Why Engineering Problem Solving?

Changing Learning

Engineering problem solving is for *all* students. Students who always produce high quality work are joined in success by students from groups traditionally underrepresented in science and mathematics: minority students, female students, low-income and inner-city students, students whose parents have not finished high school.

Teachers often report that students who have done poorly in other science classes are totally engaged in engineering project work. As they work to solve "real-world" problems that they care about, mediocre students become superior students, perhaps for the first time in their careers.

Changing Teaching

Teachers report that, as they guide students through engineering projects, they themselves have changed. When they shed their position of "source of all worthwhile knowledge" and take on the role of mentor and guide, they become charged with an excitement brought on by their own learning experience. They discover that listening is more important than speaking, asking questions better than giving answers.

Several teachers who have moved on to administrative positions report that engineering problem solving continues to serve them as a framework for broader social and educational problems.

Changing the Education System

Teachers who have successfully implemented engineering problem solving in their classrooms report on its positive effect through the school.

One technology teacher, employed at 60% FTE and concerned about future budget cuts that might leave him unemployed, was offered full-time employment after his school board observed his students' work.

Another teacher says a social studies colleague is using the problem-solving cycle to frame a government honors course and that the approach is spreading to other areas in his school.

Changing the entire education system is a tall order but ultimately that is the goal of all science and mathematics reform.

In New York state, two physics teachers have successfully argued the case for engineering problem solving; as of 1995, their students no longer are required to take the New York State Regents Examination.

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