CSU, Chico
Engineering Academies
November 15, 2007
Project Lead the Way
EDUCATING THE WORKFORCE OF
THE FUTURE
Judith D’Amico
Director of State and Corporate Relations
Project Lead the Way
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
Synthesis
5
Analysis
4
Application
3
Understanding
2
Awareness
1
Bloom’s
Levels of
Learning
High Rigor
High Context
High Rigor
Low Context
Low Rigor
High Context
Low Rigor
Low Context
1
2
3
4
5
Knowledge
Apply in
discipline
Apply
across
disciplines
Apply to
Apply to
predictable
unpredictable
real-world
situations
real-world
situations
Application Model
Adapted from W. Daggett
This is Project/Problem Based 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
Evaluation
6
Synthesis
5
Analysis
4
Application
3
Understanding
2
Awareness
1
Bloom’s
Levels of
Learning
High Rigor
High Context
High Rigor
Low Context
Low Rigor
High Context
Low Rigor
Low Context
1
2
3
4
5
Knowledge
Apply in
discipline
Apply
across
disciplines
Apply to
Apply to
predictable
unpredictable
real-world
situations
real-world
situations
Application Model
Adapted from W. Daggett
This is Project/Problem Based 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
Evaluation
6
Synthesis
5
Analysis
4
Application
3
Understanding
2
Awareness
1
Bloom’s
Levels of
Learning
High Rigor
High Context
High Rigor
Low Context
Low Rigor
High Context
Low Rigor
Low Context
1
2
3
4
5
Knowledge
Apply in
discipline
Apply
across
disciplines
Apply to
Apply to
predictable
unpredictable
real-world
situations
real-world
situations
Application Model
Adapted from W. Daggett
STUDENT COMMENTS
PLTW 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)
BUSINESS & INDUSTRY
SUPPORT
CMTA (California
Manufacturers &
Technology
Association
AeA (American
Electronics
Association
Intel
Comcast
APPA (American
Public Power
Association
IBM
Northrup
Grumman
Qualcomm
Gencorp/Aerojet
PLTW’s NEW
BIOMEDICAL SCIENCES
CURRICULUM:
Critical Component of the
21st Century Workforce
14
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
Biomedical Sciences High
School Courses
Principles of the Biomedical Sciences
Student work involves the study of human medicine, research processes and
an introduction to bio-informatics
Human Body Systems
This course will engage students in the study of basic human physiology,
especially in relationship to human health. Use LabVIEW software and Vernier
probes to measure EKG, heart rate, and blood pressure
Medical Interventions
Students 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
17
Key Biological Concepts:
Cellular basis of life
Homeostasis
Metabolism
Inheritance of traits
Defense against disease
Key Engineering Concepts:
Process of design
Feedback loops
Fluid dynamics
Relationship of structure to
function
Systems
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 Fuels
Bio Fuels
Solar Energy
Nuclear Energy
Geothermal Energy
Power Systems
Energy 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.
National Recognition
National Academy of Engineering, National Academy of Science and the Institute of Medicine
October 2005
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.”
22
Innovative Technical Activity in Academics
Project Lead The Way, Inc. and San Diego State University
Education Program of the Year -2007
Project Lead The Way
2006 Manhattan Institute
Social Entrepreneurship Award
Project Lead The Way
2006 Bayer Science Foundation
K-12 STEM Best Practices Award
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.”
Visit our Website for more
Information
WWW.PLTW.ORG
Judith D’Amico, Director
State and Corporate Relations
Western Region
judithdamico@comcast.net