Overview
Career/Technical education has traditionally been limited to what can
be offered within the confines of the school Our current career/technical
education curriculum is centered around available resources and existing
facilities. We recognize that more must be done to prepare technologically
literate and skilled individuals. Our philosophical and instructional
paradigms must reflect the needs of the changing marketplace in which
our students must compete, and promote the understanding of the total
process involved in today’s complex manufacturing environment.
Since its inception in 1994, Integration 2000 has grown
to include more than 20 industry partners. To date, these companies
have provided our students with over one-half million dollars worth
of manufacturing support. In addition, our students have gained a wealth
of information about careers, educational opportunities, and employability
skills, all firsthand, from individuals who are experts in their fields.
Integration 2000 represents a philosophy that transcends
traditional educational strategies by integrating existing educational
disciplines with business/industry to form a new delivery system, providing
relevant learning experiences in which the learner has an active role.
At Malow Junior High, our Engineering Drawing room has technically been
expanded by several hundred thousand square feet, equipped with the
latest advancements in manufacturing technology. We have the ability
to directly interact with this technology through our data transmitting
and Computer-Aided-Design (CAD) capabilities.
Since 1994, Malow Junior High Engineering Drawing students
have seen their drawings come to life thanks to the generosity of our
20-plus industry partners. Utilizing the student’s CAD or manual
drawings, our partners have created projects using such processes as
Sterolithography, Laminated Object Manufacturing, Selected Laser Sintering,
Electronic Discharge Machining, 3/5 axis Laser Cutting, CNC Machining,
Wire EDM, and CNC bending. Since ninth-grade projects are usually product-oriented,
we have also employed tools, dies, injection molding, powder coating,
and hardcoat anodizing in the completion of the students’ projects.
Target Area
The focus of Integration 2000 is to enhance and increase student learning,
expand career awareness, reinforce mathematic and scientific principles,
and to provide new and relevant career exploration opportunities in
the fields of design, engineering, and manufacturing. The aim is also
to generate greater community input, support, and participation in order
to create a world-class program.
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The goals of Integration 2000 are as follows:
- To develop stronger school and community relations
- To take contextual learning to a new levels
- To bring critical thinking and problem-solving skills to new heights
through the engineering, design, and manufacturing of real products
- To provide experiences that ensure that students understand the
art-to-part concept as it applies to product development.
- To enhance students’ math skills through the use of computer
aided design
- To provide students the opportunity to make the connection between
scientific principles and their practical application through manufacturing
technologies
- To provide a setting that will allow students to further develop
and refine their communication skills with their peers and the community
- To expand career awareness by utilizing individuals who are experts
in their field
- To further develop and refine teaming skills
- To enhance the student’s knowledge about engineering, design
and manufacturingThe success of Integration 2000 has enabled us to
create a new program entitled “The Partnership for the Advancement
of Mathematics and Science in Education” (copy enclosed). Through
the use of video conferencing, we have expanded our delivery system
to include real-time interactive presentations featuring student-generated
projects.
Challenges
Curriculum alignment is one of the major goals of Utica Community Schools.
Any alterations to any program that would take it out of alignment with
the same programs offered at other schools is strictly prohibited. Since
Integration 2000 was created as a part of the Malow Junior High Engineering
Drawing program and not available at the other six junior high schools,
implementation of this program was questionable. This problem was overcome
by classifying Integration 2000 under curriculum enhancement, thus maintaining
alignment with the other schools.
Evaluation
Since we cannot qualitatively measure what students learn (Integration
2000 related) because of curriculum alignment issues, we must rely on
student and community feedback, which has been overwhelmingly positive.
The question of “Why do we have to know this?” or the statement
“I will never use this,” is no longer relevant. The credibility
and value of Integration 2000 was substantiated when a student was interviewed
by a local newspaper reporter. When he was asked what he thought of
these activities, his reply was “This is much better than doing
some meaningless exercise.” |
