Vakil, J. B., & Post, P. E. (2020, June), Ohio Technology Education Status Study  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35006

\bibitem{asee_peer_35006}
  Vakil, J. B., \& Post, P. E. (2020, June), \emph{Ohio Technology Education Status Study}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35006

Joanne Baltazar Vakil and Paul E. Post.  "Ohio Technology Education Status Study".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35006 Internet.  11 Jan, 2025

\bibitem{asee_peer_35006}
  Joanne Baltazar Vakil and Paul E. Post.
  "Ohio Technology Education Status Study".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35006 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_35006
author = "Joanne Baltazar Vakil and Paul E. Post"
title = "Ohio Technology Education Status Study"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35006}
number = {10.18260/1-2--35006}
}

TY  - CPAPER
AB  - Currently, technology education continues to be considered an elective area in most states, with the process of writing and approving these state standards challenging. The inclusion of technology education into STEM education has made it even more critical now to assess the current status of technology and engineering education curriculum, implementation, and inclusion of minority populations. This quantitative research revisits a 2001 status study describing technology education programs. Using stratified random sampling of high school technology programs in Ohio, the online survey will reassess enrollment numbers of instructors and students. Preliminary analysis of 93 participating teachers or program directors shows that 20% of the schools lack technology education related coursework. Current programs are identified as Technology Education, Technology and Engineering Education, Engineering Education, and Industrial Technology, with 35% of the programs having a different title.  The number of female faculty for schools with technology programs remains low, with over 40% having no female instructors, and over 25% having only one.  Additional findings will reveal patterns towards program content, overall purpose, and inclusion of minorities.  This research will inform future studies focused on recruitment and retention of minority students and teachers in technology education. 
AU  - Joanne Baltazar Vakil
AU  - Paul E. Post
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Ohio Technology Education Status Study
UR  - https://peer.asee.org/35006
DO  - 10.18260/1-2--35006
ER  -