ERIC ED390647: Federal Aviation Administration Curriculum Guide for Aviation Magnet Schools Programs.

560 Pages·1994·12.7 MB·English

by  ERIC

DOCUMENT RESUME
SE 056 939
ED 390 647
Strickler, Mervin K., Jr.
AUTHOR
Federal Aviation Administration Curriculum Guide for
TITLE
Aviation Magnet Schools Programs.
Federal Aviation Administration (DOT), Washington,
INSTITUTION
D.C.
AHT-100-1-94
REPORT NO
PUB DATE
[94]
NOTE
558p.
Teaching Guides (For
Classroom Use
PUB TYPE
Guides
Teacher)
(052)
MF02/PC23 Plus Postage.
EDRS PRICE
Air Transportation; *Aviation Education; Curriculum
DESCRIPTORS
Guides; Elementary Secondary Education; *Magnet
Schools; Science Activities; Technology
ABSTRACT
The Federal Aviation Administration (FAA) and its
predecessor organizations, Civil Aeronautics Agency (CAA) and the
Civil Aeronautics Administration (CAA) have pioneered the use of
aviation education in working with schools and colleges of the nation
to attain their objectives. This publication includes: a brief
history of the role of aviation in motivating young people to learn;
examples of aviation magnet activities, programs, projects, and
school curricula; documentation of the benefits of aviation education
for students; examples of what one person can do to facilitate
aviation magnet education activities, projects, programs, and
curricula; curricular and program models for use, adaptation, or
modification; identification of resources for planning a program of
aviation education; information about and examples of curricula to
prepare for the many career opportunities in aviation and
transportation; and guidelines and information for FAA aviation
education counselors. (JRH)
Reproductions supplied by EDRS are the best that can be made
*
from the original document.
***********************************************************************
.S. Department
f Transportation
aderal Aviation
Liminisiration
FAA Headquarters
Aviation Education Division
Federal Aviation Administration
Curriculum Guide
for
Aviation Magnet Schools Programs
U.S. DEPARTMENT Of EDUCATtON
Othce o4 Eaucahonal Rematch and Improvement
EDuCATiONAL RESOURCES INFORMATION
CENTER (ERIC)
bean mproducKt
he documnt has
as
recetved trorn the person or orgentzet.on
ongmehng
0 Mmor changes haw been made lo .mprove
rproduction chIIIV
Pants of veer or opintons stated tn th.s docu
ment do not roliCISasnly represent pttrc.el
OERI Madan or pohcy
Prepared by:
AHT-100-1-94
Dr. Mervin K. Strickler, Jr.
BEST COPY AVAILABLE
2
-
ABOUT THE AUTHOR
Dr. Mervin K. Strickler, Jr., a native of Pennsylvania, graduated from Clarion
In 1951 he received his doctorate from Stanford University with
State University.
specialization in aviation higher education.
During his long and distinguished career he served as Director, USAF-Civil Air
Patrol Aviation Education from 1951 to 1960, and as Director of the Federal
Aviation Administration's Aviation Education Program from 1960 to 1979. From
1973 to 1979, he also worked with the Commonwealth of Independent States
(then Soviet Union) as the FAA's representative for scientific and teclmical avia-
tion education and training for all facets of civil aviation.
He continues today as an international consultant on aviation education matters
to industry, government, and all levels of education.
Dr. Strickler's many publications and papers are included in libraries around the
world. He is frequently called upon to speak at major aviation events and is well
known nationally and internationally for his expertise in aviation education.
3
PREF ACE
The Federal Aviation Administration's current interests, activities,
projects and programs in aviation education represent and stem fram a
continuation and expansion of programs and similar initiatives of its
predecessor organizations.
Present programs are a result of the most recent FAA Administrator's
The Report
Task Fbrce Report on Aviation Education completed in 1990.
identified over fifty aviation education initiatives as appropriate to
support the agency's objectives.
As of mid-1993, FAA's Aviation Education Division programs use the top
This initial Phase I of che
ten initiatives of the Task Force Report.
Report focuses on FAA's efforts to increase emphasis on the growinc
needs of a diverse society and work force.
FAA Aviation Education Division programs fall into four categories:
- information distribution
- educational relations
- youth and public education
education
- partnerships with government, industry and
Our aviation education activities form a nucleus to help meet current
Congressional mandates and help sustain the agency's aviation education
mission in support of future requirements of the National Aviation
System (NAS).
FAA is a part of a United States government-wide effort to assure
appropriate federal responses to and support for improving the quality
This organization is known as the Federal
of education in the nation.
Coordinating Council on Science, Engineering and Technology - Committee
This Aviation Magnet
on Education and Human Resources (FCCSETCEHR).
School Gdide represents the kind of effort recommended by the FCCSET-
CEHR.
FAA's long experience in aviation education proves that programs such as
those described in this Gdide, enhance learning and will ultimately
ccntribute to a greater awareness of the role of air transportation as
well as contribute significantly to improving education in the nation's
schools.
It is realized that programs outlined in this publication will help
attract and motivate a diverse population of young men and waren to
qualify for rewarding careers that will help in the design and operation
of a safe and efficient future National Aviation System (NAS).
Phillip S. Woodruff, Division Manager
Aviation Education Division
4
"While the concept of the magnet school is
not a new one, the application of that concept has
been expanded and modified over the years as
The
student and societal needs have changed.
first magnet school, Boston Latin, was actually
Originally
founded in the 17th Century in 1635.
designated to meet the needs of a small
intellectual elite, magnet LIchools now serve a
the improvement of educational
twin focus:
quality while increasing racial integration.
In
addition, these schools often provide a setting
for teacher-generated reform initiatives."
From Magnet Schools Recent Developments and Perspectives, Edited by Nolan Estes, Daniel U.
Levine, Donald R. Waldrip.
"In a world that is highly and increasingly
competitive, all of our children, including our
Meeting our
best and our brightest are at risk.
national education goals requires that the
performance of our highest achievers be boosted to
match or exceed the performance levels of the best
The performance
students anywhere in the world.
of our lowest achievers must also be substantially
increased far beyond their current performance.
What our best students can now achieve, our
average students must be able to achieve by the
We must work to ensure that
turn of the century.
a significant number of students from all races
and ethnic groups, both male and female, and
students from all income levels are among our best
I believe that our aerospace magnets
performers.
are capable of responding to the needs and
aspirations of all of these students."
Remarks by Alicia Coro, Director, School Improvement Programs, Elementary and Secondary
Education, U.S. Department of Education, Washington, D.C. during the luncheon address at
the Little Rock, Arkansas National Leadership Institute on Aerospace Magnet Schools,
November 22, 1991.
TABLE OF CONTENTS
Preface
Page Numbers
Title
Section
Introduction
1-4
Defining Magnet Schools
1-15
II
Federal Aviation Administration
1-4
III
Aviation Education Policy
Statements
Aerospace Magnet Schools
1-38
IV
Past - Present - Future
V
FAA and Aviation Education
1-17
Yesterday - Today - Tomorrad
Curriculum Models
VI
1-240
August Martin
1-62
Aviation High School
63-74
75-196
South Mbuntain
Shawnee
197-239
Selected Examples of Aviation/
VII
1-41
Aerospace Education Programs
Minuteman/Tech
1-3
Center for High Technology/Roanoke
3-6
Highland Springs
6-7
Kent County
7-9
Southside Center
9-12
West County Tech
12-16
WOES II
16-20
Miami - Dade County
20-22
Washburn
22-26
Sank Rapids
27-31
Delcastle
32-38
Skyline
38-41
One Person Can Make A Difference
VIII
1-29
Weber
1-10
Wright Flight
10-16
Opportunity Skyway
16-22
Starbase
22-29
Aviation Education In A
IX
1-18
Transportation Careers' Magnet School
1-18
Supporting Feeder School
X
Curriculum Preparation
Uses of Technology in
1-16
XI
Magnet School Programs
Preparing For Aviation -
1-9
XII
Aerospace - Transportation Carees
1-34
Steps In Planning and beveloping
XIII
An Effective Magnet School Program
Evaluating Magnet Projects,
1-5
XIV
Activities and Programs
1-26
The First National Survey Of
XV
Seccndary Aviation Magnet Schools
A Preliminary Report
Suggestions For FAA Aviation
1-9
XVI
Education Counselors
Resources for Planning And Conducting
1-26
XVII
Aviation - Space - Ttansportation
Magnet Programs
Bibliography
i
- INTRODUCTION
SECTION I
The Federal Aviation Administration (FAA) and its
predecessor organizations, Civil Aeronautics Agency
(CAA) and the Civil Aeronautics Administration (CAA)
have pioneered the use of aviation education in working
with schools and colleges of the nation to attain their
objectives.
One of the first modern era magnet schools developed
using a thematic approach featuring aviation, space and
publication
transportation is described in the
A Model Aerospace Curr:L:ulum - August Martin
entitled:
High School.
In many respects, this publica'ion is designed to build
on and replace the earlier developed August Martin High
However, the lessons learned
School curriculum guide.
by community leaders, parents, educators, board of
education members, representatives of labor unions, and
local, state and federal officials who planned and
carried out the August Martin program have relevance
for anyone interested in magnet school planning today.
The FAA continues its long record of interest in and
support for aviation education at all levels of
In terms of aviation magnet schools the
education.
FAA, under the leadership of Mr. Phillip Woodruff, has
planned and conducted the first two national level
aviation magnet school conferences ever held in the
The first was held in cooperation with
United States.
the Little Rock, Arkansas School District in November
of 1991 and the second was held in Phoenix, Arizona in
cooperation with the Phoenix Unified School District in
The third such conference will be held
November, 1992.
in Louisville, Kentucky in cooperation with the Shawnee
A number of the
School District in November of 1993.
ideas, examples of programs and aviation education
suggestions included in this publication came from
those who attended the 1991 and 1992 aviation magnet
school national conferences.
This publication is designed to provide:
a brief history of the role of dviation in
motivating young people to learn.
programs,
examples of aviation magnet activities ,
projects and school curriculums.
the benefiLs o[ aviaLion
documentation c)
education for said(!nts.
INTRODUCTION
SECTICN I - PAGE 2
examples of what one person can do to facilitaLe
aviation magnet education activities, projects,
programs, curriculums.
curricular and program models for use, adaptation
or modification.
identification of resources for planning a program
of aviation education.
information about and examples of curricula to
prepare for the many career opportunities in
aviation and transportation.
guidelines,:and information for FAA Aviation
Education Counselors.
According to the best available information, the
longest continuously operating aviation thematic high
school in the United States is the Aviation High School
The
It started operation in 1936.
in New York City.
program qualifies students for Federal Aviation
Administration (FAA) certificated Airframe (A) and
Powerplant (P) Maintenance Technician ratings in
accordance with rules, policies, procedures and
curriculum prescribed by Federal Aviatien
Details of
Administration Regulation (FAR-Part 147).
this historic program are described in this
publication.
Many pre-flight aeronautics academic programs were
taught in thousands of high schools during World War ii
in order to motivate more young people to join the
military forces and become pilots or other air crew
After the war most high schools dropped these
members.
programs.
Following World War II an innovative educator started a
model high school aeronautics program that served to
This Weber
motivate many other teachers and schools.
County High School program in Ogden, Utah was designed
and taught by John V. Sorenson from 1949 to 1954.
More recently programs such as Wright Flight,
Opportunity Skyway, Star Base I and the Experimental
Aircraft Association (EAA) programs have emerged as
examples of what can be done with mostly volunteer
The actual construction and test
community resources.
flight of an aircraft is one example of such magnet
projects.
INTRODUCTION
SECTION I - PAGE 3
Perhaps most important, there appears to be a growing
body of literature on the effectiveness of magnet or
Illustrative examples of
thematic education programs
such data are included in this publication.
The FAA has materials for and interests in aviation
education from kindergarten through elementary, middle,
high schocl and two and four year college programs.
Questions answered in this publication include:
What is Aerospace Education?
What historic examples exist to illustrate
aviation, space, transportation related
scientific, technical and operational means to
achieve educational ends?
What evidence exists to justify aviation
education, aerospace or related school and college
educational programs as being educationally
effective?
Where were there or are there models of programs
that work?
What is the role of career education in aerospace
education programs?
What are some ox the sources of information,
assistance, guidance, possible funding,
professional help and community support?
Why should any school system plan to operate an
aviation or aerospace magnet educational program?
What evaluation techniques should be used in
assessing an aerospace education program?
It should be noted that not all aviation or aerospace
-ducation magnet programs in the United States are
Examples described are
listed in this publication.
illustrative of the variety of magnet projects that are
possible.
The movement toward increasing numbers of magnet
schools, programs, activities and projects is such that
there are already hundreds of magnet programs in the
It appears there are more being planned
United States.
Not all of these, of course, use
on a regular basis.
INTRODUCTION