1
Engineering Concepts in Technology Education - including Principles of Engineering
courses and Project Lead the Way (PLTW) - History, Status, Trend, Advantages,
Limitations
Richard Blais – The founder of Project Lead the Way
2
Introduction
Engineering has played a considerable roll in the technology education
field for the past few years. It has filtered into our high school programs in many
different ways. Complete courses and curriculums are devoted to engineering
concepts. There are also courses offered in high schools where engineering topics
are covered minimally. With the job force in the United States moving towards
an informational age, high school technology courses are being designed with the
same focus. One way that our schools are being influenced by the conversion to a
more informational age is by implementing different engineering courses as stated
above. Teaching engineering principles and concepts is one way that we as
technology educators can help our students make the transition into the
informational age. Some courses taught in the middle school and high schools are
Principles of Engineering and the newly introduced curriculum of Project Lead
the Way which is much more comprehensive.
Project Lead the Way
This curriculum was developed to help middle schools as well as high schools
implement a more sophisticated program. This program is called Project Lead the
Way. Project Lead the Way is an engineering based curriculum that gives
technology students a taste of what the engineering field is all about. Project
Lead the Way was first developed in the 1980's by Richard Blais who was then
chairman of the Technology Department of a school district in upstate New York
3
(Project Lead the Way 1999-2003). Mr. Blais worked with numerous people at
different levels of education to develop and implement this program. He worked
with different representatives from the state as well as representatives from the
higher educational communities (Project Lead the Way September 1999-2003).
Mr. Blais and his staff began to develop and revise the program and its curriculum
to ensure it met all of their goals. The program takes four years to complete and it
is comprised of five courses. The curicculum is based mainly on engineering
concepts. The courses are Introduction To Engineering Design (Design and
Drawing For Production, NYS), digital Electronics, Principles of Engineering,
Computer Integrated Manufacturing, and Engineering Design And Development.
When they were done with developing the program the team fielded tested it to
determine whether it met the predetermined goals.
“Project Lead the Way,PLTW, has developed a four year
sequence of courses which, when combined with
traditional mathematics and science courses in high
school,
introduces students to the scope, rigor and
discipline of engineering and engineering technology
prior to entering college. The courses are Introduction to
Engineering Design, Digital Electronics, Computer
Integrated Manufacturing, Principles of Engineering, and
Engineering Design and Development. Introduction at
this level will attract more students to engineering, and
will allow students, while still in high school, to
4
determine if engineering is the career they desire”
(Senecal, 2003, p. 8)
The courses incorporate the different skills that one would need in the engineering
and engineering technologies fields. Blais and his staff used the newest
equipment and software that they could find in order to test this program. They
found that by taking these courses students would be better prepared for
engineering and technical courses they would be taking in college.
“The PLTW graduate will be better prepared for college
engineering programs and more likely to be successful,
thus reducing the attrition rate in these college programs,
which currently exceeds 50% nationally” (author, year, p.
)
Project Lead the Way 1999 – 2003).
Mr. Blais and his staff put together a Technology Advisory Board when
the development and testing began. This advisory board was charged to watch
over and enhance the program.
Status of PLTW
In the late 1980’s and the early 1990’s Blais and his staff field tested
PLTW. The schools that field-tested the program were only middle schools. Mr.
Blais and staff made a few reversions and published it for school to use. There
were only 12 schools in the country that picked up the curriculum and
5
implemented during the first year. The PLTW curriculum was first introduced to
high schools in the 1997 - 98 school year. The program finally caught on in the
2000 - 2001 school year when the number of schools using the program went
from 12 to over 300 schools in more than 25 states. Each year the program is
gaining more and more momentum. Schools from all around the country are
picking up the program and loving it. PLTW is becoming a very successful
program that is being implemented all around the country.
Advantages of PLTW
One major advantage of PLTW is that the curriculum is written for the teachers.
The school is given all of the materials necessary to teach all of the courses after
registering to purchase the program and curriculum. This ensures the district’s
curriculum coordinator that a consistent program is offered to all students. Also,
the educators that teach the course know exactly what to emphasis in the
classroom. All teachers that are scheduled to teach one of the courses offered in
PLTW are required to attend a training session at RIT. The training at RIT
provided the insights and tools necessary to be successful in the classroom. Each
course has its own training session. When the teachers leave the training, they are
more than prepared to teach the course.
One advantage for larger schools is that
if your Technology Department has sufficient staff then the department can offer
the traditional technology classes as well as PLTW courses. In an interview with
Oneida High School Technology teacher Timothy L. Kohlbernner who has been
6
involved with PLTW since 1999 says, “ It not only serves students interest in
engineering but helps prepare students for a variety of technical career fields”. He
also stated that “Content of the pre-engineering sequence can help prepare
students for a wide variety of college and technical programs” (Senecal, 2003, p.
8).
PLTW Limitations
Limitations of Project Lead the Way are what make this program very
controversial. Many professionals believe this program only appeals to advanced
students. Not every student wants to become an engineer or is capable of an
engineering career. Many educators feel that this program is too difficult for the
calibur of student that traditionally participates in the technology programs around
the country. Kohlbrenner says, “ No program can meet the needs of every
student” (Senecal, 2003, p.8). The cost of the program is another obstacle for
school districts. It costs $50,000 to adopt the program and most schools can’t
afford that kind of money (Senecal, 2003, p. 9). If a smaller school district
wanted to implement PLTW, then it might not be able to offer the traditional
technology courses. Limited staff and budget constraints would make
implementation of both traditional and PLTW courses virtually impossible. “If
such programs are adopted by distracts to replace existing Technology education
7
programs, they are reducing the options available to students (WEBSITE
Senecal, September 2003).
Trends Of Engineering Concepts in Schools
The past trend was that technology and engineering courses were taught
separatel. However, at the June 1992 Symposium on Critical Issues in
Technology Education, a group of leaders reviewed the technology field. One
major question that they addressed was “How do we gain broad based recognition
and societal support in the curriculum. What needs to be accomplished to secure
a foundation for the field?” (Bensen, 1992, p. 2). This group of professionals
concluded that in fact engineering and technology should not be two separate
fields of study. They should be combined to form a single discipline. “Society
makes references to engineering and technology in the same connotation and
there are multiple levels and types of education and human endevores within this
board and dynamic field of study” (Bensen, 1992, p. 2). The Project Lead the
Way program has been adopted by some districts to meet this new goal.
Conclusion
8
School Districts in the PLTW Network implement the 5 course sequence based on a plan
developed in partnership with colleges and universities, operate a Partnership Team with
members drawn from higher education and the private sector, and serve as a model for
other school districts. Colleges and universities provide strateg
Engineering comprises men and women who work in aerospace, biomedical, chemicals,
construction, computers, energy, manufacturing, and many other fields that require
people to create products, facilities, and structures.
Professional Engineers (PEs) have fulfilled the rigorous education, examination, and
experience requirements, which, under state licensure laws, permit them to offer
engineering services to the public. Although engineering licensure laws vary from state to
state, in general, to become a PE an individual must be a graduate of an engineering
program accredited by the Accreditation Board for Engineering and Technology, pass the
Fundamentals of Engineering exam, gain four years of experience as an intern, and then
pass the Principles and Practice of Engineering exam. PEs take legal responsibility for
their engineering designs, being bound by a code of ethics to protect public health and
safety.
9
States. Professional Engineers (PEs) have fulfilled the rigorous education, examination,
and experience requirements, which, under state licensure laws, permit them to offer
engineering services to the public. Although engineering licensure laws vary from state to
state, in general, to become a PE an individual must be a graduate of an engineering
program accredited by the Accreditation Board for Engineering and Technology, pass the
Fundamentals of Engineering exam, gain four years of experience as an intern, and then
pass the Principles and Practice of Engineering exam. PEs take legal responsibility for
their engineering designs, being bound by a code of ethics to protect public health and
safety.
Project Lead The Way Inc. (PLTW) is a national program forming partnerships
among Public Schools, Higher Education Institutions and the Private Sector to
increase the quantity and quality of engineers and engineering technologists
graduating from our educational system. The program is partially funded by
Charitable Venture Foundation, a private foundation located in Clifton Park, New
York. PLTW has a support staff of experienced technology educators and college
and university partners to support schools as they implement PLTW curricula.
PLTW has developed a four year sequence of courses which, when combined with
college preparatory mathematics and science courses in high school, introduces
students to the scope, rigor and discipline of engineering and engineering technology
10
prior to entering college.
The courses are:

Introduction To Engineering Design (Design and Drawing For Production,
NYS)

Digital Electronics

Principles of Engineering

Computer Integrated Manufacturing
Engineering Design And Development
Introduction at this level will attract more students to engineering, and will allow
students, while still in high school, to determine if engineering is the career they
desire. Students participating in PLTW courses are better prepared for college
engineering programs and more likely to be successful, thus reducing the attrition
rate in these college programs, which currently exceeds 50% nationally.
PLTW has a comprehensive organizational structure in place to ensure continued
participation and success. Key elements provide support at every level of the
program. PLTW provides local, state and national organization for leadership and
support, a model curriculum, teacher training and development, and consulting
services.
The participating School Districts implement the 5 course sequence based on a plan
developed in partnership with colleges and universities, operate a Partnership Team
11
with members drawn from higher education and the private sector and serve as
models for other school districts. Colleges and universities provide strategic regional
leadership, involve industry, and assist school districts to achieve the goals of the
program. School Partnering Teams advise and support the school districts in their
operational plans.
A critical component of the Project Lead The Way program is its teacher training
model. It was developed to provide the most intensive and comprehensive training
to teachers becoming part of Project Lead The Way. The curriculum these teachers
are required to teach utilizes cutting edge technology and software requiring
specialized training. Significant attention is paid to assessing the teachers' readiness
for training. If necessary, teachers then receive readiness training provided by their
schools to prepare them for the intensive core training provided during a Summer
Training Institute at Rochester Institute of Technology and National Affiliate
Training Centers throughout the United States. Ongoing training supports the
teachers as they implement the program and provides for continuous improvement
of skills.
Understanding that another key to success is awareness, PLTW makes a concerted effort
to inform school counselors about the benefits of the program, as well as the wide array
of technology jobs and careers
12
available to students who enter the field upon graduation from high school and
college. Counselors are supplied with PLTW materials, including brochures and a
video, to use with students and their parents.
In addition, PLTW has developed an exciting Middle School Technology Curriculum: Gateway To
Technology. This project-based, cutting edge curriculum is 40 weeks in length and is divided into
four 10-week units: Design and Modeling; The Magic of Electrons; The Science of Technology;
Automation and Robotics. Designed for all students, the units address national standards in math,
science and technology. One of the goals is to increase interest and awareness of female and
minority students in technology and related careers. Gateway To Technology will also encourage
increasing numbers of students to elect the high school To Print this page please set your
margins to .25: File -> Page Setup ->left and right margins .25
Copyright; 1999 - 2003 Project Lead The Way Inc., Clifton Park NY. All
rights reserved
How did the program begin?
A. Why is Project Lead The Way promoting engineering and engineering
technology courses for high school students?
A. There is a critical shortage of engineers and engineering technologists entering
the field at a time when technology is reinventing itself every few years. The number
of job openings is increasing due to the expansion of jobs in the technical fields and
the increasing numbers of engineers who are retiring.
13
What is the Mission of PLTW?
A. To forge a dynamic and on-going partnership among school districts, colleges
and universities, and industry that will establish and support a pre-engineering
education career cluster program in America's high schools, exciting students about
engineering careers and strengthening traditional academic programs with handson learning experiences.
What are PLTW's Goals?
A. Project Lead The Way has the following stated goals:

Increase the number of young people who pursue engineering and
engineering technology programs requiring a four or two-year college
degree.

Provide clear standards and expectations for student success in the program.

Provide leadership and support that will produce continuous improvement
and innovation in the program.

Provide equitable and inclusive opportunities for all academically qualified
students without regard to gender or ethnic origin.

Reduce the future college attrition rates within four and two-year
engineering and engineering technology degree programs.

Contribute to the continuance of America's national prosperity.
Which students would benefit from enrolling in a pre-engineering course?
14
A. Any student who is enrolled in a college preparatory math course is eligible for
the PLTW pre-engineering program. Students who also have an interest in science
and math should be encouraged to consider the program as a means of career
exploration. Those who find the engineering program of interest can complete all 5
courses in the sequence to become fully prepared for a 2 or 4 year college program
in engineering or engineering technology. Others will find out in high school that
engineering is not for them and will have time to prepare for another career path.
What are the High School courses in the PLTW program?
A. There are 5 courses in the PLTW High School Pre-engineering Program, as
follows:

Introduction to Engineering Design: A course that teaches problem-solving
skills using a design development process for products. Models of product
solutions are created, analyzed and communicated using solid modeling
computer design software. In NYS, the course is called Design and Drawing
for Production and follows the syllabus developed by the State Education
Department.

Digital Electronics: A course in applied logic that encompasses the
application of electronic circuits and devices. Computer simulation software
is used to design and test digital circuitry prior to the actual construction of
circuits and devices.

Computer Integrated Manufacturing: A course that applies principles of
robotics and automation. The course builds on computer solid modeling
15
skills developed in Introduction to Engineering Design, and Design and
Drawing for Production. Students use CNC equipment to produce actual
models of their three-dimensional designs. Fundamental concepts of robotics
used in automated manufacturing, and design analysis are included.

Principles of Engineering: A course that helps students understand the field
of engineering/engineering technology. Exploring various technology systems
and manufacturing processes helps students learn how engineers and
technicians use math, science and technology in an engineering problem
solving process to benefit people. The course also includes concerns about
social and political consequences of technological change .

Engineering Design and Development: An engineering research course in
which students work in teams to research, design and construct a solution to
an open-ended engineering problem. Students apply principles developed in
the four preceding courses and are guided by a community mentor. They
must present progress reports, submit a final written report and defend their
solutions to a panel of outside reviewers at the end of the school year.
Copyright; 1999 - 2003 Project Lead The Way Inc., Clifton Park NY. All
rights reserved
16
Copyright; 1999 - 2003 Project Lead The Way Inc., Clifton Park NY. All
rights reserved