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Engineering Technology As A Vehicle For Putting Qualified Technology Teachers In High School Classrooms

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Diversity and K-12 Issues

Tagged Division

Engineering Technology

Page Count

8

Page Numbers

13.529.1 - 13.529.8

Permanent URL

https://peer.asee.org/3434

Download Count

51

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Paper Authors

biography

Ronald Rockland New Jersey Institute of Technology

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RONALD H. ROCKLAND is Associate Dean of the Newark College of Engineering, and a Professor of Engineering Technology and Biomedical Engineering. He received a B.S.E.E. and M.S.E.E. and Ph.D. in bioengineering and electrical engineering from New York University in 1967, 1969 and 1972 respectively. He also received an M.B.A. in marketing from the University of St. Thomas in 1977. He is a 2000 award winner in Excellence in Teaching for NJIT, and the chair of the Master Teacher’s committee. Dr. Rockland has over 20 years of industrial experience in research, engineering, marketing and sales management with several high technology corporations.

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biography

John Carpinelli New Jersey Institute of Technology

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JOHN D. CARPINELLI is an Associate Professor of Electrical and Computer Engineering and Director of the Center for Pre-College Programs at the New Jersey Institute of Technology. He previously served as coordinator of activities at NJIT for the Gateway Engineering Education Coalition and as a member of the Coalition's Governing Board. He currently chair's NJIT's Excellence in Teaching Awards Committee and is past chair of the University Master Teacher Committee.

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Howard Kimmel New Jersey Institute of Technology

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HOWARD KIMMEL is Professor of Chemical Engineering and Executive Director of the Center for Pre-College Programs at New Jersey Institute of Technology. He has spent the past thirty years designing and implementing professional development programs and curricula for K-12 teachers in science and technology. At the college level, he collaborates on projects exploring teaching methodologies and assessment strategies in first-year college courses in the sciences, engineering, and computer science.

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Joel Bloom New Jersey Institute of Technology

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Engineering Technology as a Vehicle for Putting Qualified Technology Teachers in High School Classrooms

Abstract

Increasing the presence of engineering and technology in K-12 education has become a high priority for the nation’s industrial future. Most middle and high school students and many of their teachers still do not have a positive attitude towards these fields and/or lack an understanding of the role of engineering, as well as the role of engineers and engineering technologists. How do we meet this challenge of bringing knowledge of these fields into K-12 classrooms?

Various professional development programs have been developed and implemented by higher education institutions and educational organizations to help teachers acquire the skills and knowledge necessary to bring these concepts into their classrooms. But the availability of teacher preparation programs has not kept pace.

Technology education, as a discipline, is relatively young, and is an outgrowth of the industrial arts program. Many educators consider the publication of the Jackson's Mill Industrial Arts Curriculum Theory document in 1981 as the starting point of the modern era of technology education.1 The rapidly increasing number of high school pre-engineering programs across the country has created a growing shortage of teachers qualified to teach such courses. Only recently have some states, such as New Jersey, revised their teacher certification code to authorize a “Teacher of Technology” certification or endorsement, and only one higher education institution in our state has had authorization to provide programs leading to teacher certification in Technology Education. Our university, New Jersey Institute of Technology (NJIT) does not have a teacher preparation program. However, we have established collaboration with a teacher preparation program in a neighboring institution in which our students earn their degree at NJIT, while earning teaching certification from the other institution.

Several alternative programs were examined as possible vehicles for training teachers for the technology education certification. Currently, NJIT undergraduates are able to earn engineering degrees and then acquire teacher certification through the Department of Urban Education of Rutgers University – Newark. It was concluded that this may not be the best approach to increase the number of teachers. We have developed a program specifically for undergraduates who can earn a degree in Engineering Technology, while getting appropriate training in educational background and methods. This paper will describe the development of the program, its rationale, and the educational component of the program that will be putting qualified technology education teachers in high school classrooms.

Introduction

The United States currently has a shortage of qualified workers in the information technology (IT) and science, technology, engineering and mathematics (STEM) fields that will continue at

Rockland, R., & Carpinelli, J., & Kimmel, H., & Bloom, J. (2008, June), Engineering Technology As A Vehicle For Putting Qualified Technology Teachers In High School Classrooms Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3434

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