October 22, 2009
Subcommittee Looks into the Potential Benefits of and Challenges to K-12 Engineering Education
(Washington, DC) – Today, the House Committee on Science and Technology’s Subcommittee on Research and Science Education held a hearing to examine the potential benefits of, challenges to, and current models for incorporating engineering education into grades K-12. In recent years, a small but increasing number of education stakeholders have advocated for pre-college engineering education. They argue that the current science, technology, engineering, and mathematics (STEM) education system is out-dated given the skills needed by today’s 21st century workforce.
“We on the Committee are dedicated to improving STEM education in this country, and are always exploring those areas with potential to have a positive impact on student learning and achievement in STEM fields. This year alone, we have held three hearings on K-12 STEM education,but those have focused primarily on science and math. Today we examine the ‘engineering’ in STEM,” stated Subcommittee Chairman Daniel Lipinski (D-IL).
Over the past decade, many reports have documented the decreased interest and achievement in STEM education among American students. In 2005, the National Academies report, Rising Above the Gathering Storm, stated the importance of STEM education in maintaining the U.S.’s competitiveness in the 21st century global economy; the report cited vast improvements in science and math education as the top policy recommendation. After the release of the report, the Committee created legislation, the American COMPETES Act, to address these recommendations. In 2007, COMPETES (P.L. 110-69) was signed into law. Advocates for K-12 engineering education argue that incorporating engineering concepts into traditional science and math education is a yet untapped way to attract more students, and a more diverse student population, to STEM subjects.
In September 2009, the National Academy of Engineering (NAE) and the National Academies’ Center for Education released a report, Engineering in K-12 Education: Understanding the Status and Improving the Prospects. The report studied K-12 engineering curricula and instructional practices, and provided recommendations for future research and practice. Among their recommendations, the committee stressed the need for greater coordination among key stakeholders to develop common definitions and grade-level appropriate goals, as well as more research on the impacts of engineering education and potential models for implementation.
“Engineering education in the K-12 level has the potential to encourage more students to enroll in undergraduate engineering degree programs and perhaps to attract more students to all STEM fields, and I am particularly interested in learning more about how pre-college engineering education can broaden the STEM pipeline by helping to make STEM learning tangible and exciting to more students,” added Lipinski. “Given that American students’ achievements in STEM continue to lag behind those of their international counterparts, it is critical that we explore all ways in which we can improve STEM education in this country.”
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