Tech Directions - April 2008 - (Page 7)

ners in the center include the University of Minnesota, Cornell University, and Clemson University. They will participate in the center’s four major activities: research, dissemination, professional development, and technical assistance to states. Stone, who received an Ed.D. from Virginia Polytechnic Institute & State University, has been active in national policy groups, and his study of redefining CTE participation was cited as an “Outstanding Research Paper” by the American Educational Research Association in 2007. (james.stone@louisville.edu) CTE research under the Perkins Act has been subject to changing priorities at the U.S. Department of Education over many years. At first, there were several centers, then they were consolidated under one center, at Ohio State. Dissemination activities were separated from research under another grant and given to Ohio State when the center moved to other campuses, then consolidated at the University of Minnesota during the last two years of its funding. Dealing with the paperwork and bureaucracy has been a challenge, Stone said. Because the federal grant proposal requires an institution to have a full-time director, the competition is limited “because universities do not want to give up full-time professors to handle grants.” Stone moved to the University of Louisville partly because it was a partner in the previous grant and was conducting some ongoing research for the center. is now used in at least 12 states and has evolved from a locally administered program to a state-level one. It also has moved from exposing youth with disabilities to technology-related careers to a comprehensive program for their transitions. In addition to career preparation, the new guide includes activities and supports for school-based preparatory experiences, youth development and leadership, connecting activities, and family involvement. The National Collaborative on Workforce and Disability for Youth worked with the U.S. Department of Labor’s Office of Disability Employment Policy to identify programs with evidence of success to be included in the guide. (The HS/HT Program Guide: A Comprehensive Transition Program Promoting Careers in Science, Technology, Engineering, and Math for Youth with Disabilities, is available from the collaborative at www.ncwdyouth.info/resources_&_ Publications/hsht_guide.html.) High School/High Tech Career preparation and workbased learning experiences that have been successful around the country using the High School/High Tech (HS/HT) program for youth with disabilities are among the highlights of a revised guide from the program developers. The guide focuses on helping youth make transitions to careers in science, technology, engineering, and math (STEM). Starting as a small program in a few sites, the HS/HT program model www.techdirections.com WASHINGTON 7 http://www.ncwdyouth.info/resources_&_Publications/hsht_guide.html http://www.ncwdyouth.info/resources_&_Publications/hsht_guide.html http://www.ncwdyouth.info/resources_&_Publications/hsht_guide.html http://www.johndeere.com/publications http://www.johndeere.com/publications http://www.techdirections.com

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Tech Directions - April 2008 Technically Speaking Contents Direct from Washington The News Report Technology's Past Technology Today Mastering Computers A Bridge to the Future Aeronautics Study Takes Off! Glider Design for Beginners Project Engineer in the Heavy Construction Industry for Renewable Energy Annual Buyers' Guide More than Fun

Tech Directions - April 2008

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