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Faculty Participation in an ATE Center: TeachingPedagogy, Student Learning <strong>and</strong> Student SuccessFrankie Santos Laanan, Michael E. Miller, Latrice E. Eggleston, <strong>and</strong>Norena Norton BadwayAbstractThis study examined the impact of the Midwest Center for Information Technology(MCIT), a National Science Foundation (NSF) funded Advanced Technological Education(ATE) Center. Specifically, the study sought to underst<strong>and</strong> faculty approach to pedagogy,<strong>student</strong> <strong>learning</strong>, <strong>and</strong> <strong>student</strong> success. Using a qualitative approach, perspectives fromadministrators, faculty <strong>and</strong> <strong>student</strong>s were explored. Findings were validated via comparisonto data collected from external evaluators working closely with the program. Findingssuggest two interventions are seen as key to the success <strong>and</strong> sustainability of the Center: theWorking Connections Institute <strong>and</strong> problem-based case <strong>learning</strong> (PBCL). Together, theseinterventions help faculty stay current in emerging technologies <strong>and</strong> increase exposureto <strong>student</strong>-centered pedagogical methods. Coupled with improved articulation agreements<strong>and</strong> employer feedback, these interventions are believed to increase <strong>student</strong> success.Keywords: <strong>student</strong>s, faculty, interventions, <strong>learning</strong>, pedagogy, technologiesIntroductionThe National Science Foundation (NSF) initiated the Advanced Technological Education(ATE) program in 1993 in response to the 1992 Scientific <strong>and</strong> Advanced Technology Act(SATA) (Bailey et al., 2003). The goals of the ATE initiative were to increase the nation’sproductivity <strong>and</strong> competitiveness in technical <strong>and</strong> scientific fields by promoting systematicreform of the nation’s science, technical, engineering, <strong>and</strong> mathematical (STEM) education(Bailey et al., 2003). The ATE programs promote improvement in these fields by providingsupport for curriculum development <strong>and</strong> program improvement at the undergraduate <strong>and</strong>secondary school levels (Maricopa County Community College District & NSF, 1999).Recognizing the potential of the nation’s community colleges in meeting these goals, NSFhas made these institutions the primary medium through which the ATE programs meetthese goals <strong>and</strong> objectives (Ashlock, Wright, & AACC, 2001). ATE centers not only prepare<strong>student</strong>s to enter the technical workforce, but also provide <strong>student</strong>s with the academic skillsnecessary to continue in higher education (Maricopa County Community College District& NSF, 1999). ATE Centers <strong>and</strong> projects must have a focus in at least one of the followingareas: agriculture technology/biotechnology, environmental technology, chemical <strong>and</strong>process technology, engineering technology, information technology, manufacturingtechnology/nanotechnology, <strong>and</strong>/or <strong>learning</strong> <strong>and</strong> evaluation. ATE Centers are expected tocollaborate with a range of institutions, including two- <strong>and</strong> four-year colleges, universities,secondary schools, <strong>and</strong> business <strong>and</strong> industry. ATE projects are more limited <strong>and</strong> focuson at least one of the following: development of curriculum <strong>and</strong> educational materials,DRAFT39
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Many ATE Centers provide access to
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a strong environmental technologica
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ATE Center in addition to staying c
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Through giving presentations, facul
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While Working Connections appears t
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The findings reported here agree wi
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Bennis, W. G., & Nanus, B. (1985).
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ATE programs clearly focus on integ
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of constructivist curriculum theori
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also serves as the Principal Invest
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“One of the great things about th
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In particular, students felt that i
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As this study shows, providing real
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Keefe, J. W. (1979). Learning style