Technological Education Initiative

工程和技术认证委员会（ABET）与几个ATE卓越中心合作，正在举办一系列实践区域教师研讨会，将技术课程教师聚集在一起，以提高他们对“新兴技术”的了解，探索将这些技术纳入课程的方法，并为教师提供制定有效评估策略的经验，以衡量课程创新对毕业生表现的影响。这些研讨会为创新，与新兴技术相关，对学生有吸引力的课程开发提供工具;因此，技术课程的毕业生准备以更大的流动性和过渡能力进入职业生涯。这些工作坊亦有助提升学院的技术专业发展，并为他们提供一个良好的基础，以评估其课程创新的质素。工作坊的第一部分是由业界伙伴举办，探讨与科技毕业生的未来有关的新兴科技。第二部分包括基于持续质量改进方法和基于结果的评估的教育计划的开发会议。这些研讨会由在实施ABET的基于结果的标准--工程标准2000方面经验丰富的工程专业人员、在协助学校进行评估规划方面具有专业知识的顾问、目前正在其公司进行持续质量改进努力的行业代表、NSF高级技术教育（ATE）中心的主要代表、以及ABET技术认证委员会（TAC）的成员。促进者激励教师分析不同的大学和学院的任务，并根据这些任务制定计划目标;确定实现这些目标的具体成果;讨论实现这些成果的方法（如课程创新），并决定如何衡量所采取行动的成功。研讨会正在制作案例研究和例子，突出不同的大学和学院的使命和计划目标，可用于教师制定计划的具体评估计划，以确定他们的课程改革和计划创新的成功。该倡议的主要特点（和优势）是行业和ATE中心的积极支持和参与。这确保了讲习班能够解决工业界和学术界面临的最重要的问题。讲习班将在地理上分散的地点举办，为期三年，这些地点的选择是为了方便与国家技术人员接触。研讨会是开放给教师从非认可和ABET认可的技术方案。在提供项目创新工具的同时，这些研讨会也为教师提供了增强自身技术知识的机会，从而丰富了他们的教育项目。此外，教师受益于与其他机构和项目的教师建立联系，分享课程改进的最佳实践和将新技术纳入其项目的技术。

The Accreditation Board for Engineering and Technology (ABET), partnering with several ATE Centers of Excellence, is conducting a series of hands-on regional faculty workshops to bring together technology program faculty to enhance their knowledge of "emerging technologies," explore ways in which these technologies may be incorporated in programs, and provide faculty with experience in developing effective assessment strategies that measure the impact of curricular innovation on the performance of their graduates. These workshops are providing tools for the development of programs that are innovative, relevant to emerging technologies, and attractive to students; thus, preparing graduates of technology programs to enter their careers with greater mobility and transitional capabilities. These workshops are also enhancing the faculty's technical professional development and providing them with a sound basis for assessing the quality of their curricular innovations.Part I of the workshops is an exploration of emerging technology relevant to the future of technology graduates conducted by industry partners. Part II consists of sessions on developing educational programs based on continuous quality improvement methodology and outcomes based assessment. The workshops are being facilitated by engineering professionals experienced in implementing ABET's outcomes-based criteria -- Engineering Criteria 2000, consultants with expertise in assisting schools with assessment planning, industry representatives current in their company's continuous quality improvement efforts, key representatives for the NSF Advanced Technological Education (ATE) Centers, and members of ABET's Technology Accreditation Commission (TAC). Facilitators are motivating faculty to analyze different university and college missions and to develop programmatic objectives in light of those missions; determine specific outcomes to achieve those objectives; discuss ways to achieve those outcomes (such as curricular innovation) and decide how to measure the success of the actions taken. The workshops are producing case studies and examples highlighting different university and college missions and program objectives which can be used by faculty to develop program specific assessment plans to determine success of their curriculum reform and program innovation. Key features (and strengths) of this initiative are the active support and participation of industry and ATE Centers. This assures that the workshops address the most important issues facing industry and academia.The workshops are being conducted over a three-year period at geographically dispersed locations chosen to provide ease of access to the nation's technology faculty. The workshops are open to faculty members from both non-accredited and ABET accredited technology programs. While offering tools for program innovation, these workshops also provide faculty the opportunity to enhance their own technical knowledge, thereby enriching their educational programs. Additionally, faculty benefit from networking with faculty from other institutions and programs to share best practices in curriculum improvement and techniques of incorporating new technologies in their programs.