Judith D’Amico Director of State and Corporate Relations

Project Lead the Way

Project Lead the WayEDUCATING THE 21st CENTURY

WORKFORCE

OPAS Prepare WorkgroupProject Lead The Way January 22, 2008

CONSIDER THIS FROM FORTUNE MAGAZINE, DECEMBER 10, 2007:

King Abdullah of Saudi Arabia spending $12.5 billion for a graduate research university, endowed with $10 billion--as big an endowment on day one as MIT built in 142 years--to attract the best researchers in science and technology.

The EU proposed new rules—If well educated with a job offer in Europe, a skilled worker can get a two-year renewable permit. The problem Europe is trying to solve: 85% of emigrating unskilled workers from developing countries go to Europe, but only 5% of skilled workers do so.

HCL Technologies, (Indian infotech firm), noticed a major change in its best young employees. Until two or three years ago, few of them would work unless they were promised an overseas assignment. Now it's the opposite: They see India as most compelling source of excitement and opportunity, and don't want to be sent away.

We've known for a long time that this day was coming, and

now it's here:Countries are finally realizing that their future prosperity depends not on natural resources or even on financial capital, but on human capital. Companies have been battling for years to attract and keep the best people. Now countries are engaging in the same fight.

NOW WE CAN TALK

THESE STORIES MAKE THE DISCUSSION ABOUT THE COMPETITIVE EDGE REAL, SO NOW WHAT DO WE DO?

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What is Project Lead The Way?

PLTW is a 501(c)(3)not-for-profit organization

PLTW partners with public schools, higher education institutions and the private sector to grow the nation’s science, engineering, and engineering technology workforce.

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PLTW’s Curriculum:Aligns key learning concepts to national learning standards

Includes:• day-by-day lessons • support and enrichment activities• course vocabulary• instructional resources including numerous

PowerPoint presentations• evaluation and assessment tools aligned to

the key concepts

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The Focus of PLTW isProblem-Based LearningStudents do authentic real-world work and may work in teams.

Learning is contextual—not a disjointed series of concepts.

Expectations are clearly articulated.

Problems have unpredictable results.

Activities and projects have predictable outcomes.

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Solve problems Cope with “failure” and try again Work in TeamsAnalyze informationCommunicate – verbally and in writingManage Time to meet deadlinesThink creatively and critically to solve problems.Understand and practice professional conduct.Understand how research is conducted and funded.Have fun while working hard

Students Learn “Real World” Skills:

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Why Do We Need PLTW?

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Why Do We Need PLTW?

2000

1960

Our Workforce Has Changed.

20% Skilled

20% Professional

60% Unskilled

65% Skilled

20% Professional

15% Unskilled

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Why Do We Need PLTW?

There are currently 1.3 M engineering/engineering technology jobs available in the U.S. without trained people to fill them.

According to the Federal Government we will need 15 million engineers and technology workers by 2020.

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Research

Complex Analysis

Complex Design

Development

Manufacturing Test and Evaluation

Routine Design

Production

Operation, Service, And Maintenance

Distribution and Sales

Requires Multiple Skills, Offers Multiple Pathways, Provides Multiple

Opportunities

Science and Technologyin Our Society

PLTW Graduation ExpectationsUnderstand technology as a tool for problem solving.Understand the scientific process, engineering problem solving and the application of technology.Prepared for the rigor of college level Engineering or Engineering Technology programs.Understand, technological systems as they interface with other systems.Use the principles of mathematics in their application to problem solving.Communicate effectively using reading, writing, listening and speaking.Demonstrate the ability to work in teams.

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PLTW COURSES

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Design and Modeling

The Magic of Electrons

The Science of Technology

Automation and Robotics

Flight and Space

Energy and Motion

(Under development)

Middle School Gateway to Technology

PLTW Classes in Action: Middle School

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Introduction to Engineering Design Principles of Engineering Digital Electronics

Computer Integrated Manufacturing Civil Engineering/Architecture Biotechnology Aerospace Engineering Power and Energy (to be developed)

Engineering Design & Development

Note: Course program requires college entrance

mathematics each year.

Specialization Courses (HS offers 1 or more):

Foundation Courses:

Capstone Course:

HS Engineering Program

PLTW Classes in Action: High School

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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

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Foundation Course: Introduction To Engineering Design

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Foundation Course: Digital Electronics

Design > Simulate > Prototype > Fabricate

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Specialization Course:Civil Engineering and Architecture

Cuban Restaurant

Soils

Permits

Design

Structural Analysis

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Civil Engineering & Architecture Kearny Redesigns Their Classroom

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And a Neighborhood Park

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Aerospace Engineering

Design and build an airfoil.

Test it in a wind tunnel.

Create a 3D solid model of the airfoil in AutoDesk Inventor.

A Sample Project:

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Specialization Course:Computer Integrated Manufacturing

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Capstone Course:Engineering Design and Development

Problem Solving in Teams

Juried Presentations

THAT IS HOW WE--

INSPIRE STUDENTS

ENGAGE STUDENTS

EDUCATE STUDENTS

AND LEAD STUDENTS TO CAREERS

THE RELEVANCE QUESTION

RELEVANT TO STUDENTS?

RELEVANT TO TEACHERS?

RELEVANT TO PARENTS?

RELEVANT TO BUSINESS?

RELEVANT TO COMMUNITY?

Reaching all Students (80 % HS)

What does High Rigor & High Relevance

look like in a school curriculum ?

Project Lead The Way is a model.

Evaluation 6

High RigorLow Context

High RigorHigh Context

Synthesis 5

Analysis 4

Application 3

Low RigorLow Context

Low RigorHigh Context

Understanding 2

Awareness 1

  1 2 3 4 5

Knowledge Apply indiscipline

Apply across

disciplines

Apply to predictablereal-worldsituations

Apply to unpredictable

real-worldsituations

Application Model Adapted from W. Daggett

Bloom’s Levels of Learning

From: Principles of Engineering

Design and build a modifiable device that will launch a ping pong ball into a 10 inch bowl with 100% accuracy.

On launch day the distance will be varied by the instructor within a range of 5 to 15 feet.

High Rigor, High Context with Predictable Outcome

This is Project/Problem Based Learning!

Evaluation 6

High RigorLow Context

High RigorHigh Context

Synthesis 5

Analysis 4

Application 3

Low RigorLow Context

Low RigorHigh Context

Understanding 2

Awareness 1

  1 2 3 4 5

Knowledge Apply indiscipline

Apply across

disciplines

Apply to predictablereal-worldsituations

Apply to unpredictable

real-worldsituations

Application Model Adapted from W. Daggett

Bloom’s Levels of Learning

From: Digital Electronics

Design and build an electronic device to automatically measure

the distance a person is away from the device.

High Rigor, High Context with Unpredictable Results

This is Project/Problem Based Learning!

Evaluation 6

High RigorLow Context

High RigorHigh Context

Synthesis 5

Analysis 4

Application 3

Low RigorLow Context

Low RigorHigh Context

Understanding 2

Awareness 1

  1 2 3 4 5

Knowledge Apply indiscipline

Apply across

disciplines

Apply to predictablereal-worldsituations

Apply to unpredictable

real-worldsituations

Application Model Adapted from W. Daggett

Bloom’s Levels of Learning

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PLTW’s NEW BIOMEDICAL SCIENCES

CURRICULUM: Critical Component of the

21st Century Workforce

PLTW™ Biomedical Sciences Program

Design is based on the successful PLTW Engineering Program to: Address the impending critical shortage of qualified biomedical science and health professionals.Prepare students for rigorous post-secondary education and training.

Biomedical Careers--- some examples ---

Doctor

Nurse

Dentist

Veterinarian

Medical Technologist

Pharmaceutical Scientist

Biomedical Engineer

Social worker

Health Information Manager

Pharmacist

Ultrasound Technician

Medical Technical Writer

Radiologist

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Biomedical Sciences High School Courses

Principles of the Biomedical SciencesStudent work involves the study of human medicine, research processes and an introduction to bio-informatics Human Body SystemsThis course will engage students in the study of basic human physiology, especially in relationship to human health Medical InterventionsStudents will investigate various medical interventions that extend and

improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care Science Research

This capstone course gives student teams the opportunity to work with a mentor, identify a science research topic, conduct research, write a scientific paper, and defend team conclusions and recommendations to a panel of outside reviewers

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Year 1: Principles of the Biomedical Sciences

Key Biological Concepts:Cellular basis of life

Homeostasis

Metabolism

The Human Body and Medicine

Inheritance of traits

Defense against disease

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Course #2: Human Body Systems

Engage students in the study of basic human physiology, especially in relationship to human health.

Students will use LabVIEW® software to design and build sensors, instruments and systems to monitor body functions.

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Course #3: Medical Interventions

:

gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care.

Students will investigate various medical interventions that extend and improve quality of life, including:

Next Curriculum Area of Focus

CREATION OF NEW COURSEWORK FOCUSED ON ENERGY AND POWER

FOR BOTH MIDDLE SCHOOL AND HIGH SCHOOL PLTW

CURRICULUM.

Energy & Power: A Course for PLTW High Schools and Middle Schools

A full year course will be developed in Energy and Power for high schools and a 9 week unit of study for middle schools.

The course will contain at least the following content:Fossil FuelsBio FuelsSolar EnergyNuclear EnergyGeothermal EnergyPower SystemsEnergy and Power Conversion Systems

Experts from industry and higher education will be engaged to identify the key learning concepts as well as project/problem themes intended to show that students have learned the key learning concepts.

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Professional

Development

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Ready for core training

Ready for teaching

• Gateway To Technology (Middle School)

• Principles of Engineering

• Introduction To Engineering Design

• Digital Electronics

• Computer Integrated Manufacturing

• Civil Engineering/Architecture

• Aerospace Engineering

• Biotechnology

• Engineering Design and Development

• Biomedical Science (under development)

Core TrainingSummer Training Institute

Self-Assessment& Pre-Core

Training

Continuous Training

3 Phase Professional Development

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Who Does Well in PLTW? And

How Do We Know?

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What Students do Well in PLTW?The student who is:

Creative- Likes to design things.In the upper 80% of their classA hands-on learner.An underachiever who might get “hooked” by an interesting project-based class.Interested in computers, science, or technology.Good in math and science.

STUDENT COMMENTSPLTW is a better learning experience because you are self-motivated.The learning that comes when it doesn’t work is just as valuable as the learning when it does work.You think differently because you cannot just look up the answers. You have to come up with the solution. It is more critical thinking.Though I’m not pursuing an engineering degree, the problem-solving skills learned are important no matter your field.

Teacher & Principal Comments:Our teachers recognize that the same skills emphasized in PLTW classes make a student successful in any class. (Diane Lashinsky, Administrator, The Innovation School)

I am excited to see PLTW courses challenging students with good problems that require strong math, science, and analytical skills. As an engineer teaching these kinds of things to high school kids is as good as it gets. (Craig Devine, PLTW Teacher & Former Engineer.)

Business Comments:I hired four PLTW students right out of high school. They came to us with real-life job skills and their work has been used in successful proposals, products, and systems installations. This program is a win for everyone involved. (Andrea L. Mann, Ph.D. President, Mann Wireless, Ltd.)

Business Comments:We are an electronics manufacturing facility, so the idea of PLTW fits well into what we do. It is exciting to us that our local school has embraced the technology field, and that local students can finally look at us, know what we do, and want to be part of it. (Peg Murphy, Director HR, Espey Mfg. & Electronics Corporation)

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Research FindingsResearch Findings

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Research DataKey Findings based upon 450 PLTW students

80% of PLTW seniors plan on attending college or community college versus 65% nationwide.

54% plan to study engineering or engineering technology versus 10% nationally.

19% plan on attending Community College or Technical School.

85% student retention rate in 2nd year of Engineering or Eng. Tech. versus 40% nationwide.

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PLTW Grad’s Education Plans(excludes non-college bound grads)

Engineering = 68% = 7X the National Average

Non-Science = 20%

Undecided = 12%

How are PLTW students doing when compared to other Career/Technical

students at High Schools That Work (HSTW) schools?

PLTW Students’ Mean Scores vs. a Random Sample of CTE Students from Similar Fields

292288

318321312 307

250260270280290300310320330340

Reading Math Science

PLTWStudents

MatchedCTEStudents

Source: Southern Regional Education Board Research Brief, September 2007

Comparison of PLTW Students’ Mean Scores with a Random Sample of Students from ALL CTE Fields

292

277

318321

303 297

250

270

290

310

330

Reading Math Science

Source: Southern Regional Education Board Research Brief, September 2007

Comparison of PLTW Students Course-

taking Patterns to Other CTE Students

Source: Southern Regional Education Board Research Brief, September 2007

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PLTWStudentsMatched CTEStudentsAll CTEStudents

4 Yrs College Math

4 Yrs College Science

Percentages of Students Planning Post-Secondary Study

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PLTW Students

Matched CTEStudents

All CTE Students

Source: Southern Regional Education Board Research Brief, September 2007

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University Partners

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PLTW Across the Nation

Nationwide Participant Growth

1997 - 2006• 1996-1997: 11 Schools

• 2004-2005: 800 Schools

• 2006-2007 : 1600+ Schools

• 2007-2008: 2300+ Schools

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National Partnerships

& Recognition

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National RecognitionNational Recognition

PLTW program is recommended as the model curriculum for

creating “K-12 rigorous curricula, standards and assessments based on world-class standards.”

“Students participating in PLTW courses are

better prepared for college engineering programs.”

National Academy of Engineering, National Academy of Science and the Institute of Medicine October 2005

Received endorsement of the American

Aerospace Industry Association (AIA) in December, 2006 as offering “proven curriculum and teacher professional development” with “the potential to increase the quantity and quality of engineers and engineering technologists graduating from our education system.”

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National Academy Foundation

National Academy Foundation has partnered with PLTW to establish

14 Engineering Academies nationwide

Innovative Technical Activity in Academics

Project Lead The Way, Inc. and San Diego State University

Education Program of the Year -2007

Visit our Website for more Visit our Website for more InformationInformation

WWW.PLTW.ORGWWW.PLTW.ORGJudith D’Amico, DirectorJudith D’Amico, Director

State and Corporate RelationsState and Corporate RelationsWestern RegionWestern Region

judithdamico@comcast.netjudithdamico@comcast.net