Nirmala Gnanapragasam PhD, PE, Seattle University, PLTW Affiliate Director,

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1 Judith D Amico, Director, Western Region, jdamico@pltw.org Nirmala Gnanapragasam PhD, PE, Seattle University, PLTW Affiliate Director, NIRMALAG@seattleu.edu Arnulfo Gonzalez IED, Toppenish High School PLTW, agonzalez@toppenish.wednet.edu Enrique Romero IED, Toppenish High School PLTW, eromero@toppenish.wednet.edu

2 INTRODUCTION

3 STEM EDUCATION Innovation is only an interesting idea until someone figures out how to implement it!

4 THE PLTW SYSTEMS APPROACH RELEVANT AND RIGOROUS CURRICULUM Middle and High School Project/Problem-based PROFESSIONAL DEVELOPMENT Course-specific two week training institute PARTNERSHIPS Schools/Universities/ Business & Industry

5 ,2301, ,292 4,000 3,403 4,000 3,500 3,000 2,500 2,000 1,500 1, Current Statistics PLTW: 350,000+ students, school sites, (686 new ) 125 PLTW programs in Washington (30 new ) 50 states & District of Columbia, 15,000 trained teachers (3,000 summer 2011) 100 university relationships/50 Affiliates

6 CURRICULUM DESIGN

7 CTE Programs of Study and PLTW Programs of Study provide students clear technical and academic instruction that leads to careers that require high skills, provide high wages, and are in high demand. Programs of Study must meet four general criteria as described below. CTE Programs of Study A program of study must have courses that are based on rigorous technical and academic standards. These programs lead to industry recognized degrees or certificates in high wage, high skill, and high demand careers. Courses based on standards in a Program of Study must be aligned so that there is coherent instruction and must provide articulation with post-secondary opportunities. Technical skill assessment is an important aspect of Programs of Study. Technical skill assessments must be valid and reliable. Student services including student leadership opportunities must be part of any Program of Study. Students should be aware of their career opportunities through career guidance. PLTW All courses in PLTW are based on standards developed with industry input. Math and science content is infused throughout the curriculum so that students are prepared for high skill, high wage, and high demand jobs in engineering and engineering technology. The PLTW courses build technical and academic skills that carry throughout the program. Credit is awarded by PLTW postsecondary partners four-year universities and community colleges if students complete PLTW courses and meet performance levels on the PLTW end-of-course exams. End-of-course exams produced by PLTW provide a means of measuring technical skill attainment in PLTW courses. The exams are valid, reliable, and nationally-normed. Schools may link with a partner such as SkillsUSA, TSA, the Engineering Alliance, or other student leadership organizations. PLTW students use career journals to explore a wide variety of career areas. PLTW also provides training for school counselors to help students understand their career options related to PLTW.

8 NASDCTEc Adopts Unified Vision to Transform CTE The vision will lead to the development and implementation of common CTE objectives and standards aligned to The National Career Clusters framework, which is structured to prepare students for postsecondary education and career. The CTE interconnected principles: CTE is critical to ensuring that the United States leads in global competitiveness. CTE actively partners with employers to design and provide high-quality, dynamic programs. CTE prepares students to succeed in further education and careers. CTE is delivered through comprehensive programs of study aligned to The National Career Clusters framework. CTE is a results-driven system that demonstrates a positive return on investment. The PLTW related principles: PLTW is committed to elevating the level of Scientific and technological literacy in preparing the 21 st Century Workforce. PLTW engages business and industry partners in the development, review, revision, and implementation of PTE and BMS. PLTW provides a proven foundation for students to launch into careers and/or postsecondary education. PLTW is actively engaged across the country in providing proven and effective programs of study. PLTW results include increased student achievement, college attendance and retention; recognition of business/industry link between PLTW curriculum and real world problem-solving skills and 21 st Century career preparation.

9 RIGOR/RELEVANCE FRAMEWORK Evaluation 6 Synthesis 5 Analysis 4 3 Application Understanding 2 Awareness 1 High Rigor Low Context Low Rigor Low Context High Rigor High Context Low Rigor High Context Bloom s Levels of Learning Knowledge Apply in discipline Apply across disciplines Apply to predictable real-world situations Apply to unpredictable real-world situations Adapted from W. Daggett Application Model

10 Activities/Projects/Problems Focused on Design Process Activities give the students what they need to traverse the phases in a design process. Projects and Problems utilize the process itself. Example of STL Standard 8 Benchmark H design process 10

11 HIGH SCHOOL CURRICULUM: PATHWAY TO ENGINEERING

12 High School Program Pathway to Engineering Foundation Courses: Introduction to Engineering Design Principles Of Engineering Specialization Courses: Aerospace Engineering Biotechnical Engineering Civil Engineering and Architecture Computer Integrated Manufacturing Digital Electronics Capstone Course: Engineering Design and Development 12

13 Foundation Course: Introduction To Engineering Design Cary Sneider, Portland State University Center for Science Education 13

14 Foundation Course: Principles Of Engineering A Hands-on, project-based course that teaches: Engineering as a Career Materials Science Structural Design Applied Physics Automation/Robotics Embedded Processors Drafting/Design 14

15 Specialization Course: Digital Electronics My name is George Boole and I lived in England in the 19th century. My work on mathematical logic, algebra, and the binary number system has had a unique influence upon the development of computers. Boolean Algebra is named after me. Design Simulate Prototype Fabricate

16 Specialization Course: Aerospace Engineering A Sample Project: Design and build an airfoil. Test it in a wind tunnel. Create a 3D solid model of the airfoil in AutoDesk Inventor. 16

17 Specialization Course: Civil Engineering & Architecture Soils Permits Design Structural Analysis 17

18 Toppenish School District

19 Overview Rural Agricultural Community in Central WA Located in the Yakima Indian Reservation 19

20 Demographics 83% Hispanic 10% Native 6% White 1% Asian/Pacific Islander 94 % Free or Reduced Lunch 20% Migrant Students 20% Bilingual 10% Special Education 20

21 PLTW at THS Needs Assessment Focus on college and career readiness Prepare students for state & college entry exams Increase student engagement Develop community and regional partnerships Implementation Plan Funding Class Integration Division of Labor 21

22 PLTW Impact Students Science Technology Problem Solving Mathematics Communication Success! Parents High School Community 22

23 Summer Training Institute (STI) Instructors Execution Skills pre-assessment Content development Pedagogical development Evening tutoring Skills post-assessment Portfolio presentation & interview PLTW STI Consistency PLTW Support system 23

24 Pathway to Engineering & Biomedical Science Similarities Engage students in STEM development Effective and efficient teaching model Curriculum development and accessibility Curriculum meets national standards Program evolution Cost Flexibility Differences Content Class sequence 24

25 IED ICU Challenge

26 IED Playground Challenge

27 Student Project Showcase 27

28 White Swan PLTW students engineer wheelchair device for classmate White Swan High School student Shane Carey uses his custom computer with the help of assistant Esmeralda Campos in the school's library May 26, GORDON KING/Yakima Herald-Republic Carey, who suffers cerebral palsy, is able to take the computer wherever he goes because fellow PLTW students designed and manufactured a mount to attach the computer to his wheelchair.

29 TEACHER PROFESSIONAL DEVELOPMENT Gateway to Technology PATHWAY TO ENGINEERING

30 TEACHER PROFESSIONAL DEVELOPMENT: PHASE 1 Self-Assessment and Pre-Core Training

31 TEACHER PROFESSIONAL DEVELOPMENT: PHASE 2 Core Training: Summer Training Institute

32 TEACHER PROFESSIONAL DEVELOPMENT: PHASE 3 Continuous Training: Virtual Academy and University-Based Professional Development Virtual Academy Main Page Online Update Training

33 Seattle University Nimmy Gnanapragasam PhD, PE Affiliate Director PLTW Engineering Associate Professor, Civil Engineering

34 Additional Training Opportunities Off campus training for teachers on individual units, as requested On or Off campus refresher training for teachers, as requested

35 Annual PLTW Counselor Conference First or Second Week of December at Seattle University Information about PLTW Curriculum updates Other topics: information on engineering, partnership teams, certification visits

36 Student Opportunities SU awards $1000 scholarship for students who have taken PLTW courses. Up to 25 scholarships available out of state students are eligible. Scholarship renewable each year if student maintains minimum 3.0 GPA.

37 Core Training Two week core training in July at Seattle University Survey Sent out in Dec/Jan in Dec to gage interest in courses Scholarships have been available to attend training at Seattle University 80 clock hours from OSPI or 7 graduate credits from Seattle University

38 New PLTW Initiative: Innovation Portal iportal To promote, expand and highlight original design work of students, To build a bridge between K-12 and post-secondary efforts.

39 Capstone Course: Engineering Design and Development Problem Solving in Teams Juried Presentations 39

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43 Engineering Design Process Portfolio Rubric Component I: Identifying, Articulating, and Justifying a Problem Element A: Identification and definition of the problem Element B: Justification of the problem Element C: Documentation and analysis of past and current solution attempts Element D: Identification, definition, and justification of solution design goals, parameters and constraints Component II: Generating an Original Solution Element E: Demonstration of design process thinking and analysis Element F: Application of mathematics, science, and engineering principles Element G: Demonstration of design viability Dr. Leigh Abts Component III: Constructing a Testable Prototype or Process Element H: Demonstration of sufficiency of prototype design process Element I: Demonstration of sufficiency of final prototype iteration Element J: Demonstration of sufficiency of testing Component IV: Analyzing Test Data Element K: Analysis of the design based on testing Element L: Documentation of end user and stakeholder evaluation (external evaluation) Dr. Gail Goldberg Assessment Expert and consultant Component V: Reflecting and Formulating Recommendations Element M: Reflection on the project design Element N: Presentation of designer s recommendations Component VI: Documenting and Presenting the Project Element O: Presentation of the project portfolio Element P: Writing like an Engineer Jay McTighe

44 UNIVERSITY AFFILIATES Arkansas Tech University California State Polytechnic University California State University, East Bay Duke University Eastern Michigan University Florida State University Panama City Georgia Southern University Indiana University Purdue University Indianapolis Iowa State University Milwaukee School of Engineering Missouri University of Science & Technology NHTI, Concord s Community College New Mexico State University Northwestern State University of Louisiana Oklahoma State University Old Dominion University Oregon Institute of Technology Penn State University Purdue University Rochester Institute of Technology Rowan University San Diego State University San Jose State University Seattle University Sinclair Community College St. Cloud State University Stevenson University University of Alaska Anchorage University of Colorado at Colorado Springs University of Illinois University of Iowa University of Kentucky University of Maryland at Baltimore County University of Minnesota University of New Haven University of Nebraska Lincoln University of South Carolina University of Tennessee at Chattanooga University of Texas at Tyler Utah Valley University Washington State University, Spokane West Virginia University Wichita State University Worcester Polytechnic Institute Our new Biomedical Sciences Affiliates are: University of South Carolina Milwaukee School of Engineering University of Kentucky Oklahoma University Our new Engineering Affiliate is: Florida State University Panama City

45 PLTW Alumni Data Milwaukee School of Engineering 121 former PLTW students 90% Retention (first year) Average PLTW GPA is 0.18 higher Oklahoma State University 101 former PLTW students 81.5% Retention (in engineering) 12.3% Transferred (out of engineering)

46 PLTW Alumni Data Rochester Institute of Technology 378 former PLTW students 91.9% Retention (first year) 81.3% Retention (fourth year) Average PLTW GPA is 0.10 higher (past 3 years) San Diego State University 12 former PLTW students 100% Retention Marquette University 62 former PLTW students 97% Retention (first year)

47 Project Lead The Way College Credit The University of Iowa

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