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Technology Education Leading the Nation in Innovative Technology and Engineering Education |
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Something new—almost revolutionary—is coming to
technology education, thanks to a nation-leading innovative approach
developed by CCSU’s Technology Education Department. The curriculum and
requirements for a major leading to a Bachelor of Science degree have been dramatically revamped and will now feature an engineering education component so significant that the program will now be called “Technology and Engineering Education, K–12.” “No higher education institution in Connecticut prepares K–12 teachers to instruct in technology and engineering subjects,” states Dr. James DeLaura, department chair. DeLaura also mentioned that the name of the department will likely be changed to reflect this new emphasis. Acknowledging approval by the Connecticut Board of Governors for Higher Education this past September, |
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| Dr. Michael Vincenti, associate professor of technology education, and student Peter Arseneault discuss a class project using the rapid prototyping machine. The machine builds a prototype part directly from a 3-D Computer Aided Design (CAD)-generated solid model. The machine reads the data in the CAD model, transforms that data into tool path data, and then uses that tool path data to build a plastic part. | ||
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School of Technology Dean Zdzislaw Kremens terms the
landmark change “an important milestone in the strategic vision for a new
type of technology teacher education.” He says, “The program is off and
running, and students can start taking courses this spring 2007. We have six
full-time faculty members, extensive library holdings, a laboratory, and
tools and equipment in place to support the program.” Offering a glowing endorsement of the change is Gregory Kane, state consultant for technology education and engineering to the Connecticut Department of Education. He says, “Many times education seems to be trying to catch up with workforce needs. But I know, because I confer regularly with my counterparts nationally, that CCSU is one of the absolute leaders among institutions with technology education teacher preparation programs in the U.S.” A Curriculum to Meet Educational, Workforce Needs The curriculum will continue to prepare individuals for K–12 teacher certification and lead to a B.S. degree, offered jointly through the School of Technology and the School of Education and Professional Studies. However, as Dr. DeLaura says, “Our field has moved from woodworking and metal working—what was known as industrial arts for public school students—to design and innovation in technology and engineering.” Therefore, the traditional technical content of manufacturing, communication, transportation, and construction systems will be augmented by the integration of courses that focus on engineering and technological design. Now the program incorporates math, science, English, and technology skills as well. “The revised program addresses the current No Child Left Behind federal legislation as well as subsequent accountability initiatives,” observes DeLaura. “Our graduates must be competent in the design, creation, implementation, and manipulation of technology as well as technology education pedagogy.” Further, DeLaura says, “A growing number of schools within the state are introducing pre-engineering curricula for middle- and high-school levels. This program revision will meet current and future needs of the schools of Connecticut, both in curriculum and manpower replacement.” He explains, “For the past few years technology education has been listed as a shortage area through the Connecticut State Department of Education. Jobs openings are plentiful, but there are not enough certified teachers to meet the need.” Infusing Engineering into the Curriculum Course offerings reflect the fresh direction of the department. A new requirement, Introduction to Engineering Technology, acquaints students with the concepts of mechanical, civil, and electrical engineering. The Integrating Engineering Concepts for K–8 Students course attracts future science teachers. “Design and application are stressed,” comments DeLaura. “For example, students could design and test the sturdiness of an egg container or simulate construction of a bridge created from Popsicle sticks to assess stress and breaking points of a design.” Facilities have been significantly expanded and reconstructed. The department’s laboratory has been refurbished and new computer stations added. Thus, in the new Innovation and Invention course, students have access to recently purchased equipment—a laser cutting and engraving machine, a rapid prototyping machine, and a CNC prototyping router to design and make parts. A student can use computer software to design a small product, such as a cell phone casing or computer mouse. The RP machine makes a prototype of the object, full-sized in plastic so it can be handled. And, for example, if the computer mouse doesn’t “feel right to the hand,” necessary modifications can be made. The faculty, representing a balance of engineers and educators, contributed significantly to the two-year effort to change the program and develop the curriculum. Active in professional activities (publishing and presenting at technology association conferences in their fields), they are Drs. Patrick Foster (research and elementary technology education); David Sianez (science and engineering education and robotics); Michele Dischino (bioengineering and mechanical engineering); Michael Vincenti, laboratory coordinator (manufacturing applications and design); and DeLaura (pedagogy and research in teaching). Faculty Guides Outreach Under the modified program, faculty will continue to guide technology/engineering education students in numerous outreach activities. “We want students to apply technology concepts in an informal learning environment to gain practical knowledge,” states DeLaura. For example, all faculty members participate along with Central students in the FIRST LEGO® League Robotics Competition. “Robots are built out of Legos and move through a playing field while performing various tasks,” explains DeLaura. Faculty members join CCSU students to run the Electrathon electric vehicle competition, held at Lime Rock Park in Falls Village, CT, for high school students from the state and from Massachusetts, Maine, New York, and Washington, DC. And, as noted in a previous edition of the Courier, Sianez’s students have designed and constructed a human-powered vehicle for competition at the national level. The Technology and Engineering Education (K–12) program changes are consistent with The Connecticut Framework K–12 Goals and Standards, as well as national standards reflected in Project Lead The Way. PLTW is a not-for-profit organization that promotes pre-engineering courses for middle grades and high school students. “About 53 schools in Connecticut have signed up for Project Lead The Way, and we want to make sure our graduates are prepared to meet its requirements and teach the PLTW pre-engineering program of study,” observes DeLaura. Dean Kremens reinforces this message. “This is the right moment for us to change as we prepare new teachers to enter middle and high school classrooms. Today there’s a huge need for people with expertise in science, technology, engineering, and mathematics. Our graduates will be encouraging their K–12 students to consider one of these disciplines. Our nation lags the world in these areas, and our graduates can make a difference by contributing to the continuance of U.S. prosperity in the 21st century.” — Geri Radacsi |
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