Educator Capacity Building In PreK-12 Engineering Education

Areas of Interest:


Latest Update: October 13, 2016
Primary Contact: Greg Pearson
  • Ellen Kullman
    retired Chair of the Board and CEO
  • Diran Apelian
    Alcoa-Howmet Professor of Engineering and Founding Director of the Metal Processing Institute
    Worcester Polytechnic Institute
  • Blaire Booth
    Engineering and Technology Education Instructor
    East Coweta Middle School
  • Barry Burke
    Associate Executive Director
    International Technology and Engineering Educators Association
  • Jason Coleman
    Co-Founder & Executive Director
    Project SYNCERE
  • David Crismond
    Associate Professor
    City College of New York’s School of Education
  • Marshall (Marty) Davis
    Supervisor for PreK-12 Science
    Saint Paul Public Schools
  • Cheryl Farmer
    Director of Precollege Engineering Education Initiatives
    The University of Texas at Austin
  • Jen Gutierrez
    K-12 STEM Education Specialist
    Arizona Department of Education
  • Bryan Kind
    Vice President of Programs
    Project Lead the Way
  • Chentel Neat
    STEM magnet coordinator
    Colbert Museum Magnet school
  • Brian J. Reiser
    Professor of Learning Sciences
    Northwestern University
  • Maria Simani
    Executive Director
    California Science Project
  • Bruce Wellman
    NBCT Chemistry | Engineering Chemistry Teacher & Extreme Conditions Robotics Teacher
    Engineering Academy | Olathe Northwest High School
  • Suzanne Wilson
    Neag Endowed Professor of Teacher Education
    University of Connecticut

This 18-month project, overseen by the National Academy of Engineering in partnership with the Board on Science Education, will conduct extensive data gathering to better understand the current and anticipated future needs for engineering-literate PreK-12 educators in the United States and how these needs might be addressed. The data will be evaluated by a committee of experts appointed by the National Academies of Sciences, Engineering, and Medicine, and the final product will be a consensus report containing the committee’s findings and recommendations.

The project responds to the growing visibility and importance of engineering in formal and informal PreK-12 education, including through the recently published Next Generation Science Standards, as well as research suggesting the number of educators prepared to teach PreK-12 engineering is quite small relative to likely demand.  The project plan includes a detailed review of the literature; a comprehensive scan of existing engineering pre-service teacher education programs and in-service professional development opportunities; and two public workshops.