Model program: Princeton High School, Cincinnati, OH: we will be able to give a quantitative number as to how well we accomplished the goal of developing interest in and knowledge of engineering.

Publication: The Technology Teacher

Publication Date: 01-MAY-08

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COPYRIGHT 2008 International Technology Education Association

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I am a teacher at an urban high school in Cincinnati, Ohio. My school is a relatively large, four-year comprehensive high school that serves approximately 1,800 students. Academic program offerings span the International Baccalaureate program through technology, business, and general studies. Approximately 82% of the graduates attend college, with 60% going to four-year schools and 22% enrolling in two-year/technical schools. Princeton High School's average ACT composite for the past three years was 22.3. The average SAT composite in that same period was 1070.

Our feeder elementary schools do not have an active technology education program; however, with the new Technology Director in the district, there is a push to make any new program changes meet the demands of the technology curriculum in Ohio. Our middle school technology education program uses a modular system. We went modular nine years ago and have upgraded the lab several times.

Princeton High School's technology education department has six teachers. Our program includes 37 courses in eight different areas. These areas are pre-engineering, mechanical and architectural drafting, graphics, electricity-electronics, manufacturing, construction, power and energy, and a math review course for students who did not pass the Ohio Graduation Test.

The newest class, developed for the 2007-2008 school year, is called Engineering Your Future. This class is...

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