Judith D’Amico Director of State and Corporate Relations Project Lead the Way EDUCATING THE 21 st...
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Transcript of Judith D’Amico Director of State and Corporate Relations Project Lead the Way EDUCATING THE 21 st...
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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64
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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
[email protected]@comcast.net