Final Report: 2003-2004 INDEPENDENT SCHOOL DISTRICT #2397 LE SUEUR-HENDERSON PUBLIC SCHOOLS Industrial Technology Education COMMITTEE MEMBERS Staff Members: Jim Carstens Milen Lovich Mark Vrklan Administrative Support Bill Bjorndahl Elementary Principal Dave Swanberg, Middle School Team Leader Kevin Enerson, High School Principal Edrie Barton, Curriculum Coordinator Dave Johnson, Superintendent of Schools
Purpose Develop the best possible curriculum and program plan for Industrial Technology, 7-12, in Le Sueur-Henderson schools Essential Questions What is our vision for the industrial technology program? How does/could our program support improving student achievement? What standards can we compare our program with to determine effectiveness? How has our program been impacted by technology? How effective is our current model of the required middle school program and elective high school program? How can it be made more effective? How does our program compare to programs in other schools? Study Process 1. Analyze new trends, ideas, innovative programs, and standards in Industrial Technology that reflect current research and best practice. 2. Analyze current practices as compared to best practice and research. 3. Identify areas of excellence as well as limitations/barriers in current practices. 4. Develop a district Vision, Mission and Goals of the Media Technology Program 5. Develop action plans to move from our current status toward our desired goals. Timeline Mar 9, 2004 Mar 18, 2004 Mar 31, 2004 Apr 26, 2004 June 1, 2004 - Study overview and standards selection (half-day) - Analysis of current program using Standards for Technological Literacy (half-day) - Vision statement, mission statement, areas of excellence/concern - Develop inventories of equipment and materials. Completed Counting Stuff data sheets. Draft revised learner outcomes. Review survey results - Completed report. 1
Table of Contents A. Industrial Technology Education s Impact on Academic Achievement B. General Program Description C. SUMMARY: Current Practice at LSH Compared to National Standards D. Inventory E. SUMMARY: Areas of Excellence and Areas of Limitation F. Vision, Mission, Goals for Industrial Technology Education at LSH G. Action Plans for Improvement Appendices I. Complete Analysis of Industrial Technology Education National Standards II. Industrial Technology Education Learner Outcomes III. Results of the Survey of Local Businesses, April 2004 IV. Articles of Interest 2
Industrial Technology Program Study A. How do we take advantage of student interest in Industrial Technology Education classes to IMPACT ACADEMIC ACHIEVEMENT? Consistently using math and reading to solve problems, to find answers, and determine needs for projects. For example, - students are expected to follow written instructions - take specifications on engines (hundredths and thousandths of an inch) - read repair manuals. - use basic math to solve problems, get rates needed, to set up equipment, figure angles, lathe speeds, - communicate with academic area teachers of the need to give students practical reasons to know the math and reading skills - figure how much material is needed for projects and make choices - figure out the costs of materials - determine cost-effectiveness and cost comparisons - reading specifications and notes on blueprints and interpreting them accurately B. PROGRAM DESCRIPTION Definitions: Technology is a combination of man s experiences involved in discoveries, tools, machines, and processes that add to his ability to produce and distribute the goods and services that he needs. Technology education is a discipline of study that is concerned with the systemic application of knowledge, artifacts (tools and materials), and process to solve problems of society. The teaching of technology is concerned with the selection, application and evaluation of technical means to extend human capabilities. Staffing: Carstens, Jim 0.3 7th grade woods, 8th grade drafting Lovich, Milen 1.0 Power Tools, Design Wood I, Design Wood II, Mechanical Drafting I, Mechanical Drafting II, Architectural Drafting, General Metals, Machine Shop, Aviation/Aerospace Vrklan, Mark 0.25 Welding, Mechanical Power Industrial Tech Department classrooms: Room 112-116: Welding, General Metals, Machine Shop, Mechanical Power Room 110: Wood, Power Tools. Design Woods I and II, Grades 7 & 8, Room 108: Room 108B Mechanical Drafting I, Mechanical Drafting II, Architectural Drafting, Aviation/Aerospace Middle School classes introduce skills in Industrial Technology to all students. The focus of Grade 7 is on Woodworking, using the text Units in Woodworking (c1981), while 8th grade emphasizes Drafting, with the text General Industrial Education (c1974). Classes are offered for 6 weeks each year, allowing a grade level to be divided into 6 sections and enabling a very workable class size for learning in a hands-on atmosphere. 3
Graduates of our programs have gone on to become employable in occupations such as welders, mechanics, machinists, engineers, contractors, tradesmen, pilots, and aircraft mechanics. Why should students take classes in Industrial Technology? Here is a chance to apply academic skills with hands on experiences to prepare for the changing world we live in. Every course provides skill and exploration of the many different careers. Taking Industrial Technology courses will gives students a chance to be creative and solve problems which apply math, science and communication skills. These courses better prepare students for the world of work. SUGGESTED SEQUENCE OF COURSES DRAFTING WOODS METALS MECH. DRAFTING I POWER TOOLS GENERAL METALS MECH. DRAFTING II DESIGN WOODS I WELDING I ARCH. DRAFTING DESIGN WOODS II WELDING II CONST. TRADES (no longer offered) CONST. TRADES (no longer offered) MACHINE SHOP AVIATION AV. AEROSPACE ENGINES MECHANICAL POWER INDUSTRIAL TECHNOLOGY: COURSES AND RELATED CAREERS MECHANICAL DRAFTING I POWER TOOLS MECHANICAL POWER ENGINEERING CABINET MAKING AUTO MECHANIC INDUSTRIAL DESIGN WOOD DESIGN DIESEL MECHANIC ARCHITECTURE CARPENTRY AVIATION MECHANIC ASSEMBLY AVOCATIONAL FARM MECHANIC BLUE PRINT READING HOBBY ARCHITECTURAL DRAFTING MECH DRAFTING II WELDING I & II ARCHITECTURAL ENGINEER ENGINEERING ENGINEERING BUILDING CONTRACTOR INDUSTRIAL DESIGN WELDER DEVELOPER ARCHITECTURE MECHANIC REALTOR ESTIMATOR AUTO BODY INTERIOR DESIGN METAL ARTIST MACHINE SHOP MECHANICAL ENG. CONSTRUCTION TRADES DESIGN WOODS I & II MACHINIST ENGINEERING CABINET MAKING TOOL & DIE TRADESMAN FURNITURE MANUFACTURING MATERIALS PROS. DECORATOR CARPENTRY ` combine w/gen metals add all under Design Woods ESTIMATOR CONST. MANAGEMENT AVIATION AEROSPACE AVOCATIONAL/HOBBY PILOT FURNITURE CABINET SALES ASTRONAUT A&P MECHANIC GENERAL METALS TRAFFIC CONTROL ENTREPRENEUR FLIGHT ATTENDANT AIRPLANE AIRFRAME ENGINEER SHEET METAL FABRICATION AIR FREIGHT AIR CONDITIONING RESERVATIONS FOUNDRY 4
C. SUMMARY: Current practices as compared to national standards (See full comparisons in Appendix I) Analysis of Industrial Technology Education Standards for Technological Literacy - Energy and Power Technologies: forms of energy; machines, tools, products, systems use energy for work; power systems drive other systems; energy efficiency. - Information and Communication: acquiring, processing and using information (data) to solve problems; using symbols, measurements, drawing to express ideas. - Transportation Technologies: processes which allow people to travel and transport goods; vehicles and the subsystems (structural, propulsion, control) that must function together. - Manufacturing Technologies: product design, processes to change the forms and nature of materials into products, classification of products, development, making and servicing or products and systems. - Construction Technologies: building structures using the processes and procedures, factors (codes, climate, function, etc.), and subsystems within building construction. LSH Status - We include all basic concepts students should learn in this standard at 7-8 and in elective opportunities at 9-12. - Everything related to communication through drafting and design is used 7-12. Foundation of drawing in 8th grade. Drafting is essential to all other classes. Old technology is better than none; needed in all areas for access/design. - 8th Grade intro to industry units provides overview of essential nature of transportation to industry. Aviation/Aerospace studies concepts and Mech Power works with vehicles. Building & Grounds provides practical applications. - All materials in all classes, 7-12, are analyzed for origin, characteristics, capabilities. Every course uses all manufacturing processes to produce products. Students are encouraged to go beyond the required level in their design and development. - Students practice the theories only in drawings, specifically in Architectural Drafting; no true application happens because no actual building construction occurs. Requirements/Recommendations Minnesota Guidelines for Secondary Schools: General Shop recommendation: 3000 sq. ft. Drafting Rm recommendation: 1000-1200 sq.ft Facilities LSH Status not; size issue is corrected in the building bond proposal. Air Quality: Every machine should have some way to collect dust on it during use. Not all machines are equipped for dust collection. Some of the equipment is too old and our present collection system is also very old. (If bond 2005 should fail, problem will have to be corrected. It is built in to the shop upgrades for the bond. 5
D. INVENTORY of Equipment. (unavailable at this time) 6
E. SUMMARY: Areas of excellence as well as limitations in current practices. AREAS OF EXCELLENCE: All teachers in our Industrial Technology program are licensed in Industrial Technology, wellqualified, and constantly looking to upgrade the program. The four period block schedule has provided adequate time per day for lab activities, improving the quality of learning. Staff attendance at conferences and seminars is supported by staff development funds permitting staff to stay current in new techniques and trends. Building administration is supportive of the program and understands the philosophy of the department. The department offers 7th and 8th grade 6-week required courses and twelve 9-12 elective courses covering all clusters of Technology Education. Each course has a planned sequence and written learner outcomes. Efforts have been made to integrate computer applications into the program; equipment in the IT classrooms is old. Supply budgets have been adequately funded; this funding level should be maintained. Researching and developing workable plans for middle school technology lab, particularly if the facility plan is implemented, is a high priority for the staff. Aviation/Aerospace offers a unique opportunity to our students to learn about the types and uses of fuels in heavier than air/lighter than air aircraft. This is not available in most high schools. Depending on the individual motivation of students, we offer them the chance to rebuild everything from small gas-powered lawn mowers to automotive engines. Because we expect every student to design, create, and evaluate plans in every class, they must make quality decisions and communicate them to others. Computer technology is utilized in all classes for information retrieval and design work. Practical application of transportation theories occurs in Aviation/Aerospace. Students are encouraged and allowed to use their skills to produce products that are beyond the basic requirements of each class. The welding program uses stainless steel, aluminum, and equipment that is state-of-the-art and is not available in most schools in the state. We have much interest in our community in welding, and our program has been able to respond to that interest. 7
AREAS OF CONCERN: We have had to drop classes even though we have the enrollment to offer it, because our staff is not allowed to grow -- machine shop this year and aviation/aerospace next year. LSH has lost Shadow Day and the Coop Program, limiting career experiences for our students. Increased understanding of the connection of Industrial Tech offerings to career pathways is essential for staff and decision-makers in our district. In particular, the skills of drafting are essential to further education in engineering. Additionally, if all high school students were required to enroll in quarter class of drafting, then they would be prepared for any Industrial Tech class as well as for practical life skills. LSH cannot offer electronics because the support for materials and equipment is too expensive. While the four-period day allows adequate time per day for activities, we have lost on a quarter/semester class time basis. Some equipment is outdated or beyond repair (see equipment inventory). Consideration should be given to establishing a replacement cycle. Our facility provides inadequate space for activities as well as storage. Extended contracts for equipment and facility maintenance, especially if the middle school tech lab is implemented, are essential; at the present time, this time is not offered to our staff. Certain classes are overcrowded for equipment and work space in the classroom. Depending on scheduling, these courses may include Power Tools, Design Woods, General Metals. In Construction Trades class, students had the opportunity to identify all the building materials, apply and practice energy efficiency practices with all phases of constructing residences. The application of Construction Technologies also occurred in Construction Trades. This opportunity no longer exists. The age and condition of current computers limits and inhibits the depth and breadth of student work. Access to the wireless lab for 1 1/2 weeks of the 6-week middle school hex would be adequate. If we had Internet access in the metal shop, students could do this work in the lab with teacher supervision instead of going to the classroom to look up designs, specifications and other information. Not all students can access the Buildings and Grounds class. Students must have had nearly all the Industrial Technology classes in order to qualify for that class. Because we have limited time (6 weeks) in 7-8 to study all areas, the area of transportation technologies is missed. 8
F. Vision for Teaching and Learning through Industrial Technology By participating in Industrial Technology classes, LSH graduates develop skills to be intelligent consumers, perform basic maintenance, solve problems, and communicate and visualize graphically. Our students learn the basic skills necessary to be employed in local businesses. Industrial Technology students participate in a wide array of technological activities which allow the exploration of careers and encourage, enable and support post-secondary training and education. Beginning in a middle school lab-based program, students are introduced to all components of Industrial Technology so that they can make quality choices in senior high. The Industrial Technology program expands to include electricity/electronics, building trades, and auto mechanics in addition to existing courses in the technologies of transportation, energy and power, information and communication, manufacturing and construction. Teaching staff is added to accommodate the ever-increasing interest and enrollment in the program. Our clean, open and safe facility accommodates full-size classes with adequate space for materials and products while maintaining healthy indoor air quality. We use current technologies throughout the program, constantly upgrading to match industry standards. The school administration, staff, and community supports student success in our program. MISSION Prepare students to actively participate in, contribute to, and compete in our technological society through citizen, career and consumer roles. GOALS 1. Assure that the established curriculum allows students to realize a sense of accomplishment, critically evaluate their work, make informed career choices, and be an intelligent consumer. 2. Provide a clean, open and safe facility that accommodates full-size classes with adequate space for materials and products while maintaining healthy indoor air quality. 3. Establish a lab-based middle school program. 4. Expand current course offerings to include electricity/electronics, building trades, and auto mechanics. 5. Remain current with necessary and up-to-date technologies, equipment and teaching materials in all courses and classes. G. ACTION PLANS to move from our current status toward our desired goals. 9