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Descriptors:
Engineering Education; Engineering Technology; Graduate Students; Phenomenology; Student Experience; Graduate Surveys; Qualitative Research; Educational Improvement; College Outcomes Assessment; Educational Attitudes; Program Evaluation; Interviews; Relevance (Education); Curriculum Evaluation; Educational Quality

Abstract:
This study provides an in-depth analysis of recent graduates' experience with completing an engineering technology program and entering the profession. It is unique because the study was conducted on a baccalaureate-level program and because it helps fill a gap in the literature. The phenomenological method was used to obtain qualitative data to understand the personal meaning of the process for the participants. Findings include positive perceptions about the curriculum and faculty, and some areas for improvement. The graduates found personal meaning especially in their capstone course and by being involved with the engineering student organization. There are implications for program evaluation and educational leadership. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Delphi Technique; Needs Assessment; Vocational Education; Teacher Competencies; Classification; Curriculum Evaluation; Teacher Education Curriculum; Competency Based Teacher Education

Abstract:
Purpose: The purpose of this project was to create a contemporary taxonomy of Career and Technical Education (CTE) teacher competencies in order to evaluate and improve CTE teacher education. Design/methodology/approach: This study utilized a modified Delphi technique with a large sample of CTE experts--teachers, administrators, and teacher-educators in the state of Michigan, USA to identify the competencies and their relative importance. Findings: As a result, new competencies were added and a number of old competencies were deleted or changed. The product of this research is a matrix of 144 competencies in 13 categories, which also shows the level of importance and degree of consensus for each competency. Research limitations/implications: The state plans to use the new competencies for a variety of purposes, however caution is advised for making conclusions and generalizations from the study for other applications. Practical implications: Using the matrix as its infrastructure, CTE teacher-education institutions can assess their curricula to determine where the competencies are addressed, and use it in the form of a follow-up survey with recent graduates. CTE administrators might utilize the competencies for internal evaluation of new teachers and as a needs assessment for professional development. Originality/value: Any effort to improve CTE teaching and teacher-education, by researchers or policy-makers, should begin with a consensus on the competencies required for successful teaching and learning. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Articulation (Education); Bachelors Degrees; Access to Education; Associate Degrees; Two Year Colleges; Transfer Programs

Abstract:
This article presents an analysis of national data from the Advanced Technological Education (ATE) program regarding articulation agreements for the transfer of 2-year technical degrees to baccalaureate degrees. Quantitative and qualitative data are illustrated to help explain the extent to which ATE projects improve access to universities for technical students.

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Descriptors:
Program Effectiveness; Program Improvement; Industry; Technology Education; Community Colleges; School Business Relationship; Labor Force Development; Program Evaluation; Cooperation

Abstract:
The Advanced Technological Education (ATE) program, sponsored by the National Science Foundation, is presented as a model for business and education collaboration to develop technical degree programs for producing more and better technicians. The new roles of industry and college leaders are discussed through a synthesis of literature on skill standards and workforce development. Data are presented from a national evaluation of ATE projects on collaboration, materials development, professional development, and program improvement that demonstrate substantial goal attainment. A discussion on how this process has changed and benefited the partnerships concludes the paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Development; Course Content; Employment Potential; Higher Education; Job Skills; Teacher Education

Abstract:
Western Michigan University's technical teacher education program developed a course on teaching career and employability skills using state standards and benchmarks as a framework. Preservice teachers complete five projects: job shadowing, professional portfolio, written lesson plan, videotape and self-critique of lesson plan, and an application paper. (Contains 28 references.) (SK)

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Descriptors:
Associate Degrees; Community Colleges; Course Content; School Business Relationship; Technical Education; Two Year Colleges

Abstract:
Responses from 11 of 17 plastics employers showed a low level of satisfaction with community college plastics courses. Focus groups of 10 plastics students indicated satisfaction with course costs and locations. Courses focused on associate degree requirements and articulation, whereas employers were interested in focused training for jobs and employee development. (Contains 16 references.) (SK)

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Descriptors:
Career Planning; Education Work Relationship; Matrices; Secondary Education; Technology Education

Abstract:
Discusses the career matrix, a spreadsheet that identifies all the functions in an organization (horizontally) and the different levels of responsibility (vertically). Describes how technology teachers can develop their own matrix and use it for career awareness and planning with secondary students.(JOW)

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Descriptors:
Academic Education; Education Work Relationship; Educational Resources; Integrated Curriculum; Learning Activities; Occupational Information; Plastics; Postsecondary Education; Program Implementation; School Business Relationship; Secondary Education; State Programs; Trade and Industrial Education; Vocational Education

Abstract:
This guide was developed to provide assistance in developing and implementing school-to-work programs for the plastics industry throughout the state of Michigan. It is a resource for plastics companies, school districts, community colleges, business development organizations, local governments, work force development boards, or any group interested in starting a partnership for plastics school-to-work programs. The guide contains project summaries and documents on a wide range of topics, organized into six sections: (1) background on the Michigan Jobs Commission and the Michigan Plastics Industry Roundtable; (2) national school-to-work resources, including trade associations and websites; (3) Michigan school-to-work resources, including Michigan business resources, school-to-work in Michigan, plastics school-to-work programs in Michigan, and the Michigan Occupational Information System and the Michigan Center for Career and Technical Education; (4) promoting and recruiting for the program; (5) integrated curriculum, including manufacturing skills, plastics skills, and employability skills; and (6) plastics school-to-work components and tools, such as class activities, visitors and tours, job shadowing, student portfolios, student internships, apprenticeships, and evaluation. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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