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Design and Development of a Horizontal CTE Curriculum to Prepare Students for the New Manufacturing Economy (Work in Progress)

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Workforce Preparation at the Two-year College

Tagged Division

Two-Year College

Tagged Topic

Diversity

Page Count

7

DOI

10.18260/1-2--36905

Permanent URL

https://peer.asee.org/36905

Download Count

144

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Paper Authors

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Ketan Thakare Texas A&M University Orcid 16x16 orcid.org/0000-0001-9315-9042

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Osazuwa John Okundaye Jr Texas A&M University Orcid 16x16 orcid.org/0000-0003-1197-8197

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Osazuwa is a first year PhD student at Texas A&M University. He is a part of the Texas A&M Embodied Interaction Lab (TEILab). His research is motivated by the idea of an embodied conception of the mind. He comes from an interdisciplinary background having earned a Bachelor's degree in psychology and a Masters of Science in Visualization afterward. He is versed in engaging the theoretical aspects of Human-Computer Interaction while able to engage in computer graphics applications (computer-aided design, modeling, animation, and 3D fabrication) and concepts pertaining to Computer Science.

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Qing Li The Embodied Learning & Experience LAB

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Qing Li is a student who has backgrounds in both education and IT, and she is interested in using interaction techniques to support teaching and learning.

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Malini Natarajarathinam Texas A&M University Orcid 16x16 orcid.org/0000-0003-1684-6476

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Dr. Malini Natarajarathinam joined the faculty of Industrial Distribution Program at Texas A&M University in 2007. Natarajarathinam received her Ph.D. in Supply Chain Management from The University of Alabama. She received her Bachelor of Engineering (Major: Industrial and Systems Engineering) from Anna University [Tamilnadu, India], her MS in Industrial Engineering from Auburn University, her MA in Management Science and MS in Applied Statistics from The University of Alabama. She has experience working with many industries such as automotive, chemical distribution etc. on transportation and operations management projects. She works extensively with food banks and food pantries on supply chain management and logistics focused initiatives. Her graduate and undergraduate students are integral part of her service-learning based logistics classes.

She teaches courses in strategic relationships among industrial distributors and distribution logistics. Her recent research focuses on engineering education and learning sciences with a focus on how to engage students better to prepare their minds for the future. Her other research interests include empirical studies to assess impact of good supply chain practices such as coordinated decision making in stochastic supply chains, handling supply chains during times of crisis and optimizing global supply chains on the financial health of a company. She has published her research in Journal of Business Logistics, International Journal of Physical Distribution and Logistics Management and peer-reviewed proceedings of the American Society for Engineering Education.

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Sharon Lynn Chu University of Florida

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Dr. Chu received her B.Soc.Sci (1st Class Honors) in Communication and New Media from the National University of Singapore, her MS in Computer Science & Applications and a graduate certificate in Human-Computer Interaction from Virginia Tech, and her Ph.D in Human-Computer Interaction from Texas A&M University. She is the Director of the ELX (Embodied Learning & Experience) Lab. The ELX Lab conducts research in two main areas: cyberlearning and technologies for mental health.

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Mathew Kuttolamadom Texas A&M University Orcid 16x16 orcid.org/0000-0002-3627-4885

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Dr. Mathew Kuttolamadom is an associate professor in the Department of Engineering Technology & Industrial Distribution and the Department of Materials Science & Engineering at Texas A&M University. He received his Ph.D. in Materials Science & Engineering from Clemson University’s Int'l Center for Automotive Research. His professional experience is in the automotive industry including at the Ford Motor Company. At TAMU, he teaches Mechanics, Manufacturing and Mechanical Design to his students. His research thrusts include bioinspired functionally-graded composites, additive/subtractive manufacturing processes, laser surface texturing, tribology, visuo-haptic VR/AR interfaces and engineering education.

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Francis Quek Texas A&M University

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Francis Quek is a Professor at Texas A&M University (Visualization, and Computer Science and Engineering and Psychology - by courtesy). He joined Texas A&M University as an interdisciplinary President’s Signature Hire to bridge disparities in STEM. Formerly he has been the Director of the Center for Human-Computer Interaction at Virginia Tech. Francis received both his B.S.E. summa cum laude (1984) and M.S.E. (1984) in electrical engineering from the University of Michigan. He completed his Ph.D. in Computer Science at the same university in 1990. Francis is a member of the IEEE and ACM.
He performs research in Human-Computer Interaction (HCI), learning sciences and technology, embodied interaction, embodied learning, HCI for accessibility (especially for individuals with blindness), multimodal verbal/non-verbal interaction, multimodal meeting analysis, vision-based interaction, multimedia databases, medical imaging, assistive technology for the blind, human computer interaction, computer vision, and computer graphics. http://teilab.tamu.edu

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Abstract

Our current education system is predominantly vertical, emphasizing expertise development within knowledge silos that mirror the vertical organization of mass production-centric work. In order to prepare students for a vision of future work of flexible high-mix short-run production, we propose that a horizontal or integrative model of learning is required which enables students to be flexible and innovative with holistic understanding of a range of technologies. In this paper, we discuss the design and development of a Career Technical Education (CTE) curriculum that integrates knowledge/skills across multiple technology areas within an authentic practice. We also discuss the preliminary data and results from implementation of the CTE program. This CTE curriculum is designed for a 2-year CTE program comprising of integrative learning of ‘operational knowledge’ (digital fabrication, microprocessor electronics, and programming), and 'tactical processes' (production and manufacturing) in year 1, and 'strategic' phase of design and innovation to solve design challenges presented by local businesses in year 2. Grounded in the theory of horizontal learning, the curriculum designed for this 2-year CTE program seeks to impact students' technology literacy, career preparedness, growth mindset, and sense of STEM identity in the context of the new manufacturing economy.

Thakare, K., & Okundaye, O. J., & Li, Q., & Natarajarathinam, M., & Chu, S. L., & Kuttolamadom, M., & Quek, F. (2021, July), Design and Development of a Horizontal CTE Curriculum to Prepare Students for the New Manufacturing Economy (Work in Progress) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36905

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