Edward Locke's
Innovation Deal USA in the 21st Century
Project for an Interactive K12 Engineering Curriculum
(IDUSA21-PIK12EC)
Special Exhibition 2019
Professor Ramirez has created the best engineering program at two-year community colleges in California, which allows students to complete all first and second year major and General Education courses at East Los Angeles College, get certified, and start at third year upon transfer to California State University Los Angeles, a four-year university, through "2+2 Transfer Agreements."
SuniSea
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Edward Locke's photo taken in 2007 while studying at the University of Georgia, USA.
Edward Locke came to the United Stated close to the end of 1986 from the District of Gulangyu, City of Xiamen, Province of Fujian, the People’s Republic of China, as a self-financed F-I International student, to take the foundation courses relate to industrial design major, including fine arts, engineering drafting, and general education, at Los Angeles Valley College.
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In 1993, while a senior-year student taking a senior design course at California State University Northridge, he designed the SuniSea COMBO Multi-functional Food Processor and won an Honorable Mention from 1993 GoldStar Design Competition held in South Korea. Edward Locke thus named his professional services in the fields of artistic creation, product and graphic design as the SuniSea Innovation Studio.
For any questions, please send me an email ([email protected]).
Advance, America!
Long Live the Cause of Innovation!
Edward Locke's Self-Introduction:
edward_locke_my_artist_manifesto_fall_2018.pdf | |
File Size: | 1567 kb |
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Research and Development Plans
Contact Email: [email protected]
(For quick response, please copy and paste “设计业务联系” (Contact for Professional Services) on the email headline. Thanks!
(For quick response, please copy and paste “设计业务联系” (Contact for Professional Services) on the email headline. Thanks!
Outcomes of Research in Engineering & Technology Education
In July 2007, when Edward Locke completed his Master of Arts degree in Industrial Technical Studies at the College of Computer Science, Engineering and Technology, California State University, Los Angeles, he was recommended by the college leadership to take part in the National Center for Engineering and Technology Education Doctoral Fellowship Program, funded by the National Science Foundation, which was aimed at training future leaders in American education. There were two cohorts or groups of graduate students, with a total of 18 American citizens. Edward Locke went to the University of Georgia to participate in this program and graduated with an Education Specialist degree in September 2009. After graduation, Edward Locke published, in the Journal of Technology Studies, an peer-reviewed scholarly journal of Virginia Institute of Technology, a Vision Paper, titled "Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering. Later on, he created a private scholarly website (Scholar STEAM K12 Plus) to publish the outcomes of his independent research related to his proposed reform. Please click on the following picture to access Edward Locke's Scholar STEAM K12 Plus website.
Integrating traditional pedagogy and modern digital technology to
streamline the learning process in STEM education.
Combining the best features of student-centered instruction and project-based learning to accelerate the cultivation of creative potential.
Promoting scientific and technological progress through an integrative, holistic, middle-of-the-road, and eclectic conservative-progressive approach.
Edward Locke's Vision Paper, titled Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering, published in the Journal of Technology Studies, a scholarly journal of Virginia Institute of Technology, was re-published on the website of the Institute of Education Sciences, the research arm of the United States Department of Education (https://eric.ed.gov/?Id=EJ906150). The ideas in the Proposal were endorsed by Professor Jose Ramirez, Chair of the Engineering and Technology Department at East Los Angeles College, California, and other professors in the Department. Edward Locke subsequently created his own scholarly website, the Scholar STEAM K12 Plus (https://scholarsteamk12 plus.weebly.com/). The website is independent and dedicated to serve the public. It abides by the principle of objective neutrality accepted in the academic circles of the Mainstream American and international communities. It welcomes constructive criticism from any group, institution or individual, but is not controlled by any organization, political party, government agency or individual. The innovative education model advocated in the Proposal is based on the objective analysis of the advanced practices of the international mainstream education circle, and some original ideas of the author are added. The Vision Paper and associated research are based on the current and future needs of the American people and the specific national conditions of the United States.
Edward Locke's Vision Paper (English original):
edward_locke_streamlined_k12_engineering_vision_paper.pdf | |
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Edward Locke's Vision Paper and related research articles on the reform and improvement of K-12 engineering and technology education
in the United States
in the United States
After graduation from the University of Georgia in 2009 with a degree of Education Specialist, Edward Locke published a Vision Paper, titled Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering, in the Journal of Technology Studies, a peer-reviewed scholarly journal of Virginia Institute of Technology. He them developed his independent scholarly website, Scholar STEAM K12 Plus, and published his articles on the topics of philosophical guidelines, history of the Vision Paper, necessity for the proposed reform, as well as planning for and outcomes of his continuous research on K-12 age-possible engineering topics.
edward_locke_k12_steam_vision_paper_philosophy_statement.pdf | |
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edward_locke_i_have_a_dream_new_vision_us_k12_engineering.pdf | |
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edward_locke_k12_steam_vision_paper_history.pdf | |
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edward_locke_scholarsteamk12plus_website_homepage_new_american_patriotic_song.pdf | |
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edward_locke_china_press_article.pdf | |
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edward_locke_additional_research_panning_chart.pdf | |
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edward_locke_research_project_for_k12_engineering_vision_paper.pdf | |
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edward_locke_planning_progress_report.pdf | |
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edward_locke_guidelines_k12_engineering_pedagogic_experiment.pdf | |
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edward_locke_infusing_engineering_design_k12_curriculum.pdf | |
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edward_locke_streamlined_k12_steam_leadership_white_paper.pdf | |
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Edward Locke's related research articles written prior to
the publication of his Vision Paper on
K-12 engineering and technology education in the United States
the publication of his Vision Paper on
K-12 engineering and technology education in the United States
Attached below are Edward Locke's research papers on the topics of K-12 engineering and technology education, completed during his graduate studies at the College of Education, the University of Georgia, as a National Center for Engineering and Technology Education Doctoral Fellow funded by the National Science Foundation (2007-2009). These research papers have built a solid theoretical foundation for Edward Locke's Vision Paper on the improvement and reform of K-12 engineering and technology education in the United States, published later on in the Journal of Technology Studies, a peer-reviewed scholarly journal of Virginia Institute of Technology, and titled Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering.
edward_locke_core_4_research_paper.pdf | |
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edward_locke_four_stage_model_infusion_engineering_design_k12_curriculum_table_content.pdf | |
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edward_locke_infusion_engineering_design_k12_engineering_tech_teacher_education_sample_units.pdf | |
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edward_locke_infusion_engineering_design_k12_engineering_tech_teacher_education_sample_units_2.pdf | |
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edward_locke_infusion_engineering_design_k12_curriculum_resources.pdf | |
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edward_locke_proposed_new_courses.pdf | |
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edward_locke_four_stage_model_infusion_engineering_design_k12_curriculum.pdf | |
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edward_locke_high_school_statics_table.pdf | |
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edward_locke_core_course_4_research_fluid_mechanics.pdf | |
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edward_locke_infusion_engineering_design_k12_curriculum_table_content.pdf | |
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edward_locke_proposed_bs_k12_engineering_tech_teacher_education_csula.pdf | |
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edward_locke_core_course_4_research_statics_table_content.pdf | |
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edward_locke_core_course_4_research_statics.pdf | |
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edward_locke_well_structured_problem_simple_engineering_design.pdf | |
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edward_locke_proposed_new_syllabus.pdf | |
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edward_locke_k12_engineering_education_australia_reference_values_table_content.pdf | |
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edward_locke_k12_engineering_education_australia_reference_values.pdf | |
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edward_locke_comparison_victoria_australia_georgia_usa_stem_performance_standards.pdf | |
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Edward Locke's Reports on Research Outcomes on the Topics of K-12 Age-possible Engineering and Technology Course Content or Topics
The following documents are the outcomes of Edward Locke's research on the topics that could possibly be taught through instructional experiments in the classrooms of primary and secondary schools; up to this point, these topics are taught in the undergraduate engineering courses at colleges and universities, and they correspond to the mastery of knowledge and skills of mathematics, physics and chemistry at various grades at primary and secondary schools.
edward_locke_research_outcomes_k12_possible_engineering_topics_hosting_page.pdf | |
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Engineering Foundation Courses:
edward_locke_k12_possible_intro_stem_topics.pdf | |
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edward_locke_k12_possible_statics_topics.pdf | |
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edward_locke_k12_possible_engineering_materials_topics.pdf | |
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edward_locke_k12_possible_engineering_economics_topics.pdf | |
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edward_locke_k12_possible_probabilities_statistics_topics.pdf | |
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Mechanical Engineering Courses:
edward_locke_k12_possible_mechanical_design_topics.pdf | |
File Size: | 329 kb |
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edward_locke_k12_possible_fluid_mechanics_topics.pdf | |
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Engineering Technology Courses:
edward_locke_k12_possible_engineering_graphics_cadd_product_design_topics.pdf | |
File Size: | 492 kb |
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edward_locke_k12_possible_manufacturing_processes_topics.pdf | |
File Size: | 382 kb |
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edward_locke_k12_possible_enguineering_progamming_topics.pdf | |
File Size: | 296 kb |
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Civil Engineering Courses:
edward_locke_k12_possible_gps_surveying_topics.pdf | |
File Size: | 329 kb |
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Electrical Engineering Courses:
edward_locke_k12_possible_electricity_electronics_devices_topics.pdf | |
File Size: | 300 kb |
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edward_locke_k12_possible_robotics_programming_topics.pdf | |
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Capstone Design, Research and Basic Skills Courses:
edward_locke_k12_possible_capstone_engineering_design_research_topics.pdf | |
File Size: | 468 kb |
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edward_locke_k12_possible_engineering_math_skills_topics.pdf | |
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edward_locke_k12_possible_arts_for_stem_topics.pdf | |
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Mathematics Skills and Science (Physics and Chemistry) Knowledge
Needed for K-12 Engineering Curriculum
math_k12-engineering.pdf | |
File Size: | 751 kb |
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physics-chemistry_k12-engineering.pdf | |
File Size: | 706 kb |
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Introduction to Edward Locke's
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The Engineering and Technologies Department at East Los Angeles CollegeUnder the leadership of Professor Jose Ramirez, Chair of East Los Angeles College Engineering and Technologies Department, East Los Angeles College has established the best two-year community college engineering education program in the United States, where students can complete all lower-division courses in mechanical, electronic, civil engineering, industrial manufacturing, and other emerging engineering and technologies majors. All undergraduate courses in traditional and emerging engineering disciplines could be certified and allow students to directly enrolled in the third year of undergraduate studies at California State University Los Angeles College of Engineering, Computer Science, and Technology. In addition, many engineering course credits can be accepted by many famous public or private schools in the Greater Los Angeles area. While continually improving university engineering education, the Engineering and Technologies Department at East Los Angeles College actively promotes local engineering education projects in primary and secondary schools.
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The Role of Community College System in the Promotion of Social and Economic Progress in the United States of America
The two-year community colleges will play an important role of linkage in the process of engineering and technology education from primary school to lifelong education, as envisaged in Edward Locke's Vision Paper. Its main functions include: (1) providing all courses in the first and second years of undergraduate programs; and (2) providing special courses to teach new technologies (digital technologies in particular), for practicing (lifelong education).
The two-year community college system is a democratic and people-oriented system of higher education promoted by President Truman in the 1950s. It is an innovation in the history of higher education in the United States. At the beginning of the last century, in order to expand American people's access to higher education, the United States established a trinity-like public higher education system, which includes (1) two-year community colleges; (2) four-year universities with comprehensive majors of studies and some graduate programs; and (3) research universities with well-developed undergraduate and graduate programs. Among them, two-year community colleges grew rapidly after World War II; the tuition and fees are extremely low. Currently in California, residents of the state including permanent legal immigrants and qualified illegal immigrants who have studied at high schools in the state for more than three years, could enroll in any course by paying only a registration fee of $36 per unit, which is less than the four-hour of statutory minimum wage. Most of the courses are counted as three units. Low-income people are totally free of charge under the Board of Governors Fee-Waver Program. They are taught in small classes; and the requirements for admission to two-year community colleges are usually low. Courses are told by professors (NOT graduate students, as in the case of many four-year universities). The quality of education is excellent. In most cases, the credits are transferable to equivalent courses at four-year universities. All of these have made great contributions to the elimination of differences between white-collar physical work and blue-collar mental work, and raised the level of innovative technical skills of the American people.
At present, there are more than 1,000 community colleges in the United States. Nearly half of the new graduates in the United States choose two-year community colleges as their starting point for college education. Community colleges have made American higher education people-oriented with widely open opportunities. In terms of offering new technology courses (such as three-dimensional modeling, drafting and simulation for engineering design, computer animation, computer-aided manufacturing technology, etc.), the curriculum design and teaching quality of community colleges are often higher than that of four-year universities. Two-year community colleges are not only much cheaper, but most of their credits can be transferred to four-year universities. In many states, the law stipulates that four-year public universities must set aside certain admission quotas for students who transfer from two-year community colleges, otherwise it will endanger the normal operation of the three-level public higher education system. In some community colleges, students can complete all the courses in the first and second grades of a four-year university and transfer directly to the third grade of a four-year university.
The community colleges offer two types of courses. These include academic courses that can be transferred to a four-year university to pursue bachelor's degrees. The others are to help students acquire skills that can directly meet the requirements of the job market after graduation; this category of courses are usually not available at four-year universities. The establishment of community college system is one of the important factors that the United States has surpassed the traditional international powers such as Great Britain in the development of modern economy in the last century, which is driven by scientific and technological innovation. It is also an important achievement of the social progress in terms of democratization and equalization of educational opportunities in the United States. The establishment of community college system has played an important role in the great cause of modern social engineering in terms of eliminating the differences between urban and rural areas, physical and mental labor, and in terms of alleviating social conflicts and of building a truly free and democratic, multi-ethnic and multi-cultural harmonious society in the United States. The progressive role it has played in the United States is enormous. Western countries do not lack famous universities, but the great community college system in the United States is extensive and profound, which provides a good foundation for the economic and technological progress in the United States. On September 27, 2014, in the page A6 of the China Press, it is reported that President Obama, Walt Disney, founder of Disneyland, Arnold Schwarzenegger, governor of California, and other political and business elites had attended community colleges. Former U.S. President Bill Clinton called community colleges the best feature of the United States. Big American companies also like Community College graduates. Graduates from expensive private school , do not enjoy an advantage. China has recently decided to gradually eliminate the distinction between "key universities" and "general universities", which is a move in the right direction.
The two-year community college system is a democratic and people-oriented system of higher education promoted by President Truman in the 1950s. It is an innovation in the history of higher education in the United States. At the beginning of the last century, in order to expand American people's access to higher education, the United States established a trinity-like public higher education system, which includes (1) two-year community colleges; (2) four-year universities with comprehensive majors of studies and some graduate programs; and (3) research universities with well-developed undergraduate and graduate programs. Among them, two-year community colleges grew rapidly after World War II; the tuition and fees are extremely low. Currently in California, residents of the state including permanent legal immigrants and qualified illegal immigrants who have studied at high schools in the state for more than three years, could enroll in any course by paying only a registration fee of $36 per unit, which is less than the four-hour of statutory minimum wage. Most of the courses are counted as three units. Low-income people are totally free of charge under the Board of Governors Fee-Waver Program. They are taught in small classes; and the requirements for admission to two-year community colleges are usually low. Courses are told by professors (NOT graduate students, as in the case of many four-year universities). The quality of education is excellent. In most cases, the credits are transferable to equivalent courses at four-year universities. All of these have made great contributions to the elimination of differences between white-collar physical work and blue-collar mental work, and raised the level of innovative technical skills of the American people.
At present, there are more than 1,000 community colleges in the United States. Nearly half of the new graduates in the United States choose two-year community colleges as their starting point for college education. Community colleges have made American higher education people-oriented with widely open opportunities. In terms of offering new technology courses (such as three-dimensional modeling, drafting and simulation for engineering design, computer animation, computer-aided manufacturing technology, etc.), the curriculum design and teaching quality of community colleges are often higher than that of four-year universities. Two-year community colleges are not only much cheaper, but most of their credits can be transferred to four-year universities. In many states, the law stipulates that four-year public universities must set aside certain admission quotas for students who transfer from two-year community colleges, otherwise it will endanger the normal operation of the three-level public higher education system. In some community colleges, students can complete all the courses in the first and second grades of a four-year university and transfer directly to the third grade of a four-year university.
The community colleges offer two types of courses. These include academic courses that can be transferred to a four-year university to pursue bachelor's degrees. The others are to help students acquire skills that can directly meet the requirements of the job market after graduation; this category of courses are usually not available at four-year universities. The establishment of community college system is one of the important factors that the United States has surpassed the traditional international powers such as Great Britain in the development of modern economy in the last century, which is driven by scientific and technological innovation. It is also an important achievement of the social progress in terms of democratization and equalization of educational opportunities in the United States. The establishment of community college system has played an important role in the great cause of modern social engineering in terms of eliminating the differences between urban and rural areas, physical and mental labor, and in terms of alleviating social conflicts and of building a truly free and democratic, multi-ethnic and multi-cultural harmonious society in the United States. The progressive role it has played in the United States is enormous. Western countries do not lack famous universities, but the great community college system in the United States is extensive and profound, which provides a good foundation for the economic and technological progress in the United States. On September 27, 2014, in the page A6 of the China Press, it is reported that President Obama, Walt Disney, founder of Disneyland, Arnold Schwarzenegger, governor of California, and other political and business elites had attended community colleges. Former U.S. President Bill Clinton called community colleges the best feature of the United States. Big American companies also like Community College graduates. Graduates from expensive private school , do not enjoy an advantage. China has recently decided to gradually eliminate the distinction between "key universities" and "general universities", which is a move in the right direction.
Tables and Charts for the
Proposed Model of K12 Engineering Curriculum
Significant differences between the existing model and the new model in the reform plan advocated by Edward Locke, and the analogy between "Black Box" and "Transparent Box".
Other significant differences between the existing model and the new model in the reform program advocated by Edward Locke.
Road map for K12 engineering and technology major courses at "regular K12 schools."
Road map for K12 engineering and technology major courses at "specialized K12 schools."
Streamlined and life-long STEAM (science, technology, engineering, arts and mathematics) education system.
Future STEAM learning system in "specialized K12 schools".
Edward Locke's SuniSea Studio
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