Judith D’Amico Director of State and Corporate Relations Project Lead the Way

1. OPAS Prepare Workgroup Project Lead The Way January 22, 2008 Project Lead the Way EDUCATING THE 21st CENTURY WORKFORCE Judith D’Amico Director of State and Corporate Relations Project Lead the Way

2. CONSIDER THIS FROM FORTUNE MAGAZINE, DECEMBER 10, 2007: King Abdullah of Saudi Arabia spending $12.5 billion for a graduate research university, endowed with $10 billion--as big an endowment on day one as MIT built in 142 years--to attract the best researchers in science and technology. The EU proposed new rules—If well educated with a job offer in Europe, a skilled worker can get a two-year renewable permit. The problem Europe is trying to solve: 85% of emigrating unskilled workers from developing countries go to Europe, but only 5% of skilled workers do so. HCL Technologies, (Indian infotech firm), noticed a major change in its best young employees. Until two or three years ago, few of them would work unless they were promised an overseas assignment. Now it's the opposite: They see India as most compelling source of excitement and opportunity, and don't want to be sent away.

3. We've known for a long time that this day was coming, and now it's here: Countries are finally realizing that their future prosperity depends not on natural resources or even on financial capital, but on human capital. Companies have been battling for years to attract and keep the best people. Now countries are engaging in the same fight.

4. NOW WE CAN TALK THESE STORIES MAKE THE DISCUSSION ABOUT THE COMPETITIVE EDGE REAL, SO NOW WHAT DO WE DO?

5. What is Project Lead The Way? • PLTW is a 501(c)(3)not-for-profit organization • PLTW partners with public schools, higher education institutions and the private sector to grow the nation’s science, engineering, and engineering technology workforce.

6. PLTW’s Curriculum: • Aligns key learning concepts to national learning standards • Includes: • day-by-day lessons • support and enrichment activities • course vocabulary • instructional resources including numerous PowerPoint presentations • evaluation and assessment tools aligned to the key concepts

7. The Focus of PLTW isProblem-Based Learning • Students do authentic real-world work and may work in teams. • Learning is contextual—not a disjointed series of concepts. • Expectations are clearly articulated. Activities and projects havepredictableoutcomes. Problems have unpredictable results.

8. Students Learn “Real World” Skills: • Solve problems • Cope with “failure” and try again • Work in Teams • Analyze information • Communicate – verbally and in writing • Manage Time to meet deadlines • Think creatively and critically to solve problems. • Understand and practice professional conduct. • Understand how research is conducted and funded. • Have fun while working hard

9. Why Do We Need PLTW?

10. Why Do We Need PLTW? Our Workforce Has Changed. 20% Skilled 20% Professional 60% Unskilled 15% Unskilled 1960 20% Professional 65% Skilled 2000

11. Why Do We Need PLTW? • There are currently 1.3 M engineering/engineering technology jobs available in the U.S. without trained people to fill them. • According to the Federal Government we will need 15 million engineers and technology workers by 2020.

12. Science and Technology in Our Society Manufacturing Test and Evaluation Routine Design Development Engineering Technology Complex Design Production Operation, Service, And Maintenance Complex Analysis Engineering Distribution and Sales Research Requires Multiple Skills, Offers Multiple Pathways, Provides Multiple Opportunities 12

13. PLTW Graduation Expectations • Understand technology as a tool for problem solving. • Understand the scientific process, engineering problem solving and the application of technology. • Prepared for the rigor of college level Engineering or Engineering Technology programs. • Understand, technological systemsas they interface with other systems. • Use the principles of mathematics in their application to problem solving. • Communicate effectively using reading, writing, listening and speaking. • Demonstrate the ability to work in teams.

14. PLTW COURSES

15. R Middle School Gateway to Technology • Design and Modeling • The Magic of Electrons • The Science of Technology • Automation and Robotics • Flight and Space • Energy and Motion (Under development)

16. PLTW Classes in Action: Middle School

17. HS Engineering Program Foundation Courses: Introduction to Engineering Design Principles of Engineering Digital Electronics Specialization Courses (HS offers 1 or more): Computer Integrated Manufacturing Civil Engineering/Architecture Biotechnology Aerospace Engineering Power and Energy (to be developed) Note: Course program requires college entrance mathematics each year. Capstone Course: Engineering Design & Development

18. PLTW Classes in Action: High School

19. 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 19

20. Foundation Course: Introduction To Engineering Design 20

21. Foundation Course: Digital Electronics Design > Simulate > Prototype > Fabricate 21

22. Specialization Course:Civil Engineering and Architecture • Soils • Permits • Design • Structural Analysis Cuban Restaurant 22

23. Civil Engineering & Architecture Kearny Redesigns Their Classroom 23

24. And a Neighborhood Park 24

25. Aerospace Engineering Design and build an airfoil. Test it in a wind tunnel. Create a 3D solid model of the airfoil in AutoDesk Inventor. A Sample Project: 25

26. Specialization Course:Computer Integrated Manufacturing 26

27. Capstone Course:Engineering Design and Development Problem Solving in Teams Juried Presentations 27

28. THAT IS HOW WE-- • INSPIRE STUDENTS • ENGAGE STUDENTS • EDUCATE STUDENTS • AND LEAD STUDENTS TO CAREERS

29. THE RELEVANCE QUESTION • RELEVANT TO STUDENTS? • RELEVANT TO TEACHERS? • RELEVANT TO PARENTS? • RELEVANT TO BUSINESS? • RELEVANT TO COMMUNITY?

30. Reaching all Students (80 % HS) What does High Rigor & High Relevance look like in a school curriculum ? Project Lead The Way is a model.

31. Evaluation 6 High Rigor Low Context High Rigor High Context Synthesis 5 Analysis 4 Application 3 Low Rigor Low Context Low Rigor High Context Understanding 2 Awareness 1 1 2 3 4 5 Knowledge Apply in discipline Apply across disciplines Apply topredictable real-world situations Apply tounpredictable real-world situations RIGOR / RELEVANCE FRAMEWORK PLTW AP General Math Bloom’s Levels of Learning Application Model Adapted from W. Daggett

32. 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

33. Evaluation 6 High Rigor Low Context High Rigor High Context Synthesis 5 Analysis 4 Application 3 Low Rigor Low Context Low Rigor High Context Understanding 2 Awareness 1 1 2 3 4 5 Knowledge Apply in discipline Apply across disciplines Apply topredictable real-world situations Apply tounpredictable real-world situations RIGOR / RELEVANCE FRAMEWORK PLTW AP General Math Bloom’s Levels of Learning Application Model Adapted from W. Daggett

34. 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

35. Evaluation 6 High Rigor Low Context High Rigor High Context Synthesis 5 Analysis 4 Application 3 Low Rigor Low Context Low Rigor High Context Understanding 2 Awareness 1 1 2 3 4 5 Knowledge Apply in discipline Apply across disciplines Apply topredictable real-world situations Apply tounpredictable real-world situations RIGOR / RELEVANCE FRAMEWORK PLTW AP General Math Bloom’s Levels of Learning Application Model Adapted from W. Daggett

36. PLTW’s NEW BIOMEDICAL SCIENCES CURRICULUM: Critical Component of the 21st Century Workforce

37. 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.

38. Doctor Nurse Dentist Veterinarian Medical Technologist Pharmaceutical Scientist Biomedical Engineer Social worker Health Information Manager Pharmacist Ultrasound Technician Medical Technical Writer Radiologist Biomedical Careers--- some examples ---

39. Biomedical Sciences High School Courses • Principles of the Biomedical SciencesStudent work involves the study of human medicine, research processes and an introduction to bio-informatics • Human Body SystemsThis course will engage students in the study of basic human physiology, especially in relationship to human health • Medical InterventionsStudents 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

40. Year 1: Principles of the Biomedical Sciences Key Biological Concepts: Cellular basis of life Homeostasis Metabolism The Human Body and Medicine Inheritance of traits Defense against disease 41

41. Course #2: Human Body Systems Engage students in the study of basic human physiology, especially in relationship to human health. Students will use LabVIEW® software to design and build sensors, instruments and systems to monitor body functions. 42

42. Course #3: Medical Interventions : gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care. Students will investigate various medical interventions that extend and improve quality of life, including: 43

43. Next Curriculum Area of Focus • CREATION OF NEW COURSEWORK FOCUSED ON ENERGY AND POWER FOR BOTH MIDDLE SCHOOL AND HIGH SCHOOL PLTW CURRICULUM.

44. 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.

45. Professional Development

46. 3 Phase Professional Development Self-Assessment & Pre-Core Training Core Training Summer Training Institute Continuous Training • Gateway To Technology (Middle School) • Principles of Engineering • Introduction To Engineering Design • Digital Electronics • Computer Integrated Manufacturing • Civil Engineering/Architecture • Aerospace Engineering • Biotechnology • Engineering Design and Development • Biomedical Science (under development) Ready for teaching Ready for core training

47. Who Does Well in PLTW? And How Do We Know?

48. What Students do Well in PLTW?The student who is: • Creative- Likes to design things. • In the upper 80% of their class • A hands-on learner. • An underachiever who might get “hooked” by an interesting project-based class. • Interested in computers, science, or technology. • Good in math and science.

49. 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.

50. 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.)