July 26, 2021
July 26, 2021
July 19, 2022
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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