Page 75 - Standards for K-12 Engineering Education

Standards for K-12 Engineering Education?

60 STANDARDS FOR K–12 ENGINEERING EDUCATION?

changes they implied. For example, resources would have to be reallocated to increase the
achievement level of the students most in need.
Have the Standards changed the fundamental components of the educational system and
achieved equity? No. But you will notice that I indicated they had the potential to do so. I
would also note that this nation has not achieved equal justice for all, but we hold this as an
important goal, one that we do not plan to change because it has not yet been achieved.

A Rationale for National Standards in Engineering Education

The justification for developing standards for engineering education rests on a foundation
that includes both societal and educational perspectives. I begin with the societal perspective by
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looking first at history, in particular the 20 century.
One stunning example supports the case for engineering education standards. In late
1999, the Newseum, a journalism museum then located in Virginia, conducted a survey of
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American historians and journalists to determine the top 100 news stories of the 20 century. As
I read the list, I was surprised that of the top 100 headlines, more than 40 percent were directly
related to engineering and technology. This ranking of news stories seems to justify increasing
the emphasis on engineering education and technological literacy, because they reflect what the
public reads, hears, and values.
The high percentage of engineering-related news events is rivaled only by political
events, many of which also indirectly involved engineering. Table 2 lists the engineering-related
events (modified to include only stories with a direct component of engineering or technology).
Each selection in Table 2 meets one of these criteria: (1) the story clearly is about
engineering/technology; (2) the story has clear connections to engineering/technology; or (3) the
story forecasts a future application for engineering/technology. As an interesting aside, in
completing this analysis, I realized that nearly all of the headlines had some connection to
engineering/technology.
Although some might debate particular selections, it would be difficult to argue with the
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general conclusion that a significant percentage of important events in the 20 century were
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clearly and directly related to engineering/technology. In the early years of the 21 century, I see
no reason to predict fewer of those stories, and I think it reasonable to suggest that there will be
more. The justification for promoting engineering and technology education seems clear.

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