introduction to technical education

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Vocational/Career and Technical Education by Chris Zirkle , Jay Plasman LAST REVIEWED: 26 May 2021 LAST MODIFIED: 26 May 2021 DOI: 10.1093/obo/9780199756810-0068

Vocational/career and technical education has historically been known as “education for work.” It has focused on providing learners with the skills and knowledge needed to successfully transition to the workplace. The present vocational-technical education system in the United States is broad and complex, spanning many grade levels, subject areas, and educational institutions. In the late 20th and early 21st centuries the system also has evolved from being initially focused on entry-level job preparation to include adult retraining programs, college preparatory coursework, postsecondary options and programs, and many other options. This complexity is confounded by the broader educational system in the United States, which leaves decisions regarding vocational and career and technical education programming largely to each of the states. Despite these challenges, vocational and career and technical education continues to be a key component of the overall education system in the United States. In addition, with the rapidly changing context of work and the need for a skilled, adaptable workforce, the US vocational and technical education system will continue to hold a vital role in the US economy. Vocational education, referred to in many other countries as technical vocational education and training (TVET), also plays a significant role in educational systems across the globe. In many countries TVET has a more centralized focus than in the United States and does not have to contend with the different state structures found in the United States. In developed countries such as Australia, Germany, Great Britain, and South Korea, TVET is a key to economic prosperity, while in developing countries TVET is seen as a key to economic self-sufficiency.

The works in this section provide a general overview of vocational and technical education from both US and international perspectives. Gordon 2020 , Miller 1985 , Prosser and Quigley 1949 , and Venn 1964 provide historical and philosophical views of vocational and technical education in the United States from different time periods, while Barabasch and Rauner 2012 and Scott 2014 give excellent perspectives on the different program areas and issues within vocational and technical education. Maclean and Wilson 2009 , Pilz 2012 , Pilz 2017 , and Rauner and Maclean 2009 provide comprehensive views of vocational and technical education across the globe.

Barabasch, Antje, and Felix Rauner, eds. 2012. Work and education in America: The art of integration . Dordrecht, The Netherlands: Springer.

A comprehensive academic volume on vocational education and training (VET) or career and technical education (CTE) in the United States, which features insights into a variety of issues. Provides an up-to-date synthesis with a critical analysis of the relevant history, philosophy, governance, legislation, and organizational structures of the field in the United States.

Gordon, Howard R. D. 2020. The history and growth of career and technical education in America . 5th ed. Long Grove, IL: Waveland.

Relevant, up-to-date synthesis of the history, philosophy, legislation, and organizational and curricular structure of career and technical education in the United States. Examines the current issues that shape the role of career and technical education in the global, technology-driven economy and issues and trends that will impact the future of the field.

Maclean, Rupert, and David N. Wilson, eds. 2009. International handbook of education for the changing world of work . 6 vols. New York: Springer.

DOI: 10.1007/978-1-4020-5281-1

Covers the latest practice in technical and vocational education and training. Presents models from all over the world, reflections on innovative practice, and case studies. Includes the work of established and promising researchers and features comprehensive coverage of developments in research, policy, and practice.

McGrath, Simon, Martin Mulder, Joy Papier, and Rebecca Suart, eds. 2019. Handbook of vocational education and training: Developments in the changing world of work . 2 vols. Cham, Switzerland: Springer.

Two-volume set examines nine critical areas of vocational education and training, including the changing world of work, skills for sustainable human development, planning and reforming skills systems, private training markets, vocational learning, competence and excellence, measuring learning and instructional performance, supporting learners, and vocational education and training (VET) teacher/trainer education.

Miller, Melvin. 1985. Principles and a philosophy for vocational education . Columbus: National Center for Research in Vocational Education, Ohio State Univ.

Provides a set of principles to state preferred practices to serve as guidelines for programs and curriculum, instruction and evaluation. Postulates philosophy to provide a conceptual framework for vocational education to guide future decision-making and policy development.

Pilz, Matthias, ed. 2012. The future of vocational education and training in a changing world . Wiesbaden, Germany: Springer.

DOI: 10.1007/978-3-531-18757-0

Volume comprised of thirty individual contributions providing a comprehensive overview of early-21st-century issues in vocational education and training, its strengths and weaknesses, and its prospects. Vocational education and training experts from Canada, the United States, India, China, Japan, and Korea, as well as from a number of European countries are featured.

Pilz, Matthias, ed. 2017. Vocational education and training in times of economic crisis . Cham, Switzerland: Springer.

Volume comprised of twenty-six individual contributions revealing how youth in transition is affected by economic crises. Provides essential insights into the strengths and weaknesses of the various systems and prospects of VET in contexts ranging from North America to Europe (e.g., Spain, Germany, or the United Kingdom) to Asia (such as China, Thailand, and India).

Pilz, Matthias, and Junmin Li, eds. 2020. Comparative vocational education research: Enduring challenges and new ways forward . Cham, Switzerland: Springer.

Edited volume of eighteen chapters focused on research of comparative vocational education and training.

Prosser, Charles A., and T. H. Quigley. 1949. Vocational education in a democracy . Chicago: American Technical Society.

Seminal text first published in 1925. Reexamines the role of vocational education in US society. A comprehensive examination of all aspects of the discipline, including theories of vocational education, vocational education for youth and adults, federal involvement in vocational education, and the training of vocational education teachers.

Rauner, Felix, and Rupert Maclean, eds. 2009. Handbook of technical and vocational education and training research . New York: Springer.

DOI: 10.1007/978-1-4020-8347-1

Provides a comprehensive coverage of technical and vocational education and training research in an international context with special focus on research and research methods. Focuses include early research, policy research, planning and practice, individual disciplines of vocational education, case studies, and research methods.

Scott, John. 2014. Overview of career and technical education . 5th ed. Chicago: American Technical.

Broad overview of career and technical education and information on current federal legislation. Also includes material covering the roles of teachers, guidance counselors, and administrators in career and technical education programs and material on dual enrollment programs and career academies and how these programs prepare students for the workforce.

Venn, Grant. 1964. Man, education, and work: Post secondary vocational and technical education . Washington, DC: American Council on Education.

Following passage of the Vocational Education Act of 1963, describes the long-standing neglect of vocational and technical education, examines the historical development of the discipline, and posits new opportunities for growth. An assessment of the manpower needs of the American workplace and vocational and technical education’s role in those requirements.

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Career and Technical Education (CTE) | CTE Career Clusters

What Is Career & Technical Education (CTE)?

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February 14th, 2023 | 37 min. read

Brad Hummel

Coming from a family of educators, Brad knows both the joys and challenges of teaching well. Through his own teaching background, he’s experienced both firsthand. As a writer for iCEV, Brad’s goal is to help teachers empower their students by listening to educators’ concerns and creating content that answers their most pressing questions about career and technical education.

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Career and Technical Education (CTE) has become increasingly popular across the United States as more people realize how crucial CTE is to the country.

Yet, many people remain unsure of what exactly "career and technical education" is.

As a CTE curriculum developer, we've heard misconceptions, confusion, and many questions about CTE over the past 30 years.

Career and technical education (CTE) is the practice of teaching specific career skills to students in middle school, high school, and post-secondary institutions.

CTE is split into   16 career clusters  that apply to different high-demand careers:

• Information Technology
• Science, Technology, Engineering, and Mathematics (STEM)
• Manufacturing
• Hospitality
• Agriculture
• Human Services
• Construction
• Arts, Audio/Visual Technology, and Communications

On this page, we’ll take an in-depth look at each CTE cluster to understand what’s included and why they’re important.

Infographic: What Is Career & Technical Education?

Now that we've reviewed the 16 CTE career clusters, let's take a closer look at the definition of career and technical education.

The Definition of Career & Technical Education

In this section, we'll explore CTE based on the following definition:

Career and technical education (CTE) is the practice of teaching skills-based careers to students in middle school, high school, and post-secondary institutions.

At iCEV, we believe this is the most accurate definition of CTE because it highlights both the unique qualities and the importance of career and technical education.

Specifically, CTE is focused on developing skills and applicable to nearly every age range.

Let's consider these two aspects of CTE in more depth.

1. CTE is Focused on Developing Skills

First,   CTE is focused on developing skills . This differs from traditional and university-based education, which is based on   theory.

CTE includes   some   theory, but that’s typically only seen in introductory materials.

Practice, hands-on experience, and application tests make up the bulk of CTE. This is important because CTE careers require workers to have experience in their field   before   starting a career.

After all, many CTE pathways take students to careers that can save lives. Health science , government, law, agriculture, and construction especially relate to maintaining the health and safety of others.

For this reason, CTE instructors often focus more on practice and improvement instead of textbook memorization.

2. CTE is Widely Applicable

Second,   CTE is applicable to almost every educational age range . This is possible because students can understand fundamentals of any career as early as sixth grade, and they can build essential skills well into adulthood.

For this reason, you’ll find CTE clusters and pathways offered in middle schools, high schools, and post-secondary institutions. After completing a program, students can earn the certifications they need to start their careers , many of which are currently in high demand.

At the same time, CTE clusters don’t limit students to single careers. In fact, many students use these courses as preparation before moving onto community college or university.

The Advantages of CTE

The focus and applicability of CTE results in two advantages that you can’t find in many other education fields:

• CTE is highly specialized.
• CTE is incredibly versatile.

Typically, these qualities are at opposite ends of the education spectrum. A teaching method is either general and versatile or specific and inflexible.

With CTE, students can develop a specific set of skills that are still applicable to a broad range of real-world contexts, making them employable in a variety of fields. 

Now, let’s delve into the 16 career clusters CTE offers to students.

The 16 Clusters of Career & Technical Education

The 16 CTE career clusters are distinct, specialized areas of expertise in high-demand occupations .

These areas of skill development are rich with expansive career opportunities that allow students to explore what they love. While some clusters are more in-demand than others, each is subject to developments and changes based on new breakthroughs, best practices, and other advancements.

CTE provides an alternative to traditional secondary and postsecondary education, but it's also common for CTE graduates to continue their education at four-year universities and even pursue advanced degrees.

Altogether, this means each CTE career cluster teach students life skills and career skills at the same time, jump-starting their lives and turning them into productive members of their communities.

To get a better picture of the 16 CTE career clusters, let’s take a look at each one individually.

Keep in mind that this is just an overview. Some states like Florida and Texas  have their own career clusters, so you'll still want check specific differences in career pathways in your state .

1. Health Science

Popular Careers: Nursing, Patient Care Technician, Certified Medical Assistant

Health science is the largest CTE cluster and one of the most popular today. This cluster includes careers throughout the healthcare industry that deal with the medical care and well-being of patients.

A growing population an increased and consistent demand for health science professionals means that learners in this career cluster have abundant opportunities for engaging careers in a variety of pathways . Today's CTE graduates pursue careers as nurses,   patient care technicians , medical assistants, and more.

Although students can advance in healthcare by earning a university credential, students can start many health science jobs immediately after high school when they've earned the appropriate certifications.

Certifications CTE students can take to be employment-ready after high school include:

• Certified Medical Administrative Assistant (CMAA)
• Phlebotomy Technician (CPT)
• Clinical Medical Assistant (CCMA)
• Certified Nursing Assistant (CNA)

Many of these certifications are administered by the   National Healthcareer Association (NHA) , which has become one of a handful of distinguished healthcare certifiers. But regardless of the pathway, a certification will help students be prepared for work in specialty of their choosing.

2. Business, Management, & Administration

Popular Careers: Human Resources, Data Entry, Business Management

Business education courses are among the most common in CTE because of their versatility . A background in business prepares CTE students to work in almost every career path or industry, especially management.

While some students will still go on to study business at college or graduate school, CTE business education provides the foundational knowledge students need to work successfully in a corporate setting—or even start a business of their own.

Business management and administration  is also an area where CTE students can earn certifications to prove their knowledge.

Some examples of popular certifications include:

• Express Employment Professionals Business Office Technology Certification
• IC3 Certification
• Microsoft Office Specialist

Irrespective of which industry graduates choose to work in, CTE graduates have the opportunity to make an impact in business immediately after completing their programs.

3. Marketing, Sales, and Service

Popular Careers: Marketing Specialist, Sales Representative, Data Analyst

Marketing, sales, and service are all based on the concepts of customer acquisition and customer retention .

Careers in this cluster deal with different parts of the customer experience, but they’re all essential in keeping a company viable:

• Marketing represents the first step in the customer experience and involves developing curious parties into sales leads.
• Sales presents products to leads and develops them into paying customers.
• Customer Service  makes sure that customers are satisfied and remain committed to a company for the long term.

Students in this CTE cluster cultivate skills that will help them work in all three of these business areas. They also learn how to work cross-functionally to ensure these departments are aligned to create a seamless customer experience.

To help prepare them for work in a business environment, students in this cluster can earn an industry credential like the Express Employment Professionals Career Preparedness Certification .

Popular Careers: Accountant, Controller, Accounts Receivable

The finance CTE cluster teaches students how to handle small- and large-scale bookkeeping, accounting, banking, and investments.

Learners in this cluster gain a strong foundation in understanding cash, revenue, expenditures, profit margins, and other principles of money management. Although most careers in finance require a college degree, understanding these fundamentals helps prepare students for careers in finance and accounting .

Because finance is a highly-competitive field, advanced degrees help students stand out among their peers. However, CTE finance graduates already have experience to begin working in financial occupations, particularly through earning industry certifications .

Regardless of which pathway they choose, students in the finance cluster develop a substantial background in effective money management.

5. Information Technology (IT)

Popular Careers: Site Reliability Engineer, Information Technology Solutions, Network Specialist

Information technology (IT) is the application of digital networking, information transfer, server reliability, and other   21st Century essentials .    

Starting with Principles of Information Technology , CTE students who choose an IT pathway will learn everything they need to bring whole companies online in terms of local servers, equipment maintenance, and networking setup.

Plus, IT graduates walk straight into one of the most lucrative and high-demand job markets in the world. Once students have their IT certifications, they can start careers anywhere from local businesses to international technology corporations.

With the help of a quality information technology curriculum , students will be prepared for a a career cluster where rapid development and change require a unique set of skills and experience.

IT will continue to remain a high-demand career, and the combination of CTE and on-the-job training will keep graduates on a path to long-term achievement in the industry.

6. Science, Technology, Engineering, & Mathematics (STEM)

Popular Careers: Mechanic, CAD Specialist, Engineering Technologies

The science, technology, engineering, and mathematics (STEM) career cluster covers interrelated subjects leading to many scientific and technical careers.

Occupations involving engineering, design, and computer-based machinery often require a background in STEM. This has made STEM one of the most popular career clusters today, with many job opportunities available after completing a CTE program.

Graduates in STEM also have a high earning potential, especially if they pursue a baccalaureate or advanced degree in a field like engineering. However, there are also many opportunities in this career cluster that require no additional education or experience beyond a secondary-level CTE program.

One way CTE STEM graduates can make themselves stand out is by taking classes in Scientific Research and Design or Engineering Science while still in high school.

Taking these courses early will give learners the background they need to start their careers right after finishing high school.

7. Manufacturing

Popular Careers: Production Specialist, Materials Manager, Materials Acquisition

Manufacturing in CTE covers all of the processes, materials, and protocols that are commonly found in mass production .

Manufacturing has remained a major career cluster in CTE because the processes and products of manufacturing drive industries throughout the global economy. Students who learn the principles of manufacturing develop a fundamental set of skills they can use in any industry.

While much of today's large-scale manufacturing takes place overseas, many companies maintaining manufacturing facilities throughout the United States and seek CTE graduates with specialized experience.

Today, welding is a particular popular manufacturing career that is consistently in demand throughout the United States.

Because of their specific knowledge of welding practices and techniques , learners who choose this pathway develop skills that are transferrable to many different professional contexts throughout multiple manufacturing industries.

But regardless of their pathway, students within the manufacturing cluster still have plenty of opportunities for careers as successful CTE graduates.

8. Transportation, Distribution, and Logistics

Popular Careers: Automotive Careers, Logistics Planner, Distribution Manager, Transportations Analyst

Transportation, distribution, and logistics deal with moving and tracking goods and materials and the vehicles used to make transit possible.

Professionals in this detail-oriented pathway often have a keen eye for organization, as well as specialized knowledge in a particular area.

Trucking, shipping, and storage all fall under the umbrella of this CTE specialty. As a result, any company that needs to track inventory will always need transportation, distribution, and logistics specialists.

The transportation career cluster also includes careers related to Automotive, Diesel, and Small Engines .

CTE students who study automotive go on to careers as mechanics and technicians who understand the mechanical and performance systems of household vehicles and light and heavy-duty trucks.

Because transportation careers require a high degree of specialized knowledge, many graduates find that an industry credential like the EETC Principles of Small Engine Technology certification helps them achieve their goals.

CTE students in transportation, distribution, and logistics develop skills that are difficult to find in today's job market. Fortunately, that means these graduates have plenty of career opportunities in almost every area of the United States.

9. Hospitality and Tourism

Popular Careers: Assistant Hotel Director, Guest Experience Specialist, Reception Manager

Hospitality and tourism shows CTE students how to manage businesses like hotels, conference centers, restaurants, and tourist attractions .

Although there are obvious opportunities for hospitality students in regions that draw a large number of tourists, this CTE cluster covers a comprehensive set of hospitality skills students can use to work anywhere in the country.

Graduates in the hospitality and tourism cluster often have experience in Family and Consumer Sciences (FCS) , taking courses in areas like hospitality services and culinary arts .

They can also earn industry certification in areas like professional communication .

Pursuing careers in hospitality and tourism is especially valuable for students who want the versatility to work in a variety of locations or on nontraditional schedules. But regardless of where and when they work, CTE graduates in hospitality and tourism will have consistent career opportunities.

10. Government & Public Administration

Popular Careers: Administrative Assistant, Project Manager, Zoning Specialist

Government and public administration covers the organization of governments and their agencies, how citizens interact with governments, and how governments maintain order .

Typically, that means CTE students learn about issues related to   local   governments, such as taxes, parks and recreation, budgeting, and city councils. Local governments and their agencies are directly involved in the day to day lives of citizens, so it's critical that graduates in this cluster have a background in managing the many unique challenges of managing municipalities.

While government careers can be lucrative, it's important to remember that even at the local level many public careers involve elected positions. Graduates in this CTE career cluster will often have to participate in politics in order to be successful.

For students in this cluster, a background in professional communications and public speaking can be helpful.

However, regardless of their career aspirations, experience in the government and public administration cluster can give students a unique set of skills they can use to navigate public systems and effectively complete projects affecting organizations and everyday citizens.

11. Law, Public Safety, and Security

Popular Careers: Criminal Justice, Paralegal, Law Enforcement

Law, public safety, & security focuses on emergency services and all legal-based occupations .

This CTE cluster is well-known both for its profitability and ability to consistently provide opportunities to graduates. On top of that, this career path is a great start for students who want to branch into criminal justice, particularly law enforcement.

While many occupations within the cluster require a baccalaureate degree or further education, a high school background in CTE is more than sufficient to start working in law, public safety, and security, including clerical work.

It also gives students the knowledge and skills they'll need to work as paralegals or legal bookkeepers, as well as a head start on more advanced career opportunities. 

This cluster is an excellent starting place for anyone looking to get more involved in law, and it pays well enough to keep additional education on the table. But even without further coursework, graduates still have lots of options at their fingertips in law, public safety, and security pathways.

12. Agriculture, Food, and Natural Resources

Popular Careers: Agricultural Inspector, Agronomist, Wildlife Administrator

Agriculture, food, and natural resources (AFNR) teaches CTE students about how human life is sustained around the world through consumable resources.

This allows graduates to pursue a wide range of careers within the eight different AFNR career pathways. While becoming a farmer is might be the most obvious career agricultural science , graduates also work as horticulturalists, lab technicians, administrators, and researchers among many other occupations.

Successful students in AFNR clusters often pursue industry certifications, which earn them a credential from a leading agricultural organization or company.

AFNR industry certifications hosted on the iCEV Testing Platform include:

• ASMA Food Safety and Science Certification
• ASMA Meat Evaluation Certification
• BASF Plant Science Certification
• Benz School of Floral Design Principles of Floral Design Certification
• Ducks Unlimited Ecology Conservation and Management Certification
• Elanco Fundamentals of Animal Science Certification
• Elanco Veterinary Medical Applications Certification
• NCLCA Principles of Livestock Selection and Evaluation Certification
• NHJTCA Equine Management and Evaluation Certification

The number of organizations offering certifications is an example of the varied paths students can choose within the AFNR cluster. This makes this cluster a great choice for any CTE student looking for work that has broad applications and has a direct impact on the lives of people throughout the world.

13. Human Services

Popular Careers: Social Worker, Rehabilitation, Social Service Assistant

Human services refers to careers that focus on the needs of individual people .

Typically, these needs revolve around some element that’s lacking in a person’s life. Social work, social services, and drug rehabilitation all fall under this umbrella. In some states, this CTE background may also apply to special education.  

This CTE cluster also includes personal services such as cosmetology and barbering .

Students often follow pathway when they have a passion to help people through providing personal services.

While human services careers frequently pay less than those in other CTE clusters, human services offers rewarding career opportunities that directly affect the lives of individuals and communities. These jobs also continue to be in high demand as a growing population seeks a variety of services.

Ultimately, individuals with a desire to assist others will feel very much at home in human services pathways and careers.

14. Architecture and Construction

Popular Careers: Construction Technology, Construction Inspector, Project Estimator

Architecture & construction CTE students study the principles of designing and crafting structures .

While graduates from this cluster aren’t immediately qualified to become an architect, they   are   qualified to work at an architect office or construction company.

Students focusing on architecture can be involved in the process of designing buildings and other structures, and may consider postsecondary instruction leading to a degree in architecture. On the other hand, students who study construction can become actively involved in the building process soon after graduating.

With experience in this CTE cluster, students will be prepared for these two sides of construction industry. However, they can also work in a completely different capacity such as an inspector, project estimator, construction technologist.

Learners can also earn industry certifications related to architecture and construction such as:

• EETC Principles of Small Engine Technology Certification
• Home Builders Association of Alabama Residential Construction Skills Certification

Regardless of what careers they choose, the continual demand for new construction and refurbishment projects throughout the United States means that there will be plenty of opportunities for CTE graduates in the coming years.

15. Education and Training

Popular Careers: Training Consultant, Teaching Aide, Safety Specialist

Concentrating in education and training turns CTE students into experts in the learning process, empowering them with the skills they need to teach others patiently and effectively.

While completing a CTE program in education and training isn’t enough to become a teacher in most states, a CTE background in education still makes someone a prime candidate for careers in training and recruitment.

Careers in this pathway can include anything from on-the-job training to consulting. A student in this career cluster can find just as much opportunity in a small business as a multinational corporation — wherever workplace standards are in place.

As a result, students in this field can take the knowledge they've learned virtually anywhere there is a need for teaching and training and have transferrable skills. By learning training and educational principles, they can become excellent teachers — even if they’re teaching new hires at a company.  

16. Arts, Audio-Visual Technology, and Communications

Popular Careers: A/V Technician, Audio Engineer, Lighting Technician

The Arts, Audio-Visual Technology, and Communications cluster focuses on the technology that helps create today’s entertainment and artistic expression.

While this   could   mean drawing, painting, or composing for some students, this CTE cluster is more concerned with operating the technology that makes those products possible. That’s why so many of these students go on to audio engineering, lighting technology, and similar careers.  

Skills in these pathways prepare students to apply their knowledge in a variety of settings, from large concert halls and stadiums to smaller venues and nonprofit entities.

As technology evolves, these skills remain in demand to ensure that technical aspects of concerts, sports, and other events run smoothly. With this background, students are always ready to answer the call.

Now that you've learned about all 16 CTE career clusters, let’s discover the settings where CTE is taught.

Where Is CTE Taught?

CTE is primarily taught in three settings: middle school, high school, and post-secondary institutions. Regardless of the setting, CTE focuses on hands-on experience and career skills.

There is often a great degree of variation in the clusters and pathways an individual CTE program offers. Because of the resources required in starting and maintaining a program, it can be difficult to find a school that offers all 16 career clusters.

For this reason, it's common for post-secondary institutions, high schools, and middle schools to offer courses in high-demand industries such as health science or agriculture.

It's also popular for CTE programs to offer clusters and pathways with versatile opportunities for students, such as business education or STEM. This ensures graduates have skills they can apply to almost any industry in any geographic region.

In addition, what programs a school offers can also vary by location. Rural institutions are usually more likely to offer agriculture than urban districts, and the availability of specific industry training such as welding could vary based on local demand for trained professionals.

Fortunately, there are enough schools in the United States offering CTE that it should be easy for most students to find a school that fits their career interests.

Below, we'll look further at the differences between how CTE is taught in middle school, high school, and post-secondary institutions.

CTE in Middle Schools

CTE in middle school is taught as an elective .

Students choose whether they want to take CTE classes, unless they attend one of the few schools in the country that requires one of the career clusters in their curricula.

Middle school CTE classes tend to focus on developing general workplace skills , such as computer applications or career exploration. However, some middle schools also offer learners introductory courses in a specific CTE cluster, such as health science or agriculture.

One of the most common CTE courses in middle school is career readiness because it teaches students transferrable skills they can use in any career pathway.

Ultimately, the role of CTE in middle school is to introduce students to options in a variety of career clusters to prepare them to choose a pathway to focus on while in high school.

CTE in High Schools

CTE in high school is also taught as an elective, but courses are often offered in greater variety . It's the most popular time for students to choose a career cluster and begin taking CTE classes.

At the high school level, students typically pursue a pathway of courses within a single cluster like business or STEM. These courses tend to be taught by instructors with particular industry experience, which allow students to learn highly specialized career skills at a relatively young age.

Often, these courses culminate in certifications by the end of a student's senior year. Many high schools prepare students for these assessments because certification demonstrates learners' competency with a particular set of skills and signals their readiness to begin work as industry professionals.

The certification process and requirements vary between career clusters, but most CTE pathways lead to some form of certification from either a national governing body or from a leading organization or corporation within a particular field.

But regardless of whether students receive a certification while in high school, the structure of CTE programs ensures that they'll be ready to take the next step in their careers.

CTE in Post-Secondary Institutions

CTE in post-secondary institutions typically includes study within a specific cluster and pathway that ends in graduation and often certification .

Many of these students go straight from the institution to starting their careers.

The career pathways at post-secondary institutions take students from introduction straight through to employment. Learners may also have the chance to get first-hand experience with different tools, scenarios, or principles through internships.

However, postsecondary CTE institutions also tend to cost more money than taking the same classes in high school or middle school.

Some of these institutions are also for-profit colleges, which have a poor reputation for quality of education and successful career placement.

Still, taking CTE courses from a postsecondary school is a viable option for pursuing a technical education. In fact, it’s common for many students right out of high school, whether they’re starting their education from scratch or continuing what they learned in high school.

So now that we’ve looked at   where   CTE is taught, let’s dive into how it's taught.

What's the Best Way to Teach CTE Classes?

CTE can be taught in a variety of ways, but many teachers find it works best when used with   blended learning .

Blended learning is an education strategy that features multiple teaching methods to help students learn more effectively than one method on its own.

In most cases, blended learning involves a mix of seven strategies :

• Use multiple types of instructional materials
• Incorporate technology for reinforcement
• Try new teaching techniques
• Keep your traditional methods
• Vary your assessments
• Mix up group work styles
• Try a digital curriculum

Trying blended learning can feel overwhelming, especially with so many things on your plate.

If you're not ready to revamp your teaching style, there is one thing you may be ready to do: improve student engagement in your classroom. For most teachers, keeping learners' attention is the difference between success in the classroom and students being unprepared to take the next step in their careers.

How to Keep Your CTE Students Engaged

Career and technical education is a growing and exciting field filled with opportunities for students. In this article, you've learned more about what CTE is, the 16 career clusters it includes, and where and how you can teach it.

However, getting students to join your CTE program isn't even enough. To keep them excited about future career opportunities, you'll need to keep them alert and engaged in class.

But if you're like the thousands of CTE teachers we've spoken with over the years, student engagement is a constant battle in your classroom. So how can you get your students attention and help them better understand the concepts you're teaching?

Learn more about how to keep students engaged in CTE when you download your free eBook .

You'll learn tips and tricks you can use in the classroom to ensure that your students are focused in class and ready for their future careers.

Engineering Technology Education in the United States (2017)

Chapter: 1 introduction, 1 introduction.

Calls to expand and improve the quality of the US technical workforce have been made in one form or another for decades. Over the past 10 years, and particularly since the 2008 economic downturn, the urgency of these concerns has grown (e.g., NAS, NAE, and NRC, 2010 ). A key worry, expressed by both policymakers and corporate leaders, is that the nation’s status as a world leader of innovation is slipping.

The ability of the United States to support innovation requires production and retention of individuals who are highly skilled in science, technology, engineering, and mathematics (STEM). These STEM professionals work in a widely disseminated global enterprise spanning government, industry, and academia. Engineers play an especially vital role as the designers of technological systems and processes that help drive economic growth, maintain and improve quality of life, and assure national security.

Policymakers, employers, researchers, and educators have focused considerable attention during the past decade on the adequacy of the US engineering education system to meet the demands of an increasingly “flat” world in which competencies that go beyond pure technical skills, including creativity, leadership, flexibility, and communication, are becoming more and more essential ( NAE, 2004 , 2005 ). Traditional engineering education is being challenged to respond to emerging fields that blur disciplinary boundaries, among them nanotechnology, synthetic biology, and biomimetics. And, although enrollments in US engineering colleges reached an all-time

high in 2012, with minor declines since then ( NSF, 2016a ), some still are concerned that the production of engineering graduates in this country lags behind that of some notable competitor nations, such as China, a shortfall not only in absolute numbers but also in the overall percentage of college graduates who have an engineering degree. 1

Largely absent from most discussions of the future of the United States’ technical workforce, however, is the role that engineering technology (ET) education plays or should play in supporting the nation’s technical infrastructure and capacity for innovation. This omission is worrisome because the number of people with this type of education, while smaller than for engineering, is nevertheless substantial. Relatively little is known, for example, about the extent to which the supply of those with ET degrees does—or does not—meet the needs of employers; what type of work those with such degrees perform; how, if at all, changes in technology are affecting the preparation and employment of those with ET degrees; and the nature and significance of the differences between the knowledge, skills, and dispositions of those with ET degrees and those with engineering degrees.

ENGINEERING TECHNOLOGY

The formal emergence of ET as an academic discipline can be traced to recommendations in the1955 Grinter report, which set the stage for engineering’s swing toward “engineering science” (i.e., more focus on theory and less on hands-on practice; Harris et al., 1994 ). In part to meet an anticipated need for more technically trained people in industry (that would not be satisfied by the newly minted engineers coming out of science-based engineering programs) and spurred by the 1957 launch of Sputnik, some technical institutes and vocational schools created 2-year ET programs. These programs tended to emphasize development of hands-on, practical, and problem-solving skills relevant to the needs of industry.

___________________

1 In 2012, the latest year for which data are available, 4.6 percent of all “first university degrees” earned in the United States were in engineering. In European Union nations, the figure ranged between 3.6 percent in Denmark to 14.8 in Finland, in India it was 10 percent, and in China it was 31.7 percent. Source: NSF, 2016b . Importantly, as shown by Wadhwa et al. (2007) , there are important differences in the training and employment of engineers in the United States and what occurs in China and India. These differences suggest the US-China/India “gap” in production of engineering talent may be much smaller than commonly thought.

Although there had been a handful of such institutions in the years following World War II, a dramatic growth occurred after Sputnik. By the mid-1960s, about 60 accredited programs were granting 2-year associate’s degrees in the field. And in 1967, the first 4-year ET program was accredited. These 4-year programs, most housed in colleges of technology, experienced a significant growth through the mid-1980s, but their numbers have gradually fallen since then. Additional details about the origins of ET are presented in Chapter 2 .

In 2014 there were 17,915 graduates of 4-year (bachelor’s degree) ET programs and 34,638 graduates of 2-year (associate’s degree) ET programs, according to the Department of Education’s Integrated Postsecondary Education Data System (IPEDS). By comparison, in that same year 93,950 students graduated from 4-year engineering programs in the United States. Certificates in ET, which typically require fewer courses and take less time to obtain than does an associate’s degree, have been awarded for decades. Since 2000, the growth rate of these certificates has surpassed that of both associate’s and bachelor’s degrees in ET. And for the first time, in 2010, the absolute number of sub-associate’s certificates exceeded the number of associate’s degrees awarded in ET. In 2014, US institutions awarded 49,217 sub-associate’s ET certificates. The role of certificates in ET education is discussed in greater detail in Chapter 3 .

Institutions, Programs, and Accreditation

IPEDS is the most comprehensive source of basic statistics on higher education in the United States. According to IPEDS, there were 414 public, private, or for-profit academic institutions awarding at least one 4-year ET degree in 2014. Within this group, 38 awarded 100 or more degrees that year ( Table 1-1 ). A total of 1,192 institutions awarded at least one 2-year degree in the field in 2012. Fifty-two of these institutions awarded 100 or more degrees ( Table 1-2 ).

In terms of the geographic distribution of ET degrees and certificates, three of the nation’s largest four states—California, New York, and Texas—award the largest shares of 4- and 2-year degrees ( Table 1-3 ). California, Texas, and Florida, the nation’s third most populous state, 2 are also responsible for large shares of certificate awards, but so, too, are a number of other

2 According to the US Census Bureau, in 2015, New York and Florida had nearly identical populations, about 20 million.

TABLE 1-1 Institutions Awarding 100 or More 4-Year Degrees in Engineering Technology, 2014

states not among the top producers of 4- and 2-year degree-earners. Table 1-4 shows the percentage of ET-degree- and certificate-granting institutions according to institutional control.

Compared with the tally of degree-granting institutions, determining the number of ET programs overseen by these institutions is more challenging. For one thing, as discussed at greater length in Chapter 3 , there is no standard nomenclature for describing these programs. Also, IPEDS does not collect data on numbers of programs, only degrees. For program information, we must turn to other sources, such as the Accreditation Board for Engineering and Technology (ABET), the primary organization involved in assuring the basic soundness of educational programs in engineering and technology. 3 According to ABET, in 2014 there were 387 accredited 4-year ET programs at 153 institutions and 257 accredited 2-year ET programs at 98 institutions. 4 The most common program at both the 2- and the 4-year degree levels was electrical and electronics engineering technology, followed by mechanical engineering technology ( Table 1-5 ). Three of the most-common ET program types at the 2-year level—in architectural, surveying and geomatics, and drafting and design engineering technology—are not among the top 10 at the 4-year level.

These ABET data, of course, capture only programs accredited by that organization. By comparing the ABET list of programs with programs listed on the websites of IPEDS schools that award degrees in ET, the committee was able to estimate the number of programs that are not ABET accredited. At the 2-year level, there were 658 such programs; at the 4-year level, there

3 The Association of Technology, Management, and Applied Engineering and the American Council for Construction Education accredit a very small number of ET programs.

4 Twenty-eight institutions have both 2- and 4-year ABET-accredited programs.

TABLE 1-2 Institutions Awarding 100 or More 2-Year Degrees in Engineering Technology, 2014

TABLE 1-3 States Awarding 5 Percent or More of ET Degrees and Certificates, 2014

TABLE 1-4 Number of Institutions Awarding Engineering Technology Degrees and Certificates, by Institutional Control Type

TABLE 1-5 Top 10 Most Common ABET-Accredited Engineering Technology Programs, 2- and 4-Year Degree Levels

were 141. The complete universe of ET programs in the United States is presented in Table 1-6 .

TERMINOLOGY

The language used by researchers, statisticians, and practitioners themselves to describe ET education sometimes muddies efforts at understanding. Often, though not universally, postsecondary educators call those with 2-year degrees in ET “technicians,” while those with 4-year degrees are called “technologists.” Unless noted otherwise, this is the convention we follow in our report. However, it is important to note several limitations with this nomenclature. First, federal employment data collection efforts sometimes use the term “technician” and at other times “technician or technologist” to describe work that might be done by those with either a 2- or a 4-year degree. Second, we have learned through our research that many of those with 4-year ET degrees do not identify themselves as technologists. If asked in surveys, for instance, they may call themselves engineers or managers. Third, the term “technologist” also does not seem to have much currency within industry, where the focus tends to be on the function an employee fulfills rather than the degree earned (e.g., Land, 2012 ). Finally, within the ET education community there is a long-simmering debate about the potential value of adopting the “applied engineering” label for bachelor’s of science (BS) ET programs ( Chandler et al., 2006 ; Rezak and McHenry, 1997 ). The Association of Technology, Management, and Applied Engineering (ATMAE), which accredits a small number of 2- and 4-year ET programs, also accredits BS and associate of applied science (AAS) degree programs in “applied engineering” and “applied engineering technology.” The possibility of accrediting some ET programs as “applied engineering” through ABET’s Engineering Accreditation Commission or its Engineering Technology

TABLE 1-6 Estimated Universe of Engineering Technology Programs in the United States

Accreditation Commission is something that leadership at the organization has recently begun to consider (J. Ray, Western Carolina University, personal communication, Aug. 30, 2015).

A second area of potential confusion relates to the large number of distinct ET education programs at both the 2- and the 4-year levels. Although there is a relatively small set of such program types in engineering (e.g., civil, electrical, mechanical, environment, industrial, bioengineering), there are many more in ET (see Box 3-1 in Chapter 3 ), and there does not appear to be a consistent naming convention across academic institutions. This sometimes results in one-of-a-kind program titles. Finally, education data collection by the federal government also does not consistently use the term “engineering technology” in the descriptions of programs it counts as producing graduates in this field (see the discussion of CIP codes in Chapter 3 ’s section on “ Degree Fields .”)

Overall, there is considerable variation in how different groups characterize ET, particularly in comparison to engineering ( Box 1-1 ).

LICENSING, CERTIFICATION, AND EQUIVALENCY

In the United States, engineers must be licensed to perform certain tasks such as certifying the safety-related specifications of design drawings. Individuals who have earned a 4-year engineering degree from an ABET-accredited program who wish to be licensed must first pass the Fundamentals in Engineering (FE) exam, a test of broad knowledge in mathematics, science, and engineering. After gaining work experience (the amount of experience required varies by state), those with the FE designation and requisite experience can take the Principles and Practice in Engineering (PE) exam. Licensing is done by the states, and 30 states allow those with an ET degree from an ABET-accredited program to take the FE and PE exams. According to the National Council of Examiners for Engineering and Surveying, which administers the exams, 2,600 of 45,600 candidates taking the 2010 FE exam, or 5.7 percent, indicated they had a 4-year degree in ET. Of the 26,600 candidates taking the PE exam that year, 900, or 3.4 percent, had a 4-year ET degree.

The National Institute for Certification in Engineering Technologies, a semiautonomous division of the National Society of Professional Engineers, offers certification for 4-year ET degree holders. Since 1977, 1,775 people with 4-year ET degrees have opted to get this certification (M. Clark,

NICET, personal communication, Aug. 19, 2015). ATMAE offers a variety of certifications, one of which, Certified Technical Professional, is available to graduates of both 2- and 4-year ET programs.

The United States, through ABET, is a signatory to three international “equivalency” agreements: one for engineers (the “Washington Accord”), one for engineering technologists (the “Sydney Accord”), and one for engineering technicians (the “Dublin Accord”; IEA, 2014 ). Sixteen countries, including the United States, have signed the Washington Accord. Australia, Canada, Chinese Taipei, Hong Kong, China, Ireland, Korea, New Zealand, South Africa, the United Kingdom, and the United States have signed the Sydney Accord. And Australia, Canada, Ireland, Korea, New Zealand, South Africa, the United Kingdom, and the United States have signed the Dublin Accord.

A further illustration of the inconsistency surrounding terminology within and for ET may be seen in the variety of names used by the seven initial signatory countries 5 to the Sydney Accord to identify those with similar educational backgrounds in ET ( Table 1-7 ).

Engineering Technology and Engineering

As noted, the work of engineering technologists is often described by drawing comparisons to engineering. One model ( Figure 1-1 ), developed by the American Society of Mechanical Engineering (ASME), sees the jobs of engineering technologist and engineer as falling along a continuum. It is characterized at one end (engineering technology) by work involving distribution and sales; operation, service, and maintenance; and production engineering and at the other (engineering), by work emphasizes theory, analysis, and complex design. As shown in the area where the two jobs overlap, a number of work-related activities can be performed by both engineers and technologists, including component design, management, and testing and evaluation.

An earlier version of the ASME model included a similar spread of occupational functions but also suggested that jobs at the engineering end of the spectrum involve more mathematical work while those at the ET end involve less.

There is no widely accepted job description for an engineering technician. However, the International Engineering Alliance, which manages mutual accreditation recognition agreements among signatory countries for engineers, engineering technologists, and engineering technicians, offers this description:

The roles of Engineering Technicians involve them in the implementation of proven techniques and procedures to the solution of practical problems. They carry a measure of supervisory and technical responsibility and are competent to exercise creative aptitudes and skills within defined fields of technology, initially under the guidance of engineering practitioners with appropriate experience. Engineering Technicians contribute to the design, development, manufacture, commissioning, operation and maintenance of products, equipment, processes and services. ( IEA, 2014 , pp. 13-14)

5 The United States was not among the original signatories to the Sydney Accord, and the International Engineering Alliance, which oversees the accord process, does not provide terminology used by later signatories.

TABLE 1-7 Sydney Signatories’ Titles for “Engineering Technologist”

Compared with engineering, the history of ET education ( Chapter 2 ) suggests a greater emphasis on hands-on laboratory experiences and less emphasis on advanced mathematics. To get a sense of how valid this characterization is today, the committee examined required coursework for engineering and 4-year ET majors at three institutions housing both programs ( Table 1-8 ). Though qualitative and involving a very small sample, the review nonetheless suggests that some of the historical differences between the two fields remain.

Another illustration of the differences between ET and engineering is reflected in the student outcomes criteria used by ABET for the two types of programs ( Table 1-9 ). Overall, the criteria are very similar. However, ET’s historical roots in application can clearly be seen in ABET’s Engineering Technology Accreditation Commission’s criteria b and c. The greater hands-on emphasis of ET also can be seen in ABET’s curriculum criteria for the field, which call on these programs to “Develop student competency in the use of equipment and tools common to the discipline.” No such guidance is provided to engineering programs.

TABLE 1-8 Required Science, Mathematics, and Laboratory Courses in Engineering and Engineering Technology BS Programs at the University of Cincinnati, University of North Carolina, Charlotte, and Purdue University

a At the University of Cincinnati, both the electrical engineering and the electrical engineering technology programs are housed within the College of Engineering and Applied Science. Both programs are 5 years long. The “curriculum guide” for electrical engineering can be viewed here: https://webapps.uc.edu/DegreePrograms/CurriculumGuideView.aspx?Program=1232&Pasla=20BSEE-EE&CurriculumGuideID=1326 . The curriculum guide for electrical engineering technology can be seen here: https://webapps.uc.edu/DegreePrograms/CurriculumGuideView.aspx?Program=1003&Pasla=20BSEET-ET&CurriculumGuideID=901 .

b At UNC, Charlotte, both the mechanical engineering and the mechanical engineering technology programs are housed within the William States Lee College of Engineering. The September 2014 “suggested plan of study” for mechanical engineering can be viewed here: http://academics.uncc.edu/sites/academics.uncc.edu/files/media/Mechanical-Engineering-APS-Sept-2014.pdf . The April 2014 suggested plan of study for mechanical engineering technology can be seen here: http://academics.uncc.edu/sites/academics.uncc.edu/files/media/Mechanical-Engineering-Technology-APS-Apr-2014.pdf .

c At Purdue, the electrical engineering program is housed within the College of Engineering, and the electrical engineering technology program is housed within the School of Engineering Technology, part of the Purdue Polytechnic Institute. The 2015 “plan of study” for electrical engineering can be viewed here: https://polytechnic.purdue.edu/sites/default/files/EET-fall-2015.pdf . The 2015 plan of study for electrical engineering technology is here: https://engineering.purdue.edu/Engr/Academics/Undergraduate/PlansOfStudy/schools/ece/bsee/fall-2015/Electrical%20Engineering%20-%20Fall%202015.pdf .

TABLE 1-9 Comparison of ABET Student Outcomes Criteria A-K for Engineering and Engineering Technology

SOURCE: EAC, 2015 ; ETAC, 2014 .

The hiring practices of the federal government also reflect perceived differences between ET and engineering. The federal Office of Personnel Management (OPM) places ET under the same broad category, “All Professional Engineering Positions,” that includes those with 4-year engineering degrees ( OPM, 2012 ). Technically, this means that some with 4-year ET degrees from institutions accredited by ABET can be hired by the federal government, but the OPM rules restrict hiring to entry-level jobs (GS-5, pay range $27k-$36k; those with “superior academic performance” may enter at GS-7). Some within the ET field believe that this OPM provision reflects a bias against the field and poses an unfair barrier to federal employment for engineering technologists. The National Engineering Technology Forum, an initiative of the Engineering Technology Council of the American Society for Engineering Education, has been lobbying for the creation of a separate federal job category, or the equivalent, for engineering technologists. In 2014 OPM drafted and circulated to other agencies for comment a proposal that would have reclassified engineering technologists. Subsequently, the agency decided not to move forward with the proposal.

Separately, the Department of Labor classifies engineering technologists and technicians among the occupations that are subject to minimum-wage and overtime-pay rules under the Fair Labor Standards Act ( USDOL, 2008 ). In contrast, engineers are exempt from these rules, because they are considered part of a “learned profession.” By DOL definition, a learned profes-

sion involves “work requiring advanced knowledge,” which is “customarily acquired by a prolonged course of specialized intellectual instruction.”

Issues related to the employment of engineering technologists and technicians are considered in detail in Chapter 4 . However, it is worth noting here the personal experiences of one of our workshop participants, Verna Fitzsimmons, CEO of Kansas State University at Salina. Her institution awards both 4-year engineering and 4-year ET degrees. Dr. Fitzsimmons reported that she has been working closely with employers in the Salina community to help them understand the value of students with a BS in ET. Although many local employers hire her graduates and wish the university could provide more of them, she said most thought the graduates they were hiring were all engineers. Our own survey of employers, also described in Chapter 4 , found that roughly one-third had never heard of the academic field called “engineering technology education.”

Although the committee’s statement of task, described below, does not specifically require us to examine educational and career pathways in ET, it was our hope that this project would provide insights into this issue. Figure 1-2 provides a notional view of some of the major connections between and among various parts of the ET education system and the workforce. We were not able in this project to characterize all of the pathways pictured, or to provide definitive information about many of the specific pathways, but we were able to elucidate patterns in certain of these flows as well as to identify potentially intriguing connections (and gaps) that suggest the need for more research. A number of facets of this pathways diagram are addressed in data presented in Chapters 3 and 4 .

THE NAE PROJECT

This National Science Foundation (NSF)-funded project took place over a roughly 2-year period, culminating in publication of this report in summer 2016. To oversee the project, the NAE appointed a committee of 14 individuals with expertise across a range of areas relevant to the study topic, including engineering and engineering technology (ET) education; labor economics; STEM workforce policy and research; career and technical education; K-12 teaching; and industry. (Committee bios appear at Appendix A .)

The committee met four times and held a 1-day workshop in December 2014 in Washington, DC.

The project had the following statement of task:

An ad hoc committee will conduct a study and prepare a report to shed light on the status, role, and needs of engineering technology education in the United States. The project will address the following objectives and questions and include a public workshop as a primary data-gathering event.

Objective 1: Review the status and history of the production and employment of engineering technologists and technicians in the United States. Such a review should address not only the number and discipline-focus of graduates from engineering technology programs but also their demographic characteristics (race, gender, socio-economic status), academic preparation (e.g., participation in career and technical education programs, experience with K-12 engineering coursework), and distribution by sector, job role/category, and geographic region.

QUESTION: What are the significant trends and patterns in the production and employment of engineering technologists and technicians?

Objective 2: Gather available data and explore private- and public-sector employer perceptions regarding the adequacy of the supply of engineering technologists and technicians as well as the appropriateness of the knowledge and skills they bring to the workplace.

QUESTION: What aspects of engineering technologist/technician performance in the workplace are most valued by employers and where are such workers seen to fall short of expectations or needs?

QUESTION: Is there evidence for shortages or oversupply of engineering technologists/technicians regionally or within particular employment sectors or job categories?

QUESTION: How is increasing automation, and technological developments more generally, changing the nature of work for engineering technicians and technologists?

Objective 3: Describe the characteristics of US engineering technology education programs related to such things as curriculum and faculty professional development; outreach to/partnerships with K-12 schools, industry, and other organizations; and communication and collaboration with engineering education programs.

QUESTION: To what degree are curricula, professional development, and institutional policies supporting or hindering efforts to meet employer needs and expectations?

QUESTION: In what ways and to what effects are engineering technology programs connected to other parts of the K-16 education system, including engineering education?

QUESTION: How transferable (e.g., to different technology types, regions, or career paths) are the knowledge and skills learned in engineering technology programs?

QUESTION: What is the extent and nature of articulation between and among 2- and 4-year engineering technology programs and between these programs and engineering programs?

Data Gathering

Data gathering for the project consisted of (1) collection and analysis of the relevant published literature; (2) review of relevant federal education and employment datasets; (3) a survey of ET education programs and a survey of a sample of companies that hire graduates from these programs; and (4) a stakeholder workshop.

To conduct the review of federal datasets, the project hired a consultant, Daniel Kuehn, a research associate at the Urban Institute with considerable knowledge of the STEM workforce. Educational data assembled by Kuehn provided information on the rate of production and the demographic composition of new engineering technicians and technologists. Enrollment and graduation trends offer a great deal of insight into the supply of engineering technicians and technologists, although a full picture of their supply and demand requires analysis of labor market data. Movements in labor supply and demand have predictable impacts on earnings and employment reported in the large surveys of workers and firms conducted by the Census Bureau, the Department of Labor, and (in the case of the STEM labor market) the NSF. The educational datasets used in this study were IPEDS, the Baccalaureate and Beyond 2008/2009 (B&B), and the Career/Technical Education (CTE) Statistics. Each of these datasets is produced and distributed by the Department of Education’s National Center for Education Statistics.

The labor market datasets used in the study were the American Community Survey (ACS), the Current Population Survey (CPS), the Occupational Employment Statistics (OES) database, and the National Survey of College Graduates (NSCG). These data are made available by a variety of government agencies and present the STEM workforce generally and engineering technicians and technologists in particular in varying degrees of detail.

TABLE 1-10 Summary of Data Sources

These datasets are summarized in Table 1-10 , and an additional description of each dataset is provided in Appendix B .

The survey of educational programs was conducted by the NAE. The survey of employers was conducted by the National Association of Colleges and Employers under contract to NAE.

At various points in the project, we encountered gaps in the available data, which limited our ability to address aspects of the statement of task. One key gap relates to the availability of data regarding the work experiences of students with 2-year ET degrees. This gap and several others are discussed at greater length in other sections of the report, and in some cases, they are addressed in our recommendations.

The committee’s report is organized into five chapters. Chapter 2 contains a brief history of ET education. Chapter 3 discusses the production of ET talent, and Chapter 4 considers the employment of ET talent. Chapter 5 contains the committee’s findings and recommendations.

ASME (American Society of Manufacturing Engineers). 2012. Pathways to careers in mechanical engineering. Unpublished.

Chandler, E.W., R.A. Strangeway, and O.G. Petersen. 2006. Engineering technology attributes inherent to applied engineering programs. Proceedings of the 2006 Mid-Atlantic Section Conference of the American Society for Engineering Education.

EAC (Engineering Accreditation Commission). 2015. Criteria for Accrediting Engineering Programs. Effective for Reviews During the 2016-2017 Accreditation Cycle. ABET. Available online at www.abet.org/wp-content/uploads/2015/10/E001-16-17-EACCriteria-10-20-15.pdf (May 5, 2016).

ETAC (Engineering Technology Accreditation Commission). 2014. Criteria for Accrediting Engineering Technology Programs. Effective for Reviews During the 2015-2016 Accreditation Cycle. ABET. Available online at www.abet.org/wp-content/uploads/2015/05/T001-15-16-ETAC-Criteria-05-04-15.pdf (May 5, 2016).

Grinter, L.E. 1955. Report of the ASEE committee on evaluation of engineering education. Journal of Engineering Education 46:26-60.

Harris, J.G., E.M. DeLoatch, W.R. Grogan, I.C. Peden, J.R. Winnery. 1994. Journal of engineering education roundtable: Reflections on the Grinter report. Journal of Engineering Education 83(1): 69-94.

IEA (International Engineering Alliance). 2014. International Engineering Alliance: Educational Accords—Washington Accord 1989, Sydney Accord 2001, Dublin Accord 2002. Available online at www.ieagreements.org/Rules_and_Procedures.pdf?8138 (August 19, 2015).

Kelnhofer, R., R. Strangeway, E. Chandler, and O. Petersen. Future of engineering technology—A proposal. Paper presented at the 2010 ASEE Annual Conference & Exposition, Louisville, Kentucky, June 2010.

Land, R.E. 2012. Engineering technologists are engineers. Journal of Engineering Technology , pp. 32-29. Spring 2012.

NAE (National Academy of Engineering). 2004. The Engineer of 2020. Visions of Engineering in the New Century. Washington, DC: The National Academies Press.

NAE. 2005. Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, DC: The National Academies Press.

NAS, NAE, and NRC (National Academy of Sciences, National Academy of Engineering, and National Research Council). 2010. Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5. Washington, DC: The National Academies Press.

NSF (National Science Foundation). 2016a. Science & Engineering Indicators 2016. Appendix Table 2-21. Undergraduate enrollment in engineering and engineering technology programs: 1997–2013. Available online at www.nsf.gov/statistics/2016/nsb20161/uploads/1/12/at02-21.pdf (May 3, 2016).

NSF. 2016b. Science & Engineering Indicators 2016. Appendix Table 2-35. First university degrees, by selected region/country/economy: 2012 or most recent year. Available online at www.nsf.gov/statistics/2016/nsb20161/uploads/1/12/at02-35.pdf (May 5, 2016).

OPM (Office of Personnel Management). 2012. Qualification Standards. All Professional Engineering Positions, 0800. Available online at www.opm.gov/policy-data-oversight/classification-qualifications/general-schedule-qualification-standards/0800/allprofessional-engineering-positions-0800/ (June 13, 2016).

Rezak, W.D., and A.L. McHenry. 1997. Should the bachelor of engineering technology become an applied engineering program? Journal of Engineering Technology 14(1): 8-9.

USDOL (US Department of Labor). 2008. Fact Sheet #17O: Technologists and Technicians and the Part 541 Exemptions Under the Fair Labor Standards Act (FLSA). Wage and Hour Division. Revised July 2008. Available online at www.dol.gov/whd/overtime/fs17o_technicians.pdf (May 27, 2016).

Wadhwa, V., G. Gereffi, B. Rissing, and R. Ong. 2007. Where the engineers are. Issues in Science and Technology 23(3), Spring 2007.

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The vitality of the innovation economy in the United States depends on the availability of a highly educated technical workforce. A key component of this workforce consists of engineers, engineering technicians, and engineering technologists. However, unlike the much better-known field of engineering, engineering technology (ET) is unfamiliar to most Americans and goes unmentioned in most policy discussions about the US technical workforce. Engineering Technology Education in the United States seeks to shed light on the status, role, and needs of ET education in the United States.

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INTRODUCTION AND CONCEPT OF VOCATIONAL AND TECHNICAL EDUCATION

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An Introduction to Technical and Vocational Education in China

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Technical and vocational education in China has gone through a long, tortuous course. Counting from the commencement of industrial and commercial education in the 1860s, the earliest technical and vocational education in China has a history of more than 150 years. However, because of the traditional concept “excellent learning assures a decent career,” and the underdevelopment of modern industries in China, the development of the technical and vocational education had been deterred.

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Lesson 1: Introduction and Overview of CTE

What is career and technical education.

The term "Career and Technical Education" is used to refer to a diverse range of educational activities designed to prepare students to gain entry-level employment in high skill, high wage, and high demand occupations or to continue their education in a chosen career field. Continue reading below to learn how Career and Technical Education is defined by the U.S. Department of Education.

Career and Technical Education is defined in the Carl D. Perkins Career and Technical Education Improvement Act of 2006 as organized educational activities that:

Offer a sequence of courses that— provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions; provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; and may include prerequisite courses (other than a remedial course) that meet the requirements of this subparagraph: and include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual.

Source: Carl D. Perkins Career and Technical Education Improvement Act of 2006, PL 109–270, Sec. 3. Definitions

You will learn more about the Carl D. Perkins Act later in Lesson 1.

What is the Purpose of CTE?

Career and Technical Education is a cornerstone of a national initiative to increase the competitiveness of the U.S. workforce in the global economy. It provides students with:

core academic skills and how to apply them to real-world situations in the workplace or daily life, employability skills essential in any career, job-specific, technical skills related to a specific career pathway.

Career and Technical Education gives students a foundation for career success by integrating rigorous academic content with job-specific technical skills and hands-on learning. Students who complete a CTE program of study in high school will be prepared to obtain an entry-level position or pursue more advanced education and training in their chosen career field.

The Carl D. Perkins Act challenges Career and Technical Education programs to prepare students for "high skill, high wage, and high demand occupations in current or emerging professions.

What is the Carl D. Perkins Act?

The Carl D. Perkins Career and Technical Education Improvement Act of 2006 is the current federal legislation governing Career and Technical Education programs in the United States. It was passed almost unanimously by Congress in late July 2006 as a means of raising the quality of technical education within the United States and enhancing the national economy. The Perkins Act, which extends through 2012, provides almost $1.3 billion in federal support for career and technical education programs in all 50 states.                  

The Perkins Act was first authorized in 1984 as the Carl D. Perkins Vocational and Technical Act. It was reauthorized in 1990 as the Carl D. Perkins Vocational and Applied Technology Education Act (Perkins II) and again in 1998 as the Carl D. Perkins Vocational and Technical Education Act (Perkins III). The   renaming of the Perkins Act to the Carl D. Perkins Career and Technical Education Improvement Act (Perkins IV) represented a distinct philosophical shift with regards to preparing secondary students for the workplace.

A Solution to 21st Century Challenges

Since the beginning of the 21st century, the world has experienced increased globalization and rapid technological advances. To stay competitive, the United States needs a skilled workforce. In 2003, the U.S. Chamber of Commerce reported that employers were finding it harder and harder to find applicants for entry level positions requiring technical skills. At the same time, high school dropout rates were increasing. The Carl D. Perkins Act was amended and improved in 2006 as a means of addressing these 21st century challenges. The focus was no longer on "vocational" programs but on "career and technical education" instead.

What is the Difference between Vocational Education and CTE?

A vocation is defined as an occupation to which one is well suited, a trade, or a calling. A career is a general course or progression of one's work life, a chosen pursuit, profession, or occupation.

A precedent for separating academic and vocational instruction and funding was set by the first federal vocational education act, the Smith-Hughes Act of 1917. Its intent was to protect vocational funding for job-specific skills training. However, it resulted in the separation of vocational and academic students into separate "tracks." In the 1960s, Federal Vocational Education Acts began placing greater emphasis on providing assistance to disadvantaged individuals. The unintended consequence of this emphasis was that vocational education came to be viewed as a track for students who could not succeed in the academic track.

The Carl D. Perkins Career and Technical Education Improvement Act of 2006 was a direct response to the challenges posed by a new knowledge-based, global economy and a widening gap between well-paying jobs and unemployed, under-educated workers. The shift from "vocational education" to "career and technical education" moves the focus to preparing students for productive long-term careers.

To accomplish this, Career and Technical Education integrates academic and technical education into career pathways students can follow through high school into an entry-level job or postsecondary training and education. There are countless career pathways, so ideally, each student will work with his or her counselor to create an individual career pathway that will lead to a chosen career. Students will individualize their career pathways by selecting from courses and activities which are organized within "Career Clusters."

What are Career Clusters?

Career Clusters are groupings of occupations and industries. They provide a context for students to learn knowledge and skills specific to their chosen careers. Career Clusters also serve as an organizational tool to enable educators to structure the curriculum.

There are sixteen federally defined Career Clusters. Within each Career Cluster there are various Programs of Study, or career pathways. These Programs of Study are designed to guide students in selecting coursework and activities to achieve their career goals.

All of the Career Clusters include core academic skills plus employability skills essential to any career including:

• Communications
• Problem-solving and critical thinking
• Information technology systems
• Leadership and teamwork
• Ethics and legal responsibilities
• Safety, health, and environmental
• Employability and career development

Each Career Cluster also includes knowledge and skills specific to industries and occupations within the group.

Although each Career Cluster is somewhat specific, the organization and structure of each Career Cluster includes academic and technical knowledge and skills for a broad grouping of occupations and industries. This allows students participating in any given Career Cluster to pursue a wide range of career opportunities, from entry-level all the way through management and professional levels.

The following pages show the icons developed and adopted at the federal level to represent each of the clusters, along with a brief description of each cluster.

Career Clusters

Business Management and Administration careers encompass planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. Business Management and Administration career opportunities are available in every sector of the economy.

Careers in Agriculture, Food and Natural Resources involve the production, processing, marketing,distribution, financing, and development of agricultural commodities and resources. These include food, fiber, wood products, natural resources, horticulture, and other plant and animal products or resources.

Architecture and Construction careers are involved in designing, planning, managing, building, and maintaining the built environment.

Arts, A/V Technology and Communications careers encompass the designing, producing, exhibiting, performing, writing, and publishing of multimedia content, including visual and performing arts and design, journalism, and entertainment services.

Education and Training careers include planning, managing, and providing education and training services, as well as related learning support services.

Finance careers revolve around planning and providing services in the areas of financial and investment planning, banking, insurance, and business financial management.

Government and Public Administration careers involve executing governmental functions in the realms of planning, management, governance, national security, foreign service, revenue and taxation, and regulation - at the local, state, and federal levels.

Health Science careers involve the planning, managing, and provision of therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

Hospitality and Tourism encompasses the management, marketing, and operations of restaurants and other food services, lodging, attractions, recreation events, and travel-related services.

Human Service careers prepare individuals for employment in career pathways that relate to families and human needs.

Information Technology careers build linkages within the framework of IT occupations for entry-level, technical, and professional careers related to the design, development, support, and management of hardware, software, multimedia, and systems integration services.

Careers in Law, Public Safety, and Corrections and Security revolve around planning, managing, and providing legal, public safety, protective services, and homeland security, including professional and technical support services.

Manufacturing careers encompass planning, managing, and performing the processing of materials into intermediate or final products, as well as related professional and technical support activities such as production planning and control, maintenance, and manufacturing or process engineering.

Careers in Marketing involve planning, managing, and performing marketing activities to reach organizational objectives.

Careers in Science, Technology, Engineering and Mathematics involve providing scientific research, professional and technical services, laboratory and testing services, and research and development in areas such as physical science, social science or engineering.

Careers in Transportation, Distribution and Logistics encompass planning, management, and movement of people, materials, and goods by road, pipeline, air, rail, and water. It also includes related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment, and facility maintenance.

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Related Items

Mindful Technical Writing: An Introduction to the Fundamentals

(2 reviews)

Dawn Atkinson, Montana Technological University

Stacey Corbitt, Montana Technological University

Copyright Year: 2021

Publisher: TRAILS

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Cynthia Fields, Instructor, Piedmont Virginia Community College on 5/21/21

According to the preface, "Mindful Technical Writing" is designed for courses with a variety of focuses, including developmental, technical, workplace, and academic writing. At 770 pages, the textbook can realistically only be used by selecting... read more

Comprehensiveness rating: 4 see less

According to the preface, "Mindful Technical Writing" is designed for courses with a variety of focuses, including developmental, technical, workplace, and academic writing. At 770 pages, the textbook can realistically only be used by selecting chapters relevant to specific course outcomes. Topics covered include an introduction to technical writing, style and mechanics, document design, doing research, college success strategies, and genres associated with workplace and academic writing. Because the textbook spans so many topics, at times the content lacks necessary depth, so this book would best be used as a supplement to other courses texts. The core strength of this textbook is actually the substantial, 12-chapter unit on academic success, which covers topics such as organization, time management, understanding assignments, reading and note-taking strategies, how to access college resources, and taking online courses. As such, this book’s unit could also be used in a variety of introductory courses beyond writing, especially those focusing on college success.

Content Accuracy rating: 5

The content is accurate and error-free. It does not overly rely on disciplinary jargon, but it does present concepts typical of introductory rhetoric, composition, and technical writing courses.

Relevance/Longevity rating: 4

The content is up-to-date comparable to most commercial technical writing textbooks; however, similar to those, it does not dedicate sufficient space to writing in digital environments. It does not rely on current “hot topics” to explain concepts, so the content will not be rendered obsolete in a short period of time.

Clarity rating: 2

The most significant weakness of this textbook is not the language itself but the cluttered and non-intuitive visual layout that makes the organizational scheme of each chapter exceptionally hard to follow. The book would benefit from an entire reworking of the document design. There are too many headings, subheadings, sub-subheadings, images, activities, boxed content, bulleted points, numbered points, and case studies, which need more distinct visual delineations and white space to keep the reader clear on how concepts are related to each other.

Consistency rating: 4

The content is consistent. However, the visual clutter mentioned above makes it difficult to follow the textual organization so that even if technically consistent, the organization of chapters feels jumbled.

Modularity rating: 4

Portions of this text can be strategically selected based on specific course outcomes. While selecting certain chapters should be simple for instructors, it would be more difficult to select only portions of chapters because of the lack of visual clarity, as well as the lack of subheadings in the Table of Contents. The textbook also presents a number of in-class and homework activities associated with each chapter that will be useful for students as well as novice instructors who may need guidance on how to structure effective class sessions.

Organization/Structure/Flow rating: 3

The Table of Contents does not number the chapters and does not list subheadings to chapters, which will make it difficult for students and instructors to find relevant information. This labeling is particularly necessary for a book of this size because it covers so many diverse topics. A more thorough listing of the organization in the Table of Contents is also necessary because chapter and units jump around in a non-intuitive manner. For example, the book starts with technical writing concepts, then moves to using sources typical for composition research papers, then addresses student success strategies, then goes back to genres associated with technical writing, and finally ends on general academic writing in college courses. The book does not include an index or glossary, which would also help with its accessibility problems.

Interface rating: 3

Users should note that the downloaded PDF does hyperlink the Table of Contents to specific chapters, but the text does not do so when accessed directly from its location on a Google drive. Most images and figures in the text are frustratingly pixelated but still legible. All of the hyperlinks I followed still worked.

Grammatical Errors rating: 5

I did not notice any typos or grammatical errors.

Cultural Relevance rating: 3

The textbook itself does not use language that is insensitive or offensive. However, the content does not sufficiently address intercultural communication, diversity, bias, ethics, and non-inclusive language. (There are a few instances in the text where these issues are mentioned, but they do not receive significant treatment.) Instructors will need to supplement this absence with other course materials.

Overall, the strength of this textbook is its focus on strategies for academic success, which could be used in many classes beyond those dealing with writing. The content in this area is substantial, useful, and far more detailed than most introductory writing textbooks. New students in a variety of classes would benefit greatly from this information. Instructors may also find individual chapters useful to supplement course content but would find using the textbook as a whole uneven and unwieldy. If a document or graphic designer could re-do the visual layout in future editions, the book's accessibility and usefulness would be greatly enhanced.

Reviewed by Jennifer Banas, Professor, Northeastern Illinois University on 4/26/21

Though the text’s title suggests a focus on technical writing, this book offers much more. Technical writing is a type of writing in which an author conveys information in the form of directions, instructions, or an explanation. It is typically... read more

Comprehensiveness rating: 5 see less

Though the text’s title suggests a focus on technical writing, this book offers much more. Technical writing is a type of writing in which an author conveys information in the form of directions, instructions, or an explanation. It is typically regarded as different from creative, academic, or business writing. While this book does cover technical writing in Unit VIII, the authors’ expanded view of technical writing embraces academic writing as well. To ensure audience and purpose are addressed, both academic and technical writers must aim for writing that is clear, coherent, concise, concrete, correct, complete, and courteous. And like a pun within a pun, this text on technical writing is a well-written piece of technical writing. It can serve as an instructional manual for the many types of writing one might perform in the workplace, as well as in academic settings. In this way, the text also serves as a reference guide to writing for students, instructors, and other uses seeking information about how to write in various situations.

As will be discussed in Modularity, this text could be used in parts or in whole. If in whole and for a course, an instructor likely would need to reorganize and select units to fit the goals of a course. The comprehensiveness of the text would make it difficult to cover all units in a single academic semester. Further, some topics are covered more in-depth than others. For example, Unit IV Working with Sources, Unit V Conducting Research, and Unit IX Producing Academic Writing are units where the authors provide both depth and breadth. Other units, such as Unit III Attending to Design, attend only to breadth, serving more as introductions or overviews.

Though the text does not have an index, the table of contents makes it easy to make decisions about what units to include. An index, however, would have facilitated finding micro-topics or -skills that are covered in multiple units. The text does not include but would benefit from having a glossary. Topic and skill-specific vocabulary are introduced at the beginning of each chapter, but a glossary would allow a user to look up terms used when they are used in context.

The content is accurate and largely error-free. The lead author has had educational preparation in journalism and linguistics and at the time of this review is serving as the campus writing director at a university. The second author, too, has had educational preparation in technical writing and is serving as a writing instructor. These qualifications lend to the confidence one might have in the accuracy of the text.

The text incorporates website screenshots, handouts, and other visuals from secondary sources. Though this reviewer did not critically analyze each of these tools, those reviewed did appear to be accurate and error-free.

As for bias, the incorporation of these secondary sources helps to provide a broad perspective on the elements of writing. Further, the written text incorporates and cites many references, many for which a link to the original source is provided. These features help to reduce the potential for bias.

Relevance/Longevity rating: 5

The skills and styles taught reflect the current practices of many recognized writing styles (e.g. APA, Chicago, MLA, etc.) Table 1 in the Selecting a Style Guide chapter in Unit IV Working with Resources makes this clear. That said, given that these styles are frequently updated, it's possible that the text could become out of date if used at a later time. This means that instructors and users of the text might need to check with individual style guides to assure currency. As for topics, the text does include necessary writing skills for current times such as email correspondence and social media posts. As new forms of communication are developed, the text would need to be updated to reflect these.

Clarity rating: 5

The text is written by authors whose background is in writing and it was delivered as such. Defined vocabulary, examples, graphic organizers, and tables help to provide clarity consistently and adequately.

Consistency rating: 5

Although this text incorporates many secondary sources, the authors provide the narrative and structure. This allows for consistency in terminology and the organization of each chapter. Each chapter has a summary, objectives, introduction, and vocabulary. Each chapter ends with a conclusion and a homework assignment for further practice. Only one chapter, the Introduction to Technical Writing, contains a strong voice from a contributor that serves as an expert. However, that chapter is co-written with the text’s lead author.

Modularity rating: 5

Per the text’s authors “This book’s modular design and ample coverage of topics and genres means that it can be used flexibly over semester-long or stretch courses, allowing instructors and students to select the chapters that are most relevant for their needs.” At 770 pages, course instructors using this text will need to select which units and chapters to incorporate. For example, a college first-year experience course might only use Unit VI: Employing Strategies for College Success. An introductory composition course might use Unit II: Writing Documents, Unit IV: Working With Sources, and Unit IX: Producing Academic Writing. A mid- or upper-level methods course might use Unit IV: Working With Sources, Unit V: Conducting Research, and Unit IX: Producing Academic Writing. An introductory business or career-related writing course might use Unit VIII: Producing Instructions, Short Reports, and Presentations or Unit VII: Producing Correspondence, however, they would need to supplement with other sources to fill out their course. If the text is used for reference only or self-study purposes, the table of contents coupled with the individual chapter introductions and objectives can help the user to identify which units and chapters are most relevant.

Organization/Structure/Flow rating: 5

Topics and skill-sets are well-organized into units and chapters in a logical and clear fashion. Each chapter is organized the same way, thereby making it easy for a user to settle in with a predictable format.

Interface rating: 4

The text is free of significant interface issues. Many secondary sources visuals are included. Some are more clear than others, but all are legible. If printed out, some of these pages could be blurry. But given our digital age, it is not likely that these pages would be printed out. Graphic organizers, work-space boxes, and tables created by the authors are all clear and reproducible but mainly serve as cues for practice. Navigation problems are limited, in part, due to the absence of hyperlinks connecting the table of contents to the individual chapters or a glossary to terms. A second or revised edition would benefit from the inclusion of unit/chapter names at the top of each page so users know “where” they are.

The text contained no obvious grammatical errors. As indicated previously, many secondary sources are included in the text and this reviewer did not critically analyze all of these.

Cultural Relevance rating: 5

This text honors best practices in culturally responsive teaching (Hammond, 2014; Major, 2020). The text addresses both the affective and cognitive aspects of teaching and learning writing skills. Writing exercises prompt users to incorporate their own experiences into their writing such that they are writing about that which is most familiar. Skill development is scaffolded and many examples are provided. The consistency in which each chapter is structured provides a cognitive routine and this predictability helps to reduce overall cognitive load. The inclusion of essential vocabulary and the objectives at the beginning of each chapter provide all readers with background tools and clear expectations. Finally, the text is written in a conversational tone, it is accessible to a wide variety of users.

Overall, this is an extremely useful text and it is apparent throughout that the authors are passionate about their craft. Our academic program intends to incorporate different units into different courses to support the development of writing skills in context. A second or revised edition would benefit from a hyperlinked table of contents so that the user does not have to scroll through hundreds of pages to arrive at the chapter that they need. This reviewer also recommends that the authors either remove or further enhance the unit on design as this unit lacks enough detail to serve as a reference or comprehensive teaching tool.

Table of Contents

• Unit I: Exploring Technical Writing Fundamentals.
• Unit II: Writing Documents. 
• Unit III: Attending to Design.
• Unit IV: Working With Sources.
• Unit V: Conducting Research.
• Unit VI: Employing Strategies for College Success.
• Unit VII: Producing Correspondence.
• Unit VIII: Producing Instructions, Short Reports, and Presentations.
• Unit IX: Producing Academic Writing.

Ancillary Material

About the book.

Welcome to Mindful Technical Writing: An Introduction to the Fundamentals, an open textbook designed for use in co-requisite course pairings of developmental writing and introductory technical writing, or indeed in other lower-division college writing courses that focus on building study skills alongside effective workplace and academic writing skills. It offers a no-cost alternative to commercial products, combining practical guidance with interactive exercises and thoughtfully designed writing opportunities.

This book’s modular design and ample coverage of topics and genres means that it can be used flexibly over semester-long or stretch courses, allowing instructors and students to select the chapters that are most relevant for their needs. By blending new material with reviews of key topics, such as academic integrity, the chapters provide fresh perspectives on matters vital to the development of strong writing skills.

About the Contributors

Dawn Atkinson , Montana Technological University

Stacey Corbitt , Montana Technological University

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Introduction to Technical Writing

Taught in English

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Instructor: Board Infinity

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(44 reviews)

Recommended experience

Beginner level

This is a Beginner course, intended for learners with a background in Computer Science and Technology.

What you'll learn

Dive deep into the nuances of technical writing, understanding its history, significance, and distinctions from other writing forms.

Master the art of designing technical documents, leveraging essential writing tools, and collaborating effectively with platforms like GitHub.

Craft diverse technical documents, from user manuals to API docs, while maintaining the highest ethical standards and ensuring accessibility.

Navigate career growth in technical writing by building a robust portfolio, networking effectively, and adapting to emerging technologies.

Skills you'll gain

• Document Design and Layout
• content management
• Writing for Emerging Technologies
• Technical Writing
• API Documentation Writing

Details to know

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There are 4 modules in this course

Technical Writing seamlessly blends the art of communication with the nuances of technology. Tailored for a diverse audience, including writers, communicators, engineers, and IT professionals, this course serves as a beacon, guiding participants toward the creation of effective technical documents tailored to specialized audiences.

Starting with the fundamentals of technical writing, participants will delve into its history, discern its unique features, and grasp the core elements. This segment emphasizes audience-centric content, the journey from planning to publishing, and the importance of continuous feedback. Transitioning to design principles and tools, the course sharpens participants' skills in document aesthetics from typography to layouts. They'll also explore essential modern tools, including advanced word processors and collaboration platforms like GitHub. The next phase introduces a range of technical documents, from user manuals to API documentation, emphasizing the ethical responsibilities of writers. It underscores creating accessible, globally resonant content with cultural sensitivity and localization insights. Concluding with advanced topics and career advancement, participants will tackle complex documentation challenges, embrace multimedia elements, and explore writing for platforms like VR and AR. This segment also preps participants to build a strong technical writing portfolio and foster professional networks. By the course's end, participants will emerge as proficient technical writers, skilled in varied writing forms, contemporary tools, and ethical documentation, ready to showcase their expertise and embark on a rewarding career journey. This is a beginner to advance level of course, intended for learners with a background in Computer Science and Technology and professionals looking to upgrade their skills in Technical Writing.

Fundamentals of Technical Writing

Fundamentals of Technical Writing! This module introduces the essential elements of technical writing and the comprehensive process involved in creating effective technical documents. In Lesson 1, we explore the historical evolution of technical writing, its distinctions from other writing types, and the characteristics of impactful technical documents, including SEO considerations. Understanding your audience and tailoring content to their needs is emphasized. Moving on to Lesson 2, we guide you through the entire technical writing process. This includes planning and researching, drafting, revising, and rewriting, as well as proofreading, finalizing, and publishing your document. We stress the importance of continuous feedback and updates, recognizing the iterative nature of technical writing. By the end of this module, you will have the fundamental knowledge and skills to excel in the dynamic field of technical writing.

What's included

12 videos 4 readings 2 quizzes 1 assignment 1 discussion prompt

12 videos • Total 46 minutes

• Introduction to the Course • 1 minute • Preview module
• Meet Your Instructor • 0 minutes
• What you will learn in this lesson • 1 minute
• The History and Evolution of Technical Writing • 4 minutes
• Differences between Technical Writing and Other Writing Types • 6 minutes
• Characteristics of Effective Technical Documents, including SEO • 5 minutes
• Importance of Audience Analysis and Tailoring Content • 5 minutes
• Planning and Researching for Your Document • 5 minutes
• Drafting, Revising, and the Art of Rewriting • 4 minutes
• Proofreading, Finalizing, and Publishing • 4 minutes
• Continuous Feedback and Document Updates • 5 minutes

4 readings • Total 85 minutes

• Syllabus • 15 minutes
• Further reads on Introduction to Technical Writing • 30 minutes
• Learn more about Comprehensive Technical Writing Process • 30 minutes
• Tell us what you think! • 10 minutes

2 quizzes • Total 90 minutes

• Graded Quiz - Fundamentals of Technical Writing • 60 minutes
• Practice Quiz - Comprehensive Technical Writing Process • 30 minutes

1 assignment • Total 30 minutes

• Practice Quiz - Introduction to Technical Writing • 30 minutes

1 discussion prompt • Total 10 minutes

• Meet & Greet • 10 minutes

Design Principles and Essential Writing Tools

Design Principles and Essential Writing Tools explores the art of effective design and layout for technical documents, covering typography, color, charts, graphs, and navigation aids. You will learn to create visually appealing and well-organized content. Additionally, this module introduces crucial writing tools and software, including word processors, collaboration platforms like GitHub, graphics and multimedia tools like Photoshop and Illustrator, and Content Management Systems (CMS). By the end of this module, you will be equipped with the skills to craft engaging technical documents, efficiently collaborate with team members, and utilize essential writing tools for a successful career as a technical writer.

10 videos 2 readings 3 quizzes

10 videos • Total 49 minutes

• What you will learn in this lesson • 1 minute • Preview module
• Elements of Document Design: Typography, Color, and Space • 7 minutes
• Integrating Charts, Graphs, and Visual Data • 6 minutes
• Document Layout, Headers, Footers, and Navigation Aids • 6 minutes
• Creating Engaging and Informative Tables and Lists • 6 minutes
• Introduction to Word Processors and Advanced Writing Tools • 5 minutes
• Collaboration and Version Control with Platforms like GitHub • 4 minutes
• Graphics and Multimedia: Photoshop, Illustrator, and Beyond • 4 minutes
• Efficiently Using Content Management Systems (CMS) • 4 minutes

2 readings • Total 60 minutes

• Learn More About Effective Design and Layout in Technical Documents • 30 minutes
• Further Reads on Technical Writing Software and Collaboration Tools • 30 minutes

3 quizzes • Total 120 minutes

• Graded Quiz - Design Principles and Essential Writing Tools • 60 minutes
• Practice Quiz - Effective Design and Layout in Technical Documents • 30 minutes
• Practice Quiz - Technical Writing Software and Collaboration Tools • 30 minutes

Diverse Technical Document Types and Ethical Practices

Diverse Technical Document Types and Ethical Practices, we explore a wide range of technical documents, including user manuals, technical proposals, online help systems, and API documentation. Each video lesson provides valuable insights into crafting these documents effectively with the best practices in mind. Moreover, this module delves into the ethical responsibilities of technical writers, emphasizing the importance of upholding ethical standards, creating accessible documents for all users, embracing cultural and linguistic diversity, and understanding the fundamentals of localization and translation. By the end of this module, learners will be well-equipped to produce impactful technical content while maintaining a commitment to inclusivity, ethics, and global awareness.

10 videos • Total 36 minutes

• User Manuals and Guides: Structure and Best Practices • 5 minutes
• Technical Proposals and Reports: Writing with Purpose • 4 minutes
• Creating Online Help Systems and FAQs • 4 minutes
• API Documentation: Bridging the Gap between Developers and Users • 5 minutes
• Upholding Ethical Standards in Technical Writing • 4 minutes
• Crafting Accessible Documents for All Users • 3 minutes
• Embracing Cultural and Linguistic Diversity • 3 minutes
• Localization and Translation Basics • 2 minutes
• Further Reads on Crafting Various Technical Documents • 30 minutes
• Further Reads on Ethics, Accessibility and Global Considerations • 30 minutes
• Graded Quiz - Diverse Technical Document Types and Ethical Practices • 60 minutes
• Practice Quiz - Crafting Various Technical Documents • 30 minutes
• Practice Quiz - Ethics, Accessibility and Global Considerations • 30 minutes

Advanced Topics and Career Advancement

Advanced Topics and Career Advancement in our Technical Writing course. This module pushes the boundaries of traditional technical writing, guiding you through advanced documentation for complex systems, integrating multimedia and interactive elements, writing for emerging technologies like VR and AR, and examining innovative case studies. In Lesson 2, you'll learn how to build a robust technical writing portfolio showcasing your subject matter expertise, explore the digital versus physical portfolio debate, master networking within the technical writing community, and embrace continuous learning for professional growth. Prepare to enhance your technical writing prowess, embrace innovation, and establish a strong foothold in this dynamic field, equipping yourself for a successful and rewarding career journey.

10 videos 3 readings 3 quizzes

10 videos • Total 34 minutes

• What you will learn in this lesson • 0 minutes • Preview module
• Advanced Documentation for Complex Systems • 3 minutes
• Multimedia Integration and Interactive Documents • 5 minutes
• Writing for VR, AR, and Emerging Tech Platforms • 4 minutes
• Case Studies of Innovative Technical Documents • 5 minutes
• Elements of a Strong Technical Writing Portfolio: Showcasing subject matter expertise • 3 minutes
• Digital vs. Physical Portfolios: Weighing the Pros and Cons • 2 minutes
• Networking in the Technical Writing Community • 2 minutes
• Continuous Learning • 4 minutes

3 readings • Total 70 minutes

• Further Reads on Traditinal Technical Writing • 30 minutes
• Further Reads on Building a Technical Writing Portfolio and Networking • 30 minutes
• Provide your feedback! • 10 minutes
• Graded Quiz - Technical Writing • 60 minutes
• Practice Quiz - Beyond Traditional Technical Writing • 30 minutes
• Practice Quiz - Building a Technical Writing Portfolio and Networking • 30 minutes

Instructor ratings

We asked all learners to give feedback on our instructors based on the quality of their teaching style.

Board Infinity is a full-stack career platform, founded in 2017 that bridges the gap between career aspirants and industry experts. Our platform fosters professional growth, delivering personalized learning experiences, expert career coaching, and diverse opportunities to help individuals fulfill their career dreams. Board Infinity has successfully facilitated over 20,000 career transitions, marking a significant impact in the career development landscape.

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Reviewed on Feb 10, 2024

Very helpful information for those looking to get started with Technical Writing.

Reviewed on Apr 10, 2024

The speaker is very well versed with the topic and uses plain and understandable language whilst not sacrificing the quality of the content.

Reviewed on Feb 3, 2024

Gave me the needed information and guidance as a beginner in technical writing.

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Frequently asked questions

What is the technical writing course all about.

This course offers a deep dive into the art and science of technical writing. It covers the historical evolution, essential tools, varied document types, ethical standards, and advanced topics central to producing clear and effective technical documents.

Who is this course suitable for?

Aspiring writers, communicators, engineers, IT professionals, and anyone keen on mastering the craft of technical writing.

What are the prerequisites for this course?

There are no specific prerequisites. A passion for writing and an interest in technology will be beneficial.

What will I learn in the first module regarding Fundamentals of Technical Writing?

The first module introduces the history, distinctions, and characteristics of technical writing. You'll learn the comprehensive process involved in crafting technical documents, including audience analysis, planning, drafting, revising, and publishing.

What are the main topics covered in the second module, which focuses on Design Principles and Writing Tools?

The second module explores document design, layout, essential writing tools, collaboration platforms, and the integration of visual elements in technical documents.

What does the third module on Diverse Technical Document Types and Ethical Practices encompass?

This module delves into crafting various technical documents, upholding ethical standards, crafting accessible documents, and embracing cultural and linguistic diversity.

What topics are covered in the fourth module, "Advanced Topics and Career Advancement"?

This module explores advanced documentation techniques, multimedia integration, writing for emerging tech like VR and AR, and strategies for building a technical writing portfolio and networking effectively.

Can I take the course at my own pace?

Absolutely, the technical writing course is designed for self-paced learning. This allows you to progress through the material at a pace that suits your individual needs and schedule.

When will I have access to the lectures and assignments?

Access to lectures and assignments depends on your type of enrollment. If you take a course in audit mode, you will be able to see most course materials for free. To access graded assignments and to earn a Certificate, you will need to purchase the Certificate experience, during or after your audit. If you don't see the audit option:

The course may not offer an audit option. You can try a Free Trial instead, or apply for Financial Aid.

The course may offer 'Full Course, No Certificate' instead. This option lets you see all course materials, submit required assessments, and get a final grade. This also means that you will not be able to purchase a Certificate experience.

What will I get if I purchase the Certificate?

When you purchase a Certificate you get access to all course materials, including graded assignments. Upon completing the course, your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free.

What is the refund policy?

You will be eligible for a full refund until two weeks after your payment date, or (for courses that have just launched) until two weeks after the first session of the course begins, whichever is later. You cannot receive a refund once you’ve earned a Course Certificate, even if you complete the course within the two-week refund period. See our full refund policy Opens in a new tab .

Is financial aid available?

Yes. In select learning programs, you can apply for financial aid or a scholarship if you can’t afford the enrollment fee. If fin aid or scholarship is available for your learning program selection, you’ll find a link to apply on the description page.

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1: Introduction to Technical Writing

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CHAPTER OBJECTIVES

• Define technical communication.
• Distinguish technical writing from academic writing.
• Explain the features of technical writing style.
• Introduce the concepts of audience, culture, and ethics as they apply to technical writing.

What is Technical Writing?

You are probably wondering what this "technical writing thing" is. Someone may have even told you, "It's this course where they make you write about rocket science and brain surgery." Well, not really, as you will see in a moment. The field of technical communication is essential in a wide range of fields and occupations. It is a fully professional field with degree programs, certifications, and—yes!—even theory. It is a good field with a lot of growth and income potential, and an introductory technical-writing course for which this book has been developed is a good way to start if you are interested in a career in this field.

Technical writing is designed for users in technical fields such as engineering, chemistry, computer information software and systems, medical professions, aeronautics, robotics, automotive, etc.

Technical writing is designed to:

• inform by anticipating and answering audience questions;
• instruct the audience to perform a task or follow a procedure, and
• persuade the audience via explanations, analysis, and solutions.

Technical writing is an audience-centered means of communication that provides a reader with clear and easy access to information. In the business world, time equates to profit, and profit is the force behind all professional interactions. The technical writer and reader have a vis-à-vis relationship. The writer recognizes, respects, and addresses the importance of time in effective and efficient communication by providing documents written in specific formats, using unambiguous language to send clearly accessible information. The reader in turn thoroughly understands the information in order to give a thoughtful response.

CHARACTERISTICS OF TECHNICAL WRITING

Technical communication is an audience-centered means of communication that provides the reader with clear, accurate, and ethically represented information. According to the Society for Technical Communication, technical writing includes the following characteristics:

• “Communicating about technical or specialized topics, such as computer applications, medical procedures, or environmental regulations.”
• “Communicating by using technology, such as web pages, help files, or social media sites.”
• “Providing instructions about how to do something, regardless of how technical the task is or even if the technology is used to create or distribute that communication.”

The Meaning of "Technical"

Technical communication—or technical writing, as the course is often called—is not writing about a specific technical topic such as computers, but about any technical topic. The term "technical" refers to knowledge that is not widespread, that is more the territory of experts and specialists. Whatever your major is, you are developing an expertise—you are becoming a specialist in a particular technical area. And whenever you try to write or say anything about your field, you are engaged in technical communication.

Academic Writing Versus Technical Writing

Technical communication is distinct from the academic forms of writing you may be more familiar with. The academic writer’s purpose may be to write an essay, a story, a research paper, etc. Such assignments are often designed so that students can “write to learn” and show mastery of information covered in class. Additionally, in academic writing context, student-writers join a conversation that is occurring on a particular topic.

Technical communication, however, is intended for another purpose. These documents convey information to audiences who may or may not have prior knowledge of the material discussed. Technical communicators must, therefore, determine the needs of their audience and design documents that convey information in an accessible and appropriate manner. Depending on the context of communication, it might also be necessary to convey information in a concise and efficient manner, succinctly presenting points and cutting extraneous or potentially distracting material.

Workplace Writing

However, the focus for technical writing courses is not necessarily a career as a technical writer but an introduction to the kinds of writing skills you need in practically any technically-oriented professional job. No matter what sort of professional work you do, you're likely to do lots of writing—and much of it technical in nature. The more you know about some basic technical-writing skills, which are covered in this guide and in technical-writing courses, the better job of writing you're likely to do. And that will be good for the projects you work on, for the organizations you work in, and—most of all—good for you and your career.

STRATEGIES TO ACHIEVE TECHNICAL WRITING TASKS

Professional technical writers rely on these strategies to ensure the technical accuracy of their work:

• Study of books, articles, reports, websites related to the product.
• Product specifications: what the product is supposed to do, how it is designed.
• Interviews with subject matter experts: the product specialists, developers, engineers.
• Product meetings during the development cycle.
• Live demonstrations of the product.
• Familiarization with similar, competing products.
• Experimenting with working models of the product.
• Most importantly, subject matter experts' review of technical writers' work for technical accuracy and completeness.

Considerations of Technical Documents

There are key components of what makes a document strong. Therefore, writers keep these items in mind while constructing technical documents.

The Importance of Audience

Another key part of the definition of technical communication is the receiver of the information—the audience. Technical communication is the delivery of technical information to readers (or listeners or viewers) in a manner that is adapted to their needs, level of understanding, and background. In fact, this audience element is so important that it is one of the cornerstones of this course: you are challenged to write about highly technical subjects but in a way that a beginner—a nonspecialist—could understand. This ability to "translate" technical information to non-specialists is a key skill to any technical communicator. In a world of rapid technological development, people are constantly falling behind and becoming technological illiterates. Technology companies are constantly struggling to find effective ways to help customers or potential customers understand the advantages or the operation of their new products.

Cultural Communication

Technical writers need to be aware of the differences between the behavior and the norms, beliefs and values of specific cultural. According to Edward T. Hall and Mildred Reed Hall, In Understanding Cultural Differences, each culture operates according to its own rules (1990, pp. 3-4). Hall and Hall add that problems occur when members of one culture apply the rules to another culture (1990, pp. 3-4). To communicate effectively with other cultures, the technical writer needs to not only be aware of rules governing behaviors that can be observed but also of the not-so-obvious rules that govern the norms, beliefs, and values of the people of a culture. The invisible rules of a culture dramatically impact the acceptance of ideas, plans, and strategies. The Cultural Iceberg illustrates patterns of world communication, showing indicators of Institutional Culture (the obvious behavior of a culture), which can be clearly seen as the tip of the iceberg, and People Culture (the norms, beliefs and values of a culture), which cannot be seen and which are the barriers to successful communication.

Figure 1 The Cultural Iceberg

Technical writers have a responsibility to their readers and to their employers to follow ethics when writing reports. Technical writers must use words that demonstrate valid appeals to reason, avoiding emotional words and phrases that appeal to basic emotion instead of justifiable reasoning. In addition, technical writers must use valid references to support ideas and strategies, avoiding referencing non experts to sway readers’ support. Also, technical writers must use accurate numbers to report data, avoiding charts and tables that skew data. Using any type of fallacies in technical writing is unethical and could result in dire consequences. Not only do technical writers have a responsibility to report accurate information, but they also have a responsibility to credit accurate sources of information. At no time is it acceptable to rearrange information in order to attempt to indicate that the writer is the source of someone else’s idea or to indicate that the writer read a report that included information he/she cited, when the primary source of the information was cited in another report. All sources must be referenced accurately in the text and cited on a reference page.

Overview of the Technical Writing Style

Technical writing takes complicated ideas and organizes and explains those ideas in easy-to-understand language. The reader of technical documents does not read to engage in a discussion or be entertained. The audience of technical documents wants information. In short, technical writing provides information and seeks to solve problems and help the reader learn.

While some technical writing is composed for experts within the field, most technical writing is composed for the ordinary user - the consumer. While technical writing can organize information so it persuades the user, it must always present complete and accurate information. Technical writing does not use emotionally charged language, redundant adjectives, colloquialisms, or words or phrases that are open to interpretation. As the Society of Technical Writing explains, technical communicators employ a user-centered approach to provide "the right information, in the right way, at the right time to make someone’s life easier and more productive."

Features of Technical Writing

Technical documents must be reader-centered. The information is explained and presented in a style that is easy to navigate and understand. Technical documents value the reader’s time by using the following features:

• Accessible – Think about the users of your document. You understand the material and created the document based on that knowledge and understanding, but for your audience, this is new information. So the information must be explained and presented in a style that is easy to understand and follow.
• Collaborative - technical documents must consider multiple perspectives; therefore, they are frequently composed by a team of writers.
• Concise –To write concisely does not mean to use fewer words. Instead, it means to use all the words you need but only the words you need.
• Efficient page design: Use headings, numbered or bulleted lists, tables, easy-to-read fonts, white space, and other elements to help the reader navigate through the material.
• Logical organization: use chronological order and emphasize important information.
• Meaningful content: include all of the information needed but none of the information that is not needed.
• Supplemental material: Abstracts, footnotes, glossary, appendix, definitions, etc., provides readers with additional information when needed.
• Visual elements: Use charts, graphs, or images to clarify written concepts or relationships.

Formatting and Language

Formatting and appropriate language are the basic design elements of all technical documents. A format that shows a hierarchical structure and a coordinate structure of information leads the reader through the text. Readers should be able to identify a writer’s organizational pattern very quickly when reading a technical document. This sometimes refers to a document being “reader-friendly.” In addition, using appropriate language is significant in providing the reader with a thorough understanding of the purpose of the document, how the document relates to the reader’s needs, and what action is expected of the reader.

A document may also have one audience (the primary reader) or multiple audiences (the secondary readers). A primary reader is the person who ordered the report to be written or the person for whom the report is intended. These readers will usually read the entire report. Secondary readers are those readers who will read only the sections of the report that relate to them, their jobs, their departments, responsibilities, etc. For example, if a report was sent that detailed funding for different departments, a piping superintendent may only want to read the section that relates to piping. This is where format, the use of headings, is significant in allowing the reader easy access to information. When the piping superintendent can scan through the document and clearly find the heading that identifies his department saves time.

The following table provides general specifications for many types of technical writing documents:

Table 3.1. Document Formatting

Readability in Publications

The way a text looks matters to a reader, so it should matter to a writer. Letters, reports, and websites are more than just words on a page or a screen. How ideas are arranged and delivered in physical form, whether electronically or on paper, can make reading seem intimidating, confusing, or downright unfriendly, even if the content itself is perfect. Your text is like a room for your ideas. Sometimes you want readers to get in and get out quickly, but often, you want them to sit down and make themselves comfortable, put their feet up and stay awhile. Whatever the case, you should be in control of the reader’s experience.

To make a document more reader-friendly, many technical writers rely on visuals to achieve this goal. See Chapter 15, "Visuals in Technical Documents " for detailed information about using visuals.

Ways effective design enhances a document

Effective design makes a document accessible

• Good design helps readers understand your information.
• Good page design helps readers locate information quickly.
• Good design helps readers notice highly important content.

Effective design affects readers’ attitudes, thereby increasing a communication’s persuasiveness.

• Good design encourages readers to feel good about the communication itself.
• Good design encourages readers to feel good about the communication’s subject matter.

Because page design can have such a significant impact on your communication’s usability and persuasiveness, you should approach design in the same reader-centered manner that you use when drafting text and graphics. Think continuously about your readers, including who they are, what they want from your communication and the context in which they will be reading.

It helps to think about the building blocks of a page design in the way that professional graphic designers do. When they look at a page, they see six basic elements:

• Text : Paragraphs and sentences.
• Headings and titles : Labels for sections of your communication.
• Graphics : Drawings, tables, photographs, and so on — including their captions.
• White space : Blank areas.
• Headers and footers : The items, such as page numbers, that occur at the top or bottom of each page in a multi-page document.
• Physical features : These include paper, which may take many shapes and sizes, and bindings, which come in many forms.

Figure 3.1. Overview of design elements. Notice how your eye is drawn to the blue header and the boxed elements. In these spaces, you can highlight the important parts of your message:

Technical writing is designed to inform, instruct, or persuade an audience. It is informative and concise. Technical writers often collaborate with others in their organizations to develop documents that are formatted and designed to inform their audience in accessible ways. All forms of technical writing -- memos, letters, proposals, reports, and so on -- have different conventions for format and design. Technical writing differs from the academic writing to which many students are accustomed. As you continue exploring concepts of technical communication in this course, remember these introductory concepts to technical writing and work to apply them to the documents you create.

GENERAL TIPS ABOUT TECHNICAL WRITING

• Remember that technical writing is not just about computers or engineering. The term should be considered more broadly than that.
• Audience is crucial. Before creating any technical document, be certain you understand your audience's identity and needs.
• Format your technical documents differently than you might format an academic writing assignment.
• Consider cultural and ethical concerns and complications as you develop your documents.

Hall, E.T. & Hall, M.R. (1990). Understanding Cultural Differences. Intercultural Press.

Society for Technical Communication. (2021). Defining Technical Communication. https://www.stc.org/about-stc/defini...communication/ .

This work "Introduction to Technical Writing" is a derivative of " What is Technical Communication? " by Chelsea Milbourne, Anne Regan, Morgan Livingston, & Sadie Johann, Technical Writing for Technicians CC-BY Will Fleming, and " ENGL 145: Technical and Report Writing " by Amber Kinonen,used under a CC BY license. "Introduction to Technical Writing" is licensed under CC BY 4.0 by Tamara Girardi and Mary Richards.

Introduction

Technical writing courses introduce you to some of the most important aspects of writing in the worlds of science, technology, and business—in other words, the kind of writing that scientists, nurses, doctors, computer specialists, government officials, engineers, and other such people do as a part of their regular work. The skills learned in technical writing courses can be useful in other fields as well, including education and social sciences.

To learn how to write effectively for the professional world, you will study common types of reports, special format items such as lists and headings, simple techniques for creating and using graphics in reports, and some techniques for producing professional-looking final copy.

Technical writing courses build on what you have learned in other writing courses. But there is plenty new to learn! If you currently have a job in which you do some writing, you will discover that you can put what you learn in your technical writing course to immediate use.

About technical writing

While technical communication is essential in a wide range of fields and occupations, technical writing is also a fully professional field of its own with degree programs, certifications, and—yes!—even theory. It is a good field with a lot of growth and income potential, and an introductory technical writing course is a good way to start if you are interested in a career in this field or will work in a career in which writing is a component.

Workplace writing

However, many students of technical writing courses are not necessarily planning for a career as a technical writer. That is why this course provides you with an introduction to the kinds of writing skills you need in practically any technically oriented professional job. No matter what sort of professional work you do, you are likely to do some writing—and much of it may be technical in nature. The more you know about some basic technical writing skills, the better job of writing you’re likely to do. And that will be good for the projects you work on, for the organizations you work in, and—most of all—good for you and your career.

The meaning of “technical”

Technical communication—or technical writing, as the course is often called—is not writing about a specific technical topic such as computers, but about any technical topic. The term “technical” refers to knowledge that is not widespread, that is more the territory of experts and specialists. Whatever your major is, you are developing an expertise—you are becoming a specialist in a particular technical area. And whenever you try to write or say anything about your field, you are engaged in technical communication.

Importance of audience

Another key part of the definition of technical communication is the receiver of the information—the audience. Technical communication is the delivery of technical information to readers (or listeners or viewers) in a manner that is adapted to their needs, level of understanding, and background. In fact, this audience element is so important that it is one of the cornerstones of this course: you are challenged to write about technical subjects but in a way that a beginner—a nonspecialist—could understand. This ability to “translate” technical information to nonspecialists is a key skill to any technical communicator. In a world of rapid technological development, many people are constantly falling behind. Technology companies are constantly struggling to find effective ways to help customers or potential customers understand the advantages or the operation of their new products.

So relax! You don’t have to write about computers or rocket science—write about the area of technical specialization you know or are learning about. And plan to write about it in such a way that even Grandad can understand!

Really technical writing

Keep relaxing, but you should know that professional technical writers do in fact write about very technical stuff—information that they cannot begin to master unless they go back for a Ph.D. But wait a minute! The technical documents have to ship with the product in less than nine months! How do they manage? Professional technical writers rely on these strategies to ensure the technical accuracy of their work:

• Study of books, articles, reports, websites related to the product
• Product specifications: what the product is supposed to do, how it is designed
• Interviews with subject matter experts: the product specialists, developers, engineers
• Product meetings during the development cycle
• Live demonstrations of the product
• Familiarization with similar, competing products
• Experimenting with working models of the product
• Subject matter experts’ review of technical writers’ work for technical accuracy and completeness

Of course, experienced technical writers will tell you that product development moves so fast that specifications are not always possible and that working models of the product are rarely available. That’s why the subject matter experts’ review is often the most important.

Technical-writing and academic writing courses

You have probably taken at least one academic writing course before this one, so you will be familiar with some of the practices of writing for your college classes. The video below will introduce you to some of the differences between academic and technical writing.

In technical-writing courses, the main focus is typically the technical report, due toward the end of the term. Just about everything you do in the course is aimed at developing skills needed to produce that report. Of course, some technical-writing courses begin with a resume and application letter (often known as the cover letter), but after that you plan the technical report, then write a proposal in which you propose to write that report. Then you write short documents (memos, emails, outlines, drafts) where you get accustomed to using things like headings, lists, graphics, and special notices—not to mention writing about technical subject matter in a clear, concise, understandable way that is appropriate for a specific audience.

Caution: You should be aware that technical-writing courses are writing-intensive. You will probably write more in your technical-writing course than in any other course you have ever taken. If you are taking a full load of classes, working full time, and juggling unique family obligations, please consider whether this is the right time for you to take technical writing. Consult with your professor about the workload for this class in order to make your decision.

CHAPTER ATTRIBUTION INFORMATION

This chapter was derived by Annemarie Hamlin, Chris Rubio, and Michele DeSilva, Central Oregon Community College, from  Online Technical Writing by David McMurrey – CC: BY 4.0

Introduction Copyright © 2017 by Allison Gross, Annemarie Hamlin, Billy Merck, Chris Rubio, Jodi Naas, Megan Savage, and Michele DeSilva is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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