THE ENGINEERING ACADEMY
AT HOOVER HIGH SCHOOL
Student Recruitment
in the Context of Globalization
Mark D. Conner, Director
THE ENGINEERING ACADEMY
AT HOOVER HIGH SCHOOL
The Proverbial Outline
I.
Is there a problem?
II. Are you part of the solution?
III. How do you get started?
IV. Q & A
Falling Way Behind
U.S.
Asia
Asia = China, India, Japan, South Korea and Taiwan.
Natural science = math, physics, chemistry, astronomy, biological, and earth, atmospheric,
ocean, agricultural sciences and computer sciences.
(Source: Science & Engineering Indicators, 2002)
The National Picture
Source: National Science Board: Science and Engineering Indicators 2002
How Important is K-12?
• Numerous studies over the past 5-6
years…with noticeably similar
conclusions
National Commission on Mathematics &
Science Teaching
“Before It’s Too Late” (9/00)
Goal 1: Establish an ongoing system to improve the quality of
mathematics and science teaching in grades K–12.
Goal 2: Increase significantly the number of mathematics and
science teachers and improve the quality of their preparation.
Goal 3: Improve the working environment and make the teaching
profession more attractive for K–12 mathematics and science
teachers.
Business-Higher Education Forum
“A Commitment to America’s Future” (1/05)
1.
Establish a P-16 Education Council in each state.
2.
Simultaneously address and align the five P-12 system
components:
–
–
–
–
–
Content standards
Curricula
Assessments
Teacher preparation
Accountability practices
3.
Engage business and higher education in more effective P-12
reform roles.
4.
Implement coordinated national and state-specific public
information programs. (aka “marketing”)
Business Roundtable
“Tapping America’s Potential” (7/05)
1. Build public support for making improvement in science,
technology, engineering and mathematics performance a national
priority.
2. Motivate U.S. students and adults, using a variety of incentives, to
study and enter science, technology, engineering and mathematics
careers, with a special effort geared to those in currently
underrepresented groups.
3. Upgrade K–12 mathematics and science teaching to foster higher
student achievement, including differentiated pay scales for
mathematics and science teachers.
National Academy of Sciences
“Rising Above the Gathering Storm” (10/05)
RECOMMENDATION A: Increase America’s talent pool by vastly improving K–12
science and mathematics education.
Action A-1: Annually recruit 10,000 science and mathematics teachers by awarding 4year scholarships and thereby educating 10 million minds.
Action A-2: Strengthen the skills of 250,000 teachers through training and
education programs at summer institutes, in master’s programs, and Advanced
Placement and International Baccalaureate (AP and IB) training programs and thus
inspire students every day.
Action A-3: Enlarge the pipeline by increasing the number of students who take AP
and IB science and mathematics courses.
Statewide specialty high schools. Specialty secondary education can foster
leaders in science, technology, and mathematics. Specialty schools immerse
students in high-quality science, technology, and mathematics education; serve as
a mechanism to test teaching materials; provide a training ground for K–12
teachers; and provide the resources and staff for summer programs that introduce
students to science and mathematics.
The National Summit on Competitiveness
“Investing in U.S. Innovation” (12/05)
• Revitalize Fundamental Research
• Expand the Innovation Talent Pool in the United States
– By 2015, double the number of bachelor’s degrees awarded
annually to U.S. students in science, math, and engineering, and
increase the number of those students who become K-12 science
and math teachers.
– Provide incentives for the creation of public-private partnerships to
encourage U.S. students at all levels to pursue studies and/or careers
in science, math, technology, and engineering.
• Lead the World in the Development and Deployment of Advanced
Technologies
Domestic Policy Council
“American Competitiveness Initiative” (2/06)
• A system of education through the secondary level that equips each
new generation of Americans with the educational foundation for future
study and inquiry in technical subjects and that inspires and sustains
their interest;
• Institutions of higher education that provide American students
access to world-class education and research opportunities in
mathematics, science, engineering, and technology;
• Workforce training systems that provide more workers the opportunity
to pursue the training and other services necessary to improve their
skills and better compete in the 21st century.
Why Focus on High School?
Nation: Grade 12 - Science
National Assessment of Educational Progress (NAEP)
50%
1996
45%
40%
2000
Viable engineers
35%
30%
25%
20%
15%
10%
5%
0%
Below Basic
At/Above Basic
At/Above
Proficient
Advanced
Why Focus on High School?
Nation: Grade 12 - Math
National Assessment of Educational Progress (NAEP)
60%
1992
1996
2000
50%
40%
Viable engineers
30%
20%
10%
0%
Below Basic
At/Above Basic
At/Above
Proficient
Advanced
Why These Trends?
unprepared
• HS
graduates are unprepared for the rigor of the
undergraduate curriculum.
• uninformed
HS students generally don’t know what engineers do
and may often make uninformed decisions (both to and
not to pursue engineering).
not engaging
and science
irrelevant
• The
HS math and
curricula are not engaging
and are perceived as irrelevant.
• To
the undergraduate
notmany,
engaging
and irrelevant engineering curriculum is
not engaging or perceived as irrelevant.
• Of the 1.1 million HS students who took the ACT in
2005, only 5% planned to seek an engineering or
science degree
The Disconnect
• Industry hasn’t worked closely with Higher
Ed. to shape curricula and attract more
students to these fields.
• Neither Industry nor Higher Ed. has worked
closely with K-12 schools to shape curricula
and make these career fields attractive to
students.
• There will continue to be a disconnect until
all three create a synergy to address these
critical issues
The Litmus Test
• Checking priorities…
– DayTimer
– Checkbook
• Is there evidence that industry and
higher-ed are doing more than talking
about the problem/crisis?
Are you part of the solution?
Show of Hands…
• How many of you are happy with the
number and quality of students in your
program?
• Do you notice anything missing in
them?
• Are you doing anything about it?
Knowing “Your Kids”
• Can you name the top 5 feeder high
schools in your area?
• Can you name the key teacher-leaders
at those schools?
• What specific outreach activities do
you have with those schools?
Not Done Yet
• What is the difference between your approach to
K-12 outreach today and 10 years ago? 20 years
ago?
• What is your school's/college's vision/mission
statement? Does K-12 outreach factor into this?
• How many of you have faculty members that are
actively involved in working with area high
schools and/or K-12 leadership to shape their
programs? (Aren't you their ultimate
consumer?)
• Who do you target with any outreach that is
done?
The Current Landscape
• More high school students with more
technology in their possession
…and less knowledge of and interest in
how the technology works.
• Declining work ethic
• Minimized “wow” factor
Making Engineering
Relevant
• Define “engineering” in a way that will
resonate with 21st century teenagers.
…in 20 words or less.
Why Engineering?
• Engineering provides the context for math
and science content
• Engineering emphasizes critical thinking,
problem solving, and resourcefulness
• Engineering design is engaging!
• To attract more students to engineering, we
need to show students that engineering is
cool!
Engineering for
Technological Literacy
• Reading literacy was the essential element of
education in the 20th century.
• Technological literacy will become the essential
element in the 21st century. U.S. economic
growth is based on the need for a technologically
advanced workforce.
• Workers who aren’t technologically literate will
face a standard of living comparable to those who
couldn’t read and write in the 20th century!
How do you get started?
Bridging the Gap
• Grass-Roots Efforts
• Extracurricular Activities
• Design Competitions
• Individual High School Courses
• Focused, Long-Term High School
Curriculum
Outreach to K-12 People
• Teachers
• Principals
• Superintendents
• Build partnerships with your
school/college of education
Undergraduate Tutors
• Schools offering Calculus & Physics
are usually in need of tutors.
• Train undergraduate engineering
students.
• Alternate between the high school and
university campuses.
• Begin building bridges with these
teachers.
Take Open House on the
Road
• Take the dog-and-pony show on the
road.
• Make sure you have the right people
“on tour”.
• Aim Low…age-wise! Think long-term.
Engineering Explorers
BEST Robotics
BEST Robotics, Inc.
• 6-week “design-to-market” competition
– RC robot
– Engineering Notebook
– Oral Presentation
– Display
• Free to schools
• Engineering Mentors
• www.bestinc.org
The Infinity Project
The Infinity Project
• One-year high school engineering
curriculum
• Focal point of the content is Digital
Signal Processing
• Strong text. LabVIEW DSP.
TI Hardware.
• Solid training.
• UCF Model!
An All-Out K-12 Initiative
• Partnership between Hoover City
Schools and Auburn University
• A “Pipeline” Program
• Culminating in a Focused, 4-Year High
School Engineering Curriculum
– The Engineering Academy
(at Hoover High School)
Initiative Goals
• Develop an engineering culture at all levels of K-12 by
developing hands-on programs:
– Provide real-world Science & Math applications
– Allow students to experience engineering!
• Develop an engineering mentor program at all school
levels to “demystify” what engineering is and what
engineers do
Engineers
(models)
+
Engineering Design
(practice)
=
Engineering is
“demystified”
Creating a Pipeline
Middle
School
High School
• Rigorous four-year
curriculum
• Cultivate
interest
• Begin
preparing
academically
• Exposure to AL
universities and industry
• Academic preparation
• Tiered curricular
programs possible
University
• Well-prepared &
motivated students
• Internships
• Increased graduation
rates
The Engineering Academy
at Hoover High School
• Conceived in the Fall of 2003
• Exposure and focused preparation for
undergraduate engineering curricula
– Math, Science, and Engineering
– “Original” elective sequence
• First freshman class entered in 2004
• First graduating class in 2008
The Engineering
Academy Concept
• Four-year high school curriculum
– Math culminating in Calculus
Starting
– Biology, Chemistry, and a strong
Point!
emphasis on Physics (2 years)
– Engineering Electives to provide:
1
education re. the engineering profession,
2
3
context and essential skill set
• Technical Communication
• Engineering Design
Process
• Working on a Team
• Engineering Drawing
• Programming Logic
• …to name a few!
Copyright © 2004 Mark D. Conner
Academy Curriculum
Year
Math
Honors
Geometry
Science
Engineering
Intro. to Engineering/
10th
(Honors) Alg. II
w/ Trig.
The number Engineering
of studentsDrawing
taking &
Honors Biology
Algebra I in the
8thModeling
grade must
Solid
increase if we are to raise
Engineering
standards and
expectations for
(Honors) Chemistry
Instrumentation
& Analysis
math and science
education.
11th
(Honors)
Pre-Calculus
Physics or
AP Physics B
Engineering
Computations
12th
(AP) Calculus
(AB or BC)
AP Physics B or
AP Physics C
Engineering Design &
Entrepreneurship
9th
The answer to “When will we
ever use this stuff?”
Copyright © 2004 Mark D. Conner
Academy Curriculum
• Introduction to Engineering (9th)
– Engineering Design Process (hands-on), Basic Computer
Skills, Hand-Drawing Techniques, Solid Modeling
• Engineering Instrumentation & Analysis (10th)
– Discipline-Specific Research & Design, Engineering
Instrumentation, Data Collection & Analysis
• Engineering Computations (11th)
– Programming Logic, MATLAB, LabVIEW, Intro. to Finite
Element Modeling & Analysis
• Engineering Design & Entrepreneurship (12th)
– “Concept to Market,” Marketing, Engineering Economics,
Senior “Capstone” Design Project
• Ethics and Oral/Written Communications Skills (9-12)
Copyright © 2005 Mark D. Conner
Key Points
• Taught by engineers…consistent with
NCLB!
• Purely elective coursework
• Coupled with BEST & Infinity
• Collaboration with higher-ed and
industry
• Geared to prepare students for
undergraduate engineering curricula
Minimizing Hurdles
• “Para”-Education
• Design competitions, tutoring
programs, “guest speaking”, elective
coursework…all fall outside of DoE
governance!
• Form alliances with those in education.
Questions?