Growing the Next Generation of Engineers Elementary Student in Salem, MA Cary Sneider, VP for Educator programs Museum of Science, Boston CenSSIS Advisory Board, Northeastern University
Bridging the Gap 1. Where are we now? 2. Where do we want to go? 3. How do we get there? 4. How can ERCs help? High School Student in Boston
1. Where Are We? • K-12 Schools teach science & math, but not engineering. • Few students students—especially girls and underrpresented groups— choose it as a career. • Only 5% of students in the US choose to study engineering at college, compared with 20% in other countries. • Engineering drives our economy. • Engineering is essential for sustainable development. Elementary Student In Salem, MA
Educators recognize that understanding engineering is essential for all citizens, workers, and consumers in a modern democracy. • Public support of K-12 engineering education is strong in all states. 2. Where Do We Want to Go? Middle School Students with teacher in Framingham, MA • Students are encouraged to take high school courses that prepare them for technical fields. • Girls and students from underrepresented groups see engineering as an attractive career. • All high school graduates are technologically literate.
3. How Do We Get there? • Make available technology & engineering curricula for all K-12 grade levels. • Provide professional development so teachers can use these materials effectively. • Educate administrators, parents, school board members, and community leaders about K-12 engineering education. High School Students in Newton, MA
4. How Can ERCs Help? • Engage researchers and university students in educational activities. • Partner with local schools, museums, science/technology centers, and other educational institutions. Listen to their needs. High School Students in Sudbury, MA • Develop a plan that builds on the strengths of your center AND meets local needs. • Avoid reinventing the wheel. Talk to your colleagues and find out what’s available at www.mos.org/NCTL