Engineering and Technology Education Program

The department thrust has always been on producing graduates that are in high demand by employers in the workplace. The faculty has long prided themselves on graduating individuals who can make an immediate positive impact in the school districts or industry that hires them. Furthermore, graduates are individuals who can assume leadership roles because of their educational experiences. A major component of the assessment feedback in knowing that almost all of our graduates get jobs and enjoy successful careers.

The assessment plan for the Department of Engineering and Technology Education program (ETE) follows the “standards” written by the International Technology Teacher Association (ITEA), Council for Technology Teacher Education (CTTE), and National Council for Accreditation of Teacher Education (NCATE). 

The ITEA/CTTE/NCATE standards were rewritten by the CTTE Accreditation Committee and submitted to NCATE for approval in October of 2003. The following curriculum standards have been reviewed extensively by the technology teacher education profession over the past several years. The ITEA/CTTE/NCATE standards are a result of several projects including:

1.         The Professional Development Standards, part of International Technology Education
            Association’s Technology for All Americans Project (2003).
2.         The 1997 ITEA/CTTE/NCATE guidelines approved by NCATE.
3.         The INTASC Standards.
4.         The Standards for Technological Literacy, part of International Technology Education
            Association’s Technology for All Americans Project.
5.         The suggested format for standards by NCATE using knowledge, performance, and disposition indicators. (NCATE Professional Standards for the Accreditation of  School, Colleges, and Departments of Education, 2002 Edition).

Description Standards

For the assessment of the ETE program, the following 10 ITEA/CTTE/NCATE standards are used.  These10 standards are divided into two subsets.  Standards 1-5 of this set specifically focus on the subject matter of technology and standards 6-10 identify the knowledge necessary for effective teaching of technology in technology teacher education programs. 

Subject Matter Standards for Technology Education
Standard 1:       The Nature of Technology
Standard 2:       Technology and Society
Standard 3:       Design
Standard 4:       Abilities for a Technological World
Standard 5:       The Designed World

Effective Teaching Standards for Technology Education
Standard 6:       Curriculum
Standard 7:       Instructional Strategies
Standard 8:       Learning Environment
Standard 9:       Students
Standard 10:     Professional Growth

Assessment Indicators

The ETE department follows the assessment guidelines suggested by the ITEA/CTTE/NCATE standards.  Each of the ten standards presented contain outcome statements that are called “indicators.”  The “indicators” are statements that further define the standard.  They also help to show the depth and breadth of the standard and give examples as to the type of topics that are components of the standard.

To further help in the assessment of the program, knowledge, performance and disposition indicators included with each standard.  Knowledge indicators are those that focus on cognitive information such as concepts, theories, ideas, formulas, definitions, identifications and analyses about the standard.  Performance indicators are those that focus on physical outcomes, applications of learning, and the ability to use content concerning the standard.  Disposition indicators are those that concentrate on attitudes, values, ethics, beliefs, and affective behaviors about the standard.  An example of these indicators is present below:

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STANDARD 1 — THE NATURE OF TECHNOLOGY

Technology teacher education program candidates develop an understanding of the nature of technology within the context of the Designed World.

Indicators:

The following knowledge, performance, and disposition indicators provide guidance to better understand the scope of Standard 1.

The program prepares technology teacher education candidates who can:

            Knowledge Indicators:

• Explain the characteristics and scope of technology.
• Compare the relationship among technologies and the connections between technology and other disciplines.

            Performance Indicators:

• Apply the concepts and principles of technology when teaching technology in the classroom and laboratory.

            Disposition Indicators:

• Comprehend the nature of technology in a way that demonstrates sensitivity to the positive and negative aspects of technology in our world.