Teacher Preparation
Programs
Engineering and Technology Education:
“Putting the T&E in STEM”
Kurt Becker
Professor, Department Head
Engineering and Technology Education
Utah State University
Engineering - Global Calls to Action
“Education as
usual” will not
get us there
“Business as
usual” will not get
us there
Why Change?
The call for a transformation in how engineers are educated
is well documented. The need for change: American
students’ declining interest in engineering and/or STEM
as a major, low engineering retention rates, the need for
a diverse engineering workforce, the effects of rapid
technological change and globalization.
ASEE’s Engineering Dean’s Council and the Corporate
Roundtable (1994); the National Research Council (1995); the
National Academy of Engineering (2002 and later); and the
National Science Foundation.
Benefits of K-12 Engineering
Education
• Improve learning and achievement in
science and mathematics;
• Increase awareness of engineering and
the work of engineers;
• Understanding of and the ability to
engage in engineering design
(Engineering in K-12 Education, NAE, 2009)
Who Will Teach Engineering at
the Secondary Level?
• Currently engineering education at the
secondary level is taught by math,
science, physics, and technology
education teachers.
• Technology education teachers are the
predominant group teaching
engineering.
Engineering and Technology
Education
Why?
• Infrastructure is in place
– Buildings, classrooms & laboratories
– Programs in high schools and junior high schools
• Technology Education – has a great overlap
with engineering (design component)
• Ill-structured creative problem solving
• Standards for Technological Literacy are in
place (STL, 2000)
• Secondary Licensure (6 – 12)
Engineering and Technology
Education
The Engineering and Technology Education
degree consists of courses in the following
areas:
•
•
•
•
•
communication
construction
engineering
manufacturing
power, energy & transportation
These courses consists of hands-on
experiences in laboratory settings. Laboratory
activities have a design emphasis that requires
creative problem solving.
Utah State University
COLLEGE OF ENGINEERING
5 Departments
•
•
•
•
•
Biological Engineering
Civil & Environmental Engineering
Electrical & Computer Engineering
Engineering & Technology Education
Mechanical & Aerospace Engineering
Department of Engineering
& Technology Education
• Offers a PhD in Engineering Education
• Offers the first two years of the engineering
program – foundational courses
• Offers a two year Assoc. of Pre-Engineering (APE)
at Regional Campuses
• Offers a 6-12 Engineering and Technology
Education – Teacher Preparation Program
National Center for Engineering and
Technology Education (NCETE)
NCETE a collaborative network of scholars with
backgrounds in technology education, engineering, and
related fields. The mission is to build capacity in
technology education and to improve the understanding
of the learning and teaching of high school students and
teachers as they apply engineering design processes to
technological problems.
www.ncete.org
Comparison of Design Process
(Hailey, Becker, Erickson, Thomas, 2005)
Engineering Design Process
(Eide, Jenison, Mashaw, Northup, 2001)
Technology Education
Design Process
(Standards for Technological Literacy, 2000)
Identify the Need
Define Problem
Search for Solutions
Identify Constraints
Specify Evaluation Criteria
Generate Alternative Solutions
Analysis
Mathematical Predictions
Optimization
Decision
Create a Working Model
Design Specifications
Communication
Defining a Problem
Brainstorming
Researching & Generating Ideas
Identifying Criteria
Specifying Constraints
Exploring Possibilities
Selecting an Approach and Develop a
Design Proposal
Building a Model or Prototype
Testing & Evaluating the Design
Refining the Design
Communicating Results
Comparison of Design Process
(Hailey, Becker, Erickson, Thomas, 2005)
Engineering Design Process
(Eide, Jenison, Mashaw, Northup, 2001)
Technology Education
Design Process
(Standards for Technological Literacy, 2000)
Identify the Need
Define Problem
Search for Solutions
Identify Constraints
Specify Evaluation Criteria
Generate Alternative Solutions
Defining a Problem
Brainstorming
Researching & Generating Ideas
Identifying Criteria
Specifying Constraints
Exploring Possibilities
Analysis
Mathematical Predictions
Optimization
Decision
Selecting an Approach and Develop a
Design Proposal
Building a Model or Prototype
Testing & Evaluating the Design
Refining the Design
Create a Working Model
Design Specifications
Communication
Communicating Results
Problems with Existing
Programs
• Technology Education - Use trial &
error
• Mathematics & Science – Teachers
struggled with teaching open ended
engineering problems
• Teachers struggle with teaching
engineering concepts
Utah State University
Pre-Service Model
• Curricular Changes
– changed course requirements
• Course Modifications
– Added engineering design component to
each technical course
Typical
Engineering and Technology Education Program
Engineeering and Technology Education
Composite Major (50 credits)
Secondary Ed Certification (35 credits)
Communication (9 credits)
INST 5200
2 Advanced Tech for Sec Ed Teachers
ITE 1010
3 Methods in Tech & Ind Ed I
ITE 1200
3 Computer-Aided Drafting & Design
ITE 3050
3 Graphic & Elect Com Tech
Manufacturing (9 credits)
ITE 1030
3 Material Processing & Tooling Sys
ITE 2030
3 Mfg Technology/Enterprise
ITE 32002
ITE 33002
ITE 4300
ITE 4400
ITE 5500
ITE 5600
ITE 3030
Sec Ed 31002
3 Communications Technology
3 CIM & Robotic Systems
Energy, Power, Transportation (3 credits)
ITE 1020
3 Energy/Power/Transportation
Construction (6 credits)
ITE 1040
3 Construction and Estimating
ITE 3220
3 Architecture & Construction Sys
Related Professional (8 credits)
ITE 10001
1 Orientation to Tech Ed
ITE 3440
3 Science Tech & Modern Society
ITE 5220
4 Program & Course Development
Related Technical (15 credits)
Engr 1010
2 Intro to Engineering Design
Sec Ed 3210
Sec Ed 4210
CI Sec Ed 4200
1
1
3
2
8
2
Sec Ed 53003
SpecEd 4000
Clinical Experience I
Clinical Experience II
Methods in Tech & Ind Ed II
Student Teaching Seminar
Student Teaching
3 Motivation & Class Management
3 Ed/Multicult Foundations
3 Cognition & Eval of Student Learning
3 Reading, Writing & Technology
General Education (31 credits)
3 Intro to Writing
3 Intermediate Writing
4 Electronic Fundamentals
2 Trigonometry
University Studies (21 credits)
Phyx 18004
4 Physics for Technology
Math 1050
3 Technical Option5 (see below)
4 College Algebra
Note: At least two of the five breadth courses must be
selected from University Studies Integrated courses
(USU 1300, 1320, 1330, 1340). The depth courses must
be upper-division (3000 level).
Electives (12 credits)
admitted to Secondary Ed January sophomore year.
3. Five week courses to be taken concurrently fall semester
BAI
BLS
BHU
BCA
BSS
HU Depth
SS Depth
CIL Exam
3
3
3
3
3
3
3
0
USU 1300
USU 1320
USU 1330
USU 1340
w ith student teaching.
4. Math 1050 is prerequisite for this course.
5. Technical Options: ITE 4200 - Composites
Other Requirements
Communication Literacy (6 credits)
CL Engl 1010
CL Engl 2010
Math 1060
2. ITE 3200 & 3300 to be taken fall of junior year. Must be
Trigonometry
College Algebra
1 Clinical Experience III
2 Education of Exceptional Children
ITE 23004
1. ITE 1000 should be taken first fall semester of enrollment
Math Requirements
Total Credits for Graduation: 124
Physics for Technology
USU’s Technology Education
Pre-Service Program
Engineering and Technology Education (T&E in STEM)
Degree in Engineering and Technology Education
Composite Major (64 credits)
Secondary Ed Certification (35 credits)
Engineering Education (9 credits)
5
PLTW ETE 1200
3
Computer-Aided Drafting & Design
5,3
PLTW ETE 2020
3
Computer Integrated Mfg Sys
5,3
PLTW ETE 2660
3
Principles of Engineering
INST 3500
ETE 32002
ETE 33002
Communication (3 credits)
ETE 4300
1
3
1
1
ETE 3050
3
Computer Sys & Networking
Manufacturing (6 credits)
ETE 4400
ETE 5500
3
2
ETE 1030
3
Material Processing Systems
ETE 2030
3
Wood-Based Mfg Systems
Energy, Power, Transportation (3 credits)
CI / DSS
ETE 1020
3
EPT Systems Control Technology
CI
ETE 5630
10
Sec Ed 31002 3
2
Sec Ed 3210 3
Sec Ed 4200 3
Student Teaching/Secondary Schools
Motivation & Classroom Management
Educ & Multicultural Foundations
Reading, Writing & Technology
Construction (6 credits)
ETE 1040
3
Construction and Estimating
5,3
3
Civil Engineering & Architecture
Related Professional (7 credits)
Sec Ed 4210
SpecEd 4000
Cognition & Eval of Student Learning
Education of Exceptional Individuals
3
2
Tech Tools for Secondary Teachers
Methods of Teaching ETE I
Clinical Experience I
Clinical Experience II
Methods of Teaching ETE II
Student Teaching Seminar
PLTW ETE 2220
ETE 10001
DSC ETE 3440
CI ETE 5220
1
3
3
Orientation to ETE
Science Tech & Modern Society
Program & Course Development
Related Technical (29 credits)
ETE 2210
4
EE for Non-Electrical Majors
QI Math1210
QL Math 1220
Phys 2210
Phys 2220
BPS ENGR 2010
ENGR 2030
OR
Chem 1210
Bio 1610
4
4
4
4
2
3
4
4
Calculus I
Calculus II
The Physics of Living Systems
Gen. Physics-Science & Engr.II
Statics
Dynamics
Principles of Chemistry I
Biology I
Electives (5 Credits)
General Education (21 credits)
Communication Literacy (6 credits)
CL Engl 1010
3
Intro to Writing
CL Engl 2010
3
Intermediate Writing
University Studies (15 credits)
Note: At least one other breadth course must be selected from University Studies Integrated
courses (BAI-USU 1300,BHU-USU 1320,BCA-USU 1330 or BSS-USU 1340). The depth
courses must be upper-division (3000 level).
BAI
BLS4
BHU
BCA
BSS
BPS
DHA
DSS
CIL Exams
3
0
3
3
3
0
0
3
0
0
Filled by Phys 2220 - required for major
Exporation Req. (QL or Breadth)
Filled by SecEd 3210 - required for major
1. ETE 1000 should be taken first fall semester of enrollment
2. ETE 3200 & 3300 to be taken fall of junior year.
3. Math is prerequisite for this course.
4. Must complete prior to Junior year.
5. PLTW Project Lead the Way
Total Credits for Graduation: 124
Upper Div. Credits for Graduation: 40
Math Requirements
• Calculus I
• Calculus II
Other Requirements
• Physics
• Chemistry
• Statics
• Dynamics
Reasons for Change
• Prepare the next generation of teacher who
can truly teach engineering.
• Increase Rigor – Students from
engineering and other majors would take a
look at our course curriculum and move
on.
• STEM Integration – Teachers with a skill
set to do a better job with integrating
science and math into engineering and
technology.
Issues & Challenges
• Recruitment - We are working on the
premise that: “If we build It, they will
come”
– math, science, engineering,
• Student Support for foundational courses
(Calculus, Statics, Dynamics)
• Will this new breed of student be
successful?
Thank You
Department of Engineering and
Technology Education
www.ete.usu.edu