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The South Carolina Advanced Technological Education (SC ATE) Center of Excellence is continuing its focus on increasing the quantity, quality and diversity of engineering technology graduates in support of economic development. Center principal investigators, staff and participants are addressing issues endemic to systemic reform efforts in the areas of curriculum development, faculty development and program improvement. During Year 4, the pre-engineering technology curriculum (Technology Gateway) has been completed and implemented, additional components of the engineering technology core curriculum have been completed and pilot tested, a national peer review of completed curriculum components has been accomplished, additional faculty have been trained and prepared to deliver SC ATE curricula, and a marketing plan to increase enrollments in engineering technology programs has been developed and is being implemented.

SC ATE faculty continue to serve as change agents on their campuses and throughout the SC Technical College System. Ninety-six faculty are involved in ATE, with new faculty continuing to join the project. The first statewide Instructional Leadership Institute was conducted in February, offering faculty an opportunity to share best practices. Other faculty development opportunities were provided, including an ATE Roundtable via the distance learning teleconferencing system, workshops on technology applications for the classroom, and support to make presentations, publish papers and exhibit project outcomes.

SC ATE curricula for pre-engineering technology and first-year engineering technology (ET) students form the cornerstone of the Center's strategy to retain and graduate more students. The SC ATE ET Core curriculum is designed to replace basic physics, mathematics, communications and introduction to ET courses taken by all ET majors. The Technology Gateway is designed to prepare slightly under-prepared students to be successful in ET majors. The Technology Gateway is fully developed and curriculum development for the ET Core is continuing as scheduled, with the first National Peer Review conducted. Marketing and student recruitment efforts are expanding.

Eight South Carolina Technical Colleges have implemented one or both components of the SC ATE curriculum for engineering technology students. Student retention rates ranged from 71% to 94% in fall of 1998 and averaged 88% in fall of 1999. Student enrollments almost doubled in one year, increasing from 50 in 1998 to 96 in 1999. Outpacing overall enrollment growth, female participation increased from 3 to 18 in one year, while African-American participation increased from 11 to 42.

Students are benefiting from the use of an integrated, problem-based curriculum, increased use of active learning techniques and instructional technology, student and faculty teams, and an increase in scholarship support and work experience through industry involvement in the SC ATE Scholars Initiative. ATE Scholars industry consortia have been established at three colleges. Beginning in fall 2000, two colleges plan to make the SC ATE curriculum the primary course of study for all engineering technology students.

The goal of the South Carolina Advanced Technological Education (SC ATE) Center of Excellence is systemic reform of engineering technology education with a focus on increasing the quantity, quality, and diversity of engineering technology graduates from the state's Technical College System. Year 3 of the Center is focused on preparing faculty to teach an integrated, problem-based curriculum in physics, mathematics, communication, and technology, pilot-testing components (Pre-ET, electrical, and mechanical) of the SC ATE curriculum, and marketing the SC ATE materials and teaching methodologies to internal and external audiences. Major achievements include the following:

Curriculum

• Curriculum frameworks for thermal and fluids components of the ET core were validated and approved by ATE faculty.
• Industry representative focus groups were assembled on three technical college campuses to review and rate curriculum materials for Pre-ET and electrical and mechanical components of the ET core.
• Pre-Engineering Technology courses were piloted at Piedmont, York, and Trident technical colleges. A set of 3 bridge courses-9 credit hours-were taken concurrently in one semester. Twenty-one students enrolled in the fall pilot classes. The combined retention rate was 71%.
• Engineering Technology Core (first year) courses were piloted at Florence-Darlington Technical College and Tri-County Technical College. A two-semester pilot was comprised of eight courses-20 credit hours-in algebra, trigonometry, physics, English communication, and engineering technology. Thirty-one students were enrolled in the fall courses. The combined fall retention rate was 94%.
• Commitments were obtained from thirteen of the sixteen technical colleges in the system to teach one or both of the SC ATE programs before 2002. A "first-time user" package of support was distributed to colleges.
• By summer of 1999, ATE faculty will write curriculum frameworks for third semester core courses in mathematics, physics, and technology.

• Eighteen ATE pilot teaching faculty revised and delivered course material for eleven new SC ATE courses.
• ATE faculty participated in a one-day curriculum training drive-in workshop on October 1, 1998, which featured the new SC ATE curriculum materials and methodologies.
• A team of four ATE faculty attended a train-the-trainer technology session sponsored by Queensborough Community College (NY) on instruction in science, mathematics, engineering, and technology through the use of interactive multimedia and Internet courseware.
• A model for conducting workplace research was developed/revised and distributed to colleges. The model includes guidelines for faculty participation in workplace research, industry roles and responsibilities, and reporting and evaluation forms. A workplace research Faculty Roundtable was produced and delivered via the system's distance learning interactive video network.
• A two-day mid-winter retreat was held in February for all ATE faculty and invited Chief Instructional Officers, Deans, Department Heads, and other middle managers in the sixteen technical colleges featuring problem-based learning activities, student recruitment strategies, and ATE program management techniques.
• Interactive training to prepare ATE faculty to teach the new SC ATE courses was developed and will be delivered via the distance learning network in March and April.

• The SC ATE web site (scate.org) was redesigned as a virtual file cabinet to store and deliver information about ATE activities and products.
• A communications/marketing plan was developed and implemented to promote SC ATE activities to internal and external audiences.
• An Engineering Technology Scholars initiative, in cooperation with the SC Department of Commerce and South Carolina businesses and industries, began at two technical colleges as a major student recruitment activity for the SC ATE engineering technology core program.

The goal of the South Carolina Advanced Technological Education (SC ATE) Center of Excellence is systemic reform of engineering technology education with a focus on increasing the quantity, quality, and diversity of engineering technology graduates from the state's Technical College System. All sixteen technical colleges in South Carolina are actively engaged in this initiative. Reform is being accomplished through a comprehensive program of faculty development (addressing learning theory, teaching methodologies, assessment of student learning, and faculty leadership), program improvement (addressing systemic reform issues, technology, recruitment, and retention) and curriculum reform (creating an integrated, problem-based course of study which models the workplace). Major achievements include the following:

Curriculum

• Curriculum frameworks, including competencies and performance objectives, were developed and validated for Pre-ET and for the electrical and mechanical components of the ET Core. Curriculum frameworks for the fluids and thermal components of the ET Core will be completed in May, 1998.
• A Problem-Based Learning approach to instruction was researched, evaluated, and adapted for use in the SC ATE curriculum development process. In collaboration with industry partners, broad-based workplace problem scenarios will be completed in May, 1998.
• A 9-credit hour, one-semester curriculum structure for the Pre-ET program and a 27-credit hour, three-semester curriculum structure for the ET Core were established which consists of integrated courses in mathematics, communications, engineering technology, and science.
• Pre-ET and ET Core course titles, numbers, and descriptions were developed, approved by the State Board for Technical and Comprehensive Education, and added to the System's Catalog of Approved Courses for use in the fall of 1998.
• Faculty will write a scope and sequence, syllabus, and lesson plans for specific components of the Pre-ET and first two semesters of the Core curriculum during the summer of 1998.
• In 1998-99, Phase I of the ATE curriculum will be pilot tested at two colleges for the ET Core and at three colleges for the Pre-ET curriculum.

• ATE Exemplary Faculty worked on 11 Ad Hoc Work Teams to accomplish numerous tasks for the SC ATE Center of Excellence ranging from linking with other educational initiatives to assisting their peers with distance communications technology.
• ATE faculty have conducted over 30 presentations/workshops during the year which impacted over 1000 educators. Three Faculty Roundtables involving over 500 faculty were produced and delivered by ATE faculty via the System's Distance Learning interactive video network.

• The Project secured a simpler Web site address (scate.org/scate) and moved both the Web site and Project listservs to a new server. An Editorial Team and editorial process have been established for publishing on the SC ATE Web site.
• ATE Exemplary Faculty are being provided with computer hardware and software to establish a common platform of connectivity for the Project and cross-campus collaboration.
• A research study was initiated to gather information about first-and second-year engineering technology students and to assess perceptions of faculty and administrators in engineering technology programs.
• The ATE Management Team established a partnership with the System's Chief Instructional Officers to integrate and sustain ATE through and organizational change model for systemic reform.

The goal of the South Carolina Advanced Technological Education (SC ATE) Center of Excellence is systemic reform of engineering technology education, with a focus on increasing the quantity, quality and diversity of engineering technology graduates from the state's Technical College System. Work in the first six months has focused on establishing a management infrastructure and work plan for accomplishing the objectives of the grant. A team-based management and work approach is being used to model the work environment for which engineering technicians are being prepared.

Major achievements include the following:

• Staffing for most SC ATE Center of Excellence management team and senior personnel positions has been completed. More than one-half of the project's senior personnel leadership was drawn from the ranks of the SC ATE Exemplary Faculty.
• An impressive National Visiting Committee has been assembled for the project. The first meeting was held February 24-25, 1997. In response to NVC recommendations, the ATE management team is working with the project's Advisory Board and staff to identify critical success factors for the SC ATE Center of Excellence.
• A SC ATE Advisory Board was established and met for the first time on March 5, 1997.
• The content of all products of the center is being generated by ad hoc work teams made up of, and led by, SC ATE Exemplary Faculty. The first task of the project's oversight teams was to identify the first ad hoc work teams and to define their assignments. All ad hoc teams are "cross-campus" teams made up of mathematics, engineering technology, communications and science faculty.
• Steps are being taken to blend the Exemplary Faculty Project into the SC ATE Center of Excellence.
• The major summer 1997 activity for the ATE Exemplary Faculty Project participants is workplace research. This research is designed to provide information about the work of engineering technicians for the curriculum development process.
• Exemplary Faculty Project faculty development activities are becoming more focused on developing the ability of participants to author and deliver an integrated engineering technology curriculum in classrooms that model the workplace.
• A work plan for the Center was developed and illustrates graphically how the Exemplary Faculty Project dovetails into the Center of Excellence. In order to manage the project effectively, faculty are being encouraged to look at how each grant-supported activity will benefit curriculum development and delivery.
• The use of electronic communications (e-mail, listservs and conference calls) is being used to facilitate the exchange of ideas and information.
• Several times each year, presentations about the ATE Exemplary Faculty Project and SC ATE Center of Excellence are made to state and national audiences.
• Cost-sharing arrangements for the Center of Excellence have been established, and opportunities for additional support have been identified.
• The SC ATE logo, a stylized vector, has been produced for the project.
• External evaluators continue to work closely with both the Exemplary Faculty Project and the SC ATE Center of Excellence.
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