What is engineering? Elaborating the nature of engineering for K‐12 education
What is engineering? What do engineers do? How is engineering related to, but distinct from, science? These questions all relate to the nature of engineering (NOE), and as engineering is incorporated into K‐12 education across the United States, the NOE is becoming increasingly important for students and teachers. This paper presents key dimensions of the NOE via a framework synthesized from studies of the engineering discipline from philosophical, historical, and sociological perspectives, as well as perspectives from within the engineering field.

The NAE Grand Challenges for Engineering
With input from people around the world, an international group of leading technological thinkers were asked to identify the Grand Challenges for Engineering in the 21st century. Their 14 game-changing goals for improving life on the planet, announced in 2008, are outlined here. The committee suggested these Grand Challenges fall into four cross-cutting themes: SUSTAINABILITY, HEALTH, SECURITY, and JOY OF LIVING.

Recruiting Teachers in High-Needs STEM Fields: A Survey of Current Majors and Recent STEM graduates
The United States faces persistent shortages of appropriately trained middle and high school STEM teachers in high-needs fields, particularly physics, chemistry, and computer science. The American Physical Society, American Chemical Society, Computing Research Association, and Mathematics Teacher Education Partnership surveyed over 6,000 current and recent majors in our disciplines. Our goals were to: *Investigate the attitudes and opinions of undergraduate majors and recent graduates from high-needs STEM fields towards teaching. *Identify incentives that are both feasible and likely to be effective based on the responses of students showing some interest in teaching. *Develop recommendations for the professional societies and disciplinary departments.

Engineering in K-12 Education: Understanding the Status and Improving the Prospects
In 2006 the National Academy of Engineering and National Research Council Center for Education established the Committee on K–12 Engineering Education to begin to address questions on how to implement engineering into K-12 education. The committee also commissioned an analysis of existing K–12 engineering curricula; conducted reviews of the literature on areas of conceptual learning related to engineering, the development of engineering skills, and the impact of K–12 engineering education initiatives; and collected preliminary information about a few pre-college engineering education programs in other countries.

The Long-Run Impacts of Same-Race Teachers
Black primary-school students matched to a same-race teacher perform better on standardized tests and face more favorable teacher perceptions, yet little is known about the long-run, sustained impacts of student-teacher demographic match. We show that assigning a black male to a black teacher in the third, fourth, or fifth grades significantly reduces the probability that he drops out of high school, particularly among the most economically disadvantaged black males. Exposure to at least one black teacher in grades 3-5 also increases the likelihood that persistently low-income students of both sexes aspire to attend a four-year college.

10 Key Questions University Leaders Should Ask about Quality Science and Mathematics Teacher Preparation: Implementation Strategies from The Analytic Framework
The Analytic Framework is an ordered classification of strategies along a continuum of teacher development from recruitment to preparation to induction to professional development (Coble, 2012; Coble et al., 2012). In this paper, the Ten Key Questions from the work of Presley and Coble are mapped to the current strategies contained in the Analytic Framework. This concordance provides campus and program leaders a more specific assessment of what their individual campuses and programs might do (and might already be doing) to provide a positive response to the key questions and build a plan to continually improve the quality of their science and mathematics teacher education program.

PESB Monitoring Strategic Goals
The Professional Educator Standards Board (PESB) has 5 strategic goals around education in WA state. As a way to monitor these goals, relevant data is presented in interactive displays. There are links to these displays, which include the following data: Preparation program options for each endorsement in each ESD (goal 1); time for beginning teacher candidates to be hired, NES and WEST-E scores, edTPA scores, and beginning educator persistence (goal 2); students taught by teachers out of their endorsement assignment, first teaching credential counts by preparation program, and specific endorsement recommendations by preparation program (goal 4); percent students and teachers of color in WA, percent new white teachers and teachers of color hired in WA, people of color in teacher and principal preparation programs, persistence of white educators and educators of color, and people of color in traditional vs alternative routes (goal 5)

Three modes of STEM integration for middle school mathematics teachers
Research Paper on Integrated STEM education that discusses three methods that middle school mathematics teachers can utilize to integrate STEM subjects.

OrgChange April 28 Workshop slides
The Powerpoint slides from April 28, 2018 workshop on Organizational Change for NextGen STEM Teacher Preparation participants.

NGSS Appendix I: Engineering Design in the NGSS
This document describes how engineering design can be integrated into current science practices.