en-us Fri, 12 Apr 2013 00:00:00 +0000 ]]> http://legacy.mos.org/web_media/rss_logo.gif http://www.mos.org 122 21 Invited by the U.S. House Subcommittee on Early Childhood, Elementary and Secondary Education, Museum of Science president Ioannis (Yannis) Miaoulis testified on April 10 to the success of its National Center for Technological Literacy® (NCTL®) in advancing K-12 engineering. With the widespread concern that the nation's preeminence in science and innovation is eroding (only 5% of U.S. college graduates major in engineering, compared with 12% of European students, and 20% of those in Asia), Miaoulis said that the introduction of K-12 engineering education can improve student achievement in science and mathematics, increase awareness about engineering careers, and boost students' technology and engineering literacy, according to the National Academies report, "Engineering in K-12 Education." The Museum established the NCTL in 2004 in response to the new Massachusetts science, technology and engineering standards. "We realized there were very few instructional materials for teachers to use so we embarked on a mission to create K-12 engineering curricula and teacher professional development (PD) programs," Miaoulis said. The NCTL partners with industry, school administrators, and formal and informal educators, across the U.S. to introduce engineering design as a problem-solving process, to deliver cutting-edge engineering curricular resources, and to provide relevant pre-service and in-service teacher PD programs and tools. The NCTL's curricula and teacher training have reached over 48,800 teachers and 4 million students. Miaoulis said that competitive federal grants (about 5% of the Museum's operating budget) are important because they leverage corporate and philanthropic dollars; the remaining 95% is from contributions, admissions, membership, and program fees. Corporate partners include Raytheon, Google, Liberty Mutual, Genzyme, Biogen Idec, Microsoft and Cisco. The hearing, chaired by Rep. Todd Rokita (R-IN), focused on the state of STEM (science, technology, engineering, and math) education in the U.S. Members discussed the need to reevaluate the federal government's STEM investment to ensure it is helping students compete for jobs in these high-demand fields. Information@mos.org NCTL News Fri, 12 Apr 2013 00:00:00 +0000 U.S. House Subcommittee on Early Childhood, Elementary and Secondary Education, Museum of Science president Ioannis (Yannis) Miaoulis, testimony, National Center for Technological Literacy, NCTL, K-12 engineering, science, innovation, U.S. college graduates, engineering major, Miaoulis, K-12 engineering education, student achievement in science and mathematics, engineering careers, technology and engineering literacy, National Academies report, Engineering in K-12 Education, Massachusetts science, technology and engineering standards, mission to create K-12 engineering curricula, teacher professional development, PD programs, industry, school administrators, formal and informal educators, engineering design, problem-solving, engineering curricular resources, pre-service and in-service teacher PD programs and tools, competitive federal grants, corporate and philanthropic dollars, contributions, admissions, membership, program fees, Raytheon, Google, Liberty Mutual, Genzyme, Biogen Idec, Microsoft, Cisco. hearing, Rep. Todd Rokita (R-IN), federal government, STEM investment Two major developments in K-12 education will go a long way to ensure that students will be exposed to the engineering design process. The much anticipated final version of Next Generation Science Standards (NGSS), released April 9, 2013, has restored engineering design as a Disciplinary Core Idea. Engineering is considered an essential practice students should learn, and given the same importance as scientific inquiry. These standards, developed by writing teams that included many teachers, and guided by review teams from 26 states, reflect the National Research Council's Framework for K-12 Science Education. The Framework made history, calling for engineering design to be taught on an equal footing with core ideas in the life, earth and physical sciences. Attempting to limit the role of engineering, however, the second public draft of the standards elicited disappointment among engineering educators and the National Center for Technological Literacy® (NCTL®) initiated a call to restore engineering as an equal to life, earth and physical sciences. Fortunately, the final version restored engineering design as a core discipline idea, with specific performance expectations for grade bands K-2, 3-5, middle school, and high school. In addition, crosscutting concepts include the relationship between science and engineering and the influence of engineering, technology, and science on society and the environment. The next step, a framework for aligned assessments, is being developed by the National Academies Board on Testing and Assessment. Meanwhile, a new National Assessment for Education Progress (NAEP) entitled, the Technology and Engineering Literacy (TEL) Assessment, has released a helpful video and additional educator resources. The TEL will be administered in 2014 to a national sample of 8th graders and eventually to grades 4, 8, and 12. Examining knowledge about information and communication technology, design and systems, and technology and society, the TEL will be the first computer-based, cross-curricular assessment allowing students to analyze data and manipulate variables. Students will be asked to perform realistic interactive scenario-based tasks to solve problems. In addition to urging the NGSS writers to restore engineering design in the final version, the NCTL advocated for engineering design in the Framework for K-12 Science Education and helped develop the TEL assessment framework. Information@mos.org NCTL News Thu, 11 Apr 2013 00:00:00 +0000 K-12 education, engineering design process, students, Next Generation Science Standards, NGSS, engineering design, Disciplinary Core Idea, Engineering, scientific inquiry, standards, National Research Council, Framework for K-12 Science Education, life, earth and physical sciences, public draft of the standards, engineering educators, National Center for Technological Literacy, NCTL, grade bands K-2, 3-5, middle school, and high school, crosscutting concepts, relationship between science and engineering, influence of engineering, technology, and science, society, the environment. The next step, a framework for aligned assessments, National Academies Board on Testing and Assessment, National Assessment for Education Progress, NAEP, Technology and Engineering Literacy Assessment, TEL Assessment, educator resources, 8th graders, grades 4, 8, and 12, information and communication technology, design and systems, and technology and society, computer-based, cross-curricular assessment, data, variables, interactive scenario-based tasks,problem-solving, Framework for K-12 Science Education, TEL assessment framework Despite the sequestration and other consuming issues, several members of Congress continue to act in support of STEM education. The Museum of Science's National Center for Technological Literacy® (NCTL&#174) is working with them on legislation advancing science, technology, engineering, and math (STEM) education and the resources of science museums nationwide. Representative Michael Honda (D-CA) has introduced two bills based on recommendations of President Obama's Council of Advisors on Science and Technology (PCAST). His Stepping up to STEM Act will establish an Office of STEM Education at the U.S. Department of Education, support funding for State Networks on STEM Education, and create the Advanced Research Projects Agency for Education (ARPA-ED). The Elementary Educator STEM Content Coach Act will help in-house school experts showcase the integration of STEM disciplines across the curriculum and provide relevant professional development. In addition, Honda supports the President's call to recruit and train over 100K new public school STEM teachers in the next decade. The NCTL supports the 100Kin10.org movement as a member. Senator Al Franken (D-MN) has reintroduced his STEM Master Teacher Corps Act (S.358). This bill recognizes and rewards outstanding STEM teachers, attracts and retains them, particularly in high-need schools, by offering more compensation, instructional resources, and leadership roles, and creates a network of outstanding STEM teacher-leaders. With Franken, Senator Jeff Merkley (D-OR) successfully offered an amendment to the Senate Budget Resolution to "create a (deficit-neutral) reserve fund to expand, enhance, or otherwise improve science, technology, engineering, math, and career and technical education." Merkley is expected to reintroduce the "Preparing Students for Success in the Global Economy Act" that was adopted by the Senate Health, Education, Labor & Pensions (HELP) Committee last year. Senator Orrin Hatch (R-UT), Amy Klobuchar (D-MN), Marco Rubio (R-FL), and Chris Coons (D-DE) introduced S.169, the Immigration Innovation -- or I-Squared -- Act that increases the cap on H-1B visas and increases H-1B employer fees. The fees will be deposited in the Promoting American Ingenuity Account to enhance U.S. economic competitiveness by improving STEM education via well-trained STEM teachers; strengthening the elementary and secondary curriculum, including computer science; and helping colleges and universities produce more graduates in fields needed by American employers. Sen. Kirsten Gillibrand (D-NY) and Rep Paul Tonko (D-NY) also plan to reintroduce a retooled Engineering Education for Innovation Act this year. Information@mos.org NCTL News Wed, 10 Apr 2013 00:00:00 +0000 Congress, STEM Education, Museum of Science, National Center for Technological Literacy, NCTL, ®) legislation advancing science, technology, engineering, and math (STEM), science museums, Michael Honda (D-CA), President Obama's Council of Advisors on Science and Technology (PCAST), Stepping up to STEM Act, Office of STEM Education, U.S. Department of Education, State Networks on STEM Education, Advanced Research Projects Agency for Education, ARPA-ED, The Elementary Educator STEM Content Coach Act, STEM disciplines, curriculum,t professional development, President's call to recruit and train over 100K new public school STEM teachers,100Kin10.org, Al Franken (D-MN), STEM Master Teacher Corps Act (S.358), outstanding STEM teachers, high-need schools,compensation, instructional resources, leadership roles, network, outstanding STEM teacher-leaders, Jeff Merkley (D-OR), amendment to the Senate Budget Resolution to "create a (deficit-neutral) reserve fund, Preparing Students for Success in the Global Economy Act, Senate Health, Education, Labor & Pensions (HELP) Committee, Orrin Hatch (R-UT), Amy Klobuchar (D-MN), Marco Rubio(R-FL), Chris Coons (D-DE), introduced S.169, Immigration Innovation Act, I-Squared Act, H-1B visas, H-1B employer fees, Promoting American Ingenuity Account, U.S. economic competitiveness, improving STEM education, elementary and secondary curriculum, computer science, colleges, universities, Kirsten Gillibrand (D-NY), Rep Paul Tonko (D-NY), Engineering Education for Innovation Act The publisher It's About Time will offer teachers professional development, using the high school textbook Engineering the Future®, from the Museum of Science's National Center for Technological Literacy® (NCTL®). This full-year course introduces 9th or 10th graders to technology and engineering and meets the Massachusetts Curriculum Framework technology/engineering standards. Wednesday - Friday, June 26-28; Wednesday - Friday, August 14-16: Either one of these 3-day Getting Started Workshops offers a deeper understanding of the engineering design process and physics applications in the classroom. People work through key activities in four projects, sharing questions and customizing implementation plans. Experienced course developer Lee Pulis will provide guidance on standards, objectives, teamwork, safety, inquiry-based STEM learning, and assessment. STEM content will be applied to complete design challenges using the engineering design process. Location: Museum of Science, Science Park, Boston. Cost: $375 (includes print materials, DVD, free parking, and continental breakfast). To register, contact: Kelly Angelo at kangelo@iat.com. Monday, July 22 - Sunday, August 11: Three-Week Online Course: For people who cannot travel or prefer to learn online, this moderated online course offers the same project-based engineering educational strategies as the workshop. With assignments over three weeks, there is time to review Engineering the Future materials and perform quick-build hands-on activities. Weekly discussion forums led by an experienced course developer foster group interaction. Five-minute epoxy and a Snap Circuits® electricity kit are recommended but not required. Other materials are available around home or office. Participants reach their goals after interacting with course content and activities for six to nine hours a week. Hours: At your convenience (within a weekly schedule). Cost: $150 plus print materials and Snap Circuits kit. To register and order materials, contact: Kelly Angelo at kangelo@iat.com More on Engineering the Future: Four projects involving hands-on activities and related textbook readings enable students to strengthen their technological literacy and critical reasoning. They gain a practical understanding of the impact of science and technology and how choices as workers, consumers, and citizens influence technological development. Field-tested in 10 states, the textbook is written from the perspective of engineers from varied backgrounds whose stories teach students concepts relating to their design projects. They learn skills like making scale drawings and combining components into systems, while discovering concepts to help them succeed in science courses. Information@mos.org NCTL News Tue, 09 Apr 2013 00:00:00 +0000 Publisher It's About Time, teachers, professional development, high school textbook, Engineering the Future, project, Museum of Science, National Center for Technological Literacy, NCTL, full-year course , 9th or 10th graders, technology, engineering, Massachusetts Curriculum Framework technology/engineering standards, Getting Started Workshop, understanding, engineering design process, physics applications, classroom, projects, implementation plans, course developer, Lee Pulis, guidance, standards, objectives, teamwork, safety, inquiry-based STEM learning, assessment. STEM content, design challenges, Online Course, moderated online course, project-based engineering, educational strategies, workshop, assignments, discussion forums, group interaction, epoxy, Snap Circuits electricity kit, hands-on activities, technological literacy, critical reasoning, practical understanding, impact of science and technology, workers, consumers, citizens, technological development, field-tested, practicing engineers, ethnic and cultural backgrounds, stories, concepts, design projects, skills, scale drawings, components, systems, discovery, concepts, science courses Children learn in different ways and places. That's why the Museum of Science, Boston created Engineering Adventures (EA), a new curriculum for out-of-school-time (OST) settings. Engineering Adventures is based on the Museum's nationally recognized Engineering is Elementary® (EiE®) curriculum for children in grades 1 - 5. The Museum released its first two EA units in late 2012 and two more this spring. "In recent years, organizations such as the National AfterSchool Association, the Afterschool Alliance, and the Coalition for Science After School have publicly expressed a need for STEM (science, technology, engineering, and math) activities in OST programming," says EiE director of curriculum development Melissa Higgins. "High-quality engineering activities have been particularly lacking -- a gap that Engineering Adventures aims to fill." The lessons are framed as adventures, with globe-trotting, engineering-savvy cartoon characters, Jacob and India, as virtual guides (see illustration, above right). Like Engineering is Elementary, EA presents kids with real-world problems and challenges them to engineer solutions. In one new unit, To the Rescue, kids create aid packages that can survive an aircraft drop. In the other, Shake Things Up, kids design earthquake-resistant buildings. Developed with support from Bechtel Corporation and NASA for children in grades 3 - 5, EA materials are available to educators as free downloads at: http://www.eie.org/content/engineering-adventures. The first EA unit, Bubble Bonanza, was downloaded nearly a thousand times in the first six months after its release. In EiE assessment surveys of afterschool educators who used the unit, over 90% of respondents rated the quality of the materials as "high" and "easy to use." One said, "My students absolutely loved doing this unit. I set it up as an afterschool club and the day after the paperwork went home, all the spaces were filled!" The assessment also found that kids were more likely to have positive attitudes about a career in engineering after participating in EA activities. Both EiE and EA are programs of the Museum's National Center for Technological Literacy®. Information@mos.org NCTL News Mon, 08 Apr 2013 00:00:00 +0000 Children, Museum of Science, Boston, Engineering Adventures, EA, curriculum, out-of-school time, OST, settings, national recognition, Engineering is Elementary, EiE curriculum, children, grades 1 - 5, EA units, National AfterSchool Association, Afterschool Alliance, Coalition for Science After School, STEM, science, technology, engineering, and math, activities, OST programming, EiE director of curriculum development Melissa Higgins, engineering activities, lessons, adventures, globe-trotting, engineering-savvy, cartoon characters, Jacob and India, virtual guides, kids, real-world problems, challenges, engineer solutions, Rescue, aid packages, aircraft drop, Shake Things Up, earthquake-resistant buildings, Bechtel Corporation, NASA children, grades 3 - 5, EA materials, educators, free downloads, Bubble Bonanza, EiE assessment surveys, afterschool educators, high qualit,y easy to use, students, afterschool club, positive attitudes, engineering career, National Center for Technological Literacy, NCTL The University of Alabama's Institute for Science Education (ISE) is becoming the Engineering is Elementary® (EiE®) program's newest "endorsed partner." A cutting-edge elementary curriculum, created by the Museum of Science's National Center for Technological Literacy®, EiE also offers professional development (PD) workshops to elementary teachers and teacher educators. Until recently, most workshops were offered at the Boston Museum. But with a grant from Raytheon, the Museum is creating a nationwide network of EiE PD providers who can train and support local teachers through partnerships in Arizona, Washington, DC, and Alabama. A recent PD workshop in Alabama gave 33 participants the opportunity to try EiE engineering design challenges such as building a water filter to solve a pollution problem and designing an alarm that would sound when a water trough is empty. "Everyone was so engaged in the water filtration unit," says EiE PD facilitator Shannon McManus. "Teachers told us EiE would mesh really well with their science curriculum." Since many elementary teachers have limited engineering or science experience and feel uncomfortable teaching these subjects, EiE workshops are designed to build teacher confidence. McManus says, "We show teachers that engineering is not a mysterious occupation reserved for experts only. It's a process anyone can use to solve problems." Besides extending EiE's ability to train teachers, the new EiE-ISE partnership supports the goals of the Alabama Math, Science, and Technology Initiative (AMSTI), a state education department program that aims to improve K-12 math/science teaching by helping educators find high-quality professional development in teaching hands-on science. "Engineering is Elementary correlates perfectly with AMSTI," says Brenda Terry, executive director of the Alabama Mathematics, Science, Technology, and Engineering Coalition for Education. The workshop will have a multiplier effect as participants lead EiE PD workshops for other teachers in their schools or districts. For more information about EiE's PD opportunities and partnering, visit http://www.eie.org/content/partners or contact eiepartners@mos.org. Information@mos.org NCTL News Sun, 07 Apr 2013 00:00:00 +0000 University of Alabama, Institute for Science Education, ISE, Engineering is Elementary, EiE, endorsed partner, elementary curriculum, Museum of Science's National Center for Technological Literacy, professional development, PD, workshops, elementary teachers, teacher educators, Raytheon, nationwide network, EiE PD providers, partnerships, Arizona, Washington, DC, Alabama, PD workshop, engineering design challenge, water filter, pollution problem, alarm, EiE PD facilitator Shannon McManus, science curriculum, engineering, science, teacher confidence, EiE-ISE partnership, Alabama Math, Science, and Technology Initiative, AMSTI, a state education department program, K-12 math/science teaching, hands-on science, Brenda Terry, executive director of the Alabama Mathematics, Science, Technology, and Engineering Coalition for Education, multiplier effect, schools, districts, PD opportunities, partnering In March, Massachusetts Business Roundtable executive director JD Chesloff (photo on right) told teachers, superintendents, and other educational leaders at the Museum of Science, Boston that with the projected shortage of science, technology, engineering and math professionals, STEM education is critical to the nation's global competitiveness. He also said that over half of middle schoolers in a 2011 survey preferred eating broccoli to doing math. He wasn't kidding. Chesloff addressed a symposium of educators from 18 Mass. school districts involved in the Museum's Gateway Project, which guides STEM-based educational reform through district-wide change. Staff from the Mass. district offices of Senator William Cowan and Congressmen Edward Markey and Stephen Lynch talked with teachers who shared successes and best practices. For Chesloff, the solution to the STEM workforce shortage involves fostering children's innate STEM skills as early as possible. The Commonwealth has responded with its STEM Advisory Council and @scale initiative, and the council has endorsed Gateway as a scalable model and best practice in STEM education. Created by the Museum's National Center for Technological Literacy® (NCTL®), the Gateway Project helps school districts develop strategic plans to implement K-12 technology and engineering programs, while introducing educators to resources supporting standards-based curricula and assessments. "Gateway has been invaluable to our teachers," says Bourne superintendent Steven Lamarche. "They took the ball and ran with it." His district has introduced engineering in middle school and is exploring it for high and elementary schools. He plans to hire a grade 7-12 STEAM coordinator and host an Engineering Day in May. According to Manchester-Essex Regional superintendent Pam Beaudoin, the Gateway Project helped her district infuse science with engineering. They use the KnowAtom system in elementary school and elements of the Museum's Engineering the Future® high school course. Carlisle superintendent Joyce Mehaffey says, "We analyzed our K-8 science framework and hired an engineer to help us embed engineering into the curriculum." "We benefit greatly from our Gateway involvement," says Harwich Middle School principal Leonard Phelan, especially being able to "network with other educators and bring best practices and innovative ideas back to our school." Districts of Distinction (Abington, Bourne, Carlisle, Duxbury, Falmouth, Manchester Essex Regional, Needham) also showcased their innovative activities. NCTL vice president Yvonne Spicer tells educators, "You are the movers and shakers, making systemic change and touching the lives of thousands of children." Replicated as a model in Maine and Texas, the Gateway community has involved 85 Mass. districts serving 45% of Mass. students, and 425 K-12 educational leaders. The district total will increase to 102, when 17 more Mass. and New Hampshire school districts attend summer 2013 institutes. Information@mos.org NCTL News Sat, 06 Apr 2013 00:00:00 +0000 Massachusetts Business Roundtable, JD Chesloff, teachers, superintendents, educational leaders, Museum of Science, science, technology, engineering and math professionals, STEM education, nation's global competitiveness, middle school, educators, Mass. school districts, Gateway Project, STEM-based educational reform, district-wide systemic change, Senator William Cowan, Congressman Edward Markey, Congressman Stephen Lynch. best practices, STEM workforce shortage, STEM skills, Commonwealth, STEM Advisory Council, @scale initiative, scalable model, STEM, National Center for Technological Literacy, strategic plans, K-12 technology and engineering, programs, resources, standards-based curricula and assessments, Bourne superintendent Steven Lamarche, high and elementary schools, STEAM coordinator, Engineering Day, Manchester-Essex Regional superintendent Pam Beaudoin, KnowAtom system, Engineering the Future, Carlisle superintendent Joyce Mehaffey, engineer, curriculum, Harwich Middle School principal Leonard Phelan, network, NCTL vice president Yvonne Spicer, children, model in Maine, Texas, New Hampshire Despite the historic inclusion of engineering design as a core discipline, key practice, and crosscutting concept in the National Research Council's, A Framework for K-12 Science Education, we are concerned that Engineering as a Core Disciplinary Idea has been omitted in the 2nd public draft of the Next Generation Science Standards (NGSS). If you support engineering in K-12 education, I urge you to respond to the last call for comments by January 29. The original core idea of Engineering Design is now completely missing from the standards. To be fair, engineering is still included as a practice, and several of the performance expectations reflect parts of the engineering process. However, engineering design is now fragmented and seems to be used only as a vehicle for students to show they understand science, rather than as a discipline asking students to learn how to define, solve, and optimize a solution to problems, as featured in the Framework. The second core idea, that science and engineering are interdependent, and that science, technology and engineering influence society and the natural world, has also disappeared as a standard. Now viewed as a crosscutting idea, it too shows up here and there within the natural science disciplines, but not as a coherent idea that all students are expected to learn. Advancing K-12 engineering education is essential to meeting the demands of a 21st century workforce and our national security needs. Let's not back down on this critical opportunity. If you believe all students should learn engineering design and know about the impact of this important discipline, please urge the writers to Restore Engineering as a Core Disciplinary Idea by January 29. Information@mos.org NCTL News Wed, 23 Jan 2013 00:00:00 +0000 inclusion of engineering design as a core discipline, key practice, and crosscutting concept, National Research Council, A Framework for K-12 Science Education, Engineering as a Core Disciplinary Idea, 2nd public draft of the Next Generation Science Standards, NGSS, engineering in K-12 education, Engineering Design, engineering practice, engineering process, science, discipline asking students to learn how to define, solve, and optimize a solution to problems, science and engineering, science, technology and engineering influence society and the natural world, crosscutting idea, advancing K-12 engineering education, 21st century workforce, national security needs The Museum of Science's Engineering is Elementary&#174 (EiE&#174) program has received a grant to extend its reach beyond classrooms to summer camps and from elementary to middle school children. The generous award from i2 CAMP, a New York-based educational enterprise, builds on EiE's inquiry-based, research-tested approach to engineering education, while creating hands-on fun for students in grades 5 through 8. i2 CAMP founder Ethan Berman says the inspiration for introducing engineering into summer camps came from his children. "Many camps focus on sports," says Berman. "But two of my three kids prefer science to kicking balls around." EiE recently added elementary after-school units called Engineering Adventures to its curriculum offerings. This new grant will enable the creation of 10 instructional units for middle school students -- tailored to the needs of summer camps and school-break and afterschool programs. The i2 CAMP lessons will engage students in real-world engineering design challenges. For example, the unit "Here Comes the Sun" explores energy-efficient ways to keep homes cool. "Put a Lid on It" investigates the design decisions behind protective bike and football helmets. "The depth, scale, and quality of EiE's work is impressive," says Berman. "I love that the team looked to the National Academy of Engineering's 'Grand Challenges for Engineering in the 21st Century' to frame the units. We're saying, 'This stuff is not just for rocket scientists. Middle school kids can explore these questions too.'" "Middle school is when kids start to think about careers -- about what they like to do, and what they're good at," says Museum vice president of research and EiE director, Christine Cunningham. "i2 CAMP will help kids explore a field that's too often overlooked -- the 'E' in 'STEM.'" The two-year award will support the creation and testing of all 10 units, which will be downloadable for free at www.mos.org/eie. The first four will be ready for camps this summer at Boston's Roxbury Latin School and New York City's Chapin School. Known for putting the "E" in elementary STEM education, EiE was created by the Museum's National Center for Technological Literacy&#174 and has reached 44,500 teachers and over 3.9 million students. Information@mos.org NCTL News Tue, 22 Jan 2013 00:00:00 +0000 i2 CAMP, NCTL, National Center for Technological Literacy, middle school age, grades 5 through 8, engineering, summer camp, STEM, Engineering is Elementary, Engineering Adventures, afterschool, out-of-school A North Carolina educator is helping disadvantaged schools become integrated STEM schools using Engineering is Elementary&#174 (EiE&#174), the innovative K-5 curriculum developed at the Museum of Science's National Center for Technological Literacy&#174. Liz Parry (in photo), the coordinator for partnership development at The Engineering Place, a North Carolina University education center, is an engineer and an EiE professional development provider who works with teachers at some of the state's most disadvantaged schools. Parry shows teachers how the engineering design process -- the focus of the EiE curriculum -- can not only help children learn, but also change the very culture of a school. Parry says that EiE has helped students at five schools learn to work productively in groups and take responsibility for the outcome of their work. Students apply the engineering design process in a variety of ways, including even solving disputes at one school. Students also document their thinking processes and reflect on what they have learned in "STEM notebooks" that they carry from class to class -- along hallways labeled with signs like "Innovation Way" and "Problem Solving Parkway." "We are adopting the 'habits of mind' of engineers--we are teaching kids how to become critical thinkers and problem solvers who can work in teams," Parry explains. "To help us do this, we use EiE." Parry also asks the teachers with whom she works to keep STEM notebooks, just as their students do. And, as teachers respond to their students' reflections and comments, Parry responds to the teachers' thoughts. "I get note after note from teachers describing how this process has changed their career, changed their outlook, and rejuvenated them," Parry says. "They say, it's the way they have always known kids should learn . . . and that they should teach." Information@mos.org NCTL News Mon, 21 Jan 2013 00:00:00 +0000 North Carolina elementary schools, engineering, disadvantaged schools, underserved children, Engineering is Elementary, STEM, problem-solving, educators, National Center for Technological Literacy,