Why K-12 engineering?

Use of K-12 engineering curricula inspires youngsters to see math and science as valuable tools needed to solve real-world problems, create things for the benefit of humanity and our planet, and thrive in our modern world. Use of such curricula can positively introduce young students to relevant and fulfilling science, technology, engineering, and mathematics (STEM) careers, including, but not limited to engineering. Even for those not pursuing STEM careers, technological literacy is essential for full participation in our high tech world.  For these reasons, engineering is a logical inclusion in K-12 curricula.

What is engineering?
Engineering is… the application of scientific and mathematical principles to creative and practical ends such as the design, manufacture, and operation of efficient and economical structures, machines, processes and systems.

Engineering is all around us. It defines our world and impacts every person. Simply put: Engineering is the real-world application of science and mathematics. K-12 engineering curricula use everyday engineering examples and contexts to provide meaningful teaching and learning of classroom fundamentals. Engaging students in the everyday application of science, technology, engineering and mathematics (STEM) in our world improves their interest in and understanding of fundamental — and often theoretical — concepts.

What is the difference between science and engineering?
Scientists investigate what is; they discover new knowledge by peering into the unknown...
Engineers create what has not been; they make things that have never existed before...
—Joe Bordogna, National Science Foundation

The ever-increasing influence and rapid advance of technology demands a skilled, highly-educated technical workforce. From defense to infrastructure to telecommunications to consumer gadgetry, the quality of our engineers affects the quality of our lives.
—American Society for Engineering Education
http://www.asee.org/

Scientific, mathematical and technological literacy for all
The education and economic communities agree that technological literacy is necessary for full participation in society. The need to produce an innovative, technical workforce that reflects the mix of the citizenry is substantial. While the number of engineering graduates increased during 2000-04, astonishingly, in 2004, the U.S. produced fewer engineering graduates than in the mid-1980s. The Department of Labor projects the creation of four million new science, engineering, mathematics and computer jobs by 2010, and the demand for engineering professionals is expected to increase by 9.4% between 2000 and 2010 [1]. (For more statistics, see the National Science Foundation's Division of Science Resources Statistics website.) The shrinking talent pool has serious ramifications for meeting the economy's future demand for engineers — the creators of products and processes that make life better.

The numbers: engineering concerns, ramifications and solutions
Children are naturally creative and innovative, both key characteristics for professional engineers. Yet, a look at the education statistics of engineers in the U.S. reveals concerns about meeting our nation's future demand for engineers:


[1] Science Foundation (2002). Science and Engineering Indicators. Washington, D.C. http://www.nsf.gov/sbe/srs/seind02/start.htm
[2] National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.
[3] TIMSS International Study Center. http://timss.bc.edu.

Additional Reference
Sullivan, J.F., (2006) “Broadening Engineering’s Participation — A Call for K-16 Engineering Education,” The Bridge. Washington, DC: National Academies Press, Vol. 36, No. 2. Summer 2006. http://www.nae.edu/NAE/bridgecom.nsf/weblinks/MKEZ-6QDLB3?OpenDocument. Based on a talk given October 10, 2005, at the NAE Annual Meeting.