Engineering Education Service Center |
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Optimism is a strategy for making a better future. Because unless you believe that the future can be better, it's unlikely you will step up and take responsibility for making it so.
-Noam Chomsky
Facing tomorrow’s challenges demands that we be armed with the power that is gained by knowledge and manifested in ingenuity. More than ever before, it will be our ability to gain a better understanding of our universe and all it contains, and to channel that understanding into solutions, that will enable us to realize the ideals our Nation holds sacred—and that others may aspire to. Continued leadership in science and technology will enable us to pursue the discovery and innovation that leads to better lives, improved health, and greater freedom for all peoples. A vigorous and sustainable engineering, science and technology enterprise may be our most important legacy to future generations. Our K-12 education system serves three main purposes: it is responsible for preparing future scientists and engineers for further study in college and graduate school; it provides a foundation for those who will enter the work force in other capacities; and it provides scientific and technical understanding so that citizens may make informed decisions as consumers and as a citizens. To achieve these goals, schools must be able to develop curricula that are rigorous, develop critical thinking, and impart an appreciation of the excitement and utility of science. |
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There are, however, growing indications that science and math education in too many of our Nation’s schools is letting down our students. The most recent evidence of this is from the Third International Math and Science Study (TIMSS), which measured American students in the fourth, eighth, and 12th grades against comparable students in other countries. The study, which is the most comprehensive study ever done on the subject, was carefully designed and administered to provide a fair and accurate assessment of the scientific and mathematical understanding of each participating nation’s students. For the U.S., TIMSS revealed some serious problems. Although U.S. fourth graders did relatively well in both math and science, eighth graders sunk to the middle of the pack. By twelfth grade, the last year of mandatory schooling, U.S. students were among the very worst in the world, and in some areas, such as physics, were dead last. What Can You Do? Let's face it, for the last several years you have been working hard to train teachers or students about math, science, technology or engineering. You have developed curriculum, modules, and systems for learning. You have made a noticeable impact on the participants of your programs and you have that warm feeling inside that tells you that you have done with right thing with your life. But now that the grant funds have run out, what can you do to keep it going? Should your impact just stop? NO! The trick to sustaining your program after the funds are gone is to prepare for sustainability when writing a grant. The EESC can help you meet your sustainability goals and keep your materials and effort going long after you retire. |
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How we can help: Scenario 1: Our office has created curriculum but it is not in a format that we can give the participants and we don't have the time to produce a professional looking manual or book.
Scenario 2: Our office has created engineering modules that can be converted to kits that we can sell to continue to fund student workers and new kits but we don't have the time or staff to put it all together.
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