Discusses industry-based industrial arts: components of this base; structure of the base; and organizing industry-based industrial arts programs using processing, management, and model enterprise modules. (CT)

Presents data on the special needs student gathered during a national survey on industrial arts education. Areas include accommodation, enrollment, funding, and laboratories. (CT)

Identifies six "back-to-basics" factors that can have a positive effect on future industrial arts education program development: the instructor, students, objectives, content, methods and techniques, and evaluation. (CT)

Cites reasons why industrial arts education should be more prominent in school programs. Discusses concepts considered important in planning curricula. Also examines ways in which industrial arts develops competence, invites human contact, encourages cooperative planning, and takes into account a person's learning styles and styles of involvement.…

Identifies universal themes from different definitions of industrial arts that have evolved to assess the amount of progress or stagnation that has taken place in the past 10 to 15 years. (CT)

Contains a short summary of four ideas related to a discussion of the future of industrial arts education: (1) what industrial arts is, (2) what the rationale for change is, (3) what necessary conditions for change are, and (4) what industrial arts could be. (CT)

Outlines the structural elements useful for systematic construction of an industrial arts curriculum. Steps include (1) curriculum foundations (definition, rationale, goals); (2) curriculum content (scope, sequence, specifications); and (3) curriculum evaluation. (SK)

Three curriculum experts give their opinions concerning industrial arts curriculum, the future direction of industrial arts, purposes of industrial arts, teacher preparation, and suggestions for members of the profession for keeping up with changes in the field. (CT)

A microcomputer for use in industrial education programs is described. The system has wide application and does not require programing skills. Graduate students may purchase disks formatted to do word processing and statistics then proceed to do the thesis or dissertation final copy at the keyboard of the terminal. (CT)

Argues for a major renovation in teaching about science, technology, and industry in the 1980s. This can be done through (1) a campaign to persuade others about the increased importance of training in industrial technology, and (2) renewed drive within the industrial arts ranks. (CT)

This article is an edited excerpt of the author's presentation at the Technology Education Symposium IV, Illinois State University. Technology education the author believes, has expended too much effort and energy on direction and not enough effort and energy on purpose; that is, on a meaningful purpose for change. (SSH)

The author argues that jobs in the future will depend less on manual skill and more on perceptual aptitude, formal knowledge, and precision. Industrial arts classes must include robotics in their curriculum if they intend to reflect accurately American industry. (Author/SSH)

The principal objective of this research was to obtain information to make a comparison of the rank order placement of statements of purpose for industrial arts, as determined by the department chairpersons of the colleges/universities throughout the United States whose graduates are certified to teach industrial arts, with the results of the…

Presents a future-oriented curriculum approach for industrial technology programs. Major global issues provide the basic structure for curriculum development. These issues include energy management, resource management, technological advancement, and international relations. Rationales for industrial technology are discussed and a curriculum…

The most effective teachers of teachers should be those who have had recent public school experience and training in the most modern methods. Methods courses should be devoted solely to methods, but "real world" problems should also be part of preservice preparation. (SK)