Date of Award:

5-2013

Document Type:

Dissertation

Degree Name:

Doctor of Education (EdD)

Department:

Applied Sciences, Technology, and Education

Department name when degree awarded

School of Applied Sciences, Technology and Education

Committee Chair(s)

Edward M. Reeve

Committee

Edward M. Reeve

Committee

Gary Stewardson

Committee

Wade Goodridge

Committee

Michael Pate

Committee

Deborah Byrnes

Abstract

In public education it is necessary to consider elective secondary educational programs and determine what it takes for the programs to be successful. Indeed, one could ask the question, "Are the classes in these programs giving our students what they need to be successful in life or should they be dropped from the school's registration catalog?" This research answers questions like this in Utah about the very popular pre-engineering program called "Project Lead the Way" (PLTW). The aims of this research was to explore factors that contribute to making successful PLTW programs in Utah.

The PLTW pre-engineering program is a national program consisting of high school and middle school curriculums that focus on students' learning principles related to engineering. At the high school level, the program offers students a variety of engineering courses (e.g., principles of engineering, introduction to engineering design, and digital electronics). At the middle school level, an introductory PLTW class called "Gateway to Technology" provides students opportunities to learn what engineering is about. The goals of the PLTW programs focus on a hands-on, real-world problem-solving approach to learning, where students have opportunities to learn and apply the design process. In addition, in PLTW programs, students acquire strong teamwork and communication proficiency. They also develop organizational and critical-thinking skills. PLTW is an educational trend setter where students integrate science, technology, engineering, and math (STEM) content to complete projects. The program also unites school, community, and industry to form a partnership where collaboration drives the program and identifies occupational avenues for students to pursue.

The research in this project was carried out by questioning Utah's Career and Technical Education (CTE) directors, and school administrators, teachers, and counselors who were involved with PLTW in their districts. The perceptions about PLTW from the respondents identified two overarching themes for the program to be considered successful. The first theme noted that for the program to be successful, student enrollments had to be sufficient to generate the funding needed to carry the program. The second theme focused on achievement. To be considered a successful PLTW program, students had to take away from the classes some form of academic achievement, either occupationally, scholastically, or domestically. The research concluded noting that to be successful in Utah, PLTW programs need to:

  • Utilize a dynamic teacher
  • Capitalize on student interest
  • Maintain unity and collaboration among team players
  • Properly inform students about the program
  • Make sure students can fit the program classes into their schedule
  • Make sure adequate resources are available for program needs

The design of this research may be applied to many other elective programs taught in secondary schools. More research like this needs to be done to insure that students get the education they need to be successful in our technological world.

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