Teacher Education (K-12) in Technology and Engineering
A Curriculum to Meet Educational Workforce Needs
Dr. James DeLaura, Chair, Department of Technology Education


The Technology Education Department has modified its Technology Education major program and requirements for the Bachelor of Science degree to reflect the addition of an engineering education component. The revised program was also renamed “Technology and Engineering Education (K-12).”

The change is remarkable. No higher education institution in Connecticut prepares K-12 teachers to instruct in technology and engineering subjects.

Acknowledging approval by the Connecticut Board of Governors for Higher Education this past September, School of Technology Dean Zdzislaw Kremens terms the landmark change “an important milestone in the strategic vision for a new type of technology and engineering teacher education.  We have five full-time faculty members, extensive library holdings, a dedicated laboratory, and tools and equipment in place to support the program. Students began taking courses this semester. We are also planning to develop a close collaboration with nationally recognized initiative on pre-engineering curriculum for middle- and high-schools, named ’Project Lead the Way.’”

Offering a glowing endorsement of the change, Gregory Kane, state consultant for technology education and engineering to the Connecticut Department of Education, says, “Many times education seems to be trying to catch up with workforce needs. But I know, because I confer regularly with my counterparts nationally, that CCSU is one of the absolute leaders among institutions with technology education teacher preparation programs in the U.S.”

The curriculum will continue to prepare individuals for K-12 teacher certification and lead to a BS degree, offered jointly through the School of Technology and the School of Education and Professional Studies. However, the technology field has moved from woodworking and metal working—what was known as industrial arts for public school students—to design and innovation in technology and engineering. The traditional technical content of manufacturing, communication, transportation, and construction systems has been augmented by the integration of courses that focus on engineering and technological design. Now the program incorporates math, science, English and technology skills as well. The revised program addresses the current No Child Left Behind federal legislation as well as subsequent accountability initiatives. Our graduates must be competent in the design, creation, implementation and manipulation of technology as well as technology education pedagogy.

Course offerings reflect the fresh direction of the department. A new requirement, Introduction to Engineering acquaints students with the concepts of mechanical, civil and electrical engineering. The Integrating Engineering Concepts for K-8 Students course attracts future science teachers. Design and application are stressed. For example, students could design and test the sturdiness of an egg container or simulate construction of a bridge created from Popsicle sticks or toothpicks to assess stress and breaking points of a design.

Facilities at CCSU have been significantly expanded and enhanced. The department’s laboratory has been refurbished with new computer stations, a Laser Cutting and Engraving Machine, a Rapid Prototyping Machine and a CNC prototyping router to design and make parts.

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