An Advanced Technological Education Project for High Value Manufacturing: Lessons Learned

The buildings in which people work, live, and spend their leisure time are increasingly embedded with sophisticated information technology (IT). This article describes the approach of Metropolitan Community College (MCC) in Omaha, Nebraska of the United States to provide an occupational context to some of their IT coursework by organizing IT instruction around the context of building automation systems (BAS). This contextualization allows IT students not only to study IT as a standalone discipline but also to study its integrated use within a specific occupational context. The article also describes MCC’s focused curriculum design efforts funded by the National Science Foundation’s Advanced Technological Education program. These efforts toward BAS-contextualization of the IT curriculum have become a catalyst for systematic contextualization of IT instruction at MCC and support the institution’s broader efforts to become a national model in IT instruction and interdisciplinary engagement within the United States. The research-based approach, activities, and outcomes of this project are all described here, as well as the lessons learned by one community college seeking to make their IT program increasingly relevant to their students and the IT workforce of today.

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The upside of an annual survey in light of involvement and use: Evaluating the Advanced Technological Education program

New Directions for Evaluation ◽

10.1002/ev.349 ◽

2011 ◽

Vol 2011 (129) ◽

pp. 9-15

Author(s):

Stacie A. Toal ◽

Arlen R. Gullickson

Keyword(s):

Education Program ◽

Technological Education ◽

Annual Survey ◽

Advanced Technological Education

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Polk State College's Engineering Technology Program

Advances in Educational Technologies and Instructional Design - Career Ready Education Through Experiential Learning ◽

10.4018/978-1-7998-1928-8.ch011 ◽

2021 ◽

pp. 178-222

Author(s):

Naomi Rose Boyer ◽

Mori Toosi ◽

Eric A. Roe ◽

Kathy Bucklew ◽

Orathai Northern

Keyword(s):

Technological Education ◽

Engineering Technology ◽

Technology Program ◽

Early Exit ◽

State College ◽

Science Degree ◽

Competency Based ◽

Associate In Science ◽

Advanced Technological Education

This case study describes an open entry early exit (O3E) rolling enrollment program focused on untangling the web of systems, assumptions, roles, relationships, and interagency processes to address the national emphasis on affordable, compressed, and flexible degree attainment, particularly in science, technology, engineering, and math (STEM) talent gap areas. To this end, Polk State College has empowered students with an affordable, accessible option that was initiated as a result of a National Science Foundation-Advanced Technological Education (NSF-ATE) project award. The project was designed to transition a traditional engineering technology associate in science degree program to a hybrid competency-based (CBE), modular, non-term, self-paced, learner-centered, faculty-mentored format. As a work in progress, having shifted to CBE in Fall 2014, the O3E program team has undertaken and resolved numerous challenges, many of which are still emergent, and identified significant breakthroughs to provide a catalyst to the reconceptualization of higher education.

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Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

Rural Special Education Quarterly ◽

10.1177/875687059701600403 ◽

1997 ◽

Vol 16 (4) ◽

pp. 10-15 ◽

Cited By ~ 3

Author(s):

Gloria Delany-Barmann ◽

Greg Prater ◽

Sam Minner

Keyword(s):

Special Education ◽

Preservice Teachers ◽

Native American ◽

Teacher Preparation ◽

Lessons Learned ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Navajo Nation ◽

Preparation Programs ◽

Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

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