Thoughts from the Chair
George Weah said, “Education is a continual process, it’s like a bicycle… If you don’t pedal you don’t go forward.” As I reflect on the roster of the PCEE Division, I am taken back by all the talent, experience, and dedication I see from our members. As the year roles on, I want to thank you for what you do and encourage you to KEEP PEDALING! Bradley Bowen (email@example.com)
Open Forum with the Chair
Whether you are a new division member or long-time division supporter, I would like to connect with you. I will be hosting a virtual open forum on Tuesday, December 10, from 7-9pm EST. I will be available at this time to answer general questions about the division and connect with those interested in becoming more involved with division activities. You may connect using this link, https://virginiatech.zoom.us/j/752264887, or phone in at (929)436-2866 with meeting ID 752264887. Thank you and I look forward to connecting with you. Bradley
Implement Engineering! 3 Projects Awarded
In the inaugural year of the Implement Engineering! awards for P-12 teachers, the Pre-College Engineering Education Division received 14 submissions from teachers located around the country. After a thoughtful review, three projects were selected. These are:
• Great Barrier Reef and Pacific Garbage Patch, an upper elementary project at Briargate Elementary in Texas.
• Student-Engineered Cobalt-Based Phosphate Sensors to Measure Waterway Pollution from Agricultural Runoff, a joint high school and upper elementary project at Oak Hall School in Florida.
• Lobos Exploring Engineering, a lower elementary project at New Horizons Dual Language School in Idaho.
Project implementation is taking place during this academic year. Results and materials from the projects will be shared as they become available. The application period for the second year of awards will be from April 1st – June 30th, 2020. For more information about the award contact Martha Cyr at firstname.lastname@example.org.
2020 ASEE Annual Conference – Distinguished Lecturer!
I am pleased to announce our proposal for a distinguished lecturer was accepted! We are collaborating with MIND and WIED to host Dr. Renetta Garrison Tull, Vice Chancellor of Diversity, Equity and Inclusion from the University of California, Davis. She will be presenting a talk titled, “Creating Inclusive and Diverse P12 Learning Environments” on Wednesday, June 24, from 1:45-3:15 pm. Please put this on your calendar and get the word out to show our support. You can read more about Dr. Tull at https://diversity.ucdavis.edu/renetta-garrison-tull.
There are many opportunities to become involved with PCEE division activities. Listed below are some of the existing committees that support the efforts of the division over the next year. I am also open to any new ideas you feel would contribute to the mission and vision of the division. Review the following list of committees in which you can participate and please contact me (email@example.com) if you are interested in serving or have questions about the purpose of a particular committee.
- PCEE Conference Committee (2021)
- ASEE Annual Conference Program Committee
- Division Brochure Committee
- Collaboration and Outreach Committee
Tenure-track or tenured faculty position – Engineering Education, Ira A. Fulton Schools of Engineering, Arizona State University. For more information and to apply, please visit: https://apply.interfolio.com/69641
Assistant/Associate Professor to direct the first year engineering course – College of Engineering, University of Delaware. For more information and to apply, please visit: https://careers.udel.edu/cw/en-us/job/494517
Full-time tenure track position in Technology and Engineering Studies – School of Technology at Brigham Young University. For more information and to apply, please visit: http://yjobs.byu.edu/ or contact Dr. Steven Shumway at (801) 422-6496 or at firstname.lastname@example.org.
Three Faculty Positions; one Assistant Professor and two Visiting Assistant Professors – Department of Technology, State University of New York at Oswego. For more information and to apply, please visit: https://www.oswego.edu/human-resources/
Postdoctoral Researcher – Center for Engineering Education and Outreach (CEEO) and Institute for Research on Learning and Instruction (IRLI), Tufts University. For more information and to apply, please visit: https://tufts.app.box.com/s/31ncy30sr13wxfpx7uztwygot5rxjvdk
Assistant or Associate Professor of Engineering Education – School of Engineering Education, Purdue University. For more information and to apply, please visit: https://careers.purdue.edu/job/West-Lafayette-Assistant-or-Associate-Professor-of-Engineering-Education-IN-47906/585050900/
Dale and Suzi Gallagher Professorship of Engineering Education – School of Engineering Education, Purdue University.
For more information and to apply, please visit: https://careers.purdue.edu/job/West-Lafayette-Dale-and-Suzi-Gallagher-Professorship-of-Engineering-Education-IN-47906/585458300/
Other Opportunities and Announcements
Contemporary Issues in Technology and Teacher Education Journal Science
Consider submitting a manuscript to the CITE Journal Science as they are trying to put together an edition on engineering education. For more information please go to https://www.citejournal.org/
The course, Engineering For Us All (E4USA), empowers, engages, and excites students to use what they know and find what they are passionate about to take control and boldly influence the world. Empowerment is built through an awareness of engineering in everyday life, the diversity of engineers, and by interrogating and emphasizing how engineering is embedded in society. Read more about it on this project summary document. For more information contact email@example.com. More information is also available at https://e4usa.umd.edu/.
AAAS STEM Volunteer Program
The AAAS STEM Volunteer Program (stemvolunteers.org) has placed retired and still working STEM professionals in DC area K-12 classrooms for 15 years. The program began in 2004 when a group of retired AAAS members approached the science supervisor in Montgomery County Public Schools to ask how they could assist teachers in the classroom. The key word is “assist.” Our volunteers develop partnerships with teachers to give them support teaching STEM. This can include giving presentations about STEM topics, being a content resource for students, helping design and evaluate experiments, helping with science fairs, and so on. They commit to the entire school with retirees typically in classrooms a couple of hours a week and volunteers still working a few hours every 2-3 weeks. They are currently recruiting new volunteers for the 2019-2020 school year. Around 200 volunteers supported teachers in 10 school districts in the 2018-2019 school year. Please contact Betty Calinger, Project Director American Association for the Advancement of Science (AAAS) at firstname.lastname@example.org for more information and to volunteer.
https://youtu.be/I5LcNk0OymY (Fairfax County)
https://youtu.be/HP4vvqKf4bQ (Montgomery County)
Research Participation Opportunity – Survey to bridge the researcher-practitioner divide
Existing studies suggest that researchers and practitioners view the role of research in education differently; and this difference partly explains the disconnect between research and practice. Though reasonable argued, this idea has not been empirically investigated. In an effort to take steps toward bridging this gap between research and practice in engineering education, a survey was developed to test this idea (http://tinyurl.com/y3xkqjjz). Complete this brief survey today and enter for a chance to win a $25 gift card. Feel free to contact Drs. Jeremi London (email@example.com) or Bev Watford (firstname.lastname@example.org) if you have questions. This work is supported by NSF Award #1911331.
Advancing Excellence in P-12 Engineering Education (AE3) Research Collaborative Partners with the American Society for Engineering Education to Establish a Defined and Cohesive Educational Sequence for P-12 Engineering
The Advancing Excellence in P-12 Engineering Education (AE3) research collaborative (www.p12engineering.org) announces a partnership with the American Society for Engineering Education (ASEE) to establish a defined and cohesive educational sequence to serve as the foundation for P-12 Engineering Standards. National educational content standards in science and technology have included engineering practices and content as way to facilitate design-based, engineering learning experiences in the classroom. Previous standards, however, may provide a too narrow of a view to adequately describe authentic engineering, specifically with concern to engineering content and competencies beyond design.
In 2016, the AE3 research collaborative initiated a “call to action” to build a community with a shared focus, vision, and research agenda to develop a coherent framework for P-12 engineering learning in an effort to ensure that every child is given the opportunity to think, learn, and act like an engineer. “It is clear through curricula efforts such as Engineering is Elementary, Engineer Your World, and Engineering 4 Us All that P-12 schools are eager for engineering learning experiences developed by the engineering community,” said Michael Grubbs, Director of Strategic Initiatives and Partnerships at AE3. “Our partnership with ASEE will enable us to better leverage the knowledge generated through those efforts and experts from the educational and engineering fields to develop a Framework for P-12 Engineering Learning. This foundational work will serve as a launching point to advance the quality and reach of P-12 engineering programs throughout the country and will, inevitably, set the foundation for the nation’s first P-12 educational standards for engineering.”
The partnership with ASEE will provide a pathway for ideas and innovations in engineering education to reach school systems eager to implement engineering with fidelity. ASEE Executive Director Dr. Norman Fortenberry said, “There is an increasing proliferation of products and activities that claim to provide either an understanding of engineering work or to prepare students for the collegiate study of engineering. At ASEE, we think it critical that these products and activities be part of an age-appropriate cohesive education sequence and, ideally, consistent with national P-12 Engineering Standards. We want students to understand what engineering is and what it is not.” Fortenberry elaborated, “We view ‘truth in advertising’ as an ethical obligation to ensure that students make informed choices about whether and how studying engineering contributes to their long-term career goals. Our collaboration with AE3 is a crucial first step in providing quality assurance for P-12 engineering programs.”
AE3 is a research collaborative that seeks to promote collaboration across the engineering and education communities to, foremost, pursue a vision and direction for P-12 Engineering Education; and second to develop a coherent and dynamic content framework for scaffolding the teaching and learning of engineering in P-12 schools. In 2016, AE3 launched the Framework for P-12 Engineering Learning project to establish a coherent curricular structure for the dimensions of engineering literacy and conduct research on the learning of engineering concepts/skills to better understand how to achieve engineering literacy for all. AE3 consists of researchers, teachers, industry and K-12 schools district partners, and thought leaders with a shared vision to ensure that every child is given the opportunity to think, learn, and act like an engineer.
Any question or comments regarding this partnership can be forwarded to your ASEE P12 Board of Directors Representatives; Martha Cyr (email@example.com) or Bradley Bowen (firstname.lastname@example.org)