Transcript Slide 1

“The Chinese government is pouring resources into creating the
world’s largest army of industrialists. China has 17 million university
and advanced vocational students (up more than three-fold in the last
five years), the majority of whom are in science and engineering.
China will produce 325,00 engineers this year. That’s five times as
many as the U.S. where the number of engineers has been declining
since the early 1980’s. It is hard to imagine American enthusiasm for
engineering sinking lower. Forty percent of all students who enter
universities on the engineering track change their minds.”
“The Chinese Century,” Ted C. Fishman, The New York Times
Magazine, July 4, 2004
Facts
 Only 20% of 12th grade students are considered
proficient in math on the NAEP assessment.
 Just 3% of Blacks and 4% of Hispanics reach
proficient by the 12th grade.
 By 2010 30% of 18-24 year olds will be white.
Facts
 From 1988 until 1998 B.S. degrees
were down
by:
14% in engineering
22% in computer science
26% in mathematics
 Science and engineering jobs will
grow over the next decade.
 Student achievement rates are same as 30 years
ago.
Facts Continued
 Counselors have been ignored in the
educational reform movement.
 Science and engineering jobs will grow over
the next decade.
 NAB’s newsletter headline: “Skilled Workforce
Shortage Could Cripple U.S Economy”
 In 2001 Michigan imported 2,200 foreign
technical workers.
PLTW is
a 501 (c)(3)
not-for-profit
corporation
The primary goal
of PLTW is to
grow the nation’s
technology
workforce.
The Problem
There are currently 1,300,000
engineering/engineering
technology jobs available in
the U.S. without trained
people to fill them.
WORKFORCE 1960
20%
Skilled
Professional
Unskilled
60%
20%
WORKFORCE 2000
15%
Skilled
Professiona
20%
Unskilled
65%
What does the
pipeline of engineers
and technicians look
like?
Engineering Bachelor’s Degrees
Awarded in 2003 by Population Groups
45,000
40,000
42,103
Men
35,000
Women
30,000
25,000
20,000
15,000
9,194
7,242
10,000
5,000
2,295 1,134
3,549
1,103
2,463
297 91
4,431
1,129
0
Non-Minority
African
Hispanic
Native
Asian
Foreign
Source: American Association of Engineering Societies (2003) Nationals
80,000
70,000
ALL ENGINEERING
60,000
Disciplines
ELECTRICAL/
COMPUTER
50,000
40,000
MECHANICAL/
AEROSPACE
30,000
CIVIL/
ENVIRONMENTAL
20,000
OTHER
ENGINEERING
10,000
0
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
# of Bachelor's Degrees Engineering
Engineering Degrees Awarded 1988-2003
SOURCE: American Association of Engineering Societies (2003)
Engineering Technology Degrees Awarded 1988-2003
16,000
12,000
ASSOCIATE
DEGREES
10,000
BACHELOR'S
DEGREES
8,000
6,000
4,000
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
# of Engineering Technology
Degrees
14,000
SOURCE: American Association of Engineering Societies (2003)
Schools must
 Increase student achievement
 Increase graduation rates
 Prepare students for further study
 Meet the needs of the community
The Solution is to…
Make a small change in the culture
of American high schools by:
 Strengthening the core academic curricula.
 Adding a rigorous, technical program of
study in pre-engineering leading to 2 & 4
year postsecondary degrees.
Studies from HSTW and Making
School Work conclude that….
Student achievement rises even more
when students take a challenging
academic core and a rigorous
academic or career/technical
concentration of at least four credits.
Student Performance in Reading,
Mathematics and Science
330
Reading
320
Math
310
Science
300
290
280
270
260
250
240
No Major/No C
Prep
Coll Prep only
Major/C Prep
PLTW
How are PLTW students
doing - compared to other
Career/Technical students at
High Schools That Work
(HSTW) schools?
Student Performance in Reading,
Mathematics and Science
by Type of Program
PL
TW
H
ea
lth
m
un
ic
at
io
ns
El
ec
D
tro
ra
fti
ni
ng
cs
&
D
es
ig
n
C
om
n
or
ta
tio
FC
S
an
sp
Tr
ar
k
Bu
s/
M
Ag
330
320
310
300
290
280
270
260
250
240
Reading
Math
Science
PLTW Student Performance
Compared to HSTW Goals
330
313
315
HSTW Goal
310
297
290
299
291
279
270
250
Reading
Math
Science
PLTW
Students
How does PLTW
facilitate this
change?
PLTW Courses
Middle School Program
Gateway To Technology






Design and Modeling (9 wks)
The Magic of Electrons (9 wks)
The Science of Technology (9 wks)
Automation and Robotics (9 wks)
**Flight and Space (9 wks) NASA
** Biotechnical Engineering(9 wks)
**in development
High School Course Program
Foundation A:
Foundation B:
Principles of Engineering
Introduction to Engineering Design
Digital Electronics
---------------------------------------------------------------------------------------------------------------------------------
Specialization: Computer Integrated Manufacturing
and/or
Civil/Architectural Engineering
and/or
Biotechnical Engineering (in dev.)
and/or
Aerospace Engineering (in dev.)
---------------------------------------------------------------------------------------------------------
Capstone:
Engineering Design and Development
Note: Course program requires college prep mathematics each year.
How will the PLTW
curriculum challenge
students to meet
higher academic
standards ?
The curriculum is:
“Standards Based”
 National Academy of Sciences
 National Council of Teachers of Mathematics
 International Technology Education Association
 National English Standards
Beverage Container Design Problem
Design a beverage container that will hold 12.5 fluid
ounces,  .25 oz. Prior to using the computer, sketch the
top and front view using the correct dimensions to acquire
the required volume. Show all your math calculations.
Using the computer design tool, apply good design criteria
of function and aesthetic value to solve this problem.
(The formula used will depend on the shape of the interior
volume and the students’ math ability.)
Truncated Cone Volume Solution
1. Assign a value to RAB
2. Assign a value to HAB
3. Find the volume of cone(AB) VAB
4. In the front view, sketch the
profile of the container using the
above assigned values.
5. Use the dimension function to
find the length of RB
6. Find the volume of cone (B) VB
7. Plug the values of VAB and VB into
the formula VA= VAB - VB. This will
give the volume of the truncated
cone (A).
*Note: If you move the position of RB up
or down, it will change the volume of the
truncated cone (A).
Parabolic Container Solution
This is the kind of
student work that
helps students reach
higher standards in the
academic core.
Exposure to Real
Engineering
 The PLTW classes are modeled after
beginning engineering courses taught
at the university level.
 The student gains first hand
experience about the different facets
of engineering and discover where
their strengths lay.
The Teacher as Facilitator
 Helps students define problems and
set timelines
 Helps students become leaders,
team members, and problem
solvers
 Acts as a resource
 Not expected to know the answers
How do we help teachers ?
Comprehensive
Professional
Development
3 Phase Teacher Training
SelfAssessment
and PreCore
Training
Ready for core
training
© PLTW 2001
3 Phase Teacher Training
SelfAssessment
and PreCore
Training
Core Training
Summer Institute
• Introduction To Engineering Design
• Digital Electronics
• Principles of Engineering
• Computer Integrated Manufacturing
(CIM)
• Engineering Design and Development
• Gateway To Technology
Ready for core
training
© PLTW 2001
3 Phase Teacher Training
SelfAssessment
and PreCore
Training
Core Training
Summer Institute
• Introduction To Engineering Design
Continuous
Training
• Digital Electronics
• Principles of Engineering
• Computer Integrated Manufacturing
(CIM)
• Engineering Design and Development
• Gateway To Technology
Master
Teacher
Ready for core
training
Ready for teaching
© PLTW 2001
How much does the
Summer Institute Cost ?
The cost of the Summer Institute
varies at each site due to the different
means of support. Go to the PLTW
website for cost at each specific
training site.
Graduate College Credit
Teachers have the option of
earning 6 graduate credits for
each PLTW training session
they attend at.
Teachers
are not the only staff
members who benefit from
PLTW’s
Comprehensive
Professional
Development
program.
We also work with
Guidance
Departments?
School Counselors’ Conference
--- For Middle & High School Counselors --
Conferences are held many states
Go to our website for dates and location
Register online to attend
Guidance Practices Increases
Achievement when
 Students are encouraged to take
challenging mathematics and science
courses
 Students are assisted in planning a
program of study by the end of grade nine
 Parents are involved
 Students are provided information on
postsecondary education and
employment
Strong Guidance and Higher
Achievement
70
60
50
40
30
20
10
0
Reading
Intensive (10%)
Mathematics
Moderate (70%)
Science
Little (20%)
Who should take
PLTW courses?
The Student who is:
 Good in mathematics and science
 Interested in being an engineer or technologist
 Good in art and design
 Interested in computers
 An underachiever who might get “hooked” by


a high tech – hands on class
A struggling student who learns best by “doing”
In the top 10% of his/her class
The Student who is:
Willing to work hard!!!
A Rigorous Pre-engineering
Curriculum
+
Highly prepared Faculty
=
Opportunities for Students
PLTW meets its mission by
supporting schools with:
 A Fully-developed Curriculum for HS & MS
 Extensive Training for Teachers
 School Counselor Training Conferences
 Affordability Through an Optional National Bid
 Partnerships with State Education Departments
 4 & 2-year College Course Credit
 Systematic Evaluation
 Continuous Improvement
School District Agreement with PLTW
•
Implement entire 5 unit, PLTW high school course
curriculum (over 4 years or less)
--- and/or --Implement Gateway To Technology (over 3 years or
less)
Identify and support teachers who will participate
in the 3-phase professional development
program
Identify & support school counselor in the conference
•
•
•
School District Agreement with PLTW
•
•
•
•
•
•
Provide each teacher with laptop and software
meeting PLTW specifications
Provide and equip laboratory space meeting or
exceeding PLTW specifications (over 4 years)
Agree to become College Certified within two
years
Operate a teacher led community partnership
team
Participate in the systematic evaluation of PLTW
Commit to continuous improvement
End of Course Exam
 All PLTW classes have a
recognized national standard that
is enforced by the end of course
exam.
 This makes a transcript with
PLTW courses on it attractive to
Universities.
College credit for high school students
•
•
•
•
•
Eligible courses: POE, IED, DE, CIM
Students earn an 85% course average from the high
school teacher
Students pass RIT college credit exam with:
A, 90-100%
B, 80-89%
C , 70-79%
Students register for 4 RIT credit/course--$200/course
RIT sends grade report and maintains transcript with
the grade on the RIT exam
PLTW National Affiliated Centers
Rochester Institute of Technology—1998
New Hampshire Technical Institute—2001
University of New Haven---2002
University of Houston—2001
Eastern Michigan University-2005
Purdue University—2002
University of South Florida—2002
Duke University – 2003
University of MD at Baltimore County -- 2003
Penn State---2003
University of South Carolina---2003
Weber State---2003
San Diego State University---2003
University of CO at Col. Springs – 2003
Sinclair Community College---2004
South Seattle Community College---2004
University of Illinois—2004
NJ Institute of Technology---2003
Milwaukee School of Eng.---2004
Arkansas Technical Univ.---2004
U. of Tenn. at Chattanooga---2004
University of Minnesota---2004
**Worcester Polytechnic Institute---2004
**Old Dominion University---2004
**University of Nebraska at Lincoln---2004
**Arizona State University---2004
**pending National Affiliation Agreement
--- Others in Discussion ---
PLTW Results
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
 2003-04
 2004-05
13 schools - 1,138 students
37 schools - 4,652 students
98 schools - 14,156 students
168 schools - 23,000 students
282 schools - 35,000 students
502 schools - 55,000 students
640 schools - 65,612 students
1300+ schools - 250,000+students
States Participating in PLTW 2005-06
Hawaii
45 States & DC with 1300+ School Sites & 175,000 students
Derby, England
Visit Our Website
www.pltw.org
Deadline To Join
March 15
The Role of the Counselor
WORKFORCE 2000
15%
Skilled
Professional
20%
Unskilled
65%
Jobs Jobs Jobs Jobs Jobs Jobs
 Counselors start their students on
the road to a good job.
 65% of the jobs in the America
require a technical skill.
 What kind of jobs are your
students being prepared for?
Counselor’s Role
 Understand PLTW’s strategic
goals.
 Understand PLTW’s standards
based curriculum.
 Understand PLTW’s project based
curriculum.
 Understand how students earn
college credit for PLTW classes
Guidance Practices Increases
Achievement when
 Students are encouraged to take
challenging mathematics and science
courses
 Students are assisted in planning a
program of study by the end of grade nine
 Parents are involved
 Students are provided information on
postsecondary education and
employment
Students and Technical Training
 Students are intimidated by
engineering and engineering
technology.
 Minorities and females often see
engineering as a career for
someone else.
 PLTW can help students see the
value of math and science.
Why are these things important
 Introduce students to careers
that they may not have ever
considered.
 Students are less likely to fall
victim to peer pressure in terms
of courses they take.
 College credit helps to boost
students confidence.
How important is the college
credit?
 Not that important—most kids in PLTW
don’t apply for the college credit.
 What is important is what it does for
the kids confidence.
 Where else can a 9th grade student
earn college credit?
 Kids find out early on that they have
what it take to be successful in college.