@article{missell_ernst_kelly_clark_schettig_2023, title={Active learning strategies and applications for engineering design graphics courses}, volume={82}, number={4}, journal={The Technology and Engineering Teacher}, author={Missell, F. and Ernst, J.V. and Kelly, D.P. and Clark, A.C. and Schettig, E.J.}, year={2023}, pages={15–20} }
 @article{missell_ernst_kelly_clark_schettig_2023, title={Active learning strategies and applications for engineering design graphics courses. The Technology and Engineering Teacher}, volume={82}, url={https://www.proquest.com/docview/2740828051?pq-origsite=gscholar&fromopenview=true&sourcetype=Scholarly%20Journals}, number={4}, journal={The Technology and Engineering Teacher}, author={Missell, F. and Ernst, J.V. and Kelly, D.P. and Clark, A.C. and Schettig, E.J.}, editor={Ernst, Jeremy and Kelly, Daniel and Schettig, ErikEditors}, year={2023}, month={May}, pages={15–20} }
 @article{schettig_kelly_ernst_clark_2023, title={Facilitative Teaching Utilizing Active Learning Modules in Engineering Graphics: A
            Model for Promoting Success and Engagement in Technology and Engineering
            Education}, volume={34}, ISSN={1045-1064 2331-4702}, url={http://dx.doi.org/10.21061/jte.v34i1.a.3}, DOI={10.21061/jte.v34i1.a.3}, abstractNote={Success in post-secondary engineering graphics courses in technology andengineering often relies on self-efficacy, academic success, and mental rotationabilities. Using a facilitative instructor model, the Improving UndergraduateSTEM Education (IUSE) team applied active learning modules as supplementalmaterial at two post-secondary institutions in the United States of America, thenused a quasi-experimental design iterative study approach to investigate impactsin an introductory engineering graphics course. Active learning modules werecomposed of ten units that engaged students through relatable examples andpractices of foundational principles and applications of engineering graphics thatare heavily applicable to the Standards for Technological and EngineeringLiteracy. The modules were presented to students through an online learningmanagement system that encouraged elements of self-regulated learning.Measurements of self-efficacy, mental rotation ability, and academic successwere gathered. Differences in academic and non-academic indicators wereexamined in combination with students at risk of non-matriculation and studentsnot at risk of non-matriculation subgroups. Results from paired t-tests supportedprevious findings that there are positive impacts of supplemental materialsavailable to students. Students at risk of non-matriculation benefited from thecombination of active learning modules and supplementary video tutorialsresulting in greater self-efficacy and higher final exam scores than at-riskstudents whose modules did not include video tutorials. Students not at risk ofnon-matriculation had higher levels of self-efficacy and mental rotation abilitywhen video tutorials were not included. With this information, engineering,engineering education, and other STEM programs can model elements of activelearning modules to promote early student success in both subgroups.Furthermore, the IUSE team has published the material through open access foreducators and students to utilize.}, number={1}, journal={Journal of Technology Education}, publisher={Virginia Tech Libraries}, author={Schettig, Erik J. and Kelly, Daniel P. and Ernst, Jeremy V. and Clark, Aaron C.}, editor={Kelly, Daniel and Ernst, Jeremy and Clark, AaronEditors}, year={2023}, month={Jan}, pages={5–26} }
 @article{schettig_kelly_ernst_clark_sutton_2021, title={ Pandemic-Induced Impacts: Experiences in an Introductory Engineering Graphics Course}, volume={47}, ISSN={1541-9258 1071-6084}, url={http://dx.doi.org/10.21061/jts.398}, DOI={10.21061/jts.398}, abstractNote={The COVID-19 pandemic has impacted technology, engineering, and design education as well as workforce development programs worldwide. The emergency transition to fully online course delivery ushered experiences from which course restructuring could utilize. Through an illustrated case study approach using student course evaluations coupled with instructor interviews, this article reports on the experiences resulting from the abrupt interruption of the Spring 2020 semester and how the restructure of an introductory engineering graphics course accommodated changing expectations. The restructured course was built upon a hybrid flipped model utilizing an online learning management system including active learning modules which provided a foundation of preparedness for transitioning to fully online course delivery. As positive as the preparedness was, there were still changes that had to occur to not only meet the needs of the emergency situation but to also establish multiple models of the course for future situations. These changes included incorporating web conferencing software to meet online when a face-to-face meeting was not possible, developing video lectures for students to watch when most accommodating for their schedule, as well as the increased use of the online learning management system. Another change from the restructuring process was the new technology expectations of students and instructors. Feedback from both students and instructors reported how flexibility, empathy, and effective communication were driving traits of positive experiences in such an unprecedented situation. Reported experiences along with elements of the course restructuring can serve as an example of how future courses are delivered for a variety of situations.}, number={1}, journal={Journal of Technology Studies}, publisher={Virginia Tech Libraries}, author={Schettig, Erik and Kelly, Daniel and Ernst, Jeremy and Clark, Aaron and Sutton, Kevin}, editor={Kelly, Daniel and Ernst, Jeremy and Clark, Aaron and Sutton, KevinEditors}, year={2021}, pages={13} }
 @article{lari_rose_ernst_clark_deluca_kelly_2019, title={Action research}, volume={79}, number={2}, journal={The Technology and Engineering Teacher}, author={Lari, P. and Rose, M.A. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2019}, pages={23–28} }
 @article{kelly_ernst_clark_2019, title={Active learning in engineering graphics: An analysis of self-efficacy for at-risk and not at-risk students}, volume={83}, number={1}, journal={Engineering Design Graphics Journal}, author={Kelly, D.P. and Ernst, J.V. and Clark, A.C.}, year={2019}, pages={46–59} }
 @article{segedin_fahrer_ernst_clark_kely_deluca_2019, title={Adapting instruction}, volume={78}, number={4}, journal={Technolog and Engineering Teacher}, author={Segedin, L. and Fahrer, N. and Ernst, J.V. and Clark, A.C. and Kely, D.P. and DeLuca, V.W.}, year={2019}, pages={9–11} }
 @article{karakus_ersozlu_clark_2019, title={Augmented reality research in education: A bibliometric study}, volume={15}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85077385134&partnerID=MN8TOARS}, DOI={10.29333/ejmste/103904}, abstractNote={The aim of this study is identifying the publications related to Augmented Reality (AR) in education and describing the features of those studies. The Web of Science database was searched for publications on AR in education. Bibliographic coupling of the countries, bibliographic coupling of the institutions, bibliographic coupling of the journals, bibliographic coupling of the publications, bibliographic coupling of the authors, and co-occurrences of the author keywords were examined for the selected publications. Bibliographic visualisation methods were used to analyse and visualise the characteristics of the selected publications. A total of 437 publications were selected following the research criteria between 1999 and 2018. The results revealed that virtual reality, mobile learning, interactive learning environments, and e-learning were among the most studied concepts in AR research. Computers & Education, EJMSTE, Educational Technology and Society, and Interactive Learning Environments have been among the top journals, Spain and Taiwan have been the most important countries, C.C. Tsai and G.J. Hwang have been the most important authors and National Taiwan University of Science and Technology has been the top institution in this research area. The research trend and the progress of the concept of augmented reality in education have been discussed in the paper.}, number={10}, journal={Eurasia Journal of Mathematics, Science and Technology Education}, author={Karakus, M. and Ersozlu, A. and Clark, A.C.}, year={2019} }
 @article{williams_ernst_kelly_clark_2019, title={Confirmatory factor analyses of the PSVT:R with data from engineering design graphics students}, volume={83}, number={1}, journal={Engineering Design Graphics Journal}, author={Williams, T.O. and Ernst, J.V. and Kelly, D.P. and Clark, A.C.}, year={2019}, pages={27–34} }
 @article{springston_ernst_clark_deluca_kelly_2019, title={Data analysis}, volume={79}, number={4}, journal={The Technology and Engineering Teacher}, author={Springston, M. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2019}, pages={26–29} }
 @article{buelin_ernst_clark_deluca_kelly_2019, title={Formative evaluation techniques}, volume={78}, number={5}, journal={The Technology and Engineering Teacher}, author={Buelin, J. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2019}, pages={21–23} }
 @article{walton_ernst_clark_kelly_deluca_2019, title={Lab and class management}, volume={78}, number={8}, journal={Technology and Engineering Teacher}, author={Walton, M. and Ernst, J.V. and Clark, A.C. and Kelly, D.P. and DeLuca, V.W.}, year={2019}, pages={13–15} }
 @article{busby_ernst_clark_deluca_kelly_2019, title={Professional organizations}, volume={78}, number={6}, journal={The Technology and Engineering Teacher}, author={Busby, J.R. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2019}, pages={18–20} }
 @article{colelli_harrison_ernst_clark_deluca_kelly_2019, title={Student organizations}, volume={78}, number={7}, journal={The Technology and Engineering Teacher}, author={Colelli, R. and Harrison, H.L. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2019}, pages={33–35} }
 @inproceedings{ernst_glimcher_kelly_clark_2018, title={Active learning module development for at-risk learners in engineering graphics}, volume={2018-June}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85051169588&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Ernst, J.V. and Glimcher, S. and Kelly, D.P. and Clark, A.C.}, year={2018} }
 @article{daughterty_ernst_clark_kelly_deluca_2018, title={Classroom quality}, volume={78}, number={1}, journal={Technology and Engineering Teacher}, author={Daughterty, J. and Ernst, J.V. and Clark, A.C. and Kelly, D.P. and DeLuca, V.W.}, year={2018}, pages={32–33} }
 @article{denson_kelly_clark_2018, title={Developing an instrument to measure student self-efficacy as it relates to 3D modeling}, volume={88}, number={1}, journal={Engineering Graphics Design Journal}, author={Denson, C.D. and Kelly, D.P. and Clark, A.C.}, year={2018}, pages={47–55} }
 @article{luna_ernst_clark_deluca_kelly_2018, title={Enhancing classroom creativity}, volume={77}, number={6}, journal={The Technology and Engineering Teacher}, author={Luna, E. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2018}, pages={26–31} }
 @article{lipscomb_nato_ernst_clark_deluca_kelly_2018, title={Implementing learning activities}, volume={77}, number={5}, journal={The Technology and Engineering Teacher}, author={Lipscomb, K. and Nato, S. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2018}, pages={14–19} }
 @article{branoff_ernst_clark_deluca_kelly_2018, title={Initial student evaluation}, volume={78}, number={3}, journal={The Technology and Engineering Teacher}, author={Branoff, T. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2018}, pages={24–26} }
 @article{ernst_williams_clark_kelly_sutton_2018, title={K-12 STEM educator autonomy: An investigation of school influence and classroom control}, volume={18}, number={5}, journal={Journal of STEM Education}, author={Ernst, J.V. and Williams, T.O. and Clark, A.C. and Kelly, D.P. and Sutton, K.}, year={2018}, pages={37–41} }
 @article{blue_mupinga_ernst_clark_deluca_kelly_2018, title={Multiculturalism in the classroom}, volume={77}, number={7}, journal={The Technology and Engineering Teacher}, author={Blue, C.N. and Mupinga, D. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2018}, pages={25–31} }
 @article{williams_ernst_clark_2018, title={Profile of Workforce Development Educators: A Comparative Credential,
            Composition, and Characteristic Analysis}, volume={44}, ISSN={1541-9258 1071-6084}, url={http://dx.doi.org/10.21061/jots.v44i1.a.2}, DOI={10.21061/jots.v44i1.a.2}, abstractNote={The Schools and Staffing Survey (SASS) is administered by the National Center for Educational Statistics to obtain information about teachers, such as education and training, teaching assignment, certification, workload, and perceptions and attitudes about teaching. Data are weighted to approximate the population of teachers in the USA. In this study, the most recent SASS results were employed to formulate a comprehensive profile of Career and Technical Education (CTE) teacher characteristics or Workforce Development in Education. Characteristics analyzed included: gender, age, teaching experience, teaching status, race and ethnicity, educational level, certification status, caseload of students with categorical disabilities and caseload of those with limited English proficiency. These characteristics were compared within the seven identified Workforce Development teaching areas and, to make further distinction from akin fields, were also collectively compared to the STEM education fields of science, technology, engineering, and mathematics education. Analysis of the identified characteristics provided a profile of in-service Workforce Development teachers, the students that they teach, how they compare to each other within CTE, and how they compare to other STEM teachers.}, number={1}, journal={Journal of Technology Studies}, publisher={Virginia Tech Libraries}, author={Williams, Thomas O., Jr. and Ernst, Jeremy V. and Clark, Aaron C.}, year={2018}, month={Jan}, pages={14–27} }
 @article{stefan_furse_ernst_clark_deluca_kelly_2018, title={School and community}, volume={78}, number={2}, journal={The Technology and Engineering Teacher}, author={Stefan, V. and Furse, B. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2018}, pages={20–23} }
 @article{brown_ernst_clark_deluca_kelly_2018, title={Working with special populations}, volume={77}, number={8}, journal={The Technology and Engineering Teacher}, author={Brown, J. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2018}, pages={10–13} }
 @article{ernst_clark_bowers_2017, title={<p>Cyber-supported Professional Learning Experiences that Build Technology
            and Engineering Educators’ Practice</p>}, volume={43}, ISSN={1541-9258 1071-6084}, url={http://dx.doi.org/10.21061/jots.v43i1.a.2}, DOI={10.21061/jots.v43i1.a.2}, abstractNote={Educational changes due to school reform and the introduction of new national standards create a need for professional learning experiences for STEM (Science, Technology, Engineering, and Mathematics) educators that are results-driven, easily accessible, and aligned with identified best practices (National Research Council, 2009; National Staff Development Council, 2001). This need, specifically addressing technology and engineering educators, generated the development and delivery of the Transforming Teaching through Implementing Inquiry (T2I2) project. Within the T2I2 development stage, learning objects were created to introduce, reinforce, and broaden technology and engineering educators’ conceptual content and pedagogical content knowledge to inform and impact their personal teaching practice. To deliver this instruction, a cyber infrastructure was created to support content development, assessment, community building, and cyber-coaching.&#x0D; This field study followed the methodology established within T2I2’s two-year pilot study (Ernst, Segedin, Clark, & DeLuca, 2014), selecting participants from the identified five-state region (IL, KY, OH, NC, and VA) and requiring these participants to complete T2I2 learning objects and accompanying written and video artifacts. Submitted artifacts were analyzed using the non-parametric Wilcoxon-signed-ranks Test, providing evidence that suggested that the field study teachers demonstrated proficient abilities to contribute to a learning community; manage, monitor, and adjust learning environments, and increase their self-assessment. The combined pilot and field test studies provide evidence to support expanding the development and use of the T2I2 model for science educators for a more interdisciplinary approach to STEM professional learning experiences.}, number={1}, journal={Journal of Technology Studies}, publisher={Virginia Tech Libraries}, author={Ernst, Jeremy and Clark, Aaron and Bowers, Sharon}, year={2017}, month={Jan}, pages={14–25} }
 @article{brown_ernst_clark_deluca_kelly_2017, title={Best practices}, volume={77}, number={2}, journal={The Technology and Engineering Teacher}, author={Brown, R. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2017}, pages={30–34} }
 @article{clark_deluca_ernst_kelly_ridgeway_2017, title={Designing standards-based STEM}, volume={77}, number={4}, journal={The Technology and Engineering Teacher}, author={Clark, A.C. and DeLuca, V.W. and Ernst, J.V. and Kelly, D.P. and Ridgeway, J.}, year={2017}, pages={30–35} }
 @article{brown_ernst_clark_deluca_kelly_2017, title={Engaging females in STEM}, volume={77}, number={3}, journal={The Technology and Engineering Teacher}, author={Brown, R. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2017}, pages={29–31} }
 @article{ernst_willams_clark_kelly_2017, title={Factors of spatial visualization: An analysis of the PSVT:R}, volume={81}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85042222837&partnerID=MN8TOARS}, number={1}, journal={Engineering Design Graphics Journal}, author={Ernst, J.V. and Willams, T.O. and Clark, A.C. and Kelly, D.P.}, year={2017}, pages={1–10} }
 @article{brown_ernst_clark_deluca_kelly_2017, title={STEM curricula}, volume={77}, number={1}, journal={The Technology and Engineering Teacher}, author={Brown, R. and Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Kelly, D.P.}, year={2017}, pages={26–29} }
 @article{ernst_clark_bowers_2016, title={<p>Flexible and Job-Embedded Professional Development for In-Service
            Technology, Design, and Engineering Educators</p>}, volume={42}, ISSN={1541-9258 1071-6084}, url={http://dx.doi.org/10.21061/jots.v42i2.a.1}, DOI={10.21061/jots.v42i2.a.1}, abstractNote={Technology, design, and engineering (TDE) education teachers have less access to quality professional development than other Science, Technology, and Mathematics (STEM) educators. To address this need, the Transforming Teaching through Implementing Inquiry (T2I2) project created an online professional development system for TDE secondary educators. The online professional learning experiences, defined by National Board for Professional Teaching Standards (NBPTS), reinforce and introduce instructional practices that promote student learning. For this study, two groups of teachers, selected from five states (Illinois, Kentucky, Ohio, North Carolina, and Virginia), completed the T2I2 curricular units and submitted artifacts/evidence of practice. Analysis of the artifacts, using the non-parametric Wilcoxon-signed-ranks Test, provides evidence that the teachers within the pilot studies demonstrated proficient abilities to manage, monitor, and adjust learning environments; contribute to a learning community; and increase their self-assessment following the completion of the curriculum. These results led the authors to suggest further use of the learning platform with in-service teachers in related STEM disciplines that face comparable pedagogical challenges.}, number={2}, journal={Journal of Technology Studies}, publisher={Virginia Tech Libraries}, author={Ernst, Jeremy V. and Clark, Aaron C. and Bowers, Sharon W.}, year={2016}, month={Apr}, pages={65–74} }
 @article{swinson_clark_ernst_sutton_2016, title={Design, test, redesign: Simulation in technology, engineering, and design education classrooms}, volume={75}, number={7}, journal={The Technology and Engineering Teacher}, author={Swinson, R. and Clark, A.C. and Ernst, J.V. and Sutton, K.}, year={2016}, pages={8–12} }
 @article{buelin_clark_ernst_2016, title={Engineering’s grand challenges: Priorities and integration recommendations for technology education curriculum development}, volume={28}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85015038262&partnerID=MN8TOARS}, DOI={10.21061/jte.v28i1.a.3}, abstractNote={In this study, the 14 Grand Challenges for Engineering in the 21st Century identified by the National Academy of Engineering were examined by a panel of experts in an effort to identify prospective curricular integration opportunities in the field of technology and engineering education. The study utilized a threeround modified Delphi methodology to forecast and build consensus pertaining to the beneficial role of the Grand Challenges in education and the level in which they should enter the K–12 scope and sequence. The findings of this study indicate that experts have dissimilar opinions about the role that the Grand Challenges should play in K–12 technology and engineering curricula. Most notably, there was strong agreement among participants concerning the integration of study and application associated with making solar energy economical for the masses. Educational implications of such incorporation are identified and explored.}, number={1}, journal={Journal of Technology Education}, author={Buelin, J. and Clark, A.C. and Ernst, J.V.}, year={2016}, pages={37–52} }
 @inproceedings{kelly_clark_ernst_sutton_2016, title={Flipped instruction in engineering graphics courses: Current landscape and preliminary study results of instructors' perceptions}, volume={2016-June}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84983268729&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Kelly, D.P. and Clark, A.C. and Ernst, J.V. and Sutton, K.G.}, year={2016} }
 @article{swinson_clark_ernst_sutton_2016, title={New Roles for Project Design Engineers}, volume={75}, number={8}, journal={The Technology and Engineering Teacher}, author={Swinson, R. and Clark, A.C. and Ernst, J.V. and Sutton, K.}, year={2016}, pages={8–12} }
 @inproceedings{bowers_ernst_clark_2016, title={Resource exchange: A taste of T2I2 (Transforming Teaching through Implementing Inquiry)}, volume={2016-June}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84983349497&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Bowers, S.W. and Ernst, J.V. and Clark, A.C.}, year={2016} }
 @inproceedings{clark_ernst_de luca_bowers_2015, title={Curriculum exchange: Transforming teaching through implementing inquiry}, volume={122nd ASEE Annual Conference and Exposition: Making Value for Society}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84941994216&partnerID=MN8TOARS}, number={122nd ASEE Annual Conference and Exposition: Making Value for Society}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Clark, A.C. and Ernst, J.V. and De Luca, V.W. and Bowers, S.W.}, year={2015} }
 @article{ernst_lane_clark_2015, title={Pictorial visual rotation ability of engineering design graphics students}, volume={79}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84929668854&partnerID=MN8TOARS}, number={1}, journal={Engineering Design Graphics Journal}, author={Ernst, J.V. and Lane, D. and Clark, A.C.}, year={2015}, pages={1–13} }
 @inproceedings{ernst_lane_clark_2014, title={Pictorial visual rotation ability of engineering design graphics students}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84905186790&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Ernst, J.V. and Lane, D. and Clark, A.C.}, year={2014} }
 @article{ernst_clark_2014, title={Self-regulated learning of at-risk engineering design graphics students}, volume={31}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85048267911&partnerID=MN8TOARS}, number={2}, journal={Journal of Engineering Technology}, author={Ernst, J.V. and Clark, A.C.}, year={2014}, pages={26–31} }
 @inproceedings{spatial ability measurement in an introductory graphic communications course_2014, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84905178824&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, year={2014} }
 @inproceedings{ernst_segedin_clark_deluca_2014, title={Technology, engineering, and design educator professional development system implementation: Initial pilot results}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84905160211&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Ernst, J.V. and Segedin, L.J. and Clark, A.C. and Deluca, V.W.}, year={2014} }
 @article{thornton_thornton_ernst_clark_2013, title={A rationale for teaching basic technical animation in the secondary classroom}, volume={73}, number={4}, journal={The Technology and Engineering Teacher}, author={Thornton, M.G. and Thornton, T.R. and Ernst, J.V. and Clark, A.C.}, year={2013}, pages={32–36} }
 @article{manusos_busby_clark_2013, title={Authentic design in gaming: Changing the rules of play}, volume={72}, number={8}, journal={Technology and Engineering Teacher}, author={Manusos, D.O. and Busby, J.R. and Clark, A.C.}, year={2013} }
 @inproceedings{ernst_clark_deluca_bottomley_2013, title={Professional development system design for grades 6-12 technology, engineering, and design educators}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84884326815&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Ernst, J.V. and Clark, A.C. and DeLuca, V.W. and Bottomley, L.}, year={2013} }
 @article{busby_ernst_clark_2013, title={Visualization ability and student outcomes in engineering design graphics}, volume={21}, number={2}, journal={International Journal of Vocational Education and Training}, author={Busby, J.R. and Ernst, J.V. and Clark, A.C.}, year={2013}, pages={35–42} }
 @inproceedings{ernst_clark_2012, title={At-risk visual performance and motivation in introductory engineering design graphics}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029040396&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Ernst, J.V. and Clark, A.C.}, year={2012} }
 @article{ernst_clark_2012, title={Attitudes and motivation of students in an introductory technical graphics course: A meta-analysis study}, volume={76}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84867803080&partnerID=MN8TOARS}, number={2}, journal={Engineering Design Graphics Journal}, author={Ernst, J.V. and Clark, A.C.}, year={2012}, pages={1–16} }
 @article{thornton_ernst_clark_2012, title={Augmented reality as a visual and spatial learning tool in technology education}, volume={71}, number={8}, journal={The Technology and Engineering Teacher}, author={Thornton, T.R. and Ernst, J.V. and Clark, A.C.}, year={2012}, pages={18–21} }
 @article{ernst_clark_2012, title={Fundamental computer science conceptual understandings for high school students using original computer game design}, volume={13}, number={5}, journal={The Journal of STEM Education}, author={Ernst, J.V. and Clark, A.C.}, year={2012}, pages={40–45} }
 @article{clark_2012, title={Message from the chair}, volume={76}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84862121508&partnerID=MN8TOARS}, number={1}, journal={Engineering Design Graphics Journal}, author={Clark, A.C.}, year={2012} }
 @article{busby_ernst_clark_2011, title={21st century skills: Contemporary instructional strategies and approaches for technology education}, volume={19}, number={2}, journal={International Journal of Vocational Education and Training}, author={Busby, J.R. and Ernst, J.V. and Clark, A.C.}, year={2011}, pages={34–44} }
 @article{ernst_clark_2011, title={Collaborative information and multimedia to assess team interaction in technology teacher preparation}, volume={22}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79959844295&partnerID=MN8TOARS}, DOI={10.21061/jte.v22i2.a.4}, abstractNote={Scholarly Communication is a dynamic landscape, and we are continually evolving. Many scholarly communications activities have spun-off into their own departments, such as VT Publishing and Digital Imaging and Preservation Services, and Digital Library Development. Our focus is on supporting the creation and dissemination of scholarship.}, number={2}, journal={Journal of Technology Education}, author={Ernst, J.V. and Clark, A.C.}, year={2011}, pages={53–70} }
 @article{clark_ernst_2011, title={Functional priorities of students in an introductory engineering design graphics course}, volume={13}, number={1}, journal={Technology Education Journal}, author={Clark, A.C. and Ernst, J.V.}, year={2011}, pages={6–15} }
 @article{clark_2011, title={Message from the chair}, volume={75}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84555190138&partnerID=MN8TOARS}, number={3}, journal={Engineering Design Graphics Journal}, author={Clark, A.C.}, year={2011} }
 @article{fahrer_ernst_branoff_clark_2011, title={Performance and Cognitive Assessment in 3-D Modeling}, volume={48}, ISSN={2158-6594}, url={http://dx.doi.org/10.30707/jste48.1fahrer}, DOI={10.30707/jste48.1fahrer}, abstractNote={The purpose of this study was to investigate identifiable differences between performance and cognitive assessment scores in a 3-D modeling unit of an engineering drafting course curriculum.The study aimed to provide further investigation of the need of skill-based assessments in engineering/technical graphics courses to potentially increase accuracy in evaluating students' factual and conceptual knowledge in preparation for the workplace.The study consisted of 92 high school students enrolled in Drafting II-Engineering.}, number={1}, journal={Journal of STEM Teacher Education}, publisher={Milner Library - Illinois State University}, author={Fahrer, Nolan E. and Ernst, Jeremy V. and Branoff, Theodore J. and Clark, Aaron C.}, year={2011} }
 @inproceedings{deluca_lari_ernst_clark_2011, title={Teaching design and technical graphics in a green environment}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029110711&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={DeLuca, W.V. and Lari, N. and Ernst, J.V. and Clark, A.C.}, year={2011} }
 @inproceedings{deluca_clark_ernst_lari_2011, title={Work in progress: Data-rich learning environments for engineering education}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84858260649&partnerID=MN8TOARS}, DOI={10.1109/fie.2011.6142698}, abstractNote={Green Research for Incorporating Data in the Classroom (GRIDC) is a National Science Foundation project designed to improve instructional practices in the curricula areas of science, technology, engineering, and mathematics (STEM). The project uses data collected from renewable energy technologies at the NC Solar House, and enables students in engineering and education to analyze, synthesize, and evaluate downloadable data. Students and instructors create data-driven and conceptual models to explain information obtained from the project's website using a variety of methods involved in technical data presentation. This paper explains the GRIDC project and how students in engineering and pre-service technology, engineering and design teacher education develop higher-order thinking skills. Preliminary research has been conducted on the effective use of these materials in college level environmental engineering classes and technical animation courses in engineering graphics. This research provides a base for continued research and development on using data-rich learning environments to further develop higher-order thinking skills for students across the country.}, booktitle={2011 frontiers in education conference (fie)}, author={DeLuca, V. W. and Clark, Aaron and Ernst, J. and Lari, N.}, year={2011} }
 @inproceedings{clark_ernst_downs_2010, title={A survey of graphic professionals focused on distance education trends in technical/engineering graphics education in the United States; Part II}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029106170&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Clark, A. and Ernst, J. and Downs, B.}, year={2010} }
 @article{clark_ernst_2010, title={Engineering and technical graphics education; Using the revised Bloom's taxonomy}, volume={14}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-78650788049&partnerID=MN8TOARS}, number={2}, journal={Journal for Geometry and Graphics}, author={Clark, A.C. and Ernst, J.V.}, year={2010}, pages={217–226} }
 @article{branoff_clark_haynie_2010, title={The use of sketches to explain technical information by young adults}, volume={12}, number={1}, journal={Technology Education Journal}, author={Branoff, T.J. and Clark, A.C. and Haynie, W.J.}, year={2010}, pages={34–44} }
 @inproceedings{ernst_clark_scales_2009, title={A comparison of the Attitudes and motivation of students in an introductory technical graphics course: A mix methods analysis}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029024400&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Ernst, J. and Clark, A. and Scales, A.}, year={2009} }
 @article{clark_ernst_2009, title={Gaming in technology education}, volume={68}, number={5}, journal={The Technology Teacher}, author={Clark, A.C. and Ernst, J.V.}, year={2009}, pages={21–26} }
 @article{clark_ernst_2009, title={Gaming research for technology education}, volume={10}, number={2}, journal={Journal of STEM Education}, author={Clark, A.C. and Ernst, J.V.}, year={2009}, pages={25–30} }
 @article{ernst_clark_2009, title={Technology-Based Content through Virtual and Physical Modeling: A National Research Study}, volume={20}, ISSN={1045-1064}, url={http://dx.doi.org/10.21061/jte.v20i2.a.2}, DOI={10.21061/jte.v20i2.a.2}, abstractNote={Scholarly Communication is a dynamic landscape, and we are continually evolving. Many scholarly communications activities have spun-off into their own departments, such as VT Publishing and Digital Imaging and Preservation Services, and Digital Library Development. Our focus is on supporting the creation and dissemination of scholarship.}, number={2}, journal={Journal of Technology Education}, publisher={Virginia Tech Libraries}, author={Ernst, Jeremy V. and Clark, Aaron C.}, year={2009}, month={May} }
 @article{clark_ernst_2008, title={<p>STEM-Based Computational Modeling for Technology
            Education</p>}, volume={34}, ISSN={1541-9258 1071-6084}, url={http://dx.doi.org/10.21061/jots.v34i1.a.3}, DOI={10.21061/jots.v34i1.a.3}, abstractNote={According to professionals in education, change is an ever-present and evolving process. With transformation in education at both state and national levels, technology education must determine a position in this climate of change.This paper reflects the views on the future of technology education based on an ongoing research project. The purpose of the project is to show a contemporary view of one direction that technology education can take for providing 21st century skills and learning to students.}, number={1}, journal={Journal of Technology Studies}, publisher={Virginia Tech Libraries}, author={Clark, Aaron C. and Ernst, Jeremy V.}, year={2008}, month={Jan}, pages={20–27} }
 @article{mack_clark_ernst_2008, title={An examination of perceptions and workplace conditions of technology teachers in North Carolina}, volume={10}, number={1}, journal={North Carolina Council on Technology Teacher Education}, author={Mack, N.C. and Clark, A.C. and Ernst, J.V.}, year={2008}, pages={12–19} }
 @article{clark_2008, title={Computational science as part of technology education: An interview with Aaron Clark}, volume={67}, number={5}, journal={The Technology Teacher}, author={Clark, A.C.}, year={2008}, pages={18–22} }
 @article{ernst_clark_2008, title={Differences in perception between male and female students when studying information and communication technology}, volume={21-26}, journal={Visual Communication Journal}, author={Ernst, J.V. and Clark, A.C.}, year={2008} }
 @article{ernst_clark_2008, title={Students' preferred learning styles in graphic communications}, volume={72}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-45749122708&partnerID=MN8TOARS}, number={1}, journal={Engineering Design Graphics Journal}, author={Ernst, J.V. and Clark, A.C.}, year={2008}, pages={9–18} }
 @inproceedings{clark_ernst_scales_2008, title={The attitudes and opinions of students toward technical graphics: Preliminary survey results}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029090637&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Clark, A. and Ernst, J. and Scales, A.}, year={2008} }
 @article{mapson_clark_ernst_2008, title={VARK: An introspective look at introductory graphic communications courses at North Carolina State University}, volume={10}, number={1}, journal={Technology Education Journal}, author={Mapson, K.H. and Clark, A.C. and Ernst, J.V.}, year={2008}, pages={20–29} }
 @inproceedings{clark_ernst_2008, title={Visual science and stem-based 6-12 education}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029037373&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Clark, A. and Ernst, J.}, year={2008} }
 @article{ernst_clark_2007, title={Effects of instructional presentation on dominant preferred learning styles}, volume={9}, number={1}, journal={Technology Education Journal}, author={Ernst, J.V. and Clark, A.C.}, year={2007}, pages={45–57} }
 @article{ernst_clark_2007, title={Scientific and technical visualization in technology education}, volume={66}, number={8}, journal={The Technology Teacher}, author={Ernst, J.V. and Clark, A.C.}, year={2007} }
 @article{clark_ernst_2006, title={A model for the integration of science, technology, engineering, and mathematics}, volume={66}, number={4}, journal={The Technology Teacher}, author={Clark, A.C. and Ernst, J.V.}, year={2006} }
 @article{clark_scales_2006, title={A study of current trends and issues for graphics education: Results from a five-year follow-up survey}, volume={70}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33845625120&partnerID=MN8TOARS}, number={2}, journal={Engineering Design Graphics Journal}, author={Clark, A.C. and Scales, A.Y.}, year={2006}, pages={23–30} }
 @article{branoff_clark_haynie_2006, title={A study of the use of drawings to explain technical information among young adults}, volume={10}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85041996222&partnerID=MN8TOARS}, number={2}, journal={Journal for Geometry and Graphics}, author={Branoff, T.J. and Clark, A.C. and Haynie, W.J.}, year={2006}, pages={215–226} }
 @article{ernst_clark_2006, title={Integrating mathematic, scientific, and technological concepts through visual-based materials}, volume={8}, number={1}, journal={Technology Education Journal}, author={Ernst, J.V. and Clark, A.C.}, year={2006}, pages={34–43} }
 @inproceedings{clark_scales_2006, title={K-12 outreach for engineering and technical graphics: What is our role?}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029038503&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Clark, A. and Scales, A.}, year={2006} }
 @inproceedings{clark_ernst_2006, title={Supporting technological literacy through the integration of engineering, mathematic, scientific, and technological concepts}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029128284&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Clark, A. and Ernst, J.}, year={2006} }
 @article{owen_clark_2005, title={A study of co-op and non-co-op community college engineering/technical graphics graduates}, journal={Journal of Co-op}, publisher={Journal of Co-op}, author={Owen, R. and Clark, A.C.}, year={2005} }
 @article{quadrio_clark_2005, title={Scientific visualization: A pilot study in technology education middle school classroom}, volume={7}, journal={Technology Education Journal}, author={Quadrio, E. and Clark, A.C.}, year={2005}, pages={4–18} }
 @article{clark_2005, title={Technical animation: A new concept for the engineering design graphics discipline}, volume={69}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33645013709&partnerID=MN8TOARS}, number={3}, journal={Engineering Design Graphics Journal}, author={Clark, A.C.}, year={2005}, pages={14–23} }
 @inproceedings{clark_scales_petlick_2005, title={Trends and issues for engineering/technical graphics education: A follow-up survey}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-22544455370&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Clark, A.C. and Scales, A.Y. and Petlick, J.H.}, year={2005}, pages={14549–14561} }
 @inproceedings{wiebe_clark_petlick_ferzli_2004, title={VisTE: Visualization for technology education; an outreach program for engineering graphics education}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-5444231353&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference Proceedings}, author={Wiebe, E.N. and Clark, A.C. and Petlick, J. and Ferzli, M.}, year={2004}, pages={15351–15360} }
 @article{clark_scales_2003, title={A delphi study of assessment practices in engineering education}, volume={67}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-2942544976&partnerID=MN8TOARS}, number={2}, journal={Engineering Design Graphics Journal}, author={Clark, A.C. and Scales, A.Y.}, year={2003}, pages={21–32} }
 @inproceedings{clark_bottomley_2003, title={Defining engineering as a career: The states career clusters initiative}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-8744308982&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference Proceedings}, author={Clark, A. and Bottomley, L.J.}, year={2003}, pages={5495–5501} }
 @inproceedings{wiebe_clark_ferzli_mcbroom_2003, title={The VisTE project: Visualization for improved technological and scientific literacy}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-8744297313&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference Proceedings}, author={Wiebe, E.N. and Clark, A.C. and Ferzli, M. and McBroom, R.}, year={2003}, pages={3527–3533} }
 @article{clark_2003, title={The changing philosophies for graphics educators}, volume={67}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-2942604964&partnerID=MN8TOARS}, number={1}, journal={Engineering Design Graphics Journal}, author={Clark, A.C.}, year={2003}, pages={18–25} }
 @inproceedings{wiebe_clark_2003, title={VisTE Project: Visualization for improved technological and scientific literacy}, ISBN={0044848641}, booktitle={Proceedings of the Annual ASEE Meeting}, publisher={Washington, DC: ASEE}, author={Wiebe, E. N. and Clark, A. C.}, year={2003} }
 @inproceedings{clark_scales_2002, title={Are engineering design graphics educators satisfied with their jobs? A national "Snapshot" into the lives of these professionals}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-8744242235&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference Proceedings}, author={Clark, A.C. and Scales, A.Y.}, year={2002}, pages={1911–1922} }
 @article{owen_clark_2001, title={A Study of Initial Employment Characteristics Between Co-Op and Non-Co-Op Community College Graduates}, volume={18}, ISSN={1533-1830}, url={http://dx.doi.org/10.21061/jcte.v18i1.599}, DOI={10.21061/jcte.v18i1.599}, abstractNote={This study analyzed the concept of cooperative education as it relates to preparing students for the workplace. Community college graduates from an engineering/technical graphics program that utilized cooperative education in its curriculum were compared with graduates from another engineering/technical graphics program that was comparable except that it was not involved with cooperative education. Samples chosen from both institutions represented the years 1992-1999. Graduates were examined by measures designed to assess organizational socialization, relevance of job-to-career plans, degree of access to resources, and participation in decision-making. A questionnaire developed by Brown ( 1984 ) was modified and employed to obtain data. No significance (p <.05) was detected with any of the 4 measures with regard to the following 3 groups of community college engineering/technical graphics graduates (a) cooperative education graduates who stayed with their former co- op employer, (b) cooperative education graduates who gained employment with a new employer, and (c) graduates without cooperative education experience. In addition, statistical significance (p <.05) was not attained for the combined 2 groups of cooperative education graduates versus the graduates without co-op experience on the employee sense of power measures.}, number={1}, journal={Journal of Career and Technical Education}, publisher={Virginia Tech Libraries}, author={Owen, J. Robert and Clark, Aaron C.}, year={2001}, month={Sep} }
 @article{clark_scales_2001, title={Assessment practices in engineering/technical graphics}, volume={64}, number={3}, journal={Engineering Design Graphics Journal}, author={Clark, A. and Scales, A.C.}, year={2001}, pages={13–24} }
 @article{clark_wiebe_2001, title={Comparing computer usage by students in education programs to technology education majors}, volume={13}, DOI={10.21061/jte.v13i1.a.1}, abstractNote={Introduction The 1990s have been an era of growth in computer usage for campuses across the United States. A national survey of information technology use in higher education indicated an increasing integration of computing related activities into college courses (Campus Computing Project, 2000). This survey reported that three-fifths of undergraduate courses utilized electronic mail and two-fifths made use of World Wide Web (WWW) resources. Parallel to this trend is the growing number of colleges and universities instituting requirements for student computer ownership (“Growing number of colleges require...,” 2000). This article reported that many of the schools implementing the requirement did so to guarantee that all students had access to the same computing resources. Research by Brown (1999) indicated that at schools without a computer ownership requirement, only half the students are likely to own one. National surveys of teacher education programs seem to show trends that are similar to other higher education programs (Moursund & Bielefeldt, 1999; Rosenthal, 1999). While some statistics are available for teacher education programs as a whole, little research has been done in this area that focuses on technology education. For example, does the strong emphasis on technology in general in technology education teacher preparation programs make it more likely that majors in these programs would own a computer (in the absence of required ownership) than, say, a social studies or mathematics pre-service teacher? Apart from the actual ownership of the computer, are students in other education majors likely to utilize their computers differently in the course of their studies? These become important questions when assessing whether different teacher education programs are meeting local and national mandates for computing literacy. While nearly all national teacher education organizations have called for some elements of computer competency, technology education has logically put computing and information technology literacy front and center (International Technology Education Association, 2000). Though this study focuses on a technology education program at a single institution, the}, number={1}, journal={Journal of Technology Education}, author={Clark, Aaron and Wiebe, Eric}, year={2001}, pages={5–16} }
 @inproceedings{wiebe_clark_2001, title={Engineering graphics instruction outside of the lab: How prepared are our students?}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-8744311419&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference Proceedings}, author={Wiebe, E.N. and Clark, A.C.}, year={2001}, pages={4357–4366} }
 @article{wiebe_clark_2001, title={Understanding the diversity of student computing activity}, volume={29}, DOI={10.2190/ltrv-qrb8-wqdh-r7ff}, abstractNote={ A College of Education and Psychology undertook a survey of its majors to gain a better understanding of computer ownership and usage. Of interest was whether all logical groupings of students (e.g., graduate vs. undergraduate, gender, age, ethnicity) could be created equivalent in terms of their access and experience with computing. The results of the survey found a very high percentage of students (91.1 percent) owned computers, with no difference found on the basis of year in school, gender, or ethnicity. Differences in the number of hours per week that a computer was used and the types of activities the computer was used for were found based on the age and full/part-time status in school. The results of the survey also indicated that Internet usage is ubiquitous across all years in school but with differences seen based on gender and ethnicity. Differences in other types of applications (i.e., word processing, presentation, spreadsheet/database, and statistics) were also seen both between applications and between year in school. Students' perceived skill level and the application usage were significantly positively correlated. Implications of strategic planning for computing policy and instruction are discussed. }, number={4}, journal={Journal of Educational Technology Systems}, author={Wiebe, Eric and Clark, Aaron}, year={2001}, pages={291–312} }
 @article{waters_branoff_clark_2001, title={Using geometry to verify a CAD solution}, volume={35}, number={3}, journal={Mathematics and Computer Education}, author={Waters, M. and Branoff, B. and Clark, A.}, year={2001}, pages={264–268} }
 @article{clark_wiebe_2000, title={<p>Scientific Visualization for Secondary and Post–Secondary
            Schools</p>}, volume={26}, ISSN={1541-9258 1071-6084}, url={http://dx.doi.org/10.21061/jots.v26i1.a.5}, DOI={10.21061/jots.v26i1.a.5}, number={1}, journal={Journal of Technology Studies}, publisher={Virginia Tech Libraries}, author={Clark, Aaron C. and Wiebe, Eric N.}, year={2000}, month={Jan}, pages={24–32} }
 @article{clark_scales_2000, title={A study of current trends and issues related to technical/engineering design graphics}, volume={63}, number={1}, journal={Engineering Design Graphics Journal}, author={Clark, A.C. and Scales, A.Y.}, year={2000}, pages={24–34} }
 @article{clark_matthews_2000, title={Scientific and Technical Visualization: A new course offering that integrates mathematics, science, and technology}, volume={4}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85016275659&partnerID=MN8TOARS}, number={1}, journal={Journal for Geometry and Graphics}, author={Clark, A.C. and Matthews, B.}, year={2000}, pages={89–98} }
 @inproceedings{clark_scales_1999, title={A barometer for engineering and technical graphics education}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-8644285019&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference Proceedings}, author={Clark, A.C. and Scales, A.Y.}, year={1999}, pages={1–9} }
 @article{clark_haynie_1999, title={A survey of North Carolina graduates in technology education from the years 1989-1999}, volume={4}, number={1}, journal={Technology Education Journal}, author={Clark, A.C. and Haynie, W.J.}, year={1999}, pages={1–14} }
 @article{clark_1999, title={Identification of quality characteristics for technology education programs: A North Carolina case study}, volume={11}, DOI={10.21061/jte.v11i1.a.2}, abstractNote={Since its beginning, technology education has consistently pursued quality outcomes in course offerings. Especially during the past 25 years, the process of establishing standards, or outcomes, has been a major area of focus at both the national and state levels (Dugger, 1988). After interviewing North Carolina State Department of Public Instruction state officials, it was found that North Carolina had not identified indicators of quality that could be used to assess whether technology education programs throughout the state are meeting statewide curriculum goals and objectives. The identification of such quality indicators and the development of a correlated check sheet was the purpose of this study. Program quality has been a concern for practitioners within technology education. However, what constitutes the elements of quality has not been adequately investigated. For example, Henak (1992) declared that quality learning in a technology education program comes from the content, learning process, experiences, and growth opportunities offered to students. The problem of educational quality and its assessment extends to the whole of education. According to the Education Commission of the States (1992), even though there have been many attempts to develop educational standards, new information on assessing the quality of education provided in schools, districts, and states is lacking. The Federal Coordinating Council of Science, Engineering, and Technology (1993) added that an evaluation process is needed in each state to analyze programs so that questions about the quality of a program can be answered. Further, if responsible change efforts are to be made to establish quality in a technology curriculum, they must include a structure for an objective and critical assessment of each program in order to establish benchmarks for the process (Dyrenfurth, Custer, Loepp, Barnes, Iley, & Boyt, 1993). Many states in addition to North Carolina are working towards setting criteria for assessing quality within technology programs. If a state is to grow ____________________________}, number={1}, journal={Journal of Technology Education}, author={Clark, Aaron}, year={1999}, pages={18} }
 @article{wiebe_clark_1998, title={Evolving technical graphics in the high schools: A new curriculum in scientific visualization}, volume={62}, number={2}, journal={Engineering Design Graphics Journal}, author={Wiebe, E. N. and Clark, A. C.}, year={1998}, pages={4–15} }
 @article{clark_wiebe_1998, title={Evolving technology and graphics in secondary education: A new curriculum in scientific visualization for North Carolina}, volume={3}, number={1998}, journal={Technology Education Journal (North Carolina Council of Technology Teacher Educators)}, author={Clark, A. C. and Wiebe, E. N.}, year={1998}, pages={23–48} }
 @inproceedings{clark_wiebe_shown_1996, title={Future directions for graphics: A look at the new technical graphics curriculum in NC high schools}, booktitle={Proceedings of the Engineering Design Graphics Division of the American Society for Engineering Education, Mid-Year Meeting, NC State University, Raleigh, NC}, author={Clark, A. C. and Wiebe, E. N. and Shown, T.}, year={1996} }