Technology & Engineering Studies BS Teaching
The primary purpose of the Technology and Engineering Studies (TES)-Teaching program is to prepare men and women of sound character to teach technology and engineering in grades 6-12. These men and women are expected to lead their profession, advance technological literacy, and carry forth the mission of BYU: to assist individuals in their quest for perfection and eternal life (BYU Mission Statement). By receiving an education in a learning environment that is spiritually strengthening, intellectually enlarging, and character building, TES-Teaching graduates will obtain the skills they need for lifelong learning and service in the education profession (BYU Aims Document).
Program Educational Objectives
The Educational Objectives of the Technology and Engineering Studies-Teaching program apply to graduates in the years following their graduation. These graduates will:
- Remain committed to and exhibit lives of faith in Jesus Christ and service to family and community (including church);
- For those entering the teaching profession, demonstrate effective teaching skills and pursue professional development to enhance student learning;
- Demonstrate effective reasoning and communication skills, continue to be informed about contemporary and global issues, and pursue life-long learning;
- Be effective and innovative in developing and implementing solutions to open-ended problems (technical and/or non-technical), and thereby contribute to the improvement of society. In doing this, graduates will draw on the foundation of a broad university education and of excellent preparation in STEM (science, technology, engineering, and mathematics);
- Exemplify sound ethics, be professionally responsible, interact effectively with others, appreciate their contributions, and contribute to their growth and development.
TES-Teaching faculty teach an integrated core of TES-Teaching courses that provide students with a unified experience in conceptual knowledge and technology content through model teaching. TES-Teaching is a composite major. TES-Teaching faculty work in conjunction with faculty in the David O. McKay School of Education and personnel in the Utah State Office of Education to certify graduates to teach technology and engineering. Students gain technological expertise through courses taken from TES and other faculty in the Ira A. Fulton College of Engineering and Technology and the School of Technology. The professional core classes are taught both by Secondary Education and Technology and Engineering Studies faculty (See Program Map). Numerous factors contribute to the curriculum in the Technology and Engineering Studies-Teaching program at BYU. These include:
- Alignment with BYU Mission and Aims;
- A commitment to maximizing resources at BYU;
- National accreditation standards for Secondary Education and Technology and Engineering Education;
- National Standards for Technological Literacy (International Technology and Engineering Educators Association);
- Utah Effective Teaching Standards;
- Technological advancements and social responsibilities;
- Enrollment patterns in the TES program and the School of Technology.
Co-curricular activities that support the goals and aims of the TES-Teaching program and University are coordinated with the BYU student chapter of the Technology and Engineering Education Collegiate Association (TEECA) and include socials, service projects, and regional and national competitions.
The BYU catalogue contains details about the Technology and Engineering Studies-Teaching program: Catalog Information
The BS in Technology and Engineering Studies-Teaching degree requirements are shown in the: Major Academic Plan
The "Expected Learning Outcomes" refer to the outcomes that students teaching technology and engineering should possess when they leave the university and enter the workforce. Each course has a set of competencies that are a subset of one or more of the expected learning outcomes described below. The competencies are assessed by course instructors and students by means of direct and indirect measures (see below).
Upon completion of the Technology and Engineering Studies-Teaching program, teacher candidates meet the needs of 6-12 grade students through competencies related to the Utah Effective Teaching Standards (UETS) and the International Technology and Engineering Education Association (ITEEA) Standards for Technological Literacy (STL).
Learning outcomes each student graduating from Technology and Engineering Studies-Teaching must demonstrate include:UETS Standard 1: Learner Development
Each candidate understands cognitive, linguistic, social, emotional, and physical areas of student development.
Each candidate understands individual learner differences and cultural and linguistics diversity.
Each candidate works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
Each candidate understands the central concepts, tools of inquiry, and structures of the discipline.
Each candidate uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
Each candidate plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, practices, and the community context.
Each candidate uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.
Each candidate is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.
Each candidate is a leader who engages collaboratively with learners, families, and colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.
Each candidate demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.
Each candidate possesses a knowledge of and an ability to implement a contemporary technology and engineering education program based on all 20 of the Standards for Technological Literacy developed by the International Technology and Engineering Educators Association (ITEEA).
Evidence of Learning
Evidence of Learning
As Technology and Engineering Studies-Teaching students progress through the program there are four transition points in which data is collected as evidence of learning. These transition points are:
1.Admission to the program (TES 276A and 276B)
2.Pre-clinical or practicum phase (TES 378)
3.Clinical or Student Teaching phase (TES 476 or 496)
4.Data collected from alumni.
Criteria have been established at each of the first three transition points to determine if the candidate is prepared to proceed to the next stage of the program. Content knowledge and pedagogical knowledge of technology teacher candidates are primarily assessed using 1). The PRAXIS II (teacher licensure certification test) series typically taken the semester before student teaching, 2) The Performance Assessment and Evaluations System (PAES) evaluation completed by the mentor teacher and university supervisor during the pre-clinical and clinical transition points, and 3) Teacher Work Samples (TWS) completed during the pre-clinical and clinical transition points. The Teacher Education Department also uses Educational Benchmarks Inc. (EBI) to collect data from candidates at the time of graduation and post-graduation. Finally, the Professional Disposition Instrument (PDI) is used to assess the dispositions of teacher candidates throughout the transition points.
Additional assessments include evaluations of academic performance including unit plans, lesson plans, multimedia and video portfolios, individual and group projects, problem-solving logs, peer and self-evaluations, and other performance assessments. Common assignments and assessment outcomes are collected via mYlink an online data retrieval/e-portfolio system. This system allows authorized personnel to access any and all data sources (artifacts, assessments, etc.) to create summary reports at the class, course, and program levels. The assessment information, as indicated earlier, is collected in an ongoing fashion during or at the conclusion of each major transition point.
Formative and summative assessment means are used to continually improve the TES-Teaching program. All data are shared among faculty and then analyzed and discussed at each year's faculty retreat to be considered for issues of improvement in the upcoming year.
Students are required to work closely with the School of Technology advisement office to ensure that they have the most current information about the program and that they are on track with graduation requirements.
Faculty use a combination of exams, quizzes, portfolios, competency based labs, written papers, class presentations and advanced projects at the course level to evaluate and encourage student learning.
UETS Standards. The UETS standards are rated by the Clinical Practice Assessment System (see below) and a faculty evaluation of students' Teaching Work Samples (TWS). Students are required to use a reflective practitioner model for self-assessment to complete the TWS as part of their professional portfolio. The TWS is essentially a teaching portfolio created by the candidate with seven areas that allow the candidate to show mastery of the UETS standards. The TWS items, including the teaching process, standard, and tasks are found below. Standardized rubrics found on mYlink are used to assess candidate mastery.
- TWS Competency 1. Process: Contextual Factors Standard: The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment Task: Write a 1-2 page paper in which you discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.
- TWS Competency 2. Process: Learning Goals Standard: The teacher sets significant, challenging, varied and appropriate learning goals. Task: Write a 1-2 page paper in which you provide and justify the learning goals for the unit in alignment with state and national standards and taxonomies of learning.
- TWS Competency 3. Process: Assessment Plan Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction Task: Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication. Describe why your assessments are appropriate for measuring learning.
- TWS Competency 4. Process: Design for Instruction Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Task: Describe how you will design your unit instruction related to unit goals, students' characteristics and needs, and the specific learning context.
- TWS Competency 5. Process: Instructional Decision Making Standard: The teacher uses on-going analysis of student learning to make instructional decisions. Task: Provide two examples of instructional decision-making based on students' learning or responses.
- TWS Competency 6. Process: Analysis of Student Learning Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Task: Analyze your assessment data, including pre/post assessments and formative assessments to determine students' progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the "Reflection and Self-Evaluation" section.
- TWS Competency 7. Process: Reflection and Self-Evaluation Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Task: Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth.
Student Teaching Evaluations:
Utah Preservice Teacher Observation Protocol (UPTOP) evaluation. At the completion of the pre-clinical and clinical transition points, students completing their practicum and student teaching experiences in the public schools are evaluated by their mentor teachers as well as university supervisors using the UPTOP evaluation instrument. This data is collected using MYLINK and stored on university servers.
Professional Disposition Instrument (PDI). This instrument is used to assess the competence of each candidate in four general categories: 1) Learner and learning; 2) Content knowledge; 3) Instructional practice; and 4) Professional responsibility. The instrument has 15 questions to be completed by the university supervisor during a TES student's student teaching experience. The responses are scored 1 – 4 (1 being "Deficient" and 4 being "Advanced Competence"); an average score of 2 or lower requires that the student meet with faculty advisors to discuss further advancement in the program.
Praxis II. To demonstrate mastery of course content as related to the Standards for Technological Literacy and to be considered "highly qualified" in the technology content area, Technology and Engineering Studies-Teaching students are required to take the Praxis II Technology Education test. Students typically take this test during the clinical (TEE 378) transition point. To be considered "Highly Qualified" by the Utah State Office of Education, students must score at least a 159 on this test.
Advisory Board. TES faculty have and will continue to use an advisory board consisting of school administrators, state directors, public school teachers, and current and former students to obtain data related to program strengths and weaknesses.
Senior Exit Survey. Prior to graduation, a questionnaire with items related to program strengths and weaknesses is administered to each graduating student. The responses to this questionnaire are then discussed with each student during an exit interview conducted by the program chair.
National Survey of Student Engagement. The university has participated annually in this national assessment since its inception in 2000. The survey is viewed as an excellent process measure of the learning environment and assists in providing multifaceted measurement of institutional performance regarding the university's mission, aims, and objectives. Questions focus on areas of student engagement which empirical research has shown to be predictive of success in achieving important learning outcomes. Student engagement is at the heart of how and why students learn and is a good indicator of what is being learned.
University Student End-of-Course Survey (Student Ratings System). Brigham Young University administers a separate end-of-course survey to students. This survey allows for more open-ended responses and provides insight into the effectiveness of teaching. Students have an opportunity to respond to the effectiveness of learning activities, fairness of grading procedures, explanation of concepts, usefulness of feedback, degree of student involvement, time spent on homework and reading assignments, etc. Students may also include free-form comments about the course.
BYU Senior Survey. The Senior Survey was developed by a faculty led committee within BYU and measures the extent to which seniors feel their university experience fulfilled the university's stated mission, aims, and objectives in their lives. The survey is aligned to 24 constructs which operationalize these stated goals. Many of these constructs map to specific program and degree goals. Issues of student engagement such as student-faculty interaction, and active learning experiences, which are closely tied to student learning, are a prominent part of the survey. Other items ask seniors to estimate the impact of their overall experience and specific facets of their undergraduate experience on their spiritual, character and intellectual development. This survey provides a comparison between TES seniors and all BYU seniors on issues of student engagement and achieving institutional objectives, and indicates that TES students generally compare favorably with their counterparts across campus.
BYU Alumni Questionnaire. The Alumni Questionnaire is a descriptive instrument that also maps to the 24 constructs incorporated into the Senior Survey that operationalize the university's stated goals and objectives. Many of these constructs have direct linkage to program goals and intended learning objectives (e.g., communication skills, thinking habits/skills, technological skills, etc.) This questionnaire is administered to alumni three years after graduation and has been administered each year since 2000.
Learning and Teaching Assessment and Improvement
Learning and Teaching Assessment and Improvement
Semester Evaluations: At the end of each semester, the department faculty reviews all of the faculty and student course assessment documents for that semester. As part of the assessment process, instructors for the courses are also asked to provide information on how the previous year's action items were addressed during the current semester. Student and faculty evaluations are compiled in a relational database so that the analysis can take advantage of many different kinds of comparisons including trends in evaluations with time, instructor, course, etc. The department faculty also compiles a list of action items from this analysis.
Annual Evaluations: The faculty analyzes data generated from all of the direct and indirect assessment tools listed above annually. If necessary, there are, in general, two kinds of recommendations that are made. The first is a recommendation for modifications in course purpose, educational objectives, and program outcomes that require department faculty consideration. Issues generated from this analysis are added to the action items list generated from the semester evaluations. The faculty then reviews the action list before Fall Semester classes begin. The second is a recommendation for changes in program statement of purpose, goals, and/or curriculum which all require department faculty and subsequent college and university consideration.
Any recommendations for changes in program issues are submitted to the department faculty for consideration. If changes are approved, they are forwarded to the College Curriculum Committee for further consideration and then, if approved, to the University Curriculum Committee.