Secondary Engineering Design Graphics Educators: Credentials, Characteristics, and Caseload

Authors

  • Bradley Davis Bowen Virginia Tech

Abstract

Many secondary courses within Career and Technical Education, including engineering design graphics, have a high enrollment of students with categorical disabilities or limited English proficiency. However, current teacher preparation programs do not lend themselves to address the needs of the growing diverse classroom that exists in most secondary level engineering design graphics courses. This project analyzes the current credentials and characteristics of engineering design graphics teachers along with their caseload for working with students with categorical disabilities or limited English proficiency. The results show that although engineering design graphics teachers have a high case load for working with students with categorical disabilities or limited English proficiency, many of them earned a teaching certificate in a manner that may not adequately prepare them to teach these students. By understanding this information, future recommendations can be made to address the critical need to increase teacher preparedness to work with students with categorical disabilities or limited English proficiency.

Author Biography

Bradley Davis Bowen, Virginia Tech

Bradley Bowen is an assistant professor at Virginia Tech. He has a duel appointment with the Teacher Education Department and the Department of Construction Management and Engineering. He has a B.S. in Civil Engineering from Virginia Tech and received a Master's of Civil Engineering and an Ed.D. in Technology Education from North Carolina State University. He specializes in professional development for K-12 teachers in STEM and Engineering Education as well as developing and integrating project-based activities into the K-12 classroom.

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Published

2019-02-25

Issue

Section

Feature Articles