (DM Preferred
 as first unit taught)
   Design and Modeling™
   Automation and Robotics™
   Energy and the Environment™


 Advanced GTT: (Preferred Order)
   Flight and Space™
   The Science of Technology™
   The Magic of Electrons™
                           Gateway To Technology MS

 Design and Modeling
   Solid modeling software introduces students to the
      design process.
 Automation and Robotics
   Students trace the history, development, and
      influence of automation and robotics.
 Energy and the Environment
   Students investigate the importance of energy in our
      lives and the impact that using energy has on the
      environment.
 Flight and Space
   Aeronautics, propulsion, and rocketry.
 Science of Technology
   Impact of science on technology throughout history.
 Magic of Electrons
   Students unravel the mystery of digital circuitry.
16
 High School Program
Pathway to Engineering
 High School Program
    Pathway to Engineering

Foundation Courses:
 Introduction to Engineering Design™
 Principles Of Engineering™
 Digital Electronics™

Specialization Courses:
   Aerospace Engineering™
   Biotechnical Engineering™
   Civil Engineering and Architecture™
   Computer Integrated Manufacturing™

Capstone Course:
 Engineering Design and Development™

                                          18
                    Pathway To Engineering HS



Introduction to Engineering Design (IED)
     3D computer modeling software;
      study of the design process

Principles of Engineering (POE)
    Exploration of technology systems
     and engineering processes

Digital Electronics (DE)
    Use of computer simulation to learn
     the logic of electronics
                                       Pathway To Engineering HS

Aerospace Engineering (AE)
    Aerodynamics, astronautics, space-life sciences, and
      systems engineering
Biotechnical Engineering (BE)
    Biomechanics, genetic engineering, and forensics.
Civil Engineering and Architecture (CEA)
    Students collaborate on the development of community-
      based building projects
Computer Integrated Manufacturing (CIM)
    Robotics and automated manufacturing; production of 3-D
      designs.
Engineering Design and Development (EDD)
    Teams of students, guided by community mentors,
      research, design, and construct solutions to engineering
      problems.
Foundation Course: Introduction To Engineering
Design




                 Cary Sneider, Portland State University Center
                 for Science Education




                                                                  21
Foundation Course: Principles Of Engineering

                     A Hands-on, project-based
                     course that teaches:

                        Engineering as a Career

                        Materials Science

                        Structural Design

                        Applied Physics

                        Automation/Robotics

                        Embedded Processors

                        Drafting/Design           22
Foundation Course: Digital Electronics

         My name is George Boole and I lived in
         England in the 19th century. My work on
         mathematical logic, algebra, and the binary
         number system has had a unique influence
         upon the development of computers.
         Boolean Algebra is named after me.




Design        Simulate                    Prototype    Fabricate
Specialization Course: Aerospace Engineering

    A Sample Project:
    Design and build an airfoil.
    Test it in a wind tunnel.
    Create a 3D solid model of the airfoil in AutoDesk Inventor.




                                                              24
Specialization Course: Civil Engineering & Architecture
              Soils
              Permits
              Design
              Structural Analysis




                                                      25
  Specialization Course:
  Computer Integrated Manufacturing
 Computer Modeling
 CNC Equipment
 CAM Software
 Robotics
 Flexible Manufacturing
  Systems




                                      26
Engineering Design and Development
Proposed Units
Project Management
Define and Validate the Problem
Design a Solution
Design and Prototype a Solution
Test, Evaluate, and Refine the Solution
Communicate the Process, Results, and
 Next Steps
      High School Program
       Biomedical Science
Principles of the Biomedical Sciences
Students study research processes, human medicine and
are introduced to bio-informatics
Human Body Systems
Students study basic human physiology, especially in
relationship to human health
Medical Interventions
Students investigate various medical interventions that
extend and improve quality of life, including gene therapy,
pharmacology, surgery, prosthetics, rehabilitation, and
supportive care
Biomedical Innovation/Capstone Course
Students work with a mentor, identify a science research
topic, conduct research, write a scientific paper, and defend
team conclusions to a panel of outside reviewers
                         Biomedical Sciences HS


Principles of the Biomedical Sciences (PBS)
     Study of human body systems and health
      conditions
Human Body Systems (HBS)
     Exploring science in action, students
      build organs and tissues on a skeletal
      manikin and play the role of biomedical
      professionals to solve medical mysteries.
Medical Interventions (MI)
     Investigation of interventions involved in
      the prevention, diagnosis and treatment
      of disease.
Biomedical Innovation (BI)
     Students design innovative solutions for
      the health challenges of the 21st century
TEACHER PROFESSIONAL
    DEVELOPMENT
 PATHWAY TO ENGINEERING
   BIOMEDICAL SCIENCES
TEACHER PROFESSIONAL DEVELOPMENT: PHASE 1

   Self-Assessment and Pre-Core Training
TEACHER PROFESSIONAL DEVELOPMENT: PHASE 2

   Core Training: Summer Training Institute
TEACHER PROFESSIONAL DEVELOPMENT: PHASE 3

  Continuous Training: Virtual Academy and University-Based
  Professional Development




          Virtual Academy Main Page

                                      Online Update Training
PLTW OUTCOMES
 SUMMARY REVIEW
                                        Outstanding Outcomes


Our Students Perform
       PLTW Students Outperform
          Non-PLTW Students
  Significantly more Project Lead The Way students
  met the readiness goals on the 2008 High Schools
  That Work (HSTW) Assessment tests in reading,
  mathematics and science compared with HSTW
  students in similar career/technical fields and
  HSTW students in all career/technical fields.

           (2009 Southern Region Educational Board Report)
                                                     Outstanding Outcomes

         PLTW High School Grads Are
          College and Career Ready
Survey of PLTW seniors finds that
• 92% intend to pursue a four-year degree or higher,
• 51% intend to pursue a graduate degree, and
• 70% intend to study engineering, technology, or
  computer science.
By comparison
• 67% of beginning postsecondary students intended to
  pursue a bachelor’s degree or higher as reported by
  the National Center for Education Statistics.
  These results are consistent with results and conclusions for the past
  two years. (True Outcomes – 2009)
PLTW Alumni Data

      Milwaukee School of
       Engineering
        121 former PLTW students
           90% Retention (first year)
           Average PLTW GPA is 0.18 higher


      Oklahoma State University
        101 former PLTW students
           81.5% Retention (in engineering)
           12.3% Transferred (out of engineering)
PLTW Alumni Data
      Rochester Institute of
       Technology
        378 former PLTW students
        91.9% Retention (first year)
        81.3% Retention (fourth year)
        Average PLTW GPA is 0.10 higher (past 3 years)


      San Diego State University
        12 former PLTW students
        100% Retention


      Marquette University
        62 former PLTW students
        97% Retention (first year)
                                       Aerospace Engineering


             -AE-
       Currently in Revision
                                                Academic Calendar
       STI        2010-11            STI       2011-12       STI




Master Teachers and                 Student Version
 Affiliate Professors                  Released
       Field Test                      Fall 2011
       Fall 2010
                        Network delivery for
                           Core Training
                          Summer 2011
                                 Aerospace Engineering
Unit 1: Introduction to
Aerospace
Lessons
   Evolution of Flight
   Physics of Flight
   Flight Planning and Navigation
                                 Aerospace Engineering
                                                                             Bidirectional on Edge



Unit 2: Aerospace Design                              300



                                                      250



Lessons                                               200




                                        Force (Lbs)
    Materials and Structures
                                                      150

                                                     100



   Propulsion                                         50




    Flight Physiology (Human Factors)
                                                        0

                                                           0   500   1000               1500
                                                                                Displacement (1/1000 in)
                                                                                                           2000
                        Aerospace Engineering

Unit 3: Space
Lessons
   Space Travel
   Orbital Mechanics
                               Aerospace Engineering
Unit 4: Remote Systems
Lessons
   Alternative Applications
   Remote System Design
   Aerospace Careers

				
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posted:1/22/2011
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