Updating Course Outlines in Technology Education

Oswego Update Project

A Graduate Research Project Updating Course Outlines in Technology Education

June 2004 “Invention!” (Formerly “Product Design and Engineering”)

In collaboration with:

Developer:

Mr. Nicholas Irving, SUNY – Oswego, [email protected]

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, [email protected] Mr. Eric Suhr, Liaison, New York State Education Department, [email protected]

Content Consultants:

Mr. Jason Lloyd, Baldwinsville School District, [email protected] Mr. Justin Herling, Syracuse City Schools, [email protected] Ms. Tiffany Roberts, Rome City Schools, [email protected]

Digitally available at www.oswego.edu/~waite 2

Forward

The “Oswego Update Project” is collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.

The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York State each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

 Provide a solid graduate research project for the developers involved (learning by doing)

 Involve known, successful teachers as consultants to the process through a common interview template

 Honor the work and dedication of the original writing teams

 Refresh course objectives and teaching strategies

 Forge a more uniform format between and among course outlines

 Update the bibliography of each course to reflect the last ten years of literature review

 Include Internet resources both useful as general professional tools, and as specific content enhancement

 Develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York State. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, Professor SUNY Oswego, Dept. of Technology School of Education 3

Course Goals

Through the implementation of this course, the student will:

1. Participate in a manufacturing enterprise to research, design, develop, produce and assure quality of a manufactured product. 2. Participate as a member of a team to reach a common goal. 3. Develop collaborative and social skills necessary to be a productive member of a working group. 4. Learn of and use computer applications in a manufacturing process. 5. Use tools, equipment, and materials in he development and production of a design. 6. Learn how products, materials, processes, and information are conceived, improved, and applied in a manufacturing enterprise 7. Use the systems approach, problem-solving and analytical skills to solve engineering problems within the context of laboratory activities. 8. Identify current trends in manufacturing 9. Identify both positive and negative impacts of manufacturing technologies.

Course Description

The design and engineering of products for the home, industry, the workplace, and elsewhere has become a highly specialized field. Despite this, the core process of product design and engineering remains at the heart of it all. Invention! is a course designed to introduce high school students to a variety of materials, as well as principles of: engineering, research and development, design, and manufacturing. Students will be involved with each general phase of the design and engineering process. After completing this course, students will have a general understanding of product design and engineering. Students will also be able to plan and implement their own design and engineering process.

Content Outline

1. Module 1 Introduction to Invention! 1.1. Design overview 1.2. Engineering and engineers 1.3. Materials overview

2. Module 2 Materials 2.1. Woods 2.1.1. Hardwood 2.1.2. Softwood 2.1.3. General processing and processes 2.1.4. General tooling 2.2. Metals 2.2.1. Ferrous 2.2.2. Non-ferrous 2.2.3. General processing and processes 2.2.4. General tooling 2.3. Plastics 2.3.1. Thermo-plastic 2.3.2. Thermo-set 2.3.3. General processing and processes 2.3.4. General tooling 4

2.4. Organics

3. Module 3 Design 3.1. Process, an introduction 3.2. Principles of design 3.3. Elements of design 3.4. Design types 3.5. Designs superior and inferior 3.6. Designers

4. Module 4 Manufacturing 4.1. Systems 4.1.1. Push 4.1.2. Pull 4.2. Tools and tool use 4.2.1. Jigs 4.2.2. Fixtures 4.3. Computer applications 4.3.1. CAD 4.3.2. CIM 4.3.3. CNC 4.3.4. CAM 4.4. Manufacturing Layout 4.4.1. Fixed 4.4.2. Process based 4.4.3. Flow-Line 4.4.4. Continuous

5. Module 5 Design and Engineering 5.1. Current trends 5.2. Problem exploration 5.3. Problem statements (students in groups) 5.4. Research and development 5.5. Prototyping 5.5.1. Product selection 5.5.2. Potential product presentation

6. Module 6 Production 6.1. Tooling 6.2. Materials ordering 6.3. Troubleshooting 6.4. Final products

7. Module 7 Invention Convention 7.1. Several inventions presented 7.2. Inventions put on display 7.3. Selection of various category winners 5

General Instructional Strategies

Being a course based on both traditional processes and cutting edge technologies, Invention! is a course that, with continuous support from both administration and community, can showcase the talent of a school’s Technology Education program. The course will best be instructed in a laboratory that has both traditional seating and a large workspace. Tools that can be used to process a variety of materials, as well as an ample stock or an assortment of differing materials for student investigation and manipulation should be on hand. The following bulleted list outlines many of the components of an ideal Invention laboratory.  Several work benches  Traditional classroom seating  10-15 PC computers  CAD software  Large whiteboard for student brainstorming  Table saw  Drill press  Band saw  Injection molder  Welding booth  Wood stock  Plastic stock  Glass stock  Metal stock  Large television or video projector  Subscription to a design magazine for student use

The course content is very open and can lead to a variety of activities and specific topics, this will affect the specific needs and wants of each individual classroom. This course can be taught well in a classroom similar to that of Principles of Engineering.

Performance Indicators/Supporting Competencies (Student Will Be Able To)

Module 1 Introduction to invention (swbat)  Distinguish invention as a part of a design process  Classify engineering as a component of the design process  Classify materials selection as a component of the design process

Teaching Strategies  Have students view a video of the entire design and production process of a product.  Divide students into groups and have them discuss and write down their ideas about which specific inputs are involved in the design and engineering process.  Provide students with examples of products that are the same but differing in material composition.  Present power tool and power tool safety to class

Module 2 Engineering Materials (swbat)  Differentiate between properties of engineering materials  Distinguish the differences between types of wood 6

 Distinguish the differences between types of metals  Distinguish the differences between types of plastics

Teaching Strategies  Provide students with several specimens of each respective material and have them perform an identification laboratory, differentiating between types.  Guide students in research in a library or through the internet, compare and contrast different types among each respective material.  Have students physically manipulate different materials to evaluate different strengths and weaknesses.

Module 3 Design (swbat)  Diagram design as a process  Identify design principles  Identify design elements  Differentiate between a poor and high quality design

Teaching Strategies  Have students create a power point presentation outlining the design process  Provide students with objects to be evaluated based on design and production quality  Divide the class into groups playing the roles of consumers and designers evaluating a common product.

Module 4 Manufacturing (swbat)  Develop a pull manufacturing system  Develop a manufacturing system  Examine the 4 basic manufacturing layouts  Differentiate between a jig and a fixture

Teaching Strategies  Have students participate in an activity emulating both a push and a pull manufacturing operation.  Show a video of a manufacturing operation, putting emphasis on the plant layout.  Bring students on a field trip to a local industry  Along with students, form several manufacturing companies within the classroom

Module 5 Design and engineering together (swbat)  Integrate current trends in design and engineering  Assess positive and negative aspects of a specific product  Develop a solution to a design problem  Perform research and development as part of a design process  Produce a prototype solution to a design problem

Teaching Strategies  Provide students with recent design magazines in order to prepare a report of new and emerging trends  In groups, have students experience first hand the design, engineering, and prototyping of a solution product  Allow each group of students to pose a solution to a reasonable problem of their choice  Have each group produce several prototypes to accompany their solutions

Module 6 Production (swbat)  Safely use power and hand tools 7

 Evaluate efficient production methods for a product  Evaluate efficient layout for production of a product  Assess barriers to efficiency in production  Prioritize solutions to production problems  Use critical thinking as part of a design process  Integrate tools, materials, engineering, and design to produce a finished outcome

Teaching Strategies  Have students research OSHA regulations  Review power tools and power tool safety  Allow each group of students to experiment with production layout of their final solution  Have students trouble shoot manufacturing processes  Have production groups produce a given number of their final product; implementing the most efficient production mode devised

Module 7 Invention Convention (swbat)  Analyze critically, the finished product of peers  Display work for critical evaluation  Use and invention convention as an opportunity to play the part of a professional  Critic the work of self and others

Teaching Strategies  Have each group of students present their final product, as well as the process that each group and group member went through to reach a final finished product  Invite the school community to an Invention Convention, in which the inventions could be displayed and possibly judged, similar to a science fair. 8

Bibliography

Basaly, N. & Billatos, S. (1997) Green technology and design for the environment. London, UK: Taylor&Francis.

Callister, W. (2003). Materials science and engineering: An introduction. New York: John Wiley & Sons.

Davis, P., Juneau, K. (1999). Technical drawing. Upper Saddle River, NJ: Prentice Hall.

Eggleston, J. (2000). Teaching and learning design and technology. New York, New York: Continuum.

Green, W. & Jordan, P. (1999). Human factors in product design: current practice and future trends. London, UK: Taylor & Francis.

Green, W. & Jordan, P. (2002.) Pleasure with products: beyond usability. London, UK: Taylor & Francis

Jefferis, A. (2002). Commercial drafting and detailing. Independence, KY: Delmar Learning.

McDonough, W. (2002) Cradle to cradle: remaking the way we make things. New York : North Point Press

Meister, D. (1999), A history of human factors and ergonomics. London: Lawrence Erlbaum Associates.

Moaveni, S. (2002). Engineering fundamentals: An introduction to engineering. Chicago: Brooks/Cole Publishing. Press, M (2003). The design experience: the role of design and designers in the 21 st century. Burlington, VT: Ashgate

Reinersten, D. (1997). Managing the design factory: a product developers tool kit. New York, New York: Free Press.

Williams, P. (1998). How to break into product design. Cincinnati, OH: North Light Books. 9

DVD, VHS, and Other Instructional Technology Resources

Title Source Cost Length

Inventors and Discovery channel $90 NA Inventions www.discovery.com

Structures Discovery channel $60 26 www.discovery.com

Extreme Engineering Discovery channel $50 21 www.discovery.com

Gadget Mania Discovery channel $22 50 www.discovery.com

Scientific American PBS $25 NA Frontiers VII www.pbs.org Inventing the future 10

General Web Resources

Academy of Applied Science (AAS) American Association for the Advancement of Science American Chemical Society (ACS) American Society of Mechanical Engineers (ASME) ASEE EngineeringK12 Center Association for Career and Technical Education (ACTE) Council on Technology Teacher Education (CTTE) Dr. Waite's SUNY Oswego Academic Web Site Einstein Project Electronic Industries Foundation Epsilon Pi Tau Honorary Fraternity in Technology Florida Technology Education Association For Inspiration and Recognition of Science and Technology (FIRST) Four County Technology Association (Rochester Area) Future Scientists and Engineers of America (FSEA) History of Education - Selected Moments of 20th Century History of Science Society Inner Auto Innovation Curriculum Online Network Institute for Electrical and Electronic Engineers (IEEE) International Society for Technology in Education International Technology Education Association JETS Journal of Technology Education Journal of Technology Education KISS Institute for Practical Robotics (KIPR) Microsoft Educator Resources Mohawk Valley Technology Education Association Montgomery Public Schools NASA - Education Program Nassau Technology Educators Association National Academy of Engineering National Academy of Engineering: TECHNICALLY SPEAKING National Aeronautics and Space Administration (NASA) National Renewable Energy Laboratory (NREL) National Research Council National Science Foundation National Society of Professional Engineers New York State Technology Education Association Niagara County & Western New York TEA Ohio State University Oswego Technology Education Association Project Lead The Way Sills USA Society for Philosophy and Technology Society for the History of Technology Suffolk Technology Education Association SUNY Oswego Dept of Technology 11

Teacher Certification Office NYS TECH CORPS Tech Learning Techne Journal Technology for All Americans Project (standards) Technology Student Association Technology Student Association (TSA) The Learning Institute of Technology Education (LITE) TIES Magazine U.S. Department of Education

Specific Content Web Resources http://www.designnews.com http://www.pddnet.com http://www.lunar.com/ http://www.biothinking.com/ http://www.baddesigns.com/index.shtml http://www.designlore.com/ http://www.ulrich-eppinger.net/ http://www.rit.edu/~idesign/ http://www.engr.cornell.edu/ http://www.engr.cornell.edu/engrMagazine/ http://www.eamesoffice.com/ http://www.bauhaus-dessau.de/en/index.asp http://www.core77.com/ http://www.io.tudelft.nl/public/vdm/ http://www.idsa.org/ 12

Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at: www.emsc.nysed.gov Go to MST icon)

Content Standards Performance Modules Within This Course Standards Standard 1 “Analysis, Inquiry, and Design” Mathematical analysis Scientific inquiry Module 3 Design Engineering design Module 1 Introduction to Invention! Module 3 Design Module 4 Manufacturing Module 5 Design and Engineering Module 7 Invention Convention Standard 2 “Information Systems” Retrieve Module 5 Design and Engineering Process Module 5 Design and Engineering Communicate Impacts Limitations Module 6 Production Ethics Standard 3 “Mathematics” Mathematical reasoning Number and numeration Operations Modeling Module 5 Design and Engineering Measurement Uncertainty Patterns Standard 4 “Science” Physical setting Living environment Standard 5 “Technology” Engineering design Module 1 Introduction to Invention!, Module 2 Materials Module 3 Design Module 4 Manufacturing Module 5 Design and Engineering Module 6 Production Module 7 Invention Convention Tools, resources, Module 1 Introduction to Invention! and technological Module 2 Materials processes Module 3 Design Module 4 Manufacturing Module 5 Design and Engineering 13

Module 6 Production Module 7 Invention Convention Computer Module 4 Manufacturing technology Technological Module 3 Design systems Module 4 Manufacturing History of technology Impacts Management Module 4 Manufacturing Module 5 Design and Engineering Module 6 Production Standard 6 – “Interconnectiveness: Common Themes” Systems thinking Module 1 Introduction to Invention! Module 3 Design Module 4 Manufacturing Module 5 Design and Engineering Models Module 1 Introduction to Invention! Module 3 Design Module 4 Manufacturing Module 5 Design and Engineering Magnitude and scale Equilibrium and stability Patterns of change Optimization Module 5 Design and Engineering Module 6 Production Standard 7 - “Interdisciplinary Problem Solving” Connections Module 5 Design and Engineering Work habits Module 4 Manufacturing Module 5 Design and Engineering Module 6 Production Module 7 Invention Convention Skills and Module 5 Design and Engineering strategies Module 6 Production 14

Appendix B - Examples of Instructional Materials

Pencil Holder Design Brief

Design Statement: Students working at inclined drafting tables experience an unpleasant happening of drawing pencils rolling off the table and landing on the floor, thus resulting in a broken point.

Design Problem: Design a device that will prevent drawing pencils from rolling off the drafting tables onto the floor.

Constraints: 1. Device must hold a minimum of three (3) drawing pencils. 2. Device must be of a size to store in a drawer, which is 2" high x 18" wide x 13"deep. 3. Device must rest on the drafting table surface. 4. Device must not damage the drafting table surface. 5. Aesthetic design and functional design must be considered and utilized. 6. Device must hold pencils so that they do not roll off the drawing table surface and onto the floor. 7. Device may have no more than two (2) 90° comers. 8. Device must be made predominately of wood, but may contain other materials.

Design Process Requirements: DUE DATE: 5 quality isometric sketches.  . 4 on 8 _ x 11" white paper o 1 drawing per page o Must list materials and dimensions o Use at least a triangle from the drafting tools  . 1 on isometric graph paper - this will be the one that you choose to build o Include detailed list of measurements o Include detailed list of materials o Include list of machinery required to construct pencil holder

1 orthographic projection on graph paper DUE DATE:

 1 block = 1/4"  Must include dimensions

1 orthographic projection on drafting paper . DUE DATE:

 Must include dimensions  Must include notes regarding materials  Must include large title block

1 constructed pencil holder DUE DATE: 15

Appendix C - Examples of Assessment Materials

(Correct answers are colored on digital copy)

1) Which of the following is a type of wood a) Hard b) Medium c) Tree d) Grain 2) Which of the following charts would be best suited to show a process a) Pie b) Flow c) Bar graph d) Vector

3) Which is not a part of an open loop system? a) Input b) Output c) Feedback d) Resources

4) Which of these systems uses feedback a) Open- loop b) Closed-loop c) Concentric d) Light

5) Which is not a part of an open or closed loop system? a) Input b) Feedback c) Output d) Research

6) Which of the following is not a technological resource? a) Time b) Information c) Computers d) Energy

7) Design is a (an) a) Intentional, planned process b) Using resources to create c) Discovery of a new system d) Brainstorming

8) TQM stands for a) The quickest method b) Total quality manufacturing c) Time quality marketing d) To question methods 16

9) Research and development is typically involved with a) Final production of a product b) Creating different prototypes of a product c) Advertising a product d) Selecting workers for a production line

10) A jig is used to a) Create round edges on an object b) Hold a work piece for accurate repetition of an operation c) Hold a machine in place while operating d) Demonstrate efficiency in production

11) The injection molding process does not involve a) Changing a powder or granular material into a plastic state b) Forcing a plastic into a mold using pressure c) Cutting a plastic material into desired shapes d) Removing a molded object from a mold

12) Tensile strength is a) Resistance to fracturing be forces pressing down on a material b) Resistance to fracturing by offset forces applying loads in opposite directions c) Resistance to fracturing forces twisting a material d) Resistance to fracturing, by forces pulling in a material 13) Compressive strength is a) Resistance to fracturing be forces pressing down on a material b) Resistance to fracturing by offset forces applying loads in opposite directions c) Resistance to fracturing forces twisting a material d) Resistance to fracturing, by forces pulling in a material

14) There are ___ general types of material strengths a) Infinite b) 2 c) No d) 4

15) Elasticity is generally defined as a) The ability of a material to flow under load without fracturing b) The ability of a material to absorb energy without rupturing c) The ability of a material to resist scratching and denting d) The ability of a material to be stretched or bent without undergoing permanent change

16) CIM is a) A process involving the design of a product b) A process in which computers are involved in nearly every step of manufacturing c) A process in which designers communicate with engineers d) A system that is always open loop

17) CIM is an acronym for a) Computer intensive manufacturing b) Computer integrated manufacturing c) Common interface manipulation d) Computer inspection manufacturing 17

18) CNC is best described as a) Complete process overview b) A numerical control method of linking a machine to a computer c) A method of using machines to program computers d) The use of cad to produce a desired outcome

19) JIT is used to a) Manufacture raw materials into finished products b) Alleviate the need for warehouse space c) Create new machine parts d) Allow for analysis of production quality

20) CAD stands for a) Computer animation design b) Computer and design c) Computers and drafting d) Computer aided design

21) CAD can be used to a) Develop a digital drawing b) Fix an order of process c) Create animation d) Calculate material cost

22) A thumbnail sketch a) Is a small ideation sketch to rapidly communicate an idea b) A full size drawing used to show scale of an object c) A small detailed drawing used in presentation d) Usually used in a final presentation of an idea

23) Which of the following is an emerging technology a) Injection molding b) Rapid visualization c) Plasma screen televisions d) Liquid leveling

24) Logically the most effort in planning for manufacturing should be placed on a) Efficiency b) Identifying constraints c) Limiting weaknesses d) Demonstrating productiveness

25) Logically the final step of the manufacturing process is a) Research b) Development c) Advertising d) Production

26) Long term objectives are usually set ____ years in advance a) 5 b) 6 c) 1 d) ½

27) Temporary quality planning in an emergency is a) Never done 18

b) Done often c) Ok d) The way in which most companies operate from day to day 28) Geometric tolerance is a) The amount of leeway given to a specific part b) The use of symmetric in development c) Designing to equality d) Ergonomic referencing

29) The use of rough brainstormed sketches can be called a) Thumbnail sketches b) Technical drawings c) CAD drawings d) Chicken scratch

30) This type of drawing has specific information as opposed to general a) Technical b) Rapid visualization c) Thumbnail d) CAD

31) Which type of plastic cannot easily be remolded a) Thermo set b) Thermo plastic c) Thermo dynamic d) Thermo static

32) Which type of plastic can easily be reused and recycled a) Thermo set b) Thermo plastic c) Thermo dynamic d) Thermo static

33) When a metal does not contain iron it is considered a) Ferrous b) Non-ironical c) Non-ferrous d) Anti ferrous

34) Shear strength is resistance to fracturing: a) by forces pressing down on a material b) offset forces applying loads in opposite directions c) forces twisting a material d) by forces pulling in a material

35) Torsion Strength is resistance to fracturing: a) by forces pressing down on a material b) offset forces applying loads in opposite directions c) by forces twisting a material d) by forces pulling in a material

36) When using tools in the laboratory one should always a) Maintain a safe working environment b) Stay within 50 feet of the eye wash station c) Remember to keep an eye on others while working d) Pay no attention to moving machine parts 19

37) Material Ductility is the ability of a material to: a) flow under load without fracturing b) absorb energy without rupturing c) scratching and denting d) be stretched or bent without undergoing permanent change

38) Material Toughness is the ability of a material to: a) flow under load without fracturing b) absorb energy without rupturing c) resist scratching and denting d) be stretched or bent without undergoing permanent change

39) Material Hardness refers to the ability of the material to: a) flow under load without fracturing b) absorb energy without rupturing c) resist scratching and denting d) be stretched or bent without undergoing permanent change

40) Which of the following is not a representative in the balance of Design for production a) Function b) Selling c) Process d) Manufacture

41) A prototype is best described as: a) A full size, functional model b) A smaller version of a production model c) A nearly finished final product d) One of many designs that will be produced

42) Constraints can be described as factors that : a) contribute to a design b) limit design c) sell a product d) appear after product sales

43) An invention can be described as: a) An accidental discovery b) Changing a design to suit individual needs c) Producing a product using tools and materials d) The process of creating an entirely new thing.

44) Which is not an element of design a) Rhythm b) Line c) Color d) Form

45) The first step in the design process should always be a) Experimentation b) Possible solutions c) Research 20

d) Statement of problem

46) Forming techniques involve a) Removing excess material b) Using a shaping device and pressure to manipulate an object c) Changing the chemical properties of a material d) The joining of two or more parts

47) Which is not a type of manufacturing a) Specific b) Custom c) Intermittent d) Continuous

48) The two major bonding methods are cohesion and: a) Gluing b) Adhesion c) Welding d) Incision

49) How pleasurable something looks a) Aesthetics b) Aeronautics c) Pleasiostics d) Serendipity

50) This group typically gets the word out about a product a) Research b) Manufacturing c) Advertising d) Human resources

Answers to Sample Assessment Materials

1. a 14. d 2. b 15. d 3. c 16. b 4. b 17. b 5. d 18. b 6. c 19. b 7. a 20. d 8. b 21. a 9. b 22. a 10. b 23. c 11. c 24. a 12. d 25. d 13. a 26. a 21

27. c 28. a 29. a 30. a 31. a 32. b 33. c 34. b 35. c 36. a 37. b 38. a 39. c 40. c 41. a 42. b 43. d 44. a 45. d 46. b 47. a 48. b 49. a 22

Appendix D - Students with Disabilities

The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.

The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.

Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).

Strategies for Modifying Instructional Techniques and Materials.

Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.

Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.

When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.

Infusing Awareness of Persons with Disabilities Through Curriculum.

In keeping with the concept of integration, the following sub goal of the Action Plan was established.

In all subject areas, revisions in the syllabi will include materials and activities related to generic sub goals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled. 23

The purpose of this sub goal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.

The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand. 24

Appendix E - Student Leadership Skills

Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.

Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.

Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.

Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.

More information in Technology Education can be found at the Technology Education Student Association web site at: http://www.tsawww.org