The New Jersey Consortium for Advanced Technological Education proposes to restructure engineering technology education beginning in grade eleven in secondary school through the associate degree with articulation with baccalaureate institutions. Just as the engineer of today must be knowledgeable in more than one area and must be able to learn other fields quickly, the diversified technological environment of today requires a new engineering technician who has a thorough understanding of the mechanics, electronics, and computer hardware and software that drive the modern workplace. In engineering, one response to the need for cross-disciplinary knowledge was the creation of a "mechatronics" engineering discipline. In engineering technology, Mecomtronics, a new program to be created under this plan, will respond to the widespread demand for a multifunctional engineering technician. As the result of an intensive planning process, the New Jersey Consortium for Advanced Technological Education (a partnership of community colleges, baccalaureate institutions and school districts) will establish a center for engineering technology education that will: create and implement an integrated Mecomtronics (MEchanical/ COMputer/teleCOMmunications/elecTRONlCS) Associate Degree program; develop and integrate curriculum and instructional materials based on an interdisciplinary, project-centered, collaborative learning approach to instruction; restructure existing engineering technology programs; expand existing Tech Prep relationships with high schools and articulation agreements with baccalaureate institutions; establish a meaningful business/industry education professional association partnership; incorporate quality principles into engineering technology curriculum; develop and implement strategies for faculty professional development; adapt and develop model p rograms and strategies to increase enrollment and success of students, particularly those from underrepresented populations; implement an electronic and print engineering technology education communications network; enhance the professional status of technician careers; evaluate the impact of Center activities on engineering technology education. At the end of the five-year project, not only will the Consortium have created a new engineering technology discipline that responds to the needs of industry and students, but it will also have had a profound positive impact on the entire field of engineering technology education. In each year of the project, interrelated curriculum, materials development, faculty development and student outreach activities will result in achievements that are measurable and sustainable.
