With the changing times, why do young students know the functions of a volcano, but not a car? The Steven Institute of Technology in Hoboken recently partnered with 35 teachers statewide, including Joanne Capozzi in West New York, to implement the pilot program Engineering Our Future NJ so that kids get pre-engineering curricula.
In December, the teachers attended seminars at Stevens so they could return to school this semester and impart their new learning to their students.
“Many students have no familiarity with what engineers do, the types of jobs they hold, or the contributions they make to the world around us,” said Beth McGrath, the director of the effort at Stevens. “This is a critical gap because by the time students reach high school, many have ‘opted out’ of the rigorous math and science courses they need in order to pursue technical study in college.”
At the present time, engineering or pre-engineering courses are not offered at most New Jersey schools, and those who carry the programs present it as an elective course.
“To a large extent, the curriculum has not been [significantly] changed over the last 100 years,” said McGrath. “There’s a report that came out called “Rising Above the Gathering Storm,” which states that 85 percent of our per capita is due to technological change,” said McGrath. “Technology talent is needed to continue produce technological advancements.”
Engineering in the classroom
This semester, students will experience “age-appropriate pre-engineering curriculum activities as a core part of their educational experience.”
“We received funding through the state of New Jersey; West New York Mayor [and Assemblyman] Albio Sires was key in [acquiring] the funding,” said McGrath.
The 35 teachers selected for the study come from a geographically and socioeconomically diverse range of schools, from elementary to high school.
McGrath said, “We need to begin this process early in K-12 education, so that when students are confronted with an interdisciplinary problem in school or the real-world problem in industry, they have developed the habits of mind to use their creativity, ingenuity, critical thinking, [and] teamwork.”
Among the teachers integrating the program are Capozzi, from West New York Middle School; Dorio Sforza from Secaucus High School; Bess Mitsakos and Virginia Wingert of Hoboken’s Wallace Elementary School, and Pamela Wurst from Secaucus’ Clarendon Elementary School.
“During the first phase of the pilot/project we’re essentially doing a research study, and improving upon student learning in math and science, which will be going on until the end of the school year,” said McGrath.
Policy change
This second phase of the initiative will concentrate of the overall results and progress of the students at the end of the school semester.
The elementary school pre-engineering modules include at least two required subject matters including Water, Water Everywhere: Improving Drinking Water, and Catching the Wind: Designing Windmills.
“Stevens’ staff members will be there to assist and observe how students are reacting to the [program],” she said. Middle school students will get to tackle A World in Motion: The Design Experience. As part of their science curriculum students will learn about force and friction, simple machines, levers and gears, gear ratios, conducting controlled experiments, public speaking and writing skills.
As part of their final project, students will design a toy based on a request from a toy company, for which they will develop a proposal and a prototype of the toy.
For the high school level, students will have one of two modules including Redesign a Toy Boat for a Patent (Fluid and Thermal Systems) or Electrical and Communications System.