3. “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

4. Facts  Only 20% of 12 th grade students are considered proficient in math on the NAEP assessment.  Just 3% of Blacks and 4% of Hispanics reach proficient by the 12 th grade.  By 2010 30% of 18-24 year olds will be white.

5. 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.

6. 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.

7. PLTW is a 501 (c)(3) not-for-profit corporation

8. of PLTW is to grow the nation’s technology workforce. The primary goal

9. The Problem There are currently engineering/engineering technology jobs available in the U.S. without trained people to fill them. 1,300,000

10. WORKFORCE 1960

11. WORKFORCE 2000

12. What does the pipeline of engineers and technicians look like?

13. Engineering Bachelor’s Degrees Awarded in 2003 by Population Groups # of Bachelor’s Degrees for 2003 Source: American Association of Engineering Societies (2003)

14. Engineering Degrees Awarded 1988-2003 SOURCE: American Association of Engineering Societies (2003)

15. Engineering Technology Degrees Awarded 1988-2003 SOURCE: American Association of Engineering Societies (2003)

16. Increase student achievement Increase graduation rates Prepare students for further study Meet the needs of the community Schools must

17. The Solution is to…

18. 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.

19. 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.

20. Student Performance in Reading, Mathematics and Science

21. How are PLTW students doing - compared to other Career/Technical students at High Schools That Work (HSTW) schools?

22. Student Performance in Reading, Mathematics and Science by Type of Program

23. PLTW Student Performance Compared to HSTW Goals

24. How does PLTW facilitate this change?

25. PLTW Courses

26. 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 Middle School Program

27. Foundation A : Foundation B: --------------------------------------------------------------------------------------------------------------------------------- Specialization : --------------------------------------------------------------------------------------------------------- Capstone : Computer Integrated Manufacturing and/or Civil/Architectural Engineering and/or Biotechnical Engineering (in dev.) and/or Aerospace Engineering (in dev.) Principles of Engineering Introduction to Engineering Design Engineering Design and Development Digital Electronics High School Course Program Note: Course program requires college prep mathematics each year.

28. How will the PLTW curriculum challenge students to meet higher academic standards ?

29. The curriculum is: “Standards Based”  National Academy of Sciences  National Council of Teachers of Mathematics  International Technology Education Association  National English Standards

31. Truncated Cone Volume Solution 1. Assign a value to R AB 2. Assign a value to H AB 3. Find the volume of cone(AB) V AB 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 R B 6. Find the volume of cone (B) V B 7. Plug the values of V AB and V B into the formula V A = V AB - V B. This will give the volume of the truncated cone (A). *Note: If you move the position of R B up or down, it will change the volume of the truncated cone (A).

32. Parabolic Container Solution

33. This is the kind of student work that helps students reach higher standards in the academic core.

34. 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.

35. 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

36. How do we help teachers ?

37. Comprehensive Professional Development

38. Ready for core training Self- Assessment and Pre- Core Training © PLTW 2001 3 Phase Teacher Training

39. Ready for core training Introduction To Engineering Design Digital Electronics Principles of Engineering Computer Integrated Manufacturing (CIM) Engineering Design and Development Gateway To Technology Core Training Summer Institute Self- Assessment and Pre- Core Training © PLTW 2001 3 Phase Teacher Training

40. Ready for core training Ready for teaching Introduction To Engineering Design Digital Electronics Principles of Engineering Computer Integrated Manufacturing (CIM) Engineering Design and Development Gateway To Technology Core Training Summer Institute Self- Assessment and Pre- Core Training Continuous Training Master Teacher © PLTW 2001 3 Phase Teacher Training

41. 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. How much does the Summer Institute Cost ?

42. Teachers have the option of earning 6 graduate credits for each PLTW training session they attend at. Graduate College Credit

43. are not the only staff members who benefit from PLTW’s Comprehensive Professional Development program. Teachers

44. We also work with Guidance Departments?

45. 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

46. 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

47. Strong Guidance and Higher Achievement

48. Who should take PLTW courses?

49. 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

50. The Student who is:  Willing to work hard!!!

51. A Rigorous Pre-engineering Curriculum + Highly prepared Faculty = Opportunities for Students

52. 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

53. 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

54. 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 School District Agreement with PLTW

55. 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.

56. 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 College credit for high school students

57. PLTW National Affiliated Centers Rochester Institute of Technology—1998 University of Houston—2001 New Hampshire Technical Institute—2001 Eastern Michigan University-2005 University of New Haven---2002 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 NJ Institute of Technology---2003 University of CO at Col. Springs – 2003 Milwaukee School of Eng.---2004 Sinclair Community College---2004 Arkansas Technical Univ.---2004 South Seattle Community College---2004 U. of Tenn. at Chattanooga---2004 University of Illinois—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 ---

58. PLTW Results  1997-98 13 schools - 1,138 students  1998-99 37 schools - 4,652 students  1999-00 98 schools - 14,156 students  2000-01 168 schools - 23,000 students  2001-02 282 schools - 35,000 students  2002-03 502 schools - 55,000 students  2003-04 640 schools - 65,612 students  2004-05 1300+ schools - 250,000+students

59. States Participating in PLTW 2005-06 45 States & DC with 1300+ School Sites & 175,000 students Derby, England Hawaii

60. Visit Our Website www.pltw.org Deadline To Join Deadline To Join March 15 March 15

62. A short story about the “Big Three”  The question: Where do you get your engineers from?  Answer: Most from a community college!

63. The Role of the Counselor

64. WORKFORCE 2000

65. 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?

66. 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

67. 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

68. 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.

69. 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.

70. 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 9 th grade student earn college credit?  Kids find out early on that they have what it take to be successful in college.