(e.g., general education vs. career/vocational education), and other factors.
In meeting the goal and objectives, the project will focus on three key issues and three related guiding questions:
There are multiple perspectives about the purpose and place of engineering in the K–12 classroom. These points of view lead to emphases on very different outcomes. QUESTION: What are realistic and appropriate learning outcomes for engineering education in K–12?
There has not been a careful analysis of engineering education within a K–12 environment that looks at possible subject intersections. QUESTION: How might engineering education complement the learning objectives of other content areas, particularly science, technology, and mathematics, and how might these other content areas complement learning objectives in engineering education?
There has been little if any serious consideration of the systemic changes in the U.S. education system that might be required to enhance K–12 engineering education. QUESTION: What educational policies, programs, and practice at the local, state, and federal levels might permit meaningful inclusion of engineering at the K–12 level in the United States?
Prior to the stage when the committee completes the preparation of its draft report for the institutional report review process, the committee will strive to obtain public inputs on key issues and on directions for the committee to consider in its recommendations.