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Ohio Technology Education Status Study

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2020 ASEE Virtual Annual Conference Content Access


Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Pre-college Engineering Education Division Technical Session 11

Tagged Division

Pre-College Engineering Education

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Paper Authors


Joanne Baltazar Vakil Ohio State University

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Joanne Baltazar Vakil is a STEM Education PhD Candidate at The Ohio State University. She holds a Masters in Mathematics for Educators from Worcester Polytechnic Institute. She has taught middle school/high school for sixteen years, with a focus of mathematics and science, in which she had students implement the engineering design process with challenge-based learning.

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Paul E. Post Ohio State University

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Ph.D. in Industrial Technology, Purdue University
M.S. in Industrial Education, Purdue University
B.S. in Industrial Arts Education, Pennsylvania State University

OSU faculty member since 1984
Currently in the STEM education program

2013 International Technology and Engineering Educators Association Conference Co-Chair

Currently Executive Director and a Past-President of the Ohio Technology and Engineering Educators Association

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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.

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

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