Len S. Litowitz Professor Department of Applied Engineering, Safety & Technology Millersville University of Pennsylvania

Transcription

1 Len S. Litowitz Professor Department of Applied Engineering, Safety & Technology Millersville University of Pennsylvania

2 Purpose of the Study To determine what a composite curriculum might look like by reviewing required coursework for technology & engineering teacher preparation programs with 20 students or more from throughout the United States N = 24

3 Methodology Step 1 Identify T&E teacher prep programs with an estimated undergraduate enrollment of more than 20 students

4 Methodology Step 2 Determine required curriculum to complete a T&E teaching degree at each institution Number of credits to complete program General Education Credits Professional Credits Technical Credits Highest level math & science required Professional course work Technical course work

5 Methodology Step 3 Create a composite curriculum based upon information collected in Step 2

6 Limitations Study limited to those 24 programs as identified in the T&E Teacher Education Directory with 20 students or more Directory itself is limited to self-reported data that is presumed to be reasonably accurate but not guaranteed to be accurate Composite model curriculum was created based upon curricula that presently exist

7 Findings Credit Distribution Total Credits Required Total General Education Credits Required Total Professional Credits Required (includes student teaching) Total Technical Credits Required Mean Range

8 Findings Math Requirements Highest Level Math Required Calculus II Calculus I Pre-Calc Algebra Algebra & Trig Algebra or Trig College Algebra Statistics Funds of Math Frequency Percentage of Total 4% 21% 12.5% 12.5% 4% 17% 12.5% 17%

9 Findings Science Requirements Highest Level Science Required Physics II Physics Physics or Bio Physics, Bio or Chem Phys, Earth Sci, Chem Undetermined Frequency Percentage of Total 4% 42% 8% 34% 8% 4%

10 Findings Professional Requirements Professional Coursework Required Frequency Teaching Methods (General) 45 Instructional Techniques Curriculum Development Assessment Student Teaching Practicum 24 Foundations of Technology & Engineering Education 24 Methods of Teaching TE 16 Educational Psychology 16 Teaching Exceptional Students 14 Students of Special Needs Inclusion English Language Learners Professional/Clinical Field Experiences 10 Student Teaching Seminar 9 Multicultural Education 9

11 Findings Professional Requirements Professional Coursework Required Frequency Literacy Through Content 8 Early Field Experiences 7 Observation and Participation Practicum Exploring Teaching Careers 6 Foundations of Education 5 Technology Lab Design/Management 4 Classroom Management 3 Elementary Technology Education 3 Technology for the Elementary Integrative STEM for Young Learners Design, Tech & Engineering for Children Issues in Secondary Education 2 Philosophy of Education 2

12 Findings Technical Requirements Technical Content Required Energy & Power Energy Power Systems Energy, Power & Trans Electronics (analog & digital) Robotics Automation/System Control Fluid Power Manufacturing Industrial Organization Technological Enterprise Wood Manufacturing Metal Manufacturing Production Systems Communication Multimedia Desktop Publishing Graphics Printing Frequency

13 Findings Technical Requirements Technical Content Required Communication Multimedia Desktop Publishing Graphics Printing Design Product Design Innovation Problem Solving Industrial Design Engineering Design Frequency Material Processing Material Testing & Statics Construction 19 Introductory Drafting/CAD 16 23

14 Findings Technical Requirements Technical Content Required Frequency Advanced CAD 10 Architecture CAD/CAM 3-D Solid Modeling Civil Engineering/Arch Transportation 6 Technology & Society 6 Senior Design Project/ R&D 5 Medical/Agricultural/Bio-related 4 Engineering Principles 3

15 Findings Composite Curriculum General Education (45 Credits) Including: College Algebra and 1additional College Mathematics course Professional Studies (33 Credits) Including: At least 2 teaching methods courses addressing topics such as instructional techniques, curriculum, and assessment 1 Physics course At least 1 methods course specifically in t & e education (most programs required 2 such courses) 1 course in Educational Psychology 1 course in Special Needs children in the classroom Full semester student teaching experience Technical Studies (44 Credits) Including: 2 courses in Energy, Power & Transportation often including one in Electricity/Electronics and one in Transportation 1 course in Manufacturing 1 course in Communication 1 course in Construction 1 course in Design 1 course in Material Processing 1 course in Drafting/CAD

16 Conclusions Downward Numerical Trend in T&E Teacher Preparation in the USA Continuing: 2002/2003 Industrial Teacher Education Directory indicated more than 40 programs in the USA with enrollment of 20 students or more (Bell). 2012/2013 Technology & Engineering Teacher Directory indicated 24 programs with enrollment of 20 students or more (Rogers).

17 Conclusions Program Content Continues to Vary Widely Among Teacher Preparation Institutions Industrial Arts Industrial Technology Technology Education Technology & Engineering Education Engineering Education

18 Conclusions Most programs have managed to maintain at least one and often two professional methods courses offered within the department or program Math and science requirements vary widely from one program to another Most of the technical courses identified would align quite well with ITEEA s Standards for Technological Literacy Notably absent are required courses in biological, medical and agricultural technologies Few courses identified address the engineering movement by title at present, but this does not speak to activities within courses that may have taken on a greater engineering flavor

19 Utility of the Study Potentially useful as: a means of comparison among programs a guide for starting new programs a means of fostering discussion about revised program accreditation guidelines

20 Recommendations Survey of program coordinators/department chairpersons to determine factors influencing the design of their required curriculum The ITEEA s Council on Technology & Engineering Teacher Education (CTETE) should consider updating their accreditation guidelines for teacher preparation programs given recent changes in the field

21 Thank you! Questions???