September - Vol 70, No 1 - International Technology and ...
September - Vol 70, No 1 - International Technology and ...
September - Vol 70, No 1 - International Technology and ...
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
DESIGN SQUAD (NEW!) • SUPER MILEAGE PHOTOS • ROOFTOP GARDEN DESIGN CHALLENGE<br />
<strong>September</strong> 2010<br />
<strong>Vol</strong>ume <strong>70</strong> • Number 1<br />
Preferences of Male <strong>and</strong><br />
Female Students for TSA<br />
Competitive Events<br />
AlSo:<br />
Advancing STEM Education:<br />
A 2020 Vision<br />
www.iteea.org
I choose Mastercam because:<br />
“Any person who has mastered solid design <strong>and</strong> CNC programming has<br />
invested years to be truly productive. Mastercam for SolidWorks has reduced<br />
that time line by 50%. It is the perfect marriage of technologies.”<br />
– Dave Zamora, Program Director, Production <strong>Technology</strong><br />
Gateway Community College, Phoenix, Arizona<br />
Get the best of both worlds today! Contact our Educational Division:<br />
www.MCforSW.com | (800) ASK-MCAM<br />
Mastercam is a registered trademark of CNC Software, Inc. SolidWorks is a registered trademark of DS SolidWorks Corporation. All rights reserved.
Contents<br />
september • VOL. <strong>70</strong> • NO. 1<br />
19<br />
Preferences of Male <strong>and</strong> Female Students for<br />
TSA Competitive Events<br />
An explanation of why female students may be<br />
avoiding TE courses, a presentation of research-tested<br />
sets of tools for TE teachers to fix the problem, <strong>and</strong> a<br />
suggested pathway towards technological literacy for<br />
all students.<br />
Charles R. Mitts <strong>and</strong> W. J. Haynie, III<br />
Departments<br />
1<br />
2<br />
4<br />
ITEEA Web News<br />
STEM News<br />
STEM Calendar<br />
9 Resources<br />
in <strong>Technology</strong><br />
<strong>and</strong><br />
Engineering<br />
16 Classroom<br />
Challenge<br />
27<br />
Design Squad<br />
(NEW!)<br />
7<br />
30<br />
36<br />
Features<br />
Editorial: The Necessity of Change<br />
Katie De la paz<br />
Advancing STEM Education: A 2020 Vision<br />
This article sets out to clarify the purpose of STEM education as well as address challenges<br />
to its advancement.<br />
Rodger W. Bybee<br />
2010 Supermileage Competition Photos<br />
Publisher, Kendall N. Starkweather, DTE<br />
Editor-In-Chief, Kathleen B. de la Paz<br />
Editor, Kathie F. Cluff<br />
ITEEA Board of Directors<br />
Gary Wynn, DTE, President<br />
Ed Denton, DTE, Past President<br />
Thomas Bell, DTE, President-Elect<br />
Joanne Trombley, Director, Region I<br />
R<strong>and</strong>y McGriff, Director, Region II<br />
Mike Neden, DTE, Director, Region III<br />
Steven Shumway, Director, Region IV<br />
Greg Kane, Director, ITEEA-CS<br />
Richard Seymour, Director, CTTE<br />
Andrew Klenke, Director, TECA<br />
Marlene Scott, Director, TECC<br />
Kendall N. Starkweather, DTE, CAE,<br />
Executive Director<br />
ITEEA is an affiliate of the American Association<br />
for the Advancement of Science.<br />
<strong>Technology</strong> <strong>and</strong> Engineering Teacher, ISSN:<br />
0746-3537, is published eight times a year<br />
(<strong>September</strong> through June, with combined<br />
December/January <strong>and</strong> May/June issues) by<br />
the <strong>International</strong> <strong>Technology</strong> <strong>and</strong> Engineering<br />
Educators Association, 1914 Association Drive,<br />
Suite 201, Reston, VA 20191. Subscriptions<br />
are included in member dues. U.S. Library<br />
<strong>and</strong> nonmember subscriptions are $90; $110<br />
outside the U.S. Single copies are $10.00 for<br />
members; $11.00 for nonmembers, plus shipping<br />
<strong>and</strong> h<strong>and</strong>ling.<br />
<strong>Technology</strong> <strong>and</strong> Engineering Teacher is listed in<br />
the Educational Index <strong>and</strong> the Current Index to<br />
Journal in Education. <strong>Vol</strong>umes are available on<br />
Microfiche from University Microfilm, P.O. Box<br />
1346, Ann Arbor, MI 48106.<br />
Advertising Sales:<br />
ITEEA Publications Department<br />
<strong>70</strong>3-860-2100<br />
Fax: <strong>70</strong>3-860-0353<br />
Subscription Claims<br />
All subscription claims must be made within 60<br />
days of the first day of the month appearing on<br />
the cover of the journal. For combined issues,<br />
claims will be honored within 60 days from<br />
the first day of the last month on the cover.<br />
Because of repeated delivery problems outside<br />
the continental United States, journals will<br />
be shipped only at the customer’s risk. ITEEA<br />
will ship the subscription copy but assumes no<br />
responsibility thereafter.<br />
Change of Address<br />
Send change of address notification promptly.<br />
Provide old mailing label <strong>and</strong> new address.<br />
Include zip + 4 code. Allow six weeks for<br />
change.<br />
Postmaster<br />
Send address change to: <strong>Technology</strong> <strong>and</strong><br />
Engineering Teacher, Address Change, ITEEA,<br />
1914 Association Drive, Suite 201, Reston,<br />
VA 20191-1539. Periodicals postage paid at<br />
Herndon, VA <strong>and</strong> additional mailing offices.<br />
Email: kdelapaz@iteea.org<br />
World Wide Web: www.iteea.org
On the<br />
ITEEA Website:<br />
<strong>No</strong>w Available on the ITEEA Website:<br />
THE TOP TEN ways ITEEA helps its members to stay connected with others who share<br />
their interests <strong>and</strong>/or activities, keep up with the latest trends on STEM (Science,<br />
<strong>Technology</strong>, Engineering, Mathematics) education, identify <strong>and</strong> recognize leaders<br />
in the field, stay relevant through professional development opportunities, <strong>and</strong><br />
much more.<br />
1. Twitter is a real-time, short messaging service that works over multiple networks <strong>and</strong><br />
devices. Follow the sources most relevant to you <strong>and</strong> access information via Twitter as<br />
it happens—from breaking world news to updates from friends. To receive “tweets”<br />
pertaining to ITEEA <strong>and</strong> STEM education, go to http://twitter.com/iteea.<br />
2. IdeaGarden is a listserv that generates real-time dialogues pertaining to educational<br />
programs <strong>and</strong> events, future-focused research, <strong>and</strong> knowledge resources, as well as<br />
identifying <strong>and</strong> showcasing new ideas <strong>and</strong> innovators in teaching <strong>and</strong> learning. Go to<br />
“Members Only” to learn how to subscribe/unsubscribe, modify subscription settings,<br />
<strong>and</strong> view archives online: www.iteea.org/Membership/membersonly.htm.<br />
3. LinkedIn is an interconnected network of experienced professionals from around the<br />
world. Through LinkedIn, you can find, be introduced to, <strong>and</strong> collaborate with qualified<br />
professionals with whom you need to work to accomplish your goals. Join the “ITEEA<br />
Educators” group at www.linkedin.com/groups?gid+1787786.<br />
4. Facebook builds online social networks for communities of people who share interests<br />
<strong>and</strong> activities or who are interested in exploring the interests <strong>and</strong> activities of others.<br />
ITEEA’s Facebook Page is a way that hundreds of ITEEA members find one another<br />
<strong>and</strong> keep current with ITEEA events <strong>and</strong> resources. “Friend” ITEEA today at www.<br />
facebook.com/itea.stem.<br />
5. ITEEA’s Blog delivers timely news <strong>and</strong> commentary on subjects pertaining to<br />
technological literacy. Maintained by ITEEA’s Editor, <strong>and</strong> through the use of “Guest<br />
Bloggers,” ITEEA’s blog utilizes text, images, <strong>and</strong> links to other sources. Readers can<br />
leave comments <strong>and</strong> participate in ongoing polling on various topics. Go to:<br />
http://iteatide.blogspot.com.<br />
6. STEM Connections is ITEEA’s cutting-edge electronic newsletter, delivering the latest<br />
trends on STEM (Science, <strong>Technology</strong>, Engineering, Mathematics) education:<br />
www.iteea.org/Publications/STEMconnections/STEMconnections.htm.<br />
7. Member on the Move features ITEEA member, Terrie Rust, as she chronicles her yearlong<br />
experiences as an Albert Einstein Distinguished Educator Fellow:<br />
www.iteea.org/Membership/mom.htm.<br />
8. ITEEA Journals, <strong>Technology</strong> <strong>and</strong> Engineering Teacher, Children’s <strong>Technology</strong> <strong>and</strong><br />
Engineering, <strong>and</strong> The Journal of <strong>Technology</strong> Education, will keep you up-to-date on<br />
the direction of the field, what other teachers are doing, <strong>and</strong> more:<br />
www.iteea.org/Publications/publications.htm.<br />
9. ITEEA Annual Conference provides a comprehensive professional development<br />
experience including leading-edge keynote presentations, specialized preconference<br />
workshops, educational tours, learning sessions, exhibits, action labs, <strong>and</strong> social<br />
networking opportunities. Visit www.iteea.org/Conference/conferenceguide.htm.<br />
10. Grants/Scholarships/Awards Programs provide recognition of excellence in the field<br />
of STEM education. Grants <strong>and</strong> Scholarships provide cash awards to recognize <strong>and</strong><br />
encourage STEM teaching. Go to www.iteea.org/Awards/awards.htm.<br />
www.iteea.org<br />
Editorial Review Board<br />
Chairperson<br />
Thomas R. Lovel<strong>and</strong><br />
St. Petersburg College<br />
Chris Anderson<br />
Gateway Regional High<br />
School/TCNJ<br />
Steve Anderson<br />
Nikolay Middle School, WI<br />
Scott Bevins<br />
UVA's College at Wise<br />
Gerald Day<br />
University of Maryl<strong>and</strong> Eastern<br />
Shore<br />
Kara Harris<br />
Indiana State University<br />
Hal Harrison<br />
Clemson University<br />
Marie Hoepfl<br />
Appalachian State University<br />
Stephanie Holmquist<br />
Plant City, FL<br />
Laura Hummell<br />
California University of PA<br />
Oben Jones<br />
East Naples Middle School, FL<br />
Petros Katsioloudis<br />
Old Dominion University<br />
Odeese Khalil<br />
California University of PA<br />
Tony Korwin, DTE<br />
Public Education<br />
Department, NM<br />
Linda Markert<br />
SUNY at Oswego<br />
R<strong>and</strong>y McGriff<br />
Kesling Middle School, IN<br />
Doug Miller<br />
MO Department of Elementary<br />
<strong>and</strong> Secondary Education<br />
Steve Parrott<br />
Illinois State Board of<br />
Education<br />
Mary Annette Rose<br />
Ball State University<br />
Terrie Rust<br />
Oasis Elementary School, AZ<br />
Bart Smoot<br />
Delmar Middle <strong>and</strong> High<br />
Schools, DE<br />
Andy Stephenson, DTE<br />
Southside Technical Center,<br />
KY<br />
Jerianne Taylor<br />
Appalachian State University<br />
Adam Zurn<br />
Lampeter-Strasburg, High PA<br />
Ken Zushma<br />
Heritage Middle School, NJ<br />
Editorial Policy<br />
As the only national <strong>and</strong> international association dedicated<br />
solely to the development <strong>and</strong> improvement of technology<br />
<strong>and</strong> engineering education, ITEEA seeks to provide an open<br />
forum for the free exchange of relevant ideas relating to<br />
technology <strong>and</strong> engineering education.<br />
Materials appearing in the journal, including<br />
advertising, are expressions of the authors <strong>and</strong> do not<br />
necessarily reflect the official policy or the opinion of the<br />
association, its officers, or the ITEEA Headquarters staff.<br />
Referee Policy<br />
All professional articles in <strong>Technology</strong> <strong>and</strong> Engineering<br />
Teacher are refereed, with the exception of selected<br />
association activities <strong>and</strong> reports, <strong>and</strong> invited articles.<br />
Refereed articles are reviewed <strong>and</strong> approved by the Editorial<br />
Board before publication in <strong>Technology</strong> <strong>and</strong> Engineering<br />
Teacher. Articles with bylines will be identified as either<br />
refereed or invited unless written by ITEEA officers on<br />
association activities or policies.<br />
To Submit Articles<br />
All articles should be sent directly to the Editor-in-Chief,<br />
<strong>International</strong> <strong>Technology</strong> <strong>and</strong> Engineering Educators<br />
Association, 1914 Association Drive, Suite 201, Reston, VA<br />
20191-1539.<br />
Please submit articles <strong>and</strong> photographs via email to<br />
kdelapaz@iteea.org. Maximum length for manuscripts is<br />
eight pages. Manuscripts should be prepared following the<br />
style specified in the Publications Manual of the American<br />
Psychological Association, Sixth Edition.<br />
Editorial guidelines <strong>and</strong> review policies are available<br />
by writing directly to ITEEA or by visiting www.iteea.org/<br />
Publications/Submissionguidelines.htm. Contents copyright<br />
© 2010 by the <strong>International</strong> <strong>Technology</strong> <strong>and</strong> Engineering<br />
Educators Association, Inc., <strong>70</strong>3-860-2100.<br />
1 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
STEM News<br />
Election C<strong>and</strong>idates<br />
The 2010-2011 ITEEA Board of Directors election ballot<br />
will be emailed to Professional <strong>and</strong> active Life Members in<br />
<strong>September</strong>. The highly experienced field of c<strong>and</strong>idates is<br />
pictured here. Exercise your right to vote by completing your<br />
ballot promptly! Ballots must be completed on or before<br />
October 30, 2010.<br />
President-Elect (Supervisor)<br />
William F. Bertr<strong>and</strong><br />
Technological<br />
Education Advisor<br />
Pennsylvania<br />
Department of<br />
Education<br />
Harrisburg, PA<br />
Rory J. “R. J.” Dake<br />
<strong>Technology</strong> Education<br />
Program Consultant<br />
Kansas Department of<br />
Education<br />
Topeka, KS<br />
Region I Director (Supervisor)<br />
Lynn Basham<br />
<strong>Technology</strong> Education<br />
Specialist<br />
Virginia Department of<br />
Education<br />
Richmond, VA<br />
Leon H. Strecker<br />
Coordinator,<br />
<strong>Technology</strong> Education,<br />
K-6<br />
Darien Public Schools<br />
Darien, CT<br />
Region III Director (Classroom Teacher)<br />
Anthony R. Korwin, DTE<br />
Workforce Education<br />
Manager<br />
Public Education<br />
Department<br />
Career-Technical <strong>and</strong><br />
Workforce Education<br />
Bureau<br />
Santa Fe, NM<br />
<strong>International</strong>ly Known STEM Next Generation<br />
Workforce Expert to Speak at ITEEA’s Minneapolis<br />
Conference<br />
ITEEA is pleased to announce that one of the top<br />
counseling <strong>and</strong> career development professionals in<br />
the U.S., Dr. Rich Feller, will be the Program Excellence<br />
General Session Speaker at the March 2011 <strong>International</strong><br />
Conference to be held in Minneapolis, MN. Dr. Feller is<br />
an internationally known educator who is particularly well<br />
versed in topics such as the Minneapolis Conference Theme,<br />
“Preparing the STEM Workforce: The Next Generation.”<br />
His extensive work in career development has resulted in<br />
over <strong>70</strong> publications, seats on various Boards of Directors<br />
<strong>and</strong> editorial boards, hundreds of professional presentations<br />
<strong>and</strong> workshops, <strong>and</strong> countless committees <strong>and</strong> other service<br />
activities. At the ITEEA General Session, he will address<br />
the 21st Century Workforce <strong>and</strong> how technology <strong>and</strong><br />
engineering teachers can play a major role in shaping the<br />
workforce of the future, new basics for the next generation,<br />
<strong>and</strong> the sustainable workforce <strong>and</strong> environment. Dr. Feller’s<br />
keynote presentation will be held on Thursday, March 24,<br />
2011 at 9:00 am.<br />
Minneapolis, known as the City of Lakes, is located directly<br />
between both coasts, a meeting site that’s central for<br />
everyone. It’s a world-class city, with fabulous shopping,<br />
dining, <strong>and</strong> entertainment. Less than a three-hour flight<br />
from most U.S. cities <strong>and</strong> just minutes from downtown<br />
with access to light-rail transit, the Minneapolis-Saint<br />
Paul <strong>International</strong> Airport (MSP) is served by 10 domestic<br />
airlines <strong>and</strong> is home to <strong>No</strong>rthwest Airlines. It’s not only easy<br />
to fly into, but the light rail transit (LRT) system ensures<br />
that the city is easy to navigate. <strong>No</strong> matter the weather,<br />
you can travel easily between many hotels <strong>and</strong> attractions<br />
using the glass-enclosed skyways that provide comfortable,<br />
convenient connections between downtown restaurants,<br />
shops, <strong>and</strong> more. Our three ITEEA host hotels, the Hyatt,<br />
Hilton, <strong>and</strong> Millennium, are directly connected to the<br />
Convention Center via these skywalks.<br />
Joel Ellinghuysen<br />
<strong>Technology</strong> Education<br />
Teacher<br />
Lewiston-Altura High<br />
School<br />
Lewiston, MN<br />
David D. Worley, DTE<br />
Classroom Teacher<br />
Haltom High School<br />
Haltom City, TX<br />
The city’s glimmering steel <strong>and</strong> glass core spans more than<br />
50 square blocks, encompassing the financial, retail, <strong>and</strong><br />
theater districts, all connected via skywalk. Art, science,<br />
<strong>and</strong> history are on display at over 57 museums. Shop along<br />
Nicollet Mall or visit the largest mall in the country, Mall of<br />
America. It’s a city of amazing contrasts <strong>and</strong> combinations.<br />
Where down-home people meet uptown style. Where<br />
below-zero temperature meets above-average intelligence.<br />
Where modern glass architecture meets outdoor green<br />
adventure. Where every season, every art, <strong>and</strong> every type<br />
meet in every possible way.<br />
2 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
STEM News<br />
Minneapolis combines the bustle of a big city with the<br />
intimacy of neighborhood life. Big enough to attract worldclass<br />
theater, sports teams, <strong>and</strong> businesses, yet small enough<br />
to avoid the crime <strong>and</strong> overcrowding of bigger, denser cities,<br />
this city by the Mississippi has it all.<br />
So, make plans now to join your colleagues in March 2011.<br />
And don’t forget to apply early for funding assistance (details<br />
on the conference website). For full conference information,<br />
visit www.iteea.org/Conference/conferenceguide.htm.<br />
Need Financial Assistance to Attend the ITEEA<br />
Conference? Here are Some Tips<br />
Before you apply for financial assistance:<br />
• Compile facts on the ITEEA conference.<br />
• Create talking points as to how this conference<br />
program could improve education for your students.<br />
• Stress to the administration that you will be attending<br />
as a representative of the school <strong>and</strong> district.<br />
• Print the preliminary program <strong>and</strong> share it with your<br />
potential funding source.<br />
• Apply to be part of the program, e.g., the Teaching<br />
<strong>Technology</strong> <strong>and</strong> Engineering Showcase.<br />
• Have a small budget put together based upon the costs<br />
involved.<br />
• Apply to be a Teacher or Program Excellence winner.<br />
Where to look for funding sources:<br />
• Talk to your immediate supervisor about using<br />
professional development monies.<br />
• Ask your local PTA for assistance.<br />
• Become friends with local civic groups that support<br />
education.<br />
• Contact your district or state supervisor who deals with<br />
technology <strong>and</strong>/or engineering education.<br />
• Do a search of local educational foundations.<br />
• Check with your local teacher’s union.<br />
For more detailed information about funding, go to www.<br />
iteea.org/Conference/funding.htm.<br />
To stretch your budget money even further, be sure to take<br />
advantage of the special preregistration pricing. ITEEA<br />
Professional Members will pay $299 for a full conference<br />
registration prior to February 11, 2011 ($339 on-site), <strong>and</strong><br />
Student Members will pay $84 prior to February 11 ($94 onsite).<br />
Encourage your colleagues to become ITEEA members<br />
to take advantage of these special prices. Contact Maureen<br />
Wiley at mwiley@iteea.org for information on becoming a<br />
member. (<strong>No</strong>nmember conference pricing is $384 prior to<br />
February 11 <strong>and</strong> $424 after.)<br />
ITEEA Teams Up with Four Other Associations in<br />
Article on Digital Fabrication<br />
Writers from ITEEA, the National Council of Teachers<br />
of Mathematics, the Association of Mathematics Teacher<br />
Educators, the Society for Information <strong>Technology</strong><br />
<strong>and</strong> Teacher Education, <strong>and</strong> the American Society for<br />
Engineering Educators have teamed up to write an article<br />
titled “Use of Digital Fabrication to Incorporate Engineering<br />
Design Principles in Elementary Mathematics Education”<br />
that is featured in the Contemporary Issues in <strong>Technology</strong><br />
<strong>and</strong> Teacher Education Journal.<br />
The article is designed to show the collaboration of these<br />
five associations in teaching about <strong>and</strong> with technology<br />
in elementary mathematics instruction. The article was<br />
also directed at fostering STEM education, which is a<br />
fundamental challenge for education. President Obama<br />
(2009) recently addressed members of the National<br />
Academy of Sciences <strong>and</strong> called for an increased emphasis<br />
on h<strong>and</strong>s-on learning to address this need when he said:<br />
“I want to encourage young people to be makers of things,<br />
not just consumers of things.”<br />
The President concluded that the future of the United States<br />
depends upon our ability to encourage young people to<br />
“create <strong>and</strong> build <strong>and</strong> invent.”<br />
This article can be found at www.citejournal.org/vol10/iss2/<br />
editorial/article1.cfm.<br />
ITEEA Recognized for Its Support of Children’s<br />
Engineering<br />
ITEEA <strong>and</strong> the Society for Information <strong>Technology</strong> <strong>and</strong><br />
Teacher Education (SITE) have been recognized by the<br />
MacArthur Foundation for their joint effort to support<br />
children’s engineering in the nation’s schools. The Fab@<br />
School 3D fabricator is at the center of their winning<br />
entry in the first MacArthur Foundation Learning<br />
Labs competition. The Fab@School submission was<br />
selected from more than 800 entries in the competition,<br />
cosponsored by the MacArthur Foundation <strong>and</strong> the White<br />
House Office of Science <strong>and</strong> <strong>Technology</strong> Policy. The<br />
SITE/ITEEA Fab@School project was designated by the<br />
sponsors as the “most novel use of new media in support<br />
of learning.”<br />
3 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
STEM Calendar<br />
October 4-7, 2010 The <strong>International</strong> Society of Automation<br />
(ISA) will hold its annual event, ISA Automation Week<br />
2010, at the Westin Galleria Hotel in Houston, Texas. ISA<br />
Automation Week is a technical conference that covers<br />
2½ days of sessions, including two keynote addresses,<br />
networking <strong>and</strong> social events, <strong>and</strong> a 10,000 square-foot<br />
exhibit area featuring over 100 exhibitors. Early-bird <strong>and</strong><br />
member registration discounts are available. For registration<br />
rates, program information, or general event information,<br />
visit www.isaautomationweek.org.<br />
October 4-10, 2010 Join educators <strong>and</strong> space enthusiasts<br />
around the world to celebrate World Space Week. This<br />
international event commemorates the beginning of the<br />
Space Age with the launch of Sputnik 1 on October 4,<br />
1957. World Space Week is the largest public space event<br />
in the world, with celebrations in more than 50 nations.<br />
During World Space Week, teachers are encouraged to<br />
use space-themed activities. To find NASA educational<br />
resources that can be used during World Space Week, visit<br />
the Educational Materials Finder: http://search.nasa.gov/<br />
search/edFilterSearch.jsp?empty=true. To learn more about<br />
World Space Week, search for events in your area, <strong>and</strong><br />
find educational materials related to the event, visit www.<br />
worldspaceweek.org/index.html.<br />
October 15, 2010 The Massachusetts <strong>Technology</strong><br />
Education/Engineering Collaborative will present its 2010<br />
Annual MassTec Conference, Delivering the Promise – The<br />
T&E of STEM, at the Industrial <strong>Technology</strong> Department<br />
at Fitchburg State College, 160 Pearl Street, Fitchburg,<br />
Massachusetts. Planning is under way. It is not too early to<br />
register, apply for a vendor table, submit a workshop, or (if<br />
you cannot attend) apply for membership only. Visit http://<br />
masstec.org/conference.html for details.<br />
October 15-20, 2010 The Biotechnology Institute is now<br />
accepting registrations for Teach BioScience!, a premier<br />
training program for teachers who want to bring stateof-the-art<br />
bioscience education to their classrooms.<br />
The new conference, which will be held in Washington,<br />
DC, allows educators to custom design a professional<br />
development experience that meets their needs! For more<br />
information or to register, visit www.biotechinstitute.org/<br />
programs/Conference_Bioscience_Education_2010.html,<br />
or contact Scott May at smay@biotechinstitute.org or<br />
571-527-3256.<br />
October 20-22, 2010 Space Week in New Mexico where<br />
ISPCS, the leading meeting of the commercial <strong>and</strong> personal<br />
spaceflight industry conference, is held. ISPCS is organized<br />
by the New Mexico Space Grant Consortium, a member of<br />
the National Space Grant College <strong>and</strong> Fellowship Program,<br />
administered by NASA. On October 22, WhiteKnightTwo<br />
<strong>and</strong> VSS Enterprise will perform a flyover as part of the<br />
festivities. This will be the first long-distance test flight of<br />
the VG spaceship <strong>and</strong> mothership system as part of the<br />
celebrations inaugurating the completion of the runway<br />
at Virgin Galactic’s future home—Spaceport America. A<br />
flyover of the two craft will be a unique event enabling<br />
attendees to see both the spaceport <strong>and</strong> the vehicles. For<br />
more information on ISPCS 2010, visit www.ispcs.com.<br />
October 21-22, 2010 The Triangle Coalition for Science<br />
<strong>and</strong> <strong>Technology</strong> Education is partnering with ITEEA<br />
to present its Annual Conference on STEM Education<br />
Policy in Washington, DC at the L’Enfant Plaza Hotel.<br />
The conference will focus on the key issues confronting<br />
education leaders at all levels. The theme of this year’s<br />
conference is STEM Innovation…Leveraging Government,<br />
Education, <strong>and</strong> Business. It will focus on the transition from<br />
policy to practice, with panel discussions on Congress’s<br />
legislative agenda, the Administration’s education priorities,<br />
the implications of these issues to the various Federal<br />
Agencies with STEM education programs, <strong>and</strong> how state<br />
<strong>and</strong> local education leaders can build on these policies <strong>and</strong><br />
influence educational excellence in their communities. The<br />
conference will conclude with attendees making visits to<br />
Capitol Hill to meet with Congressional delegates to discuss<br />
these key issues.<br />
To register or to find out more information about the<br />
conference, visit the conference webpage at www.regonline.<br />
com/triangle_coalitions_annual_conference_on_stem_educ.<br />
October 21-22, 2010 The National Girls Collaborative<br />
Project’s Collaboration Conference will be held at the<br />
Hyatt Regency Washington on Capitol Hill. The Project<br />
brings together organizations throughout the United States<br />
that are committed to informing <strong>and</strong> encouraging girls to<br />
pursue careers in science, technology, engineering, <strong>and</strong><br />
mathematics (STEM). The Collaboration Conference is an<br />
opportunity for representatives from these organizations<br />
to connect <strong>and</strong> learn from each other <strong>and</strong> nationallevel<br />
experts. Thanks to funding provided by the <strong>No</strong>yce<br />
Foundation, NGCP is able to provide the opportunity for 50<br />
practitioners, representing 25 organizations serving girls in<br />
STEM, to attend the Collaboration Conference at no cost.<br />
Scholarships will be provided to teams of two from selected<br />
organizations. For more information, please visit the<br />
Conference website at www.ngcproject.org/collabconf/.<br />
4 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
STEM Calendar<br />
October 28-29, 2010 The Department of <strong>Technology</strong>,<br />
State University of New York at Oswego, will host its 71st<br />
<strong>Technology</strong> Education Fall Conference on the SUNY<br />
Oswego campus on Lake Ontario. The conference is open<br />
to all K-16 educators/professionals from different school<br />
disciplines, who want to explore this year’s theme of<br />
engineering in <strong>Technology</strong> Education. The approximately<br />
500 attendees will enjoy 50+ programs, professional<br />
development/contacts, <strong>and</strong> numerous vendor displays in<br />
Wilber, Park, <strong>and</strong> Sheldon Halls. For additional information<br />
on attending or presenting, contact Mark.Springston@<br />
Oswego.edu, Conference Co-Chair, or visit www.<br />
fallconference.com.<br />
<strong>No</strong>vember 5-6, 2010 Save the date for the New Engl<strong>and</strong><br />
Association of <strong>Technology</strong> Teachers (NEATT) 2010 fall<br />
conference, to be held at the University of Southern Maine<br />
at Gorham. Email NEATT President Jeffrey Jobst at jjobst@<br />
mass.rr.com for additional information.<br />
<strong>No</strong>vember 11-12, 2010 The 68th Annual Four State<br />
Regional <strong>Technology</strong> Conference, 21st Century <strong>Technology</strong><br />
Showcase, will take place at Pittsburg State University/<br />
Kansas <strong>Technology</strong> Center. For information, contact 620-<br />
235-4365 or Kylie Westervelt at kwesterv@pittstate.edu.<br />
<strong>No</strong>vember 11-12, 2010 The Colorado <strong>Technology</strong><br />
Education Association’s 2010 CTEA Conference, 25 Years of<br />
Sharing Ideas!, will be held at the CCCS Lowry Conference<br />
Center in Denver, CO. The agenda will include workshops<br />
on project-based learning, lesson swaps, industry tours,<br />
awards, networking, <strong>and</strong> more. Would you like to present?<br />
Email rstekete@psdschools.org.<br />
<strong>No</strong>vember 26-27, 2010 The First <strong>International</strong> Conference<br />
of STEM in Education will be held at Queensl<strong>and</strong> University<br />
of <strong>Technology</strong> in Brisbane, Australia. The importance<br />
of Science, <strong>Technology</strong>, Engineering, <strong>and</strong> Mathematics<br />
(STEM) in Education has been emphasized in numerous<br />
government policies both in Australia <strong>and</strong> overseas. The<br />
First <strong>International</strong> Conference of STEM in Education<br />
creates an opportunity for educators <strong>and</strong> researchers from<br />
schools, universities, businesses, industries, <strong>and</strong> other<br />
private <strong>and</strong> public agencies to share <strong>and</strong> discuss innovative<br />
practices <strong>and</strong> research initiatives geared towards the<br />
advancement of STEM education. Registration deadline is<br />
October 10, 2010. http://stem.ed.qut.edu.au/<br />
of the conference is Knowledge in <strong>Technology</strong> Education.<br />
For information contact d.burns@griffith.edu.au or visit:<br />
www.griffith.edu.au/conference/technology-educationresearch-conference-2010.<br />
March 24-26, 2011 ITEEA’s 73rd Annual Conference,<br />
Preparing the STEM Workforce: The Next Generation, will be<br />
held at the Minneapolis Convention Center in Minneapolis,<br />
MN. This year’s<br />
conference<br />
str<strong>and</strong>s are:<br />
The 21st<br />
Century<br />
Workforce,<br />
New Basics,<br />
<strong>and</strong> Sustainable<br />
Workforce <strong>and</strong><br />
Environment. All conference information is available at<br />
www.iteea.org/Conference/conferenceguide.htm.<br />
List your State/Province Association Conference<br />
in TET <strong>and</strong> STEM Connections (ITEEA’s electronic<br />
newsletter). Submit conference title, date(s), location,<br />
<strong>and</strong> contact information (at least two months prior to<br />
journal publication date) to kcluff@iteea.org.<br />
Ad Index<br />
Mastercam.......................................................C2<br />
<strong>Technology</strong> Education Concepts, Inc.............i<br />
Valley City State University .............................i<br />
Kelvin...................................................................6<br />
California University of PA........................... 15<br />
Goodheart-Willcox Publisher...................... 38<br />
Forrest T. Jones................................................C3<br />
SME...................................................................C4<br />
December 8-11, 2010 The 6th <strong>Technology</strong> Education<br />
Research Conference (TERC) will be held at the Crowne<br />
Plaza Hotel, Gold Coast, Queensl<strong>and</strong>, Australia. The theme<br />
5 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
The Road to Minneapolis Leads To:<br />
A once-in-a-lifetime professional<br />
development experience for anyone<br />
involved in STEM education.<br />
Make plans to join your colleagues as they delve<br />
into “Preparing the STEM Workforce:<br />
The Next Generation.”<br />
Get the latest conference information at www.iteea.org/Conference/conferenceguide.htm<br />
www.kelvin.com<br />
Find a Complete Selection of<br />
Kre8 ® Products at www.kelvin.com<br />
Kre8 ®<br />
Mars Rover<br />
Steers with<br />
remote controller:<br />
right, left, back<br />
<strong>and</strong> forth.<br />
#283658<br />
®<br />
Kre8 ®<br />
Solar Racer<br />
Convert sunlight into electricity to power<br />
the electric motor. Adjustable solar panel<br />
<strong>and</strong> wheels. Clip provided top in place or<br />
design your own. #283691<br />
Kre8 ® Marble Maze<br />
Get your marble to<br />
loop the loop, spin a<br />
wheel, travel along<br />
the tracks <strong>and</strong><br />
round corners<br />
Kre8 ® Bridge Kit<br />
3-in-1 Kit!<br />
Suspension<br />
Build <strong>and</strong> rebuild one<br />
of three bridge types:<br />
arch, suspension,<br />
Arch<br />
or truss. Learn<br />
about spanning<br />
a gap, rigidity,<br />
stiffness, enclosing<br />
a space, triangulation,<br />
mirror image, tension,<br />
<strong>and</strong> compression.<br />
Truss<br />
#283664<br />
KELVIN <strong>and</strong> Kre8 are Registered Trademarks of KELVIN L.P.<br />
Kre8 ® Forklift<br />
One motor<br />
moves the load<br />
up/down <strong>and</strong><br />
a second motor<br />
moves the<br />
truck back<br />
<strong>and</strong> forth.<br />
Comes<br />
with 3<br />
wired<br />
remote<br />
controllers.<br />
#283665<br />
#283673<br />
Kre8 ®<br />
Ferris Wheel<br />
Watch the wheel<br />
turn as the people<br />
pods stay upright.<br />
#283675<br />
6 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Editorial<br />
The Necessity of Change<br />
By Katie de la Paz<br />
“The dogmas of the quiet past are inadequate to the<br />
stormy present. The occasion is piled high with difficulty,<br />
<strong>and</strong> we must rise with the occasion. As our case is new, so<br />
we must think anew <strong>and</strong> act anew.” – Abraham Lincoln<br />
The world described above by Abraham Lincoln sounds<br />
much like the one we inhabit today. Like us, the citizens<br />
of the 1860s lived in uncertain times that required them<br />
to be forward-thinking <strong>and</strong> adaptable. The challenge<br />
faced by ITEEA members is to recognize that change is<br />
necessary in order to remain competitive <strong>and</strong> relevant.<br />
By voting in March of 2010 to change the name of the<br />
association, <strong>and</strong> thereby exp<strong>and</strong> its focus, the membership of<br />
ITEEA has chosen to “think anew <strong>and</strong> act anew.”<br />
And if Step One of the “Surviving Uncertain Times<br />
H<strong>and</strong>book” is adaptation, Step Two would most certainly<br />
be “strength in numbers.” Ironically, the times when it is<br />
most difficult to rationalize your annual membership fee are<br />
precisely those times when being part of this organization<br />
becomes most critically important. Our best opportunity<br />
for long-term success as a field is to work together—sharing<br />
resources, supporting one another, <strong>and</strong> continuing work to<br />
make the world aware of the critical importance of providing<br />
students with a strong STEM education.<br />
Meanwhile, we’ll work to provide the latest news, resources,<br />
<strong>and</strong> information relating to all the components of STEM,<br />
with an obvious emphasis on the technology <strong>and</strong> engineering<br />
aspects. Therefore, while technology education remains<br />
a crucial component of our focus, it’s also important to<br />
recognize that it is just one of the components that make<br />
up what has been determined to comprise a comprehensive<br />
21st Century education. And while each of the STEM<br />
components—science, technology, engineering, <strong>and</strong><br />
mathematics—can <strong>and</strong> do work independently; the whole is<br />
definitely greater than the sum of its parts.<br />
In an effort to provide the services you most need <strong>and</strong><br />
want, we continue to pay close attention to our annual<br />
Communications Survey. For example, you tell us, year after<br />
year, that you want practical, classroom teacher-written<br />
articles. We want nothing more than to be able to deliver.<br />
However, to do that, we need YOU to share your classroom<br />
experiences. Our teachers are notoriously reticent—often<br />
convincing themselves that they don’t have the writing<br />
“chops” to successfully put pen to paper, resulting in an<br />
unfortunate lack of precisely the kind of material that<br />
everyone wants most. Let me translate that into a STEMfriendly<br />
equation:<br />
<strong>No</strong>t Enough Articles Written by Teachers = <strong>No</strong>t Enough<br />
Articles Published by Teachers<br />
For me, a highlight of the ITEEA Charlotte conference was<br />
seeing two classroom teachers receive authorship awards.<br />
Pictured above (on right) is Curt Funkhouser receiving<br />
the first-ever award for “Top Peer-Reviewed Article by a<br />
Classroom Teacher.” Curt didn’t think of himself as a writer,<br />
probably right up until the time he won the award. But he had<br />
classroom experience to share <strong>and</strong> knew that his experience<br />
could benefit other teachers. Curt was willing to “act anew”—<br />
he took a chance <strong>and</strong> wrote an article. His reward, in addition<br />
to the “feel good” aspect of being published, is an award <strong>and</strong><br />
some great PR for his program.<br />
7 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
This year, in addition to h<strong>and</strong>ing out another round of<br />
author awards in Minneapolis, we are offering an additional<br />
incentive: any classroom teacher who has a manuscript<br />
published in <strong>Technology</strong> <strong>and</strong> Engineering Teacher will<br />
receive a $50 credit—to use for ITEEA membership,<br />
conference, or publications.<br />
What else did we learn from the survey? That even with<br />
a constantly updated website, email notifications, <strong>and</strong> a<br />
burgeoning social network, the vast majority of you (92%!)<br />
still consider <strong>Technology</strong> <strong>and</strong> Engineering Teacher to be the<br />
most effective way to receive information from ITEEA. We<br />
will continue to put a lot of effort into all of these avenues,<br />
while underst<strong>and</strong>ing that you expect a lot from TET—<strong>and</strong> do<br />
our best to deliver.<br />
When asked what topics you would like to have addressed in<br />
future issues, we heard responses that were very similar to<br />
last year—<strong>and</strong> very reflective of current events. The top four<br />
topics were:<br />
• STEM (<strong>and</strong> STEM Integration)<br />
• Green (<strong>Technology</strong> <strong>and</strong> Environment)<br />
• Implementing Engineering in the Classroom<br />
• Practical, Classroom Teacher-Written Projects/Activities<br />
This helps us tremendously when determining editorial<br />
content for the year, <strong>and</strong> we’ve lined up a series of articles<br />
to address these important topics, beginning this month<br />
with Rodger Bybee’s article, which “sets out to clarify the<br />
purpose of STEM education as well as address challenges to<br />
its advancement.”<br />
Thank you all for the opportunity to create <strong>and</strong> share<br />
resources on your behalf. Your dedication to creating a<br />
next generation of truly technologically literate citizens<br />
brings a tremendous sense of purpose to what I do every<br />
day. I look forward to working our way, together, through<br />
the “stormy present.”<br />
Katie de la Paz is Editor-in-Chief of the<br />
<strong>International</strong> <strong>Technology</strong> <strong>and</strong> Engineering<br />
Educators Association. She can be reached<br />
via email at kdelapaz@iteea.org.<br />
Attention <strong>Technology</strong> <strong>and</strong> Engineering Classroom Teachers!<br />
Earn a $50 credit towards ITEEA membership,<br />
conference, or publications!<br />
By having an article accepted for publication in <strong>Technology</strong><br />
<strong>and</strong> Engineering Teacher, classroom teachers are eligible for<br />
the $50 credit.<br />
Need more information? Try these helpful links.<br />
• Writing for <strong>Technology</strong> <strong>and</strong> Engineering Teacher<br />
(www.iteea.org/Publications/WritingForTET.pdf)<br />
• Sample classroom teacher-written articles<br />
(www.iteea.org/Publications/submissionguidelines.htm)<br />
• Copyright guidelines<br />
(www.iteea.org/Publications/CopyrightGuidelines.pdf)<br />
Questions or submissions should be directed<br />
to kdelapaz@iteea.org.<br />
8 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Resources in <strong>Technology</strong> <strong>and</strong> Engineering<br />
Wind Power:<br />
An Emerging Energy Resource<br />
By Walter F. Deal<br />
It is ironic that we think of wind,<br />
solar, geothermal, <strong>and</strong> other energy<br />
sources as “alternative” energy<br />
resources.<br />
Energy in the News<br />
Events in the energy arena have been in headlines over the<br />
last year. Two significant human <strong>and</strong> environmental tragedies<br />
were the Massey coal mine explosion in West Virginia<br />
<strong>and</strong> the explosion of the Transocean’s Deepwater Horizon<br />
Drilling rig—causing British Petroleum’s oil spill in the Gulf<br />
of Mexico. Despite heroic rescue efforts at the Massey mine,<br />
29 miners perished in the explosion on April 5, 2010. News<br />
media reports state that this was one of the worst mining<br />
accidents in the last 40 years (Fox News, 2010).<br />
On the international scene there were also other significant<br />
energy accidents. About the same time as the Massey mine<br />
explosion, the Wangjialing mine was flooded <strong>and</strong> 115<br />
Chinese miners were rescued after being trapped for eight<br />
days. Thirty-six miners were killed at the Wangjialing mine in<br />
Shanxi province in China (CNTV, 2010).<br />
Figure 1. Japan Aerospace Exploration Agency (JAXA) astronaut<br />
Soichi <strong>No</strong>guchi, Expedition 23 flight engineer, photographed the<br />
Mississippi Delta showing the oil slick in the Gulf of Mexico on<br />
May 4, 2010. Part of the river delta <strong>and</strong> nearby Louisiana coast<br />
appears dark as the sunlight reflects on the water. Millions of<br />
gallons of oil have flowed from the Deepwater Horizon well in<br />
the Gulf of Mexico. This photograph provides a view of the Gulf<br />
<strong>and</strong> relative size of the oil film stretching across the delta. The<br />
oil disaster will have far-reaching effects well into the future for<br />
humans <strong>and</strong> the environment.<br />
Several major mining practices are used to recover coal.<br />
These include surface mining such as area mining, contour<br />
mining, <strong>and</strong> mountaintop removal. Underground mining<br />
techniques, such as room <strong>and</strong> pillar mining, are used where<br />
coal seams are too deep to recover by surface techniques.<br />
Depending on the geology of the l<strong>and</strong> <strong>and</strong> characteristics<br />
of the coal seam <strong>and</strong> other details, either surface mining or<br />
underground mining strategies are followed. Underground<br />
mining is hazardous work. Danger from mine collapse,<br />
gas or dust explosions, <strong>and</strong> flooding are a constant threat.<br />
9 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Significant measures are undertaken to insure the safety of<br />
miners, yet accidents do happen.<br />
The British Petroleum (BP) Deepwater Horizon drilling rig<br />
that was located in the Gulf of Mexico exploded on April<br />
21, 2010 <strong>and</strong> claimed the lives of nine workers. Again, as<br />
in mining coal, the recovery of energy resources can be<br />
extremely hazardous. The BP Deepwater Horizon well is<br />
in 5,000 feet of water in the Gulf <strong>and</strong> another 13,000 feet<br />
into the sea bed <strong>and</strong> reservoir (CBS News). It is difficult to<br />
imagine a well that is three miles into the earth!<br />
Coal, oil, <strong>and</strong> natural gas are three major sources of energy<br />
that are typically used by the industrial nations around<br />
the world. These energy resources are what we may call<br />
“convenient energy” because they are inexpensive, easy to<br />
transport, concentrated, <strong>and</strong> easy to use. However, there<br />
are many costs that we may not recognize as being hazards,<br />
affecting humans <strong>and</strong> the natural world around us. They are<br />
finite resources, <strong>and</strong> the difficulties <strong>and</strong> challenges increase<br />
in the search for new sources of these forms of energy. As<br />
we look toward our energy future, there is little question<br />
that we need to look at other sources of energy besides oil,<br />
coal, <strong>and</strong> natural gas.<br />
Energy Perspective<br />
We may ask the question, What is energy? Typically the first<br />
answers that come to mind are oil, coal, <strong>and</strong> natural gas or<br />
nuclear energy. Most human activities require some form<br />
of energy consumption. This may be the energy produced<br />
by the food that we eat or the gasoline that is used in cars,<br />
trucks, buses, <strong>and</strong> other vehicles. We cannot ignore the fact<br />
that we use energy in work <strong>and</strong> recreation. We use energy<br />
when we ride a bicycle to a store, take a bus or airplane trip,<br />
or even talk on a mobile phone. We use energy across the<br />
spectrum in communications, construction, manufacturing,<br />
<strong>and</strong> transportation. For example, the food that we consume<br />
may be produced far from our homes on large farms in<br />
another state or even in another country. We may purchase<br />
grapes from Chile or hamburger from Canada or fish from<br />
<strong>No</strong>rway. Energy is a key element that is required to produce,<br />
harvest, process, <strong>and</strong> transport that food. We use energy for<br />
lighting, heating, <strong>and</strong> cooling our homes <strong>and</strong> businesses. It<br />
is important to recognize that energy plays a critical role in<br />
how we work or play <strong>and</strong> even survive. However, we may<br />
give little thought as to where this energy comes from. Could<br />
other forms of energy, such as wind <strong>and</strong> solar energy, become<br />
major players in our energy mix?<br />
What is energy? We can simply define energy as the capacity<br />
to do work as measured by the capability of doing work<br />
(potential energy) or the conversion of this capability to<br />
motion (kinetic energy). Energy that is stored, such as<br />
gasoline or water behind a dam, is defined as potential<br />
energy. Electricity that is available to you through an<br />
electrical wall outlet is a source of potential energy. That<br />
electricity has the potential to do work for you! When we<br />
plug an electrical appliance, such as a microwave, into a<br />
wall outlet <strong>and</strong> turn it on, the potential electrical energy is<br />
converted into some useful form that is being consumed—<br />
called kinetic energy or the energy of motion. Here the<br />
device may be a lamp that provides light or a toaster that<br />
supplies heat. Here the energy is converted from one form<br />
to another. In our examples, electricity is converted into<br />
light <strong>and</strong> heat. The electricity is a “convenient” form of<br />
energy because it is easy to transport, easy to convert into a<br />
useful form, <strong>and</strong> is low in cost. (Figure 2.) Other examples of<br />
kinetic energy are a stream or river, an electric motor used<br />
to power a fan, or a wind generator converting the kinetic<br />
energy of the wind into electricity.<br />
Energy is available in a number of forms, some of which<br />
are easily converted <strong>and</strong> can be changed into another form<br />
that can do useful work. Most of the world’s convenient<br />
energy comes from fossil fuels that are burned to produce<br />
heat that is then used as a transfer medium to mechanical or<br />
other means to accomplish tasks or do work. Other forms<br />
of energy include solar, geothermal, nuclear, tidal, biomass,<br />
wind, <strong>and</strong> hydropower. Frequently these forms of energy<br />
are called “alternative” energy resources because they do<br />
not contribute large quantities of usable forms of energy<br />
dem<strong>and</strong>ed by industrialized societies (with the exception of<br />
Figure 2. The energy mix that is representative of many industrialized<br />
countries includes petroleum, natural gas, coal, <strong>and</strong> nuclear<br />
energy. It is important to note that alternative energy resources<br />
such as wind, solar, hydropower, geothermal, <strong>and</strong> biomass make<br />
up about seven percent of the energy mix in the United States.<br />
(Adapted from Energy Basics EIA/DOE). (www.eia.doe.gov/kids/<br />
energy.cfm?page=about_home-basics)<br />
10 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
nuclear energy). In looking at these forms of energy, we can<br />
see that some of them are renewable <strong>and</strong> others are not.<br />
Looking at Other Energy Resources<br />
It is ironic that we think of wind, solar, geothermal, <strong>and</strong><br />
other energy sources as “alternative” energy resources. If<br />
we look at energy from an historical perspective, wind <strong>and</strong><br />
solar energy uses date back thous<strong>and</strong>s of years, while coal<br />
<strong>and</strong> refined petroleum are more recent. Wind energy is one<br />
of the oldest energy resources used by humans. Humans<br />
have used wind to fill the sails of sailing vessels travelling<br />
the seven seas. Windmills, used in much the same way as<br />
sails on sailing ships, captured the energy of the wind <strong>and</strong><br />
converted it into motion; early windmills had sails that<br />
captured the energy of the wind (Goffman, 2008).<br />
that dates sometime before 1900. This type of windmill is<br />
characteristic of what you might have expected to see dotting<br />
the farml<strong>and</strong> in the Midwest from the mid-1800s through<br />
the 1930s that were used for pumping water. Other br<strong>and</strong>s<br />
of windmills included Heller-Aller, Perkins, Star, Dempster,<br />
Fairbury, <strong>and</strong> Aeromotor (Gillis, p.15).<br />
Photo Credit: NREL/Jim Green<br />
It is thought that early windmills have their roots in Persia<br />
near the present day borders of Pakistan <strong>and</strong> Afghanistan. As<br />
civilizations advanced <strong>and</strong> declined, you could see evidence<br />
of windmills harnessing the power of wind to grind corn or<br />
grain (Gillis, p. 6). With the introduction of the steam engine<br />
<strong>and</strong> fuels such as peat <strong>and</strong> coal, <strong>and</strong> later oil, windmills began<br />
to disappear. Coal <strong>and</strong> oil were convenient, concentrated,<br />
easily transported, used on dem<strong>and</strong>, <strong>and</strong> did not rely on the<br />
variability of wind currents.<br />
While there are many different types of windmills, we<br />
probably are most familiar with the windmills of Holl<strong>and</strong>.<br />
One of the earliest types of windmills was the post windmill,<br />
where the mill housing <strong>and</strong> sails were built upon a post.<br />
The mill housing, which set upon the post, contained<br />
the hardware such as hoppers, gearing, <strong>and</strong> mill stones<br />
for grinding <strong>and</strong> making flour. Subsequently, tower mills<br />
began to appear during the middle ages <strong>and</strong> may have<br />
been constructed with timbers or stone depending on the<br />
availability of local materials. These types of mills were much<br />
larger <strong>and</strong> sturdier than the post mill. While the towers were<br />
stationary, the caps could be rotated so that the sails could<br />
face into the wind (Gillis, p.10).<br />
Windmills Across the American Prairies<br />
Just as the railroads moved across America connecting the<br />
East <strong>and</strong> West coasts, windmills gained in importance, too.<br />
Water is a critical resource for humans <strong>and</strong> machines. Water<br />
was needed for human <strong>and</strong> animal consumption on the Great<br />
Plains. The steam locomotives required water to make steam<br />
to power the steam engines as they travelled the rails across<br />
the countryside.<br />
Windmills were used to pump water from underground<br />
aquifers using a series of cranks <strong>and</strong> rods connected to a<br />
pump. Figure 3 shows a restored Eclipse-br<strong>and</strong> windmill<br />
Figure 3. This Eclipse-br<strong>and</strong> windmill, manufactured by Fairbanks<br />
Morse, is located in a city park in Limon, CO. It has wooden blades<br />
<strong>and</strong> tail—perhaps a pre-1900 model. It is no longer pumping water<br />
as a working windmill.<br />
Windmills were used primarily for pumping water but<br />
also were used for other activities that required the energy<br />
of motion. Windmills were employed in sawing logs into<br />
lumber, grinding grain, <strong>and</strong> generating electricity. Rural areas<br />
in America as well as other parts of the world did not have<br />
the luxury of utility-generated electricity during the early<br />
1900s. Windmills supplied small amounts of electricity to<br />
charge batteries that could power electric lamps for light <strong>and</strong><br />
simple radios for several hours a day. Keep in mind that this<br />
was a very modest amount of electricity as compared with<br />
what we may consume in our homes today! Most of these<br />
windmills were removed or destroyed in America when the<br />
11 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Rural Electrification Authority (REA) installed electric power<br />
lines into these areas (Gillis, p.4)<br />
Interests in Wind Power<br />
America’s interest in <strong>and</strong> policies toward alternate energy<br />
<strong>and</strong> wind power has been much like a yo-yo. Changes in the<br />
supply, dem<strong>and</strong>, <strong>and</strong> pricing of energy drive energy policy.<br />
This can be seen in the invention <strong>and</strong> innovation of windpower<br />
devices throughout history. The Arab Oil Embargo of<br />
1973 resulted in an oil crisis in the early 19<strong>70</strong>s <strong>and</strong> brought<br />
about a flurry of interest <strong>and</strong> subsequent grants, research<br />
initiatives, <strong>and</strong> demonstration projects for a variety of energy<br />
generation <strong>and</strong> development that emphasized renewable <strong>and</strong><br />
replenishable resources. Research projects focused on wind,<br />
solar, geothermal, <strong>and</strong> biofuels such as ethanol.<br />
A number of large wind-power projects appeared in the early<br />
1980s. California is noted for its warm <strong>and</strong> sunny weather,<br />
<strong>and</strong> most notably its prevailing winds that originate over the<br />
Pacific Ocean, <strong>and</strong> became home to a number of wind-power<br />
projects. One of the most notable was the Altamont Pass<br />
wind farm. The Altamont Pass project attracted three of the<br />
earliest wind-farm builders (Gillis, p.58). U.S. Power built the<br />
first 100 turbines that had three-legged 60-foot towers with<br />
three-blade rotors attached to a generator mounted at the<br />
top of the tower. Another builder, Fayette Manufacturing,<br />
erected 50 turbines on 40-foot thin tubular towers with blade<br />
diameters of 50 feet. U.S. Wind Power’s turbines at Altamont<br />
produced about 1.5 million kilowatt-hours of electricity. The<br />
wind turbines at Altamont Pass <strong>and</strong> other wind farms would<br />
establish technology trends with their large three-blade<br />
rotors on a single steel tower.<br />
research projects. These activities will augment the scientific<br />
<strong>and</strong> technical exchanges that already occur between the two<br />
Departments. The goal is to facilitate the development of<br />
offshore clean energy. Additionally, it is expected that these<br />
efforts will create clean energy jobs while exp<strong>and</strong>ing the<br />
nation’s renewable energy portfolio <strong>and</strong> easing America’s<br />
reliance on fossil fuels. (U.S. Department of Energy)<br />
Engineering <strong>and</strong> Technical Careers<br />
There are a variety of professional <strong>and</strong> skilled-worker<br />
jobs available in the wind-energy sector. As new windenergy<br />
projects are designed, constructed, <strong>and</strong> operated,<br />
employment opportunities will be realized. Much of the<br />
funding for alternative <strong>and</strong> wind-energy projects comes from<br />
federal <strong>and</strong> state grants <strong>and</strong> research projects. Jobs in these<br />
areas will require people with business skills <strong>and</strong> knowledge,<br />
as well as meteorological <strong>and</strong> engineering experience, to<br />
plan <strong>and</strong> build projects.<br />
Expect to see meteorologists helping engineers identify<br />
appropriate sites with suitable geographical <strong>and</strong> wind<br />
Photo Credit: Warren Gretz/NREL<br />
By the late 1980s wind farms were generating large quantities<br />
of electricity in California. Texas would soon take over the<br />
leadership from California in wind-produced electricity,<br />
<strong>and</strong> by the end of 2006 Texas had an installed base of 2,768<br />
megawatts of wind-generated capacity! While the energy<br />
of the wind is free, critics often complain that wind energy<br />
is not cost-effective without government subsidies (Gillis<br />
p.56). Further, environmental groups oppose large-scale<br />
wind farms because of the threat to migratory birds, their<br />
loud low-pitched sound, <strong>and</strong> what some consider to be large<br />
unsightly structures.<br />
Today there is renewed interest in continuing to develop<br />
<strong>and</strong> build wind farms <strong>and</strong> other alternative energy<br />
resources. Recently, the U.S. Department of the Interior <strong>and</strong><br />
Department of Energy have combined efforts to develop<br />
renewable offshore energy resources. The two agencies<br />
will exchange information on resources <strong>and</strong> technologies,<br />
conduct stakeholder engagements, <strong>and</strong> collaborate on<br />
Figure 4. Certification test engineer Arlinda Huskey is shown here<br />
measuring noise emission from the Advanced Wind Turbines, Inc.<br />
AWT-26 wind turbine at the National Wind Turbine <strong>Technology</strong><br />
Center using a microphone, signal analyzer, <strong>and</strong> data recorder.<br />
12 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
conditions. Engineers design the wind-plant facilities while<br />
working with the power utility companies <strong>and</strong> surrounding<br />
communities. A variety of construction worker classifications<br />
are needed to construct the wind plant. Mechanical <strong>and</strong><br />
electrical technicians <strong>and</strong> technologists are needed to<br />
operate <strong>and</strong> maintain the wind turbines. These technicians<br />
are called “windsmiths.” Aside from technical positions in<br />
the alternative <strong>and</strong> wind-energy area, there are business,<br />
management <strong>and</strong> marketing, sales, communications, human<br />
services, <strong>and</strong> personnel positions that offer many professional<br />
career opportunities (EERE).<br />
Most all of the technical, engineering, <strong>and</strong> professional<br />
careers require math <strong>and</strong> science skills. Critical-thinking<br />
<strong>and</strong> problem-solving skills such as those gained in science,<br />
math, technology, <strong>and</strong> engineering classes are a significant<br />
asset in careers that you may find attractive <strong>and</strong> rewarding.<br />
Technicians <strong>and</strong> technologists use test equipment to<br />
measure <strong>and</strong> test the efficiency <strong>and</strong> performance of complex<br />
equipment <strong>and</strong> require math <strong>and</strong> technical skills to accurately<br />
interpret charts <strong>and</strong> graphs for technical reports (Figure 4).<br />
Photo Credit Warren Gretz/NREL<br />
Figure 6. Here is an exploded illustration view of the inside of a<br />
typical wind turbine. Shown here are the turbine rotor <strong>and</strong> nacelle<br />
<strong>and</strong> their technological systems. A mechanical system converts<br />
the kinetic energy of the wind into mechanical energy, <strong>and</strong> the<br />
mechanical energy is converted into electrical energy that is transported<br />
<strong>and</strong> used by the consumer (Courtesy of EERE).<br />
Specific careers in technical <strong>and</strong> nontechnical administrative<br />
<strong>and</strong> professional support fields can be found in the<br />
Dictionary of Occupational Titles (www.occupationalinfo.<br />
org/) <strong>and</strong> “ONet” Online Occupational Information Network<br />
(www.occupationalinfo.org/onet/).<br />
How Wind Generators Work<br />
Windmills <strong>and</strong> wind turbines depend on the motion of air<br />
currents or wind to turn some type of propeller or rotor<br />
to convert the wind energy into mechanical energy. It is<br />
this principle that is common to windmills of the past <strong>and</strong><br />
present-day wind turbines. Today we call windmills wind<br />
turbines, as they are more sophisticated in design <strong>and</strong><br />
construction. Wind turbines generally are classified into two<br />
major categories: horizontal-axis <strong>and</strong> vertical-axis machines.<br />
The most common design is the horizontal design as shown<br />
in Figure 5. These are three-blade turbines that are designed<br />
to face the oncoming wind.<br />
Figure 5. Wind turbine construction workers <strong>and</strong> engineers are<br />
hoisting a Westinghouse 600 kW wind turbine rotor <strong>and</strong> nacelle assembly<br />
on top of a steel tower at the NREL National Wind <strong>Technology</strong><br />
Center (NWTC), where the turbine will be modified for use as a<br />
test bed for component testing.<br />
When we look inside a wind turbine nacelle or housing,<br />
we can see a number of technological systems such as<br />
shown in Figure 6. These include a mechanical system<br />
of gears <strong>and</strong> shafts to modify the low speed of the rotor<br />
through a gear box to increase the generator shaft speed.<br />
The rotor is part of this mechanical system that converts<br />
the kinetic energy of the wind into mechanical energy.<br />
The wind moving across the blades of the rotor creates a<br />
13 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
“lift” <strong>and</strong> therefore rotation of the rotor. The generator is<br />
the heart of the generating system, as it is used to convert<br />
the mechanical energy of the wind acting on the rotor into<br />
electrical energy. There are sensors that determine the wind<br />
speed <strong>and</strong> wind direction. This information is channeled<br />
into a control system that orients the wind turbine into<br />
an optimal position facing the wind using a yaw control<br />
system. A braking system limits that rotational speed of<br />
the rotor to safe <strong>and</strong> acceptable speeds. A pitch control can<br />
alter the pitch of the rotor to control the speed <strong>and</strong> drive<br />
the generator.<br />
As you can see, there are a number of mechanical,<br />
electrical <strong>and</strong> electronic, <strong>and</strong> structural systems that<br />
function together to harness the power of the wind.<br />
There are engineers, technologists, <strong>and</strong> technicians who<br />
design, operate, <strong>and</strong> maintain equipment such as these<br />
sophisticated wind turbines. Additionally, there are<br />
other business <strong>and</strong> support professionals concerned with<br />
personnel <strong>and</strong> business issues who require technological<br />
literacy to support their nontechnical job skills.<br />
Student Activity<br />
The following activity addresses St<strong>and</strong>ards for Technological<br />
Literacy: Content for the Study of <strong>Technology</strong> (ITEA/ITEEA,<br />
2000/2002/2007) St<strong>and</strong>ards 5, 9, <strong>and</strong> 10.<br />
St<strong>and</strong>ard 5 – Students will develop an underst<strong>and</strong>ing of<br />
the effects of technology <strong>and</strong> the environment (p. 65).<br />
St<strong>and</strong>ard 9 – Students will develop an underst<strong>and</strong>ing of<br />
engineering design (p. 99).<br />
St<strong>and</strong>ard 10 – Students will develop an underst<strong>and</strong>ing of<br />
the role of troubleshooting, research <strong>and</strong> development,<br />
invention <strong>and</strong> innovation, <strong>and</strong> experimentation in<br />
problem solving (p. 106).<br />
Task<br />
The task in this activity is to research, plan, design,<br />
construct, <strong>and</strong> test a working model of a wind turbine.<br />
Miniature 6-12 volt DC electric motors can be used as<br />
DC generators. A rotor or propeller must be designed <strong>and</strong><br />
constructed that can be used with the motor in a generator<br />
mode. An LED can be used as a load <strong>and</strong> voltage, <strong>and</strong><br />
current data can be collected at various wind speeds using<br />
an inexpensive digital multimeter. The data can be collected,<br />
recorded, <strong>and</strong> analyzed to establish potential power <strong>and</strong><br />
wind relationships. The wind turbine should be capable<br />
of orienting itself into the wind using a wind-vane design<br />
concept. Students should research the best location on the<br />
school grounds by analyzing wind patterns. In addition, they<br />
should research an ideal home or large-scale wind turbine<br />
location within their city or country <strong>and</strong> describe the<br />
characteristics of such a site.<br />
Ideally, an engineering-team approach should be used to<br />
maximize innovation <strong>and</strong> experimentation as well as a team<br />
<strong>and</strong> competitive dimension to the learning activity. The<br />
teams should consult the Department of Energy’s Wind <strong>and</strong><br />
Water Power Program website (www.windpoweringamerica.<br />
gov) for information about wind power technologies <strong>and</strong><br />
suitable wind locations.<br />
Student engineering technical reports should reflect the<br />
scope of each team’s project <strong>and</strong> findings. Team evaluation<br />
should be based on the project team’s turbine design,<br />
innovation, experiment, <strong>and</strong> technical report.<br />
Summary<br />
Energy is a critical resource to emerging <strong>and</strong> industrial<br />
societies. We can see that fossil energy resources<br />
such as oil, coal, <strong>and</strong> natural gas are convenient <strong>and</strong><br />
concentrated energy sources. They are easy to convert<br />
from one form to another, which makes them ideal for<br />
heating <strong>and</strong> cooling <strong>and</strong> for powering the engines of<br />
industry as well. Generally, fossil fuels are burned to<br />
create heat <strong>and</strong> exp<strong>and</strong>ing gases that are converted into<br />
mechanical energy <strong>and</strong> thus into more useful forms such<br />
as electricity <strong>and</strong> motion. All societies use energy in<br />
varying degrees. Industrial <strong>and</strong> information societies are<br />
energy-intensive <strong>and</strong> use very large quantities of energy.<br />
Today western societies rely on very large quantities<br />
of petroleum, coal, <strong>and</strong> natural gas to support human<br />
needs such as agricultural production, communication,<br />
construction, <strong>and</strong> manufacturing activities. However, it<br />
is widely recognized that fossil fuels are finite resources<br />
that are becoming scarce <strong>and</strong> challenging to discover <strong>and</strong><br />
extract. These challenges are highlighted by recent energy<br />
accidents around the globe such as in the Gulf of Mexico<br />
<strong>and</strong> in China.<br />
These kinds of accidents <strong>and</strong> their impact on the<br />
environment, as well their effect on the global warming or<br />
climate change front, provide an incentive to explore <strong>and</strong><br />
develop alternative energy resources <strong>and</strong> technologies.<br />
These kinds of accidents affect governmental policies<br />
regarding the extraction <strong>and</strong> use of energy resources.<br />
Governments may provide incentives through research<br />
<strong>and</strong> demonstration projects, grants, <strong>and</strong> taxes. Alternative<br />
energy resources, such as wind <strong>and</strong> solar energies, can be<br />
a part of the energy mix to meet human needs <strong>and</strong> reduce<br />
the undesirable impacts of fossil fuels. As we move toward<br />
the future, we will see new jobs on the horizon that<br />
complement the alternative energy field.<br />
14 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Resources<br />
CBS News. (2010, May 16). Blowout: The Deepwater<br />
Horizon Disaster. Retrieved from www.cbsnews.com/<br />
stories/2010/05/16/60minutes/main6490197.shtml<br />
CNTV. Death toll rises to 36 in north China colliery flood;<br />
investigation launched. Retrieved from http://english.<br />
cctv.com/20100413/105282.shtml<br />
Fox News Network, LLC. (2010, July 1). Coal miner killed<br />
in accident at Massey Energy operation in southern<br />
West Virginia. Retrieved from www.foxnews.com/<br />
us/2010/07/01/coal-miner-killed-accident-masseyenergy-operation-southern-west-virginia/.<br />
Published July<br />
01, 2010 | Associated Press<br />
Gillis, Christopher. (2008). Windpower. Atglen, PA.<br />
Goffman, Ethan (2008). Schiffer Publishing Ltd. Capturing<br />
the wind: Power for the 21st century. Retrieved from<br />
www.csa.com/discoveryguides/wind/review.php.<br />
U.S. Department of Energy. (2010, June 29). DOI <strong>and</strong> DOE<br />
sign MOU to spur offshore renewable energy projects.<br />
Retrieved from http://apps1.eere.energy.gov/news/daily.<br />
cfm/hp_news_id=252<br />
Energy Efficiency <strong>and</strong> Renewable Energy Clearing<br />
House (EERE). (2001, January). Careers in renewable<br />
energy. Retrieved from www1.eere.energy.gov/library/<br />
pdfs/28369.pdf<br />
Walter F. Deal, Ph.D. is an adjunct<br />
associate professor <strong>and</strong> Emeriti at Old<br />
Dominion University in <strong>No</strong>rfolk, Virginia. He<br />
can be reached via email at wdeal@odu.edu.<br />
217_430 TechEd7x4.625_BW:Layout 1 1/6/10 10:01 AM Page 1<br />
100% ONLINEMaster of Education<br />
in <strong>Technology</strong> Education<br />
Ensure the vital competitiveness of your<br />
students by becoming an expert educator<br />
in integrating technology <strong>and</strong> engineering<br />
(the T&E of STEM) by earning your Master’s<br />
degree ONLINE.<br />
C A L I F O R N I A U N I V E R S I T Y O F P E N N S Y LVA N I A<br />
BUILDING CHARACTER. BUILDING CAREERS.<br />
www.calu.edu/go<br />
A proud member of the Pennsylvania State System of Higher Education.<br />
G L O BA L<br />
O N L I N E<br />
CALU<br />
This 100% online program will enhance<br />
your ability to prepare your students with<br />
a conceptual underst<strong>and</strong>ing of technology<br />
<strong>and</strong> its place in society:<br />
• Dedicated, world-class faculty<br />
• Asynchronous program with<br />
flexible learning<br />
• <strong>No</strong> residency requirement<br />
• Competitive tuition<br />
• 31 credits<br />
The National Academy of Engineering<br />
developed an action plan to address the<br />
“technology” <strong>and</strong> “education” components<br />
of STEM (science, technology, engineering<br />
<strong>and</strong> math) with representatives from<br />
business, government <strong>and</strong> education to<br />
address growing employment dem<strong>and</strong>s.<br />
Strengthen the “T&E” pipeline to address<br />
the looming shortage of talent prepared to<br />
enter these careers. Prepare your students<br />
by being the best.<br />
15 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Classroom Challenge<br />
Rooftop Garden<br />
Design Challenge<br />
By Harry T. Roman<br />
Any good design has plenty of<br />
illustrations, artist’s renderings,<br />
top/side/perspective drawings,<br />
<strong>and</strong> assorted projections of what<br />
the physical reality of the design<br />
might look like.<br />
Introduction<br />
A small commercial building in a nearby industrial park<br />
has decided to install a rooftop garden for its employees<br />
to enjoy. The garden will be about 100 feet long <strong>and</strong> 75<br />
feet wide. The company has heard about your school’s<br />
technology <strong>and</strong> engineering education program <strong>and</strong> is<br />
impressed, <strong>and</strong> has asked you to consider having your<br />
students assist with the initial conceptual design <strong>and</strong><br />
concerns with planning the garden. Are you <strong>and</strong> the<br />
students ready for this challenge?<br />
Getting Started<br />
The best way to start any open-ended design like this is to<br />
consider the basic questions that are likely to arise in the<br />
mind of the company. So let’s make a list of the things we<br />
anticipate will be of importance to the company.<br />
• Can the roof <strong>and</strong> building structure support the added<br />
weight of soil, plants, <strong>and</strong> other items to be installed<br />
there? And the water to be absorbed by the soils?<br />
• Are there to be only plants in the garden or small trees<br />
<strong>and</strong> shrubs as well?<br />
• If natural rain is insufficient, is there a water supply that<br />
can be tapped from the building?<br />
• Will there be walkways <strong>and</strong> places to sit or maybe eat<br />
lunch in the garden?<br />
• Who will tend <strong>and</strong> maintain the garden after it is<br />
functional?<br />
16 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
This phase of the rooftop garden should conclude with a<br />
summary report of the concerns <strong>and</strong> past experiences with<br />
rooftop gardens <strong>and</strong> a bibliography of references cited. If<br />
time permits, the students might even make a formal oral<br />
presentation to company managers about what they have<br />
found out in the first phase of their work.<br />
Can the roof <strong>and</strong> building structure support the added weight of<br />
soil, plants, <strong>and</strong> other items to be installed?<br />
These first few questions are pretty “technical” in nature, so<br />
don’t forget to include other concerns as well, such as:<br />
• Does this alteration of the building affect any of<br />
the local municipal codes for fire, safety, building<br />
construction, <strong>and</strong> public appearance?<br />
• Is a special permit or variance needed from the town?<br />
• Are there building insurance impacts <strong>and</strong> additional<br />
premium fees as a result of the rooftop garden?<br />
• Will there be a need for additional safety measures for<br />
the employees who visit the garden?<br />
• How might this new employee facility affect their work<br />
habits?<br />
Making a Design Case<br />
Teams of students can now begin developing some initial<br />
designs for the rooftop garden. It would be helpful to keep<br />
in mind that the students are to be involved in the early<br />
concept <strong>and</strong> planning stages, which generally means the<br />
customer (the company in this case) may not have a firm<br />
idea of what it wants. Perhaps the best way to approach this<br />
design challenge is to have different student teams develop<br />
different design themes. For instance, how about some<br />
design team themes such as:<br />
• A relaxation garden to promote employee creativity<br />
• A lunch-hour respite garden<br />
• An open-air meeting garden for company team<br />
meetings<br />
• A multipurpose <strong>and</strong> recreational garden<br />
• An active garden where employees can tend the plants<br />
<strong>No</strong>w students may begin the actual design phase, turning<br />
the design themes listed above into exciting visual<br />
formations, accompanied by good written supporting<br />
descriptions.<br />
These two lists above are not necessarily complete. There<br />
are probably other concerns that should be itemized<br />
<strong>and</strong> discussed. Give this initial thinking time plenty of<br />
room, letting the students feel comfortable with being a<br />
“consultant” to the company. To help spur student thinking<br />
on this design challenge, the students can visualize what<br />
it would be like to have such a facility on their own school<br />
roof. What might their principal <strong>and</strong> administrative staff be<br />
concerned about in such a case?<br />
They should also check the literature for what has been<br />
done in the past with rooftop garden designs. Are there<br />
architects who specialize in this, whose work can be<br />
referenced? Is this a field of study in architectural schools?<br />
Are there architects or a school of architecture from which<br />
an expert may visit the class <strong>and</strong> provide some firsth<strong>and</strong><br />
information? Literature searches via Internet or traditional<br />
library sources are, of course, also strongly encouraged.<br />
Students are free to use h<strong>and</strong> drawings, computer-generated images,<br />
or sketches to get their ideas across in an underst<strong>and</strong>able way.<br />
17 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Any good design has plenty of illustrations, artist’s<br />
renderings, top/side/perspective drawings, <strong>and</strong> assorted<br />
projections of what the physical reality of the design<br />
might look like. Students are free to use h<strong>and</strong> drawings,<br />
computer-generated images, or sketches to get their ideas<br />
across in an underst<strong>and</strong>able way.<br />
A favorite technique of architects is to use threedimensional<br />
models <strong>and</strong> diorama-like portrayals to give<br />
their creations a lifelike quality, creating excitement <strong>and</strong><br />
affinity for their chosen design points. There is nothing<br />
preventing your students from doing the same thing for<br />
their client company. Have at it <strong>and</strong> let the construction<br />
paper, foam-board, paints, <strong>and</strong> assorted accoutrements fly!<br />
Tease out the artist-designer in everyone. Make sure to mix<br />
head <strong>and</strong> h<strong>and</strong> learners on each design team.<br />
Would a bench add some “pizzazz” to your rooftop garden design?<br />
When the designs are ready, it becomes time for the big<br />
presentation to the client company <strong>and</strong> the time to see their<br />
faces light up with awe <strong>and</strong> surprise at what your students<br />
have designed. I can hear the applause from here!<br />
If you can visualize this highly creative effort happening<br />
right now in your classroom….why wait any longer?<br />
Contact some nearby companies <strong>and</strong> businesses, <strong>and</strong><br />
offer the services of your students to solve problems <strong>and</strong><br />
fulfill new design challenges they might be thinking about.<br />
Market your students as consultants <strong>and</strong> then st<strong>and</strong> back<br />
<strong>and</strong> watch the creative ideas fly!<br />
Architects use three-dimensional models to give their creations a<br />
lifelike quality.<br />
Museums are a wonderful place to learn about models <strong>and</strong><br />
dioramas. Maybe a quick trip to a local museum would get<br />
your students in the mood to build some 3-D models <strong>and</strong><br />
help them develop some ideas for doing the same with the<br />
rooftop garden challenge.<br />
Hobby stores may have the kinds of accoutrements <strong>and</strong><br />
accessories your students will need, like miniature plants,<br />
trees, benches, walkways, building materials, <strong>and</strong> such that<br />
will add “pizzazz” <strong>and</strong> “snap” to their designs. Don’t be<br />
afraid to experiment <strong>and</strong> push the envelope. Your students<br />
are trying to get their client company to think <strong>and</strong> envision<br />
what could be a wonderful new space on their now plain,<br />
old, drab, flat roof.<br />
You might be very pleased at what these local companies<br />
<strong>and</strong> businesses have to say about your school <strong>and</strong> its<br />
technology <strong>and</strong> engineering education program.<br />
Harry T. Roman recently retired from his<br />
engineering job <strong>and</strong> is the author of a variety<br />
of new technology education books. He can<br />
be reached via email at htroman49@aol.<br />
com.<br />
18 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Preferences of Male <strong>and</strong> Female<br />
Students for TSA Competitive Events<br />
By Charles R. Mitts <strong>and</strong> W. J. Haynie, III<br />
Females preferred those<br />
activities that focused on design<br />
or communication <strong>and</strong> that<br />
seemed socially relevant.<br />
Arguably a major issue facing technology education<br />
(TE) since its inception has been its failure to<br />
attract <strong>and</strong> keep female students. This article<br />
explains one primary reason female students may<br />
be avoiding TE courses, presents a research-tested set of<br />
tools that TE teachers can use to help fix the problem, <strong>and</strong><br />
offers a new realizable pathway toward TE’s number one<br />
goal: technological literacy for all students. By tapping the<br />
full potential of the <strong>Technology</strong> Student Association (TSA),<br />
TE’s long unintentional <strong>and</strong>, until recently, unrecognized<br />
<strong>and</strong> under-addressed history of male gender bias may be<br />
greatly diminished.<br />
Background<br />
The Industrial Arts curriculum before the 1980s did not<br />
attract female students or teachers, but there were some<br />
early indicators that the more contemporary technology<br />
curriculum incorporating computers <strong>and</strong> communication<br />
technology was more appealing to females (Cummings,<br />
1998; Hill, 1998; S<strong>and</strong>ers, 2001; <strong>and</strong> Zuga, 1998). At the<br />
same time, society was changing, <strong>and</strong> women were more<br />
accepted in traditionally male-dominated professions<br />
(Foster, 1996; Haynie, 1999; Stephens, 1996; <strong>and</strong> Wolters<br />
& Fridgen, 1996). Still, few women enter technology<br />
education even today. Regrettably, S<strong>and</strong>ers (2001) noted<br />
that, despite some gains in diversity, “technology education<br />
is still taught mostly by middle-aged white men.” The<br />
secondary classes still attract far more boys than girls. This<br />
troubling issue must be resolved if technology education is<br />
to meet its mission.<br />
The small body of professional literature concerning lack<br />
of women in technology education <strong>and</strong> factors keeping<br />
females out has been modest but useful (ITEEA, 1994;<br />
Liedtke, 1995; Markert, 1996; Silverman & Pritchard,<br />
1996; Trautman, Hayden, & Smink, 1995; <strong>and</strong> <strong>Vol</strong>k &<br />
Holsey, 1997). Most of this literature, however, consisted of<br />
opinion papers, library research, <strong>and</strong> journal articles. Very<br />
little original or data-driven empirical research exists on<br />
gender issues in technology education.<br />
Two foundational research efforts did shed some light on<br />
gender issues in technology education (Haynie, 1999, &<br />
2003). The 1999 survey provided a baseline for further<br />
research. In 2003 the “Quasi Ethnographic Interview<br />
Approach” reported further findings, mostly concerning<br />
the cultural atmosphere in the TE profession. But these<br />
<strong>and</strong> other similar efforts by researchers following up on<br />
Haynie’s work (Lee, 2008; Varnado, Haynie, <strong>and</strong> Lee, N.D.)<br />
have failed to identify significantly important ideas for<br />
increasing the interest level of female students to take TE<br />
courses in their secondary school experience. They mainly<br />
focused on how to make females more comfortable once<br />
they had enrolled in TE.<br />
19 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
More recently, Mitts (2008) broke new ground in a study<br />
that did identify topics <strong>and</strong> activities of interest to females<br />
in TE. His study was essentially a testing of theory <strong>and</strong><br />
predictions from an earlier work by Weber <strong>and</strong> Custer<br />
(2005). Many research studies, such as those noted in this<br />
paragraph, remain hidden in the esoteric research literature<br />
of the profession. However, when findings of importance<br />
to teachers in the field are revealed, it is important to<br />
share them in a broader forum such as <strong>Technology</strong> <strong>and</strong><br />
Engineering Teacher. That is the purpose of this article: to<br />
share some findings discovered in a re-examination of the<br />
Mitts research data with technology teachers who can use<br />
them to attract more girls to their classes.<br />
Foundations, Methods, <strong>and</strong> Findings of the<br />
Mitts Study<br />
Documenting the Need. Data from the <strong>No</strong>rth Carolina<br />
Department of Public Instruction’s Education Statistics<br />
database for the 2004-2005 school year was examined,<br />
<strong>and</strong> it clearly revealed the extent of the gender issue<br />
problem in technology education (Table 1). Exploring<br />
<strong>Technology</strong> Systems is a required middle school course,<br />
<strong>and</strong> Fundamentals of <strong>Technology</strong> is an elective course for<br />
high school freshmen (or above) in <strong>No</strong>rth Carolina; similar<br />
courses appear in the curricula in many states. While<br />
37% of boys who had Exploring <strong>Technology</strong> Systems took<br />
Fundamentals of <strong>Technology</strong> as freshmen, only 8.6% of<br />
the girls did. And out of the 1594 female students who did<br />
enroll in the Fundamentals course, only 1.7% took the next<br />
TE course, Manufacturing Systems. Table 1 documents<br />
a decline of 16,852 female students between middle<br />
school <strong>and</strong> high school who enrolled in Fundamentals of<br />
<strong>Technology</strong> in <strong>No</strong>rth Carolina: 91.4%.<br />
If the goal of technology education is to ensure that all<br />
students become technologically literate members of<br />
Table 1.<br />
Students Enrolled in <strong>No</strong>rth Carolina <strong>Technology</strong> Education<br />
Courses 2004-2005<br />
Course Males Females Ratio<br />
Exploring <strong>Technology</strong> Systems 30258 18446 1.64:1<br />
Fundamentals of <strong>Technology</strong> 11107 1594 6.97:1<br />
Manufacturing Systems 853 27 31.59:1<br />
Principles of <strong>Technology</strong> I 1943 547 3.55:1<br />
Principles of <strong>Technology</strong> II 395 49 8.06:1<br />
<strong>No</strong>te: The researcher selected these courses because they were the ones offered at<br />
the Lincoln County High School where he taught in 2004-2005.<br />
This group of school students has just succeeded in building fragile<br />
towers from nothing but spaghetti-stick beams <strong>and</strong> gumdrop<br />
fasteners. Girls prefer design activities that have some social<br />
significance. Photographer: Denise Applewhite, Princeton Weekly<br />
Bulletin 2005.<br />
society, we will never achieve this goal unless<br />
approximately one-half of the desks in our classrooms are<br />
occupied by girls.<br />
How Gender Bias Developed. While the data indicates<br />
that TE teachers may have unwittingly contributed to the<br />
problem of too few girls in our classes, the issue of male<br />
gender bias has deep roots in Western philosophy <strong>and</strong><br />
culture. From Socrates to Hegel, our philosophers believed<br />
<strong>and</strong> taught that women were intellectually inferior to men.<br />
Plato said that this was due to the fact that “women are of<br />
the earth.” Beliefs are the basis of actions. The belief that<br />
women were inferior to men was used as the justification<br />
for barring women from receiving any formal education<br />
or participating in public life. It wasn’t until the middle of<br />
the 19th century that educational opportunities became<br />
available for women. And, even in our pluralistic society<br />
of the USA, women only recently won their right to vote<br />
in 1922. During WWII the “Rosie the Riveter” image<br />
convinced many members of our society that women were<br />
capable, but when the war ended the servicemen generally<br />
still reclaimed most jobs in industry <strong>and</strong> technology, <strong>and</strong><br />
bias against females still prevailed.<br />
The fact that technology education has been dominated<br />
by men is partially due to the consequence of an historic<br />
split by the Congress of vocational education into maledominated<br />
industrial arts <strong>and</strong> female-dominated home<br />
economics. This division no doubt made perfect sense<br />
to the all-male U.S. Congress when it passed the Smith-<br />
Hughes Act in 1917, the precursor of today’s Carl Perkins<br />
20 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Occupation<br />
Construction manager<br />
Engineering manager<br />
Aerospace engineer<br />
Chemical engineer<br />
Civil engineer<br />
Computer hardware engineer<br />
Electrical <strong>and</strong> electronics engineer<br />
Mechanical engineer<br />
Table 2.<br />
Percent of Women in Technical Occupations 2005<br />
Percent<br />
6.4<br />
5.9<br />
11.3<br />
15.8<br />
11.7<br />
12.7<br />
7.9<br />
5.8<br />
Act. Even though women were moving toward equal<br />
treatment <strong>and</strong> opportunities, the common belief was<br />
that a woman’s place was in the home. So, while today all<br />
educational arenas <strong>and</strong> occupational fields are open to<br />
women, the situation is complicated by the fact that what<br />
women believe it means to be a woman has developed over<br />
the centuries within the context of <strong>and</strong> by relationship to a<br />
male-defined norm (Table 2).<br />
Effects of Gender Bias in TE. Research reveals major<br />
differences in career preferences between males <strong>and</strong><br />
females. Women prefer fields that involve people <strong>and</strong> living<br />
things, such as law, medicine, <strong>and</strong> biological sciences,<br />
while men prefer fields that deal with the inanimate, such<br />
as physics, chemistry, mathematics, computer science, <strong>and</strong><br />
engineering. Activities in the industrial arts shops of the<br />
1940s–1960s, such as the pump h<strong>and</strong>le lamp (shown in<br />
Figure 1) <strong>and</strong> gun rack projects appealed mainly to boys.<br />
In the 19<strong>70</strong>s those traditional projects were supplanted<br />
by a number of new activities derived from the IACP<br />
era as part of our transition to TE. But there was still a<br />
notable gender bias. The Metric Dragster was the most<br />
popular activity of this period, <strong>and</strong> it still mainly attracted<br />
boys. Research also reveals that while women are not well<br />
represented in technical careers, females are just as likely<br />
as males to use computers, more likely to participate in<br />
nonathletic activities after school, have higher educational<br />
aspirations than males, <strong>and</strong> are more likely than males<br />
to immediately enroll in college. Women comprise the<br />
majority of students in undergraduate <strong>and</strong> graduate<br />
programs, <strong>and</strong> are more likely to persist <strong>and</strong> attain degrees.<br />
Research to Identify Sources of Gender Bias in TE.<br />
Weber <strong>and</strong> Custer published a research study in 2005<br />
that found that females in technology education prefer<br />
activities focusing on design <strong>and</strong> communication. Their<br />
study divided 56 activities into four categories: Design,<br />
Make, Utilize, <strong>and</strong> Assess. Student participants were asked<br />
to rate these activities according to their interest level<br />
using a Likert-type scale. Females preferred those activities<br />
that focused on design or communication <strong>and</strong> that seemed<br />
socially relevant. The top five female choices were:<br />
1. Use a software-editing program to edit a music video.<br />
2. Use a computer software program to design a CD cover.<br />
3. Design a model of an amusement park.<br />
4. Design a school mascot image to print on t-shirts.<br />
5. Design a “theme” restaurant in an existing building.<br />
In contrast, males picked the following five items as their<br />
top choices:<br />
1. Build a rocket.<br />
2. Construct an electric vehicle that moves on a magnetic<br />
track.<br />
3. Perform simple car maintenance tasks on a car engine.<br />
4. Program a robotic arm.<br />
5. Design a model airplane that will glide the greatest<br />
distance.<br />
The results of the Weber-Custer research pointed to clear<br />
differences in gender preferences based upon distinct<br />
categories of activities.<br />
Figure 1. The classic pump-h<strong>and</strong>le lamp project, circa 1940-1960,<br />
<strong>and</strong> other woodworking projects mainly appealed to boys.<br />
The Follow-up Study by Mitts. In order to test the Weber-<br />
Custer research findings, the types of activities males<br />
<strong>and</strong> females chose in <strong>Technology</strong> Student Association<br />
(TSA) competitive events at the <strong>No</strong>rth Carolina State TSA<br />
Conferences in 2005 <strong>and</strong> 2006 were carefully analyzed.<br />
There were 31 middle school events <strong>and</strong> 33 high school<br />
21 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
events (Mitts, 2008). Before tabulating these gender<br />
choices, the description of each TSA competitive event<br />
listed in the official guides for both middle <strong>and</strong> high school<br />
was examined; then based upon the Weber-Custer study, a<br />
predictive judgment was made by the researcher as to the<br />
type of event category in which it belonged. Out of a total<br />
of 64 events, it was determined that 26 were designing<br />
<strong>and</strong>/or communication-type events, <strong>and</strong> 26 were utilizingtype<br />
events.<br />
Definite conclusions were drawn from the resulting<br />
data. Male <strong>and</strong> female participants in these TSA state<br />
conferences differed in their preferences for types of<br />
competitive event activities. Males clearly had a strong<br />
bias for utilizing-type activities such as Dragster Design<br />
(7 out of 9 events), while females had a preference for<br />
nonutilizing design <strong>and</strong>/or communication-type events (10<br />
out of 10). These results were consistent with the findings<br />
of the Weber-Custer research. A correct prediction of<br />
gender preferences for TSA competitive events was made<br />
before data analysis in 20 out of 21 cases (95%) for which<br />
statistically significant results were found. Some TSA<br />
events were omitted from the study because there were not<br />
enough entrants to analyze validly. In addition, the data<br />
clearly suggested that both males <strong>and</strong> females prefer team<br />
activities by 77%. Of high importance to researchers, but<br />
of little utility to teachers, the validity <strong>and</strong> reliability of the<br />
Weber-Custer criteria as a predictor of gender preferences<br />
was confirmed.<br />
New Findings Discovered in the Mitts Study<br />
The original Mitts study used raw numbers of students<br />
selecting certain TSA events <strong>and</strong> the “Chi-Square” statistic<br />
as the basis for determining the predictive capability<br />
of the Weber-Custer assumptions. Thus, if the Weber-<br />
Custer approach predicted that the event “Manufacturing<br />
Prototype” would be favored by males, <strong>and</strong> then 10 boys<br />
<strong>and</strong> 8 girls actually entered the contest, it would appear<br />
that boys preferred this event. However, if the same data is<br />
reexamined based on percentages of the total numbers of<br />
girls <strong>and</strong> boys attending the conference selecting this event,<br />
we see that the 10 boys were from a group of 244 total<br />
(4.10%) while of the total girls present (115) the 8 selecting<br />
this event represents 6.96%. In actuality, the percentage of<br />
girls selecting Manufacturing Prototype at this particular<br />
conference was slightly higher than the percentage of boys.<br />
Hence, the present study reexamines all of the Mitts (2008)<br />
data to provide information easily understood in laymen’s<br />
terms concerning which activities <strong>and</strong> TSA competitive<br />
events might be more attractive to girls, which are more<br />
or less neutral, <strong>and</strong> which boys prefer. It is acknowledged<br />
that this casual approach of examining percentages does<br />
not rise to the level of statistical significance available via<br />
the Chi-Square technique, but it allows us to make good<br />
guesses about cases with small numbers, whereas it could<br />
take several years of collecting data to attain statistical<br />
significance for them.<br />
In the reexamination of data from the Mitts study,<br />
columns were added to the original data tables showing<br />
the percentages of males <strong>and</strong> females selecting each<br />
competitive event, while the previous columns concerning<br />
the Weber-Custer predictions were deleted. The resulting<br />
tables, including the columns of percentages (Tables 3 <strong>and</strong><br />
4 for middle school <strong>and</strong> high school), were then examined<br />
<strong>and</strong> used to identify specific events favored by males or<br />
females <strong>and</strong> an informal indication of the magnitude of<br />
their preferences. The following scale of capital <strong>and</strong> lower<br />
case letters indicating magnitude was used to indicate<br />
preferences:<br />
M = Strong Male preference (more than 5% points)<br />
m = slight Male preference (1-4.99 % points)<br />
none = no preference (less than 1% point difference)<br />
Fundamentals of <strong>Technology</strong> Class, East Lincoln High School, Lincoln<br />
County, NC. As the research study on TSA gender preferences<br />
confirmed, boys love to build dragsters. Photographer: Charles<br />
Mitts 2003.<br />
N-F = <strong>No</strong> Finding, 0 females entered the event, so any<br />
apparent finding is invalid<br />
f = slight female preference (1-4.99 % points)<br />
F = Strong Female preference (more than 5% points)<br />
22 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
events <strong>and</strong> activities marked lower case (m or f, indicating<br />
slight preference) or “none” (neutral). These tables should<br />
be helpful to teachers who wish to present a curriculum<br />
that is more gender neutral.<br />
Girls enjoy group activities <strong>and</strong> events that simulate making a<br />
contribution to society.<br />
* = If a * appears beside any of the above codes, it<br />
indicates that the difference noted was statistically<br />
significant according to the Chi-Square (Χ²) test at the<br />
.05 level.<br />
Statistical significance does not automatically indicate<br />
importance, so a few of the events marked “m” also have<br />
the *, making them “m *.” Only one event coded with a<br />
capitol letter (M) did not have a significant Χ² finding<br />
(high school - Structural Engineering), so all other F <strong>and</strong><br />
M findings are significant statistically as well. In selecting<br />
events, teachers should consider all three bits of data (raw<br />
numbers, percentages, <strong>and</strong> Χ² results) to determine if the<br />
finding is fully valid, represents enough numbers to be<br />
useful, <strong>and</strong> really represents a large enough difference to<br />
be important.<br />
The middle school girls seemed to like most (with<br />
high preference, F) 12 of the 31 events <strong>and</strong> had a slight<br />
preference (f) for four more events. Middle school boys<br />
still had a high level of preference (M) for 7 events,<br />
including the Dragster Design. High school findings were<br />
similar in nature, but there were fewer events strongly<br />
favored by girls (5 of 33 marked F), while boys chose 9<br />
events more often (M). In both tables, teachers can identify<br />
Conclusions<br />
The field of technology education evolved from an<br />
historically male-dominated industrial arts curriculum.<br />
The projects <strong>and</strong> other learning activities of IA held little<br />
interest for girls, <strong>and</strong> few females entered the field at any<br />
level as secondary students, teachers, or professors. With<br />
the transition to TE, new activities came into vogue, but<br />
many, such as the CO 2 -powered race car, were still of<br />
much more interest to boys. Casual observations of the<br />
strong male gender bias were confirmed with research,<br />
but the research literature has had little effect in the TE<br />
laboratories <strong>and</strong> classrooms of our schools. This article<br />
interpreted some valid research findings in a manner more<br />
easily accessible to teachers <strong>and</strong> presents them in the<br />
appropriate forum for having real impact in our middle<br />
<strong>and</strong> high schools. TSA competitive events have been<br />
demonstrated to have significant impact on what is taught<br />
in the TE curriculum <strong>and</strong> how it is taught. <strong>No</strong>w teachers<br />
can consult the tables provided in this article to choose<br />
activities <strong>and</strong> TSA competitive events to feature in their<br />
classes that will attract a higher number of girls <strong>and</strong> help<br />
offset some of the male gender bias at the secondary level.<br />
As more girls participate in higher numbers, eventually<br />
there will also be more female teachers <strong>and</strong> professors to<br />
attract even more girls.<br />
Events centering on socially significant topics (i.e.,<br />
environment, medical technology, etc.) <strong>and</strong> those<br />
focusing on communication skills (such as graphic design,<br />
desktop publishing, etc.) have highest appeal to girls <strong>and</strong><br />
should certainly be considered as a means to balance the<br />
population of our classes. Events for which boys or girls<br />
have only a slight preference <strong>and</strong> those that are neutral<br />
can also be useful (if used in balance) to stem the gender<br />
deficit. It is only those activities <strong>and</strong> TSA events that show<br />
strong male preference that are continuing to repel girls<br />
from our programs. Is it time to consider doing away with<br />
the race cars? Perhaps not, but they certainly should be<br />
balanced with some learning activities <strong>and</strong> TSA events<br />
that are highly preferred by girls if TE is to truly prepare a<br />
whole society of “technologically literate” people.<br />
23 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Middle School Event<br />
Event Type<br />
246<br />
Male<br />
187<br />
Fem<br />
Total<br />
Entries % of M % of F<br />
Prefer<br />
?<br />
1 Agriculture <strong>and</strong> Biotech Design Design <strong>and</strong>/or Communication 14 23 37 5.69% 12.30% F *<br />
2 Career Challenge Research <strong>and</strong> Writing 9 9 18 3.66% 4.81% f<br />
3 Challenging Tech Issues Design <strong>and</strong>/or Communication 16 32 49 6.50% 17.11% F *<br />
4 Chapter Team Design <strong>and</strong>/or Communication 17 31 48 6.91% 16.58% F *<br />
5 Communication Challenge Design <strong>and</strong>/or Communication 3 12 15 1.22% 6.42% F *<br />
6 Computer Applications Utilizing 19 20 39 7.72% 10.<strong>70</strong>% f<br />
7 Construction Challenge Design <strong>and</strong>/or Communication 20 10 30 8.13% 5.35% m<br />
8 Cyberspace Pursuit Design <strong>and</strong>/or Communication 25 37 63 10.16% 19.79% F *<br />
9 Digital Photography Challenge Design <strong>and</strong>/or Communication 18 41 59 7.32% 21.93% F *<br />
10 Dragster Design Challenge Utilizing 59 10 69 23.98% 5.35% M *<br />
11 Electrical Applications Utilizing 22 3 25 8.94% 1.60% M *<br />
12 Environmental Challenge Design <strong>and</strong>/or Communication 18 29 47 7.32% 15.51% F *<br />
13 Inventions & Innovations Design <strong>and</strong> Utilizing 28 12 41 11.38% 6.42% m<br />
14 Leadership Challenge Writing <strong>and</strong> Communication 15 35 50 6.10% 18.72% F *<br />
15 Manufacturing Challenge Utilizing 34 12 46 13.82% 6.42% M *<br />
16 Graphic Design Challenge Design <strong>and</strong>/or Communication 12 31 43 4.88% 16.58% F *<br />
17 Flight Challenge Utilizing 45 9 54 18.29% 4.81% M *<br />
18 Marine Design Challenge Research <strong>and</strong> Utilize 16 17 29 6.50% 9.09% f<br />
19 Mechanical Challenge Utilizing 26 12 38 10.57% 6.42% m<br />
20 Medical <strong>Technology</strong> Challenge Research <strong>and</strong> Present 11 22 33 4.47% 11.76% F *<br />
21 Prepared Speech Writing <strong>and</strong> Communication 5 8 13 2.03% 4.28% f<br />
22 Problem Solving Utilizing 59 18 83 23.98% 9.63% M *<br />
23 RC Marine Transport NC Utilizing 21 3 25 8.54% 1.60% M *<br />
24 Structural Challenge Utilizing 45 26 52 18.29% 13.90% m *<br />
25 System Control Tech Utilizing 16 6 17 6.50% 3.21% m *<br />
26 Technical Design Challenge Utilizing 16 5 21 6.50% 2.67% m<br />
27 Technical Writing Challenge Research <strong>and</strong> Writing 5 20 18 2.03% 10.<strong>70</strong>% F *<br />
28 <strong>Technology</strong> Bowl Challenge <strong>Technology</strong> Knowledge 37 26 63 15.04% 13.90% m<br />
29 Transportation Challenge Utilizing 24 7 31 9.76% 3.74% M *<br />
30 TSA Talk/Multimedia Research <strong>and</strong> Present 9 5 14 3.66% 2.67% none<br />
31 Video Challenge Design <strong>and</strong>/or Communication 21 29 50 8.54% 15.51% F *<br />
Table 3 Preferences of Middle School Students<br />
* Significant Χ² finding at the p< .05 level.<br />
24 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
High School Events<br />
Table 4 Preferences of High School Students<br />
* Significant Χ² finding at the p< .05 level.<br />
Event Type<br />
244<br />
Male<br />
115<br />
Fem<br />
Total<br />
Entries % of M % of F<br />
1 Agriculture <strong>and</strong> Biotech Design Research <strong>and</strong> Display 8 11 19 3.28% 9.57% F *<br />
2 Architectural Model Designing <strong>and</strong>/or Communication 25 15 40 10.25% 13.04% f<br />
3 Career Comparisons Research <strong>and</strong> Writing 5 2 7 2.05% 1.74% none<br />
4 Chapter Team Designing <strong>and</strong>/or Communication 19 26 45 7.79% 22.61% F *<br />
5 CAD 2D Architectural Designing <strong>and</strong>/or Communication 8 2 10 3.28% 1.74% m<br />
6 CAD 3D Engineering Designing <strong>and</strong>/or Communication 6 1 7 2.46% 0.87% m<br />
7 CAD Animation, Arch. Designing <strong>and</strong>/or Communication 2 0 2 0.82% 0.00% N-F<br />
8 CAD Animation, Eng. Designing <strong>and</strong>/or Communication 1 0 1 0.41% 0.00% N-F<br />
9 Construction Systems Utilizing 17 0 17 6.97% 0.00% M *<br />
10 Cyberspace Pursuit Designing <strong>and</strong>/or Communication 39 8 49 15.98% 6.96% M *<br />
11 Desktop Publishing Utilizing 4 13 17 1.64% 11.30% F *<br />
12 Dragster Design Utilizing 50 7 57 20.49% 6.09% M *<br />
13 Electronic Res. & Exper. Utilizing 9 1 10 3.69% 0.87% m<br />
14 Engineering Design Utilizing 18 8 26 7.38% 6.96% none<br />
15 Extemporaneous Presentation Designing <strong>and</strong>/or Communication 19 5 24 7.79% 4.35% m<br />
16 Film <strong>Technology</strong> Designing <strong>and</strong>/or Communication 43 20 64 17.62% 17.39% none<br />
17 Flight Endurance Utilizing 30 3 34 12.30% 2.61% M *<br />
18 Imaging <strong>Technology</strong> Designing <strong>and</strong>/or Communication 13 9 24 5.33% 7.83% f<br />
19 Manufacturing Prototype Utilizing 10 8 18 4.10% 6.96% f<br />
20 Medical <strong>Technology</strong> Designing <strong>and</strong>/or Communication 21 38 59 8.61% 33.04% F *<br />
21 Prepared Presentation Designing <strong>and</strong>/or Communication 8 12 20 3.28% 10.43% F *<br />
22 Promotional Graphics Designing <strong>and</strong>/or Communication 20 14 35 8.20% 12.17% f<br />
23 Robotics (RC) Utilizing 12 2 15 4.92% 1.74% m<br />
24 SciVis Utilizing 13 1 14 5.33% 0.87% m *<br />
25 Structural Engineering Utilizing 53 14 67 21.72% 12.17% M<br />
26 System Control Tech Utilizing 25 3 29 10.25% 2.61% M *<br />
27 Technical Research <strong>and</strong> Report<br />
Writing Research <strong>and</strong> Writing 7 6 13 2.87% 5.22% f<br />
28 Technical Sketch & Application Designing <strong>and</strong>/or Communication 18 9 27 7.38% 7.83% none<br />
29 Technological Systems Designing <strong>and</strong>/or Communication 10 8 19 4.10% 6.96% f<br />
30 <strong>Technology</strong> Bowl Designing <strong>and</strong>/or Communication 76 21 97 31.15% 18.26% M *<br />
31 <strong>Technology</strong> Challenge Utilizing 14 2 17 5.74% 1.74% m<br />
32 <strong>Technology</strong> Problem Solving Utilizing 68 12 80 27.87% 10.43% M *<br />
33 Transportation Modeling Utilizing 16 1 17 6.56% 0.87% M *<br />
Prefer<br />
?<br />
25 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
References<br />
Cummings, J. (1998). Foreword. In B. L. Rider (Ed.),<br />
Diversity in technology education (pp. iii-v). New York:<br />
Glencoe.<br />
Foster, W. T. (1996). <strong>Technology</strong>, the arts, <strong>and</strong> social<br />
constructivism: R2D2 meets Degas. In R. L. Custer & A.<br />
E. Wiens (Eds.), <strong>Technology</strong> <strong>and</strong> the quality of life (pp.<br />
239-272). New York: Glencoe.<br />
Haynie, W. J. (1999). Cross-gender interaction in technology<br />
education: A survey. Journal of <strong>Technology</strong> Education,<br />
10(2), 27-40.<br />
Haynie, W. J. (2003). Gender issues in technology education:<br />
A quasi ethnographic interview approach. Journal of<br />
<strong>Technology</strong> Education, 15(1), 15-29.<br />
Hill, C. E. (1998). Women as technology educators. In B. L.<br />
Rider (Ed.), Diversity in technology education (pp. 57-75).<br />
New York: Glencoe.<br />
<strong>International</strong> <strong>Technology</strong> Education Association (ITEA/<br />
ITEEA). (1994). ITEA strategic plan: Advancing<br />
technological literacy. Reston, VA: Author.<br />
Lee, J. A. (2008). Gender equity issues in technology<br />
education: A qualitative approach to uncovering the<br />
barriers. Unpublished Dissertation, <strong>No</strong>rth Carolina<br />
State University. Available at: www.lib.ncsu.edu/theses/<br />
available/etd-05062008-105006/<br />
Liedtke, J. (1995). Changing the organizational culture of<br />
technology education to attract minorities <strong>and</strong> women.<br />
The <strong>Technology</strong> Teacher, 54(6), 9-14.<br />
Markert, L. R. (1996). Gender related to success in science<br />
<strong>and</strong> technology. The Journal of <strong>Technology</strong> Studies, 22(2),<br />
21-29.<br />
Mitts, C. R. (2008). <strong>Technology</strong> education <strong>and</strong> gender<br />
preferences in TSA Competitions. Journal of <strong>Technology</strong><br />
Education, 19(2), 80-93.<br />
S<strong>and</strong>ers, M. (2001). New paradigm or old wine? The status<br />
of technology education practice in the United States.<br />
Journal of <strong>Technology</strong> Education, 12(2), 35-55.<br />
Silverman, S. & Pritchard, A. M. (1996). Building their<br />
future: Girls <strong>and</strong> technology education in Connecticut.<br />
Journal of <strong>Technology</strong> Education, 7(2), 41-54.<br />
Stephens, G. (1996). <strong>Technology</strong>, crime & civil liberties. In<br />
R. L. Custer & A. E. Wiens (Eds.), <strong>Technology</strong> <strong>and</strong> the<br />
quality of life (pp. 345-380). New York: Glencoe.<br />
Trautman, D. K., Hayden, T. E., & Smink, J. M. (1995).<br />
Women surviving in technology education: What does it<br />
take? The <strong>Technology</strong> Teacher, 54(5), 39-42.<br />
Varnado, T. E., Haynie, W. J., & Lee, J. A. (N.D.). Perceptions<br />
of female university students in technology education.<br />
Unpublished research project in progress at <strong>No</strong>rth<br />
Carolina State University.<br />
<strong>Vol</strong>k, K., & Holsey, L. (1997). TAP: A gender equity program<br />
in high technology. The <strong>Technology</strong> Teacher, 56(4), 10-13.<br />
Weber, K. & Custer, R. (2005). Gender-based preferences<br />
toward technology education content, activities, <strong>and</strong><br />
instructional methods. Journal of <strong>Technology</strong> Education<br />
16(2), 55-71.<br />
Wolters, F. K. & Fridgen, J. D. (1996). The impact of<br />
technology on leisure. In R. L. Custer & A. E. Wiens<br />
(Eds.), <strong>Technology</strong> <strong>and</strong> the quality of life (pp. 459-500).<br />
New York: Glencoe.<br />
Zuga, K. F. (1998). A historical view of women’s roles in<br />
technology education. In B. L. Rider (Ed.), Diversity in<br />
technology education (pp. 13-35). New York: Glencoe.<br />
Charles R. Mitts is a technology education<br />
teacher at Larry A. Ryle High School,<br />
Union, KY. He can be reached via email at<br />
charlesmitts@live.com.<br />
W. J. Haynie, III, Ph.D. is Professor <strong>and</strong><br />
Coordinator, <strong>Technology</strong>, Engineering<br />
<strong>and</strong> Design Education at <strong>No</strong>rth Carolina<br />
State University in Raleigh, NC. He can be<br />
reached via email at Jim_Haynie@ncsu.edu.<br />
This is a refereed article.<br />
Part of the “Complete Classroom”<br />
The original “Rationale <strong>and</strong><br />
Structure” document underwent<br />
a major rewrite in 2006.<br />
This enhanced version provides<br />
a logical transition from<br />
the 10 universals from the<br />
first edition into the 20 technological<br />
literacy st<strong>and</strong>ards.<br />
Also included are sections on<br />
teaching technology in Grades K-12 <strong>and</strong> beyond.<br />
Make sure you have all the tools you <strong>and</strong> your students<br />
need to be successful in the classroom!<br />
Technological Literacy for All/P214CD To order, download<br />
(www.iteea.org/Publications/pubsorderform.pdf) <strong>and</strong> fax<br />
(<strong>70</strong>3-860-0353) an order form or call <strong>70</strong>3-860-2100<br />
26 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Pop Fly: H<strong>and</strong>s-On Challenge<br />
Engage Your Students in Learning about Levers with PBS’s Design Squad TM<br />
By Lauren Feinberg<br />
"Pop Fly is so simple <strong>and</strong> open-ended that I do it with kids of all levels. They really get into it <strong>and</strong> come up with totally wild designs!”<br />
—Vic Stefan, <strong>Technology</strong> Education Teacher, Hartville, Ohio<br />
Explore levers with your students <strong>and</strong> reinforce the engineering design process with the h<strong>and</strong>s-on activity Pop Fly. You can use<br />
Design Squad’s online library of simple machine-related activities, animations, episodes, video clips, <strong>and</strong> profiles of young<br />
engineers to enhance the experience <strong>and</strong> deepen students’ underst<strong>and</strong>ing of levers <strong>and</strong> related engineering concepts. Here’s how.<br />
Pop Fly is one of 40 h<strong>and</strong>s-on<br />
activities on the Design Squad<br />
website that correspond to ITEEA’s<br />
STL content st<strong>and</strong>ards.<br />
Download the activity sheet<br />
at pbskids.org/designsquad/<br />
parentseducators/activities.html.<br />
H<strong>and</strong>s-On Engineering<br />
(And Feet-On, Too!)<br />
In Pop Fly, kids use the design<br />
process to invent a way to send a<br />
Ping-Pong® ball flying high enough<br />
to catch it. They’ll use paint stirrers,<br />
a wooden spool, tape, <strong>and</strong> . . . their<br />
feet. Ready, set, launch!<br />
Identify the Problem<br />
Help your students underst<strong>and</strong> the problem they need to<br />
solve. Discuss with them this question: How can you launch<br />
a Ping-Pong ball into the air? Show the animation How<br />
Does a Lever Work? to introduce levers <strong>and</strong> illustrate the<br />
relationship between force <strong>and</strong> distance.<br />
27 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010<br />
Use Design Squad’s 46 animations to visually<br />
explain concepts, like levers. Each one is<br />
about 30 seconds <strong>and</strong> can be downloaded at<br />
pbskids.org/designsquad/parentseducators/<br />
download_animations.html.<br />
Ping-Pong is a registered trademark of Sop Services, Inc.
Brainstorm <strong>and</strong> Design<br />
Prompt your students to think about how they can use<br />
levers in their designs—to convert a small motion (like the<br />
flick of a foot) into a large motion (like the end of the lever<br />
flinging a Ping-Pong ball into the air). Have them identify a<br />
goal—height, distance, or accuracy—then sketch out their<br />
design ideas.<br />
Build <strong>and</strong> Test<br />
Provide materials <strong>and</strong> get students building. Have them<br />
test their Pop Fly launchers as they go. Is the Ping-Pong ball<br />
launching as high or as far as they’d like it to?<br />
Share<br />
Kids get a sense of their<br />
own resourcefulness <strong>and</strong><br />
creativity by telling others<br />
what they’ve achieved.<br />
Encourage your students<br />
to share their Pop Fly<br />
designs <strong>and</strong> sketches<br />
with each other <strong>and</strong> with<br />
the world in the online<br />
Design Squad Exchange.<br />
The Wishes feature lets<br />
kids share their ideas—or<br />
wishes—for something<br />
In the DS Xchange, kids can post their wishes <strong>and</strong><br />
help answer other kids’ wishes by sketching or<br />
building prototypes, then sharing them at pbskids.<br />
org/designsquad/exchange.<br />
new, better, or different, <strong>and</strong> provides an opportunity for<br />
them to work together to find solutions. Ideas are, after all,<br />
the start of the engineering design process.<br />
Swing Batter! A Real-World<br />
Connection<br />
Give your students a context for what they’ve learned by<br />
showing them how levers are used in lots of everyday things<br />
(pinball machine games, seesaws, <strong>and</strong> baseball bats, for<br />
example). Show kids the D-Squad Pro File of Curtis Cruz<br />
<strong>and</strong> Becky O’Hara, two engineers who make baseball bats<br />
for Rawlings Sporting Goods.<br />
Watch levers in action in Design Squad’s Moving Target episode, where teams build<br />
indestructible, remote-controlled, flying football targets for Nerf toymaker Hasbro. Stream<br />
it at pbskids.org/designsquad/season3.<br />
Evaluate <strong>and</strong> Redesign<br />
Have your students think about what works <strong>and</strong> what could work<br />
better. Extend the challenge. How can they send the ball higher,<br />
farther, or toward a target? Can they launch two balls at once?<br />
In two-minute D-Squad Pro Files, kids see real engineers with diverse <strong>and</strong> creative<br />
engineering careers. Download or stream videos at pbskids.org/designsquad/parentseducators/download_video.html.<br />
Pop Fly corresponds to ITEEA’s STL content st<strong>and</strong>ards 1, 2, 9, 10, 11, <strong>and</strong> 12.
Design Squad <strong>and</strong> STEM<br />
"Design Squad is as h<strong>and</strong>s-on as<br />
television can be, exposing kids<br />
to real-world applications of<br />
science <strong>and</strong> math <strong>and</strong> modeling<br />
how engineers use the design<br />
process. It’s a great resource for<br />
educators who want to cover<br />
their requisite curriculum<br />
through an innovative approach<br />
to learning."<br />
—Marisa Wolsky, Executive<br />
Producer of Design Squad<br />
Watch Engineers Do Pop Fly<br />
Meet Judy <strong>and</strong> Adam—engineers in Design Squad’s new season (look for more details<br />
soon). See how inventive they get with their Pop Fly solutions in a two-minute video,<br />
streaming online at pbskids.org/designsquad/projects/video.html.<br />
More Levers <strong>and</strong> Simple Machines<br />
Extend your students’ learning with more h<strong>and</strong>s-on challenges. Check out the Design Squad website for six activity<br />
guides with leader notes, reproducible activity sheets, <strong>and</strong> other valuable resources at pbskids.org/designsquad/<br />
parentseducators. Look for these activities that also incorporate levers <strong>and</strong> simple machines:<br />
• Kicking Machine: Build a machine that kicks balls across the floor.<br />
• Extreme Kicking Machine: Add more features to your Kicking Machine.<br />
• Confetti Launcher: Invent a device to launch a big cloud of confetti.<br />
Order a printed copy of The Design Squad Teacher’s Guide! Go to pbskids.org/designsquad/engineers/newsletter.html.<br />
Lauren Feinberg is an associate editor at<br />
WGBH Boston. The activity featured in this<br />
article was developed by the Educational<br />
Outreach department. WGBH is PBS’s single<br />
largest producer of TV <strong>and</strong> Web content, serving<br />
the nation <strong>and</strong> the world with media resources<br />
that inform, inspire, <strong>and</strong> entertain.<br />
29 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Advancing STEM Education:<br />
A 2020 Vision<br />
By Rodger W. Bybee<br />
<strong>No</strong>w is the time to move beyond<br />
the slogan <strong>and</strong> make STEM<br />
literacy for all students an<br />
educational priority.<br />
When STEM education first appeared, it caught<br />
the attention of several groups. Botanical<br />
scientists were elated, as they thought educators<br />
had finally realized the importance of a main<br />
part of plants. Technologists <strong>and</strong> engineers were excited,<br />
because they thought it referred to a part of the watch.<br />
Wine connoisseurs also were enthusiastic, as they thought<br />
it referred to the slender support of a wine glass. And,<br />
political conservatives were worried, because they thought<br />
it was a new educational emphasis supporting stem cell<br />
research. Actually, none of these perceptions of STEM meet<br />
the current use as an acronym for Science, <strong>Technology</strong>,<br />
Engineering, <strong>and</strong> Mathematics education.<br />
STEM had its origins in the 1990s at the National Science<br />
Foundation (NSF) <strong>and</strong> has been used as a generic label<br />
for any event, policy, program, or practice that involves<br />
one or several of the STEM disciplines. However, a<br />
recent survey on the “perception of STEM” found that<br />
most professionals in STEM-related fields lacked an<br />
underst<strong>and</strong>ing of the acronym STEM. Most respondents<br />
linked the acronym to “stem cell research” or to plants<br />
(Keefe, 2010). Once again, the education community has<br />
embraced a slogan without really taking the time to clarify<br />
what the term might mean when applied beyond a general<br />
label. When most individuals use the term STEM, they<br />
mean whatever they meant in the past. So STEM is usually<br />
interpreted to mean science or math. Seldom does it refer<br />
to technology or engineering, <strong>and</strong> this is an issue that must<br />
be remedied.<br />
If STEM education is going to advance beyond a slogan,<br />
educators in the STEM community will have to clarify<br />
what the acronym actually means for educational<br />
policies, programs, <strong>and</strong> practices. The following<br />
discussion presents several things that STEM might<br />
mean for contemporary education. First, it may mean<br />
recognition that science education has been diminished<br />
during the <strong>No</strong> Child Left Behind era, which is ending.<br />
The reauthorization of the Elementary <strong>and</strong> Secondary<br />
Education Act (ESEA) could underscore the importance<br />
of science, <strong>and</strong> by their close association, technology <strong>and</strong><br />
engineering, in school programs.<br />
Second, based on the observation that STEM is often a<br />
term for science or mathematics, STEM should mean<br />
increased emphasis of technology in school programs. With<br />
reference to technology, there are very few other things that<br />
influence our everyday existence more <strong>and</strong> about which<br />
citizens know less. It is time to change this situation. I am<br />
referring to a perspective <strong>and</strong> education programs larger<br />
than Information Communication <strong>Technology</strong> (ICT). ICT<br />
is, of course, part of technology programs. Third, STEM<br />
could mean increasing the recognition of engineering in<br />
K-12 education. Engineering is directly involved in problem<br />
solving <strong>and</strong> innovation, two popular themes (Lichtenberg,<br />
Woock, & Wright, 2008). Engineering has some presence in<br />
our schools, but certainly not the amount consistent with<br />
its careers <strong>and</strong> contributions to society. If the nation is truly<br />
interested in innovation, recognizing the T <strong>and</strong> E in STEM<br />
30 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
would certainly be worth emphasizing (Katehi, Pearson, &<br />
Feder, 2009).<br />
Fourth, all STEM disciplines present opportunities for<br />
stressing 21st Century skills. Students can develop 21st<br />
Century skills such as adaptability, complex communication,<br />
social skills, nonroutine problem solving, self-management/<br />
self-development, <strong>and</strong> systems thinking (NRC, 2010). In<br />
STEM programs, student investigations <strong>and</strong> projects present<br />
the time <strong>and</strong> opportunity for teachers to help students<br />
develop 21st Century skills.<br />
Fifth, STEM could mean an integrated curricular<br />
approach to studying gr<strong>and</strong> challenges of our era. I am<br />
referring to challenges such as: energy efficiency, resource<br />
use, environmental quality, <strong>and</strong> hazard mitigation. The<br />
competencies that citizens need in order to underst<strong>and</strong> <strong>and</strong><br />
address issues such as these are clearly related to the STEM<br />
disciplines, which should be understood before addressing<br />
other disciplines such as economics <strong>and</strong> politics.<br />
<strong>No</strong>w is the time to move beyond the slogan <strong>and</strong> make<br />
STEM literacy for all students an educational priority. The<br />
public may be ready for such a reform (Johnson, Rochkind,<br />
& Ott, 2010).<br />
Clarifying the Purpose of STEM Education<br />
Clarifying STEM literacy <strong>and</strong> establishing this as a<br />
fundamental purpose of school programs is a first step in<br />
advancing STEM education. The following description is<br />
modified from the PISA 2006 Science framework (OECD,<br />
2006). In general, STEM literacy includes the conceptual<br />
underst<strong>and</strong>ings <strong>and</strong> procedural skills <strong>and</strong> abilities for<br />
individuals to address STEM-related personal, social, <strong>and</strong><br />
global issues. STEM literacy involves the integration of<br />
STEM disciplines <strong>and</strong> four interrelated <strong>and</strong> complementary<br />
components. STEM literacy refers to the following:<br />
• Acquiring scientific, technological, engineering, <strong>and</strong><br />
mathematical knowledge <strong>and</strong> using that knowledge to<br />
identify issues, acquire new knowledge, <strong>and</strong> apply the<br />
knowledge to STEM-related issues.<br />
• Underst<strong>and</strong>ing the characteristic features of STEM<br />
disciplines as forms of human endeavors that include<br />
the processes of inquiry, design, <strong>and</strong> analysis.<br />
• Recognizing how STEM disciplines shape our material,<br />
intellectual, <strong>and</strong> cultural world.<br />
• Engaging in STEM-related issues <strong>and</strong> with the ideas of<br />
science, technology, engineering, <strong>and</strong> mathematics as<br />
concerned, affective, <strong>and</strong> constructive citizens.<br />
Translating this description of STEM literacy into school<br />
programs <strong>and</strong> instructional practices requires a way of<br />
organizing education so the respective disciplines can be<br />
integrated <strong>and</strong> instructional materials designed, developed,<br />
<strong>and</strong> implemented. Educators must confront <strong>and</strong> resolve a<br />
number of challenges if they are to advance STEM literacy.<br />
Addressing Challenges to Advancing STEM<br />
Education<br />
Advancing STEM education presents several significant<br />
challenges. Use of the acronym <strong>and</strong> the associated ambiguity<br />
has served as a rallying point for policy makers <strong>and</strong> some<br />
educators. The power of STEM, however, diminishes quite<br />
rapidly as one moves away from national policies <strong>and</strong><br />
toward the realization of STEM in educational programs.<br />
Here, I am not implying changes in the individual “silos” of<br />
STEM; rather I am referring to an integrated perspective of<br />
STEM as a long-term goal (S<strong>and</strong>ers, 2009). So, let’s examine<br />
some of the challenges.<br />
The first challenge involves actively including technology<br />
<strong>and</strong> engineering in school programs. Although one can<br />
identify technology <strong>and</strong> engineering programs, the scale<br />
at which they are in schools is generally quite low. Scaling<br />
up technology <strong>and</strong> engineering courses <strong>and</strong> appropriately<br />
including the T <strong>and</strong> E in science <strong>and</strong> mathematics education<br />
seem reasonable ways to meet this challenge. <strong>No</strong>te, however,<br />
that this approach maintains a “silo” orientation for the<br />
separate disciplines.<br />
Suggesting that technology <strong>and</strong> engineering be incorporated<br />
in science education is not new. Science for All Americans<br />
(AAAS, 1989) <strong>and</strong> subsequently Benchmarks for Science<br />
Literacy (AAAS, 1993) <strong>and</strong> the National Science Education<br />
St<strong>and</strong>ards (NRC, 1996), all included st<strong>and</strong>ards related to<br />
technology <strong>and</strong> engineering. For example, Science for All<br />
Americans set the stage with discussions of “Engineering<br />
Combines Scientific Inquiry <strong>and</strong> Practical Values” <strong>and</strong> “The<br />
Essence of Engineering is Design Under Constraint (AAAS,<br />
1989, pp. 40-41). In 1996, the National Science Education<br />
St<strong>and</strong>ards included st<strong>and</strong>ards on Science <strong>and</strong> <strong>Technology</strong><br />
for all grade levels, K-4, 5-8, <strong>and</strong> 9-12. One of the st<strong>and</strong>ards<br />
directly addressed the “abilities of technological design” as a<br />
complement to the abilities <strong>and</strong> underst<strong>and</strong>ings of scientific<br />
inquiry st<strong>and</strong>ards.<br />
In addition, there are two very significant initiatives<br />
supporting technology <strong>and</strong> engineering education. First,<br />
in March 2010, the National Assessment Governing Board<br />
(NAGB) approved the framework for a national assessment<br />
of technology <strong>and</strong> engineering, scheduled for 2014. Second,<br />
the new common core st<strong>and</strong>ards for science will support<br />
these initial st<strong>and</strong>ards-based initiatives by including<br />
technology <strong>and</strong> engineering st<strong>and</strong>ards.<br />
31 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
One of the most significant challenges centers on<br />
introducing STEM-related issues such as energy efficiency,<br />
climate change, <strong>and</strong> hazard mitigation <strong>and</strong> developing the<br />
competencies to address the issues students will confront as<br />
citizens. Addressing this challenge requires an educational<br />
approach that first places life situations <strong>and</strong> global issues in<br />
a central position <strong>and</strong> uses the four disciplines of STEM to<br />
underst<strong>and</strong> <strong>and</strong> address the problem. This has been referred<br />
to as context-based science education (Fensham, 2009)<br />
<strong>and</strong> could easily be represented as context-based STEM<br />
education. Figure 1 is a framework of contexts adapted<br />
from PISA Science 2006, but they certainly could represent<br />
curricular topics for context-based STEM education.<br />
The educational approach emphasizes competency in<br />
addressing the situation, problem, or issue, <strong>and</strong> not<br />
exclusively knowledge of concepts <strong>and</strong> processes within<br />
the respective STEM disciplines. Figure 2 presents<br />
competencies that could be used as learning outcomes for<br />
STEM education.<br />
Health<br />
Energy<br />
efficiency<br />
Natural<br />
resources<br />
Environmental<br />
quality<br />
Hazard<br />
mitigation<br />
Frontiers of science,<br />
technology, engineering,<br />
mathematics<br />
Personal<br />
(Self, family, <strong>and</strong> peer groups)<br />
Maintenance of health,<br />
accidents, nutrition<br />
Personal use of energy, emphasis<br />
on conservation <strong>and</strong> efficiency<br />
Personal consumption of<br />
materials<br />
Environmentally friendly<br />
behavior, use <strong>and</strong> disposal of<br />
materials<br />
Natural <strong>and</strong> human-induced,<br />
decisions about housing<br />
Interest in science’s explanations<br />
of natural phenomena, sciencebased<br />
hobbies, sport <strong>and</strong> leisure,<br />
music <strong>and</strong> personal technology<br />
Social<br />
(The community)<br />
Control of disease, social<br />
transmission, food choices,<br />
community health<br />
Conservation of energy, transition to<br />
efficient use <strong>and</strong> nonfossil fuels<br />
Maintenance of human populations,<br />
quality of life, security, production<br />
<strong>and</strong> distribution of food, energy<br />
supply<br />
Population distribution, disposal of<br />
waste, environmental impact, local<br />
weather<br />
Rapid changes (earthquakes, severe<br />
weather), slow <strong>and</strong> progressive<br />
changes (coastal erosion,<br />
sedimentation), risk assessment<br />
New materials, devices, <strong>and</strong><br />
processes, genetic modification,<br />
weapons technology, transport<br />
Global<br />
(Life across the world)<br />
Epidemics, spread of<br />
infectious diseases<br />
Figure 1. Contexts for STEM Education<br />
<strong>No</strong>te. Adapted from: Assessing scientific, reading <strong>and</strong> mathematical literacy: A framework for PISA 2006 (OECD, 2006)<br />
Identifying STEM issues<br />
• Recognizing issues that are possible to describe from a STEM perspective<br />
• Identifying keywords to search for STEM information<br />
• Recognizing the key concepts from STEM disciplines<br />
Explaining issues from STEM perspectives<br />
• Applying knowledge of STEM in a given situation<br />
• Describing or interpreting phenomena using STEM perspectives <strong>and</strong> predicting changes<br />
• Identifying appropriate descriptions, explanations, solutions, <strong>and</strong> predictions<br />
Using STEM information<br />
• Interpreting STEM information <strong>and</strong> making <strong>and</strong> communicating conclusions<br />
• Identifying the assumptions, evidence, <strong>and</strong> reasoning behind conclusions<br />
• Reflecting on the societal implications of STEM developments<br />
Figure 2. STEM Competencies<br />
<strong>No</strong>te. Adapted from: Assessing scientific, reading, <strong>and</strong> mathematical literacy: A framework for PISA<br />
2006 (OECD, 2006).<br />
Global consequences, use <strong>and</strong><br />
conservation of energy<br />
Renewable <strong>and</strong> nonrenewable,<br />
natural systems, population<br />
growth, sustainable use<br />
Biodiversity, ecological<br />
sustainability, control of<br />
pollution, production, <strong>and</strong> loss<br />
of soil<br />
Climate change, impact of<br />
modern warfare<br />
Extinction of species,<br />
exploration of space, origin <strong>and</strong><br />
structure of the universe<br />
32 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Innovative changes implied by this discussion should be<br />
initiated with curriculum supplements that demonstrate<br />
a change in emphasis within many K-12 programs. This<br />
approach is modest but achievable, since such changes<br />
take advantage of opportunities that exist within current<br />
school programs.<br />
Advancing STEM: A Curricular Theory of Action<br />
The theory of action centers on model instructional units<br />
that are based on contemporary issues in the contextual<br />
categories described in Figure 1. These instructional units<br />
would be of varying lengths for elementary, middle, <strong>and</strong> high<br />
school levels, perhaps 2, 4, <strong>and</strong> 6 weeks at the respective<br />
levels. So, I am not suggesting a complete reform of the<br />
STEM education system. Although the units would present<br />
an integrated approach to STEM-related issues, the units<br />
could be introduced in the “silos” of STEM school programs.<br />
Using model instructional units as the basis for introducing<br />
an integrated approach to STEM education will present a<br />
challenge, but the fact that the units are brief <strong>and</strong> can be<br />
accommodated within current programs makes the goal<br />
achievable. This approach is a positive <strong>and</strong> constructive<br />
response to classroom teachers’ requests for instructional<br />
materials that both exemplify the innovation <strong>and</strong> are easy<br />
for them to implement. Further, they provide opportunities<br />
• Based on Learning Research described in several NRC<br />
reports; e.g., How People Learn (NRC, 2000), Taking<br />
Science to School (NRC, 2007).<br />
• Represent an Integrated Instructional Sequence as<br />
recommended in America’s Lab Report (NRC, 2006); i.e.,<br />
an instructional model.<br />
• Developed Using Backward Design (see Wiggins <strong>and</strong><br />
McTighe, 2005).<br />
• Emphasize Competencies<br />
• Include Opportunities to Develop 21st Century Workforce<br />
Skills (e.g., NRC, 2010)<br />
• Present Units Lasting:<br />
Ÿ Elementary (K-5) 2 weeks<br />
Ÿ Middle (6-8) 4 weeks<br />
Ÿ High (9-12) 6 weeks<br />
• Field-Tested <strong>and</strong> Revised Based on Feedback <strong>and</strong><br />
Evidence of Effectiveness.<br />
• Contextual issues related to STEM as central theme of<br />
units (see Figure 1).<br />
Figure 3. Design Specifications for Exemplary STEM Units<br />
for professional development. Figure 3 outlines design<br />
specifications for the proposed instructional units.<br />
The instructional approach begins with a challenge or<br />
problem that engages students. The challenge is appropriate<br />
to their age, grade, <strong>and</strong> developmental stage. As they explore<br />
options <strong>and</strong> gain an underst<strong>and</strong>ing of the problem, they<br />
must “reach out” to the respective STEM disciplines <strong>and</strong><br />
apply knowledge <strong>and</strong> skills to the problem. The knowledge<br />
<strong>and</strong> skills that students use in the development of the model<br />
units <strong>and</strong> that they use to design solutions would be from<br />
various documents such as common core st<strong>and</strong>ards <strong>and</strong><br />
the NAEP technology <strong>and</strong> engineering literacy framework.<br />
Figure 4 presents a framework characterizing the central<br />
emphasis on contextual problems <strong>and</strong> the connections<br />
among STEM disciplines.<br />
SCIENCE<br />
National St<strong>and</strong>ards<br />
NAEP 2009 Framework<br />
Common Core Science<br />
St<strong>and</strong>ards<br />
<br />
MATHEMATICS<br />
Common Core St<strong>and</strong>ards<br />
NCTM St<strong>and</strong>ards<br />
Figure 4. A Framework for Model STEM Units<br />
<br />
TECHNOLOGY<br />
• ITEA St<strong>and</strong>ards<br />
• NAEP 2012<br />
Framework for<br />
Technological Literacy<br />
• Common Core Science<br />
St<strong>and</strong>ards<br />
ENGINEERING<br />
• Common Core Science<br />
St<strong>and</strong>ards<br />
• NAE Reports<br />
Advancing STEM: A Decade of Action<br />
This section describes the larger picture of how we can<br />
initiate <strong>and</strong> bring about the changes described in the last<br />
section to a scale that matters within the U.S. education<br />
systems.<br />
Achieving higher levels of STEM literacy cannot be<br />
accomplished quickly; it will take a minimum of ten years.<br />
Figure 5 presents specifications for phases <strong>and</strong> goals for a<br />
<br />
<br />
CONTEXTS<br />
LIFE AND WORK SITUATIONS<br />
THAT INVOLVE STEM<br />
(e.g., Environment, Resources,<br />
Health, Hazards, Frontiers)<br />
<br />
<br />
33 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Phase Timeline Goal<br />
Initiating the STEM education reform Two years Design, develop, <strong>and</strong> implement model instructional units<br />
Bringing the STEM reform to scale Six years Change policies, programs, <strong>and</strong> practices at local, state, <strong>and</strong><br />
national levels<br />
Sustaining the STEM education reform Two years Build capacity at the local level for continuous improvement<br />
of school science <strong>and</strong> technology programs<br />
Evaluating the STEM education reform Continuous, with a major<br />
evaluation in 10 years<br />
Provide formative <strong>and</strong> summative data on the nature <strong>and</strong><br />
results of the reform efforts<br />
Figure 5. A Decade of Action: Phases <strong>and</strong> Goals<br />
decade of reform centering on advancing STEM education<br />
in the United States.<br />
The primary work for the initial phase of reform occurs<br />
in the first two years. This phase would be “Introducing<br />
little changes with big effects.” This phase centers on the<br />
funding <strong>and</strong> the development of model STEM units. The<br />
model STEM units use major contexts as the “topics,”<br />
(e.g., energy efficiency, hazard mitigation, <strong>and</strong> health) <strong>and</strong><br />
emphasize competencies as learning outcomes. This phase<br />
includes field-testing <strong>and</strong> final production of the units <strong>and</strong><br />
complementary assessments. Participating districts select<br />
schools, <strong>and</strong> implementation begins with accompanying<br />
professional development.<br />
Providing model STEM units, professional development,<br />
<strong>and</strong> exemplary assessment at the elementary, middle, <strong>and</strong><br />
high school levels would have an impact on the system,<br />
increase underst<strong>and</strong>ing <strong>and</strong> acceptance of STEM among<br />
school personnel, increase support by policy makers <strong>and</strong><br />
administrators, <strong>and</strong> promote underst<strong>and</strong>ing by the public.<br />
The units would provide a basis for answering the public’s<br />
questions about what changes involve <strong>and</strong> why they are<br />
important—especially for children.<br />
The second phase is “Systemic changes that make a<br />
difference.” Bringing the reform to scale takes six years.<br />
After the initial phase, efforts to bring the reform to a<br />
significant scale exp<strong>and</strong>. Evaluations of teachers’ responses<br />
<strong>and</strong> students’ achievement, abilities, <strong>and</strong> attributes are<br />
reviewed <strong>and</strong> analyzed. These data form the basis for<br />
revision of the original models of instructional units, the<br />
development of new models of instructional units, <strong>and</strong> a<br />
compelling case statement for the continued expansion of<br />
the reform. This phase includes major efforts to review <strong>and</strong><br />
revise state policies <strong>and</strong> st<strong>and</strong>ards <strong>and</strong> create new criteria<br />
for local <strong>and</strong> state adoptions of instructional materials.<br />
Publishers would begin developing new editions of core<br />
<strong>and</strong> supplemental programs. Through this entire period,<br />
professional development of STEM teachers continues.<br />
Districts begin the process of selecting <strong>and</strong> implementing<br />
curricula that emphasizes STEM literacy as they become<br />
available. Professional development aligned with the new<br />
programs is ongoing. The central goal of this phase is to<br />
revise local, state, <strong>and</strong> national policies, develop new school<br />
programs, <strong>and</strong> align teaching practices with the goals of<br />
STEM literacy.<br />
By the end of this phase, states would have new st<strong>and</strong>ards<br />
<strong>and</strong> assessments, new teacher certification requirements<br />
would be in place, new instructional materials for core<br />
<strong>and</strong> supplemental programs would be available, <strong>and</strong> the<br />
professional development of teachers would be aligned with<br />
the new priorities. This phase likely would present the most<br />
difficulty as policy makers <strong>and</strong> educators directly confront<br />
resistance to change <strong>and</strong> criticism of the new initiatives <strong>and</strong><br />
changes in policies, programs, <strong>and</strong> practices.<br />
The work of sustaining “building local capacity for a national<br />
purpose” is concentrated in the final two years of the decade.<br />
The work focuses on building local capacity for ongoing<br />
improvement of STEM education at the district level. These<br />
efforts phase out the use of external funds for the reform<br />
effort <strong>and</strong> phase in school districts’ use of resources in<br />
response to the new advances in science <strong>and</strong> technology <strong>and</strong><br />
the implied changes for the school programs.<br />
Evaluation involves continuous feedback about the work<br />
<strong>and</strong> changes in content <strong>and</strong> curricula, teachers <strong>and</strong> teaching,<br />
<strong>and</strong> assessment <strong>and</strong> accountability. Clearly, feedback<br />
occurs during all phases for “monitoring <strong>and</strong> adjusting<br />
to change.” The feedback informs judgments about the<br />
models of instructional units <strong>and</strong> issues associated with<br />
their implementation <strong>and</strong> the professional development<br />
of teachers. Evaluations <strong>and</strong> feedback are conducted<br />
<strong>and</strong> available at the school district, state, national, <strong>and</strong><br />
even international levels. School districts <strong>and</strong> states<br />
implement their own evaluations. Results from the<br />
National Assessment of Educational Progress (NAEP), <strong>and</strong><br />
international assessments TIMSS <strong>and</strong> PISA also provide<br />
feedback about the progress of reform efforts.<br />
34 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
Conclusion<br />
In the late 1950s, this nation responded to national <strong>and</strong><br />
international challenges with a major curriculum reform.<br />
The reform took a decade <strong>and</strong> lasted a decade or more.<br />
Advancing STEM education with a 2020 vision could<br />
respond to myriad contemporary challenges the nation<br />
now faces.<br />
References<br />
American Association for the Advancement of Science<br />
(AAAS). (1993). Benchmarks for science literacy. New<br />
York, NY: Oxford University Press.<br />
Fensham, P. (2009). Real world contexts in PISA science:<br />
Implications for context-based science education. Journal<br />
of Research in Science Teaching, 46(8): 884-896.<br />
Garmire, E. & Pearson G. (Eds.). (2006). Tech tally:<br />
Approaches to assessing technological literacy.<br />
Washington, DC: National Academies Press.<br />
<strong>International</strong> <strong>Technology</strong> Education Association (ITEA/<br />
ITEEA). (2000/2002/2007). St<strong>and</strong>ards for technological<br />
literacy: Content for the Study of <strong>Technology</strong>. Reston, VA:<br />
Author.<br />
Johnson, J., Richkind, J., & Ott, A. (2010). Are we beginning<br />
to see the light? Public Agenda Survey.<br />
Katehi, L., Pearson, G., & Feder, M. (Eds.). (2009).<br />
Engineering in K-12 education: Underst<strong>and</strong>ing the status<br />
<strong>and</strong> improving the prospects. Washington, DC: National<br />
Academies Press.<br />
Keefe, B. (2010). The perception of STEM: Analysis, issues,<br />
<strong>and</strong> future directions. Survey. Entertainment <strong>and</strong> Media<br />
Communication Institute.<br />
Lichtenberg, J., Woock, C., & Wright, M. (2008). Ready to<br />
innovate: Are educators <strong>and</strong> executives aligned on the<br />
creative readiness of the U.S. workforce? Conference<br />
Board, Research Report 1424, New York: Conference<br />
Board, Inc.<br />
National Assessment Governing Board (NAGB). (2008).<br />
NAEP 2009 science framework. (Using Technological<br />
Design), NAGB.<br />
National Assessment Governing Board (NAGB). (2010).<br />
NAEP technology <strong>and</strong> engineering framework. NAGB.<br />
National Research Council (NRC). (1996). National<br />
science education st<strong>and</strong>ards. Washington, DC: National<br />
Academies Press.<br />
National Research Council (NRC). (2010). Exploring the<br />
intersection of science education <strong>and</strong> 21st century skills:<br />
A workshop summary. Washington, DC: National<br />
Academies Press.<br />
Organisation for Economic Co-operation <strong>and</strong> Development<br />
(OECD). (2006). Assessing scientific, reading <strong>and</strong><br />
mathematical literacy: A framework for PISA 2006. Paris:<br />
OECD.<br />
Pearson, F. & Young, A.T. (Eds.). (2002). Technically<br />
speaking: Why all Americans need to know more about<br />
technology. Washington, DC: National Academies Press.<br />
Rutherford, F. J., & Ahlgren, A. (1989). Science for all<br />
Americans. New York: Oxford University Press.<br />
S<strong>and</strong>ers, M. (2009). Integrative STEM education primer. The<br />
<strong>Technology</strong> Teacher, 68(4). 20-26.<br />
Rodger W. Bybee, Ph.D., is director<br />
emeritus of BSCS. Prior to joining BSCS,<br />
he was executive director of the National<br />
Research Council’s Center for Science,<br />
Mathematics, <strong>and</strong> Engineering Education<br />
(CSMEE) in Washington, D.C.<br />
EbD-NASA STEM Design Challenge Units<br />
Designing Human Exploration: People, Education, <strong>and</strong> <strong>Technology</strong><br />
SPECIAL OFFER FOR THE MONTH OF SEPTEMBER:<br />
FREE SHIPPING ON EVERY HEP ORDER!<br />
EbD-NASA STEM Design Challenge High School Units:<br />
P237CD - $15.00 (Includes all four units – delivered on CD)<br />
• Moving Cargo<br />
• Transportation <strong>and</strong> Space: Reuse <strong>and</strong> Recycle<br />
• Engineering Design for Human Exploration<br />
• Lunar Growth Chamber<br />
EbD-NASA STEM Design Challenge Middle School Units:<br />
P238CD - $15.00 (Includes all four units – delivered on CD)<br />
• Lunar Colonization: Focus: Energy <strong>and</strong> Power<br />
• Space Transportation: Reshooting the Moon<br />
• Creating a Space Exploration Infrastructure<br />
• Packing Up for the Moon<br />
EbD-NASA STEM Design Challenge Elementary Units:<br />
P239CD - $9.00 (Includes both units – delivered on CD)<br />
• Moon Power<br />
• Moon Munchies<br />
To order, download (www.iteea.org/Publications/pubsorderform.pdf)<br />
<strong>and</strong> fax (<strong>70</strong>3-860-0353) an order form or call <strong>70</strong>3-860-2100<br />
35 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010
2010 Super Mileage Challenge<br />
The 2009-2010 Indiana Super Mileage Challenge featured<br />
nearly 55 teams of high school students who studied<br />
advanced topics related to vehicle design including<br />
safety, control systems, friction reduction, geometry,<br />
aerodynamics, composite materials, prototype fabrication<br />
techniques, <strong>and</strong> much more throughout the school year.<br />
The students then competed at O’Reilly Indianapolis<br />
Raceway Park against other schools from throughout<br />
Indiana to determine the team that achieved the highest<br />
miles per gallon. The Unlimited Class championship went<br />
to Mater Dei High School from Evansville, which achieved<br />
1,004.02 MPG! The Stock Class champion was Greenfield<br />
Central High School, which achieved 847.36 MPG. The<br />
schools that received IMSTEA’s highest honors were: Jac-<br />
Cen-Del High School for the Best Integration of Math,<br />
Science, <strong>and</strong> <strong>Technology</strong> <strong>and</strong> Sullivan High School for the<br />
Best Math, Science, <strong>and</strong> <strong>Technology</strong> Design Proposal.<br />
36 • <strong>Technology</strong> <strong>and</strong> engineering Teacher • <strong>September</strong> 2010
37 • <strong>Technology</strong> <strong>and</strong> engineering Teacher • <strong>September</strong> 2010<br />
For more information, visit:<br />
http://students.sae.org/<br />
competitions/supermileage/<br />
about.htm
Q: What Do YOU Need to Succeed<br />
in Today’s High-Tech Classroom?<br />
A: EVERYTHING YOU NEED IS AT<br />
GOODHEART-WILLCOX!<br />
● Textbooks with proven content<br />
● Comprehensive instructor’s resources<br />
● Interactive companion Web sites<br />
● Dynamic multimedia presentations<br />
G-W products combine accurate, authoritative content<br />
with dynamic illustrations to help your students learn<br />
complex technical concepts. G-W teaching packages<br />
provide you with an abundance of flexible solutions,<br />
including Resource CDs, Blackboard ® Course<br />
Cartridges, EXAMVIEW ® Assessment Suites <strong>and</strong><br />
PowerPoint ® Presentations, allowing you to focus on<br />
successful h<strong>and</strong>s-on, minds-on technical education.<br />
In print, on CD, or online, G-W products give YOU the<br />
tools to succeed in today’s high-tech classroom!<br />
Visit us online @ www.g-w.com or call 800.323.0440<br />
Goodheart-Willcox Publisher • 18604 West Creek Drive • Tinley Park, IL 60477-6243
A Professional Liability<br />
Program that fits…<br />
The ITEEA-sponsored Professional Liability Program is designed to be<br />
responsive to your needs.<br />
• Educators Professional Liability Insurance ... for employees of<br />
educational entities<br />
• Private Practice Professional Liability Insurance ... for<br />
independent contractors, consultants, private practitioners,<br />
partnerships <strong>and</strong> corporations<br />
• Student Educator<br />
Professional Liability Plan ...<br />
required by many collegiate<br />
training programs for<br />
student educators<br />
just right.<br />
And FTJ is a proven insurance partner for educators with more than 50 years of experience. To learn more<br />
about this plan <strong>and</strong> how it can work for you, call (800) 821-7303, e-mail info@ftj.com, or get plan information<br />
<strong>and</strong> an application at www.ftj.com/ITEEA.<br />
Administered by:<br />
Forrest T. Jones & Company<br />
3130 Broadway • P.O. Box 418131<br />
Kansas City, Missouri 64141-8131<br />
(800) 821-7303 • www.ftj.com/ITEEA<br />
Sponsored by:<br />
39 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010<br />
Arkansas producer license #71740, California producer license #0592939. #4652 310
Manufacturing is Cool!<br />
Through creativity <strong>and</strong> teamwork,<br />
engineers make the world<br />
a better place.<br />
Peek into a world that inspires<br />
students to embrace this industry<br />
<strong>and</strong> create a positive future.<br />
manufacturingiscool.com is an<br />
essential resource for teachers<br />
to help students learn about<br />
the exciting, high-paying career<br />
of Manufacturing Engineering.<br />
Students will enjoy fun activities<br />
while exploring the<br />
future of innovation through<br />
interesting industry interviews<br />
<strong>and</strong> videos, information about<br />
summer youth programs, scholarship<br />
opportunities <strong>and</strong> much more!<br />
Let’s help our children live their<br />
dreams <strong>and</strong> be original thinkers!<br />
www.smeef.org<br />
www.manufacturingiscool.com<br />
313-425-3300<br />
40 • <strong>Technology</strong> <strong>and</strong> Engineering Teacher • <strong>September</strong> 2010