Technology

What is the program’s mission statement or statement of purpose? Why does the program exist?

The School of Technology is and will continue to be recognized as a premier provider of quality programs and services that enhance the capacity of professionals and organizations to integrate people and technology for optimum work performance and learning. Applied research, exemplary teaching and partnerships are the hallmarks of mutually enriching activities that foster scholarship for students and faculty and economic development for the region. The School of Technology is characterized by the following features:

• Faculty who create motivating learning environments, and use instructional methods and teaching strategies that facilitate optimum learning.
• Graduates who are professionally competent and highly employable.
• Dynamic interaction between the faculty and students that foster a synergy for continuous improvement of programs, services and partnerships.
• Exemplary regional model for applied research, technological innovation, consultation, and public service in the areas of training and development, industrial technology, career and technical education, career and organizational studies, quality management, workforce safety, teaching, and the technologies of productivity.
• Collegial relationships and support for faculty research, innovation and professional development in the respective academic disciplines.

How does the program mission align with the university mission?

Much like the EIU mission, the School of Technology mission is focused on the student, with exceptional teaching and opportunities for “student-faculty scholarship and applied learning experiences.”  Exemplary teaching, student and faculty interaction, and practical learning activities through applied research and external partnerships are emphasized, providing students with numerous integrative learning opportunities.  Producing professionally competent and employable graduates contributes to our graduates’ participation in society as “responsible citizens and leaders.”  In addition, the SOT mission elaborates on the importance of faculty development to offering programs and services of the highest quality.

Whom does the program serve?

School of technology serves an array of customers, from young adults to those working full-time and seeking further undergraduate and graduate education.  In addition, the program offerings are diverse and flexible, allowing students with a variety of backgrounds and interests to pursue their program of choice.  Student interests vary from technical and managerial positions related to construction, manufacturing, digital media and computer technologies to organizational training, development, and leadership positions and career and technology high school educators. Through numerous on-line courses and our programs’ being offered at off-site locations, such as Champaign, Danville, and Chicago areas, working adults living in other areas of the state have access to EIU.

Faculty and students are also active on campus and in the community.  For instance, the 3D prototyping machine was used to assist with replicating the unique profile of the trim in Old Main, so that quality renovation could take place.  Students take positions as interns with a variety of companies, and external partnerships allow students and faculty to work together with practitioners to solve practical problems in the business and technology world.

What are the services provided? How do these services align with the university mission and program mission?

The School of Technology offers three undergraduate and one graduate degree program.  Courses are offered on-campus, on-line, and at specific offsite locations (Champaign and Chicago areas).  The undergraduate programs are Applied Engineering Technology, Career and Technical Education, and Organization and Professional Development.  The M.S. in Technology is our fastest growing program, and incorporates the greatest number of international students of any degree program on campus.  The School of Technology also initiated and takes the lead on the new and growing interdisciplinary Master of Science in Sustainable Energy and the Center for Clean Energy Research and Education (CENCERE).  In addition, leadership training is offered at sites like Sarah Bush Lincoln Health Systems.

Describe the program’s origins (e.g. year established, purpose, expectations).

The School of Technology established its roots at Eastern in 1902 when courses in Manual Training were offered through handwork courses for teachers. Over the years, courses were added in woodworking, mechanical drawing, lathe, and pattern work. In 1965, the Industrial Technology Program with three options: Light Building Construction, Electronics, and Metals, was approved by the Illinois Board of Higher Education. Dr. Walter Klehm was instrumental in establishing the new School of Industrial Arts and Technology and was appointed Dean of the new school. All of the departments were officially organized into the school, and Dr. Wayne Coleman was named department head of the newly created program. The Applied Arts-Education Center was completed in 1968 to house the new school.

How has the unit changed or adapted over time?

In the 1970's, the School of Industrial Arts and Technology changed to the School of Technology and more advanced course offerings were made and a master's program was added. In 1983, the Industrial Technology program was accredited by the National Association of Industrial Technology with subsequent reaccreditations.

In 1984, the School of Technology, the School of Home Economics, Career Occupations, and Military Science were reorganized into the College of Applied Sciences, and Dr. Barbara Owens was appointed Dean of the college. In 1993, the College of Applied Sciences merged with the Lumpkin College of Business to become the Lumpkin College of Business and Applied Sciences.

The School of Technology has experienced many changes since its inception. The school has grown from having an arts and crafts, labor intensive foundation, to a knowledge intensive technology dealing with topics as varied as modern engineering and mechanics to research in the area of renewable and sustainable energy sources. Instead of laboring over a craft project, students might conduct research efforts in the viability of natural materials for use in energy production, investigate thermal efficiency of a facility, explore advances in the digital media arena, or study construction, computer technology, or manufacturing and automation.  To reflect these changes, the name of the Industrial Technology program was changed to Applied Engineering and Technology.  In addition, in sticking with its roots, the School of Technology still prepares high school technology teachers, and also houses the family and consumer sciences and business educator preparation program areas under the Career and Technology Education major.  The third undergraduate program area in the School of Technology is Organizational and Professional Development, which targets students who need a flexibly offered program.  In addition to being offered online, the program is delivered at several offsite locations (Champaign, Danville, and Chicago area).  The graduate program began in the 1960’s, and reflects the undergraduate program offerings.  Technology will continue to evolve, and the School of Technology will play a vital role in the education and research necessary for technological, educational, and organizational advancements.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

The primary discipline area that is attracting students from other majors at the university is Digital Media.  Digital Media courses enroll a significant number of students from Graphic Design, Communication Studies, Journalism, and Business majors.  These students seem to be attracted by the advanced technology and the hands-on experiential opportunities offered in the Digital Media classes.

Pre-engineering students often take SOT classes to get a practical exposure to various technologies (construction, manufacturing, or computers), which complements their theoretical design background.

In addition, the School of Technology’s Senior Seminar class, Society and Technology, is offered in an on-line delivery mode, which makes it attractive to many student-athletes and other active students with demanding schedules.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

The graduate M.S. in Technology program is one of EIU's fastest growing graduate programs.  In addition, it attracts significant interest from international students, and has the highest international student population of any program on campus.  The undergraduate program offerings have fluctuated in enrollment over time.  For instance, Organizational and Professional Development program is currently experiencing growth, while changes in K-12 education requirements have caused a temporary reduction in demand for the Career and Technology Education (CTE) major.  CTE demand is expected to increase in the future, based on several national reports, and that is discussed in the opportunities section on the Program Analysis report.  Applied Engineering and Technology enrollments remain steady, while as mentioned, graduate program enrollment is increasing.

Additionally, the School of Technology offers courses that are either electives or required in other minors and majors on campus, including: two required and some elective courses in the Advertising Minor; students in the BSB and MBA programs offered at Parkland College have OPD courses as part of their elective offerings; AET 2043 is required course in pre-engineering curriculum; three courses in the required core and multiple courses in the minor in print and textile technologies; and several electives in public relations minor.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

The most recent data available from the Occupational Outlook Handbook cites the following related to our program offerings:

Applied Engineering and Technology (no specific match)

2010 Median Technician Pay is at the mid-$40’s

2010 Median Engineer Pay ranges from mid-$50’s to mid-$90’s depending on specific field

Job Outlook = Slow to Medium Growth depending on specific field

Career and Technical Education Teachers

2010 Median Pay = $53,920

Job Outlook = Little or No Change

Organizational and Professional Development

2010 Median Human Resource Specialist (which includes training) = $52,690

Job Outlook = Faster than Average Growth

The New Graduate Salary Survey (2013) cites data for average salary by discipline the following disciplines related to our program offerings:

Education (Career and Technology Education) = $40,337

Engineering (Applied Engineering and Technology) = $62,062

Business (Organizational and Professional Development) = $55,635

Response rates from the EIU Career Services Annual Report are too low to be considered statistically reliable.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

Two of the three undergraduate programs in the School of Technology are externally accredited.  The Applied Engineering and Technology major is accredited by the Association of Technology, Management, and Applied Engineering (ATMAE) and the Career and Technology Education major is accredited by the National Council for Accreditation of Teacher Education (NCATE).  In the most recent program reviews (2011 and 2010 respectively), both programs received the maximum number of years until the next accreditation visit, with no interim reporting.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

Graduates of the Career and Technology Education major are required to pass the applicable Content Area (Business, Family and Consumer Science, or Technology) test and the Assessment of Professional Teaching (APT) exam to qualify to teach in the state of Illinois.  100% of SOT graduates passed the required exams in 2013.

What are the most important outreach or public service activities supported by the program?

The Organizational and Professional Development (OPD) program is offered on-line and at numerous off-site locations, and provides accessibility and experiential college credit for working adults and veterans.  Many of the students combine classroom assignments to complete projects for their employers, applying their knowledge and skills acquired in the program.  The OPD program has significant relationships with Parkland College, Danville Area Community College, and Lake Land College. These include 2+2 articulations and meetings with chairs and faculty to encourage smooth transitions between the community college and Eastern.  In the case of some technical programs, the OPD major provides a path for community college instructors who do not have a B.S. to complete a non-traditional degree that includes a concentration on teaching and training adults.  The Career and Technical Education program provides student teachers and full-time teachers to Illinois high-schools in the career and technology areas.  Faculty members in the program and in the Applied Engineering and Technology (AET) program are also involved in leadership positions in state associations related to the field of career and technology education.  The AET and graduate program provide technology practitioners, managers, and leaders for the state.  In addition, there are a number of partnership activities with regional employers, such as collaborative research studies.  Ideas generated from these efforts help to stimulate the economy in middle and eastern Illinois.  The School of Technology also has an outreach program associated with the recently acquired National Science Foundation grant, which encourages high school students to work with undergraduates, graduate students, and faculty, on research projects related to sustainable energy.

How do the local community and the region benefit from the program?

Approximately 50 School of Technology graduates fill positions at EIU in various capacities.  Over 700 SOT graduates occupy various positions in Coles and the six bordering counties.  In addition, over 500 graduates work in Champaign County and over 130 in Effingham County.  The diversity of our program offerings allows us to supply professionals in numerous areas important to sustaining the economy of the region.  Our graduates primarily fill positions in manufacturing firms, design and construction companies, computers and telecommunication entities, high schools, and various human resource and managerial capacities within organizations. 

Our active partnerships with area organizations provide support in several forms, including collaborative research capabilities to generate new knowledge, student teams tackling industry projects, and company training.  In addition, the Organization and Professional Development program, which is certified by the Displaced Worker Program, provides access to working adults, giving occupational experience degree credit to business and industry professionals and veterans.  All our program offerings are applied/practically focused, and prepare graduates to contribute immediately upon graduation.  Many of our undergraduate and graduate courses are offered at various locations or on-line, providing further educational opportunities for working adults.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Applied Engineering and Technology (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Career and Technical Education (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Organizational and Professional Development (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Technology (M.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

In summary, the School of Technology is active in undergraduate and graduate research and scholarship initiatives, RSOs, external partnerships, and other integrative learning opportunities.  Our students consistently receive recognition at both the undergraduate and graduate levels.  The faculty are active in professional associations in Illinois and nationally, and receive recognition both from EIU and through State and National Associations.  We recruit internationally, with the highest number of international students of any program at EIU in our M.S. in Technology.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

1: GA positions and additional support through a $200,000 National Science Foundation grant

2: CENCERE Center (currently under construction, with $300,000 support from the Charleston Area Charitable Foundation and a $50,000 solar energy system provided by In-Deck).

3: In-kind donation of computer servers from Consolidated Communications ($600 value)

4: Robot arm donation from Hydro-Gear (over $30,000 value, expected fall, 2013)

5: Faculty members apply for receive numerous Redden Fund grants each year to improve undergraduate instruction

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Technology Future Fund was started in 2007, and has a reported FY13 Endowment balance of $285,835.04 and Earnings balance of $5,262.49.  The School of Technology also receives cash donations of approximately $1000 monthly through the EIU Telefund.  Funds from each of these efforts support faculty and students’ travel to activities such as competitions, presentations, and field trips.

Additional support takes the form of sponsoring GA positions, scholarships, and research projects (often with associated GA funding).  There are currently five externally supported research projects with industrial or government partners, such as National Science Foundation ($200,000 grant), A New Leaf Energy, and the Illinois Sustainable Technology Center.  The School of Technology also has a vibrant scholarship program, with students in the school eligible for over 25 dedicated scholarships. 

Finally, the School of Technology benefits from in-kind donations.  For instance, paperwork was recently signed by Hydro-Gear to donate an unused robot arm, which should be acquired and operational by next fall, 2014, valued at over $30,000.  Past donations include a $50,000 gift from Mattoon Precision Manufacturing in 2010 for a Formtester machine, and a $14,500 gift in 2009 from Timothy Bondy for a Shop-Bot Computerized Router.  These donations assist directly with expanding our instructional and research capabilities.           

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The School of Technology has a strong relationship with Sarah Bush Lincoln Health Systems, and provides leadership training to their employees.  This relationship expands EIU’s network in the community, and often leads to degree program enrollment as well.  In addition, SOT has among the highest number of 2+2 articulations for any academic unit at EIU, with over 50 such agreements.  The resulting relationships provide statewide outreach for EIU and improved access for community college students, bringing additional enrollment to the institution.  The SOT Advisory Board also provides an opportunity to connect with business leaders throughout the state and some outside Illinois, and often leads to either direct donations to the institution, or networking to develop additional contacts who contribute.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

As can be seen by the data, the School of Technology aggressively pursues non-traditional delivery of its program.  This includes both distance learning (typically web-based, resulting in about 1/3 of generated SCH) as well as off-campus offerings (higher number of SCH generated by SCE/off-campus offerings). 

Since many of the courses offered in the School of Technology include a lab component, particularly in the Applied Engineering and Technology program, class sizes for laboratories are often capped at a lower number than for lecture-based courses.  This may be due to space issues, equipment availability, and/or safety concerns, and often results in decreased SCH generated because of smaller class sizes.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

Flexibility and accessibility are strong characteristics of the programs in the School of Technology.  The program also paves the way in many innovations at the university. 

The Organizational and Professional Development program is purposefully oriented toward non-traditional students, like working adults and veterans, helping EIU to reach a population of potential students that may otherwise not attend the university or even pursue a degree.  It provides wonderful access and quality through multiple delivery modes, a cadre of full-time faculty, a pre-entry interview process with degree applicants, and student support through the School of Continuing Education’s EIU Office at Parkland College.  The flexibility of our programs is also evident in the M.S. in Technology, with the highest enrollment of any similar program in the state of Illinois.  Our Applied Engineering and Technology (AET) program is focusing on developing additional partnerships with companies, so students build a stronger network of professionals in their fields of study and to provide better opportunities for scholarships, internships, and full-time positions.  The Career and Technology Education program is bolstered by our strong AET program and the College of Education.

With regard to innovations, the M.S. in Technology was the first graduate program to develop certificates at EIU, and the School of Technology led the way in the development of our institution’s focus on Sustainability and Renewable Energy.  We also were involved with development of the Renewable Energy Center on campus, creation of the Interdisciplinary M.S. in Sustainable Energy, and the acquisition of support to build the Center for Clean Energy Research and Education.  We also have a dual degree between the M.S. in Technology and the M.S. in Sustainability, and are in the process of developing agreements with the Master of Business Administration and the Professional Science Masters in Geographic Information Systems.  Aggressively pursuing partnerships with other areas of the university, particularly at the graduate level, is a hallmark of the School of Technology.

Note any unique and/or essential contributions that the program makes to the university.

The School of Technology serves many students from diverse backgrounds and unique needs.  These include international students and many working adults, and the M.S. in Technology enrolls students from a significant number of undergraduate disciplines.  Many non-majors at EIU (from about 25 different programs) take classes in our Organizational and Professional Development program.  The Applied Engineering and Technology and M.S. in Technology programs have led the way in developing the EIU focus on Sustainability and Renewable Energy.  Our specialized technical knowledge has also allowed us to contribute to the university in unique ways, such as creating 3-D models of the antique trim in Old Main.  Because the design was so specialized and unable to be purchased without exorbitant expense, students and faculty members in the Applied Engineering and Technology area developed a solid model that was used to produce the trim in-house, saving a significant amount of money and giving students an integrated learning opportunity with a real-world project.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

The School of Technology is in the process this year of developing a new strategic plan, to include revised mission and vision statements, values, and goals for numerous initiatives.  The three concepts underlying the entire planning process are External Partnerships, Student Engagement, and Professionally Driven Curricula. 

Some of the areas that are being addressed include: revision of academic programs to be more professionally focused (integrating nationally recognized industry certifications into course sequences, revision of courses to better reflect trends in industry, etc.); new program offerings; increasing external engagement and partnerships for the benefit of students and faculty; product “positioning” for marketing, promotion, and recruitment efforts; cross-training and succession planning; and laboratory and equipment needs moving forward.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

SOT will expand activities related to Academic Excellence, including internships, applied research activities, and students’ participation in external learning activities (field trips, travel to trade shows, etc.).  External partnerships will yield additional support for student scholarships, increased interest from potential students, and improved penetration into existing and emerging markets during the recruitment process.

SOT is at the forefront of pursuing the strategic priority of Global Competition and Changing Demographics, as concerted efforts have led to our having the most significant international population of any graduate program at EIU.  This effort continues, as we are looking to increase the diversity of international participation (i.e. more countries represented) in the M.S. in Technology program.

Our leadership in development of the multi-disciplinary M.S. in Sustainable Energy and CENCERE, speaks to our commitment in the Emerging Technologies strategic priority area.  We will expand that effort both in additional graduate and undergraduate program development, offering programs and services that better prepare graduates for emerging technological areas, and investigate opportunities for unique program delivery models based on increasingly advanced information technology capabilities.

Student engagement will inherently lead our students and faculty to become more involved in both campus activities and those in the community.  Similar to our involvement with the Old Main renovation project described in Section 1 of this report, our students can become involved with construction of the campus-wide symbol described in the Campus and Community Life EIU strategic priority.  We can also solve problems for area companies through faculty and student expertise.

Increased engagement has been shown to enhance student enrollment and retention, which will help improve the Financial Sustainability of the EIU campus, identified as the fifth strategic priority for the campus.  And the resulting press from the internal and external activities of the SOT is low-cost Marketing and Communication for the institution.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

The most promising opportunities in the School of Technology for increasing student demand and quality of our programs lie in targeted and strategic program development and in creating stronger external partnerships.

The M.S. in Technology is in high demand by international students; over 300 applications were received for Spring, 2014. Unfortunately, the program is already stretched to the limit with current resources. A draft analysis shows that significant revenue can be obtained by EIU for adding faculty lines to accommodate this existing demand. “Word of mouth” has led to the increased interest, and delayed reaction may lead to diminishment of that interest.

The School of Technology is reviewing opportunities for program development in emerging areas and areas supported by business and industry. New program possibilities include: a Medical Device Sales graduate certificate program, a Concrete Industry Management baccalaureate program, and a Sustainability and Environmental Management interdisciplinary undergraduate degree, among others. We will identify and pursue new programs in fields where student and business/industry demand are high, and costs are either low or financially supported by external partners.

In addition, numerous opportunities exist for closer partnering with business and industry, which is a cornerstone of the current strategic planning process in the School of Technology.  External partnerships lead to numerous opportunities, such as guest lectures for classes, identification of potential adjunct faculty, additional internship and full-time job opportunities, professional development for students through participation in trade shows and state and national meetings in their field, externships for faculty in industry, and a network that results in a higher likelihood of external funding through grants, corporate research efforts, and donations.

In contrast with the Occupational Outlook Handbook that projects slow or no growth for Career and Technology Educators because of “an increased focus on traditional academic subjects over career and technical education,” there is a significant movement toward greater appreciation for Career and Technology Education (CTE) from sources that are highly reputable and historically focused more on the traditional college preparatory education model.  The Pathways to Prosperity report (http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf?utm_source=From+Jim%3A+New+reports+on+CTE&utm_campaign=2newreports&utm_medium=email), published in 2011, and spearheaded by researchers at Harvard University, cites the preparation of students for technical and trades careers as a critical need.  The State of Illinois is one of several states who have led the way in receiving federal funding related to efforts sprouting from this report (http://www.ilpathways.com/Pages/Home.aspx), which presents an excellent opportunity to become involved in developing a more robust system for filling the future need for graduates prepared for emerging high technology jobs.  An even more recent report from The College Board, Toward a Common Model of Career-Technical Education (http://blog.careertech.org/wp-content/uploads/2013/10/PDK_CollegeBoardSupp.pdf?utm_source=From+Jim%3A+New+reports+on+CTE&utm_campaign=2newreports&utm_medium=email), written by former CEO of Chicago Public Schools, Jean-Claude Brizard, speaks to the importance of a high quality Career and Technology Education program in high schools.  An additional College Board publication, The Promise of High-Quality Career and Technical Education: Improving Outcomes for Students, Firms, and the Economy (https://dl.dropboxusercontent.com/u/30470445/The%20Promise%20of%20High-Quality%20Career%20and%20Technical%20Education.pdf?utm_source=From+Jim%3A+New+reports+on+CTE&utm_campaign=2newreports&utm_medium=email), addresses the same issue.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.