Transformational Paradigm for Engineering and Engineering Technology Education Page: 7
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Engineering Technology (ET) & CDIO
According to the Engineering Technology Division of the American Society for Engineering
Education (ASEE), Engineering Technology is defined as follows:
Engineering Technology (ET) is the profession in which knowledge of the applied
mathematical and natural sciences gained by higher education, experience, and
practice is devoted to the application of engineering principles and the
implementation of technological advances for the benefit of humanity. Engineering
Technology education for the professional focuses primarily on analyzing, applying,
implementing and improving existing and emerging technologies and is aimed at
preparing graduates for the practice of engineering that is close to the product
improvement, manufacturing, and engineering operational functions.
By definition then, ET degree plans are designed to have experiential learning as the
educational backbone. The reduction in mathematical and scientific depth is compensated by
a richness of laboratory courses that are almost in one-to-one proportion to lecture courses.
Furthermore, lecture courses tend to emphasize the application of techniques in solving
engineering problems. Table 1 below shows the approximate core lecture/lab breakdown at
the University of Houston, College of Technology's Department of Engineering Technology
illustrating one example of the extent of experiential learning that is typically embedded in
ET programs.
Table 1 Approximate Breakdown of ET Core Lecture/Lab Hours at UH TAC/ABET
accredited B.S. degrees in Computer ET (CET), Electrical Power ET (EPET), and
Mechanical ET (MET).
53 semester
credit hours Lecture Lecture/Lab Lab Capstone
(SCH)
5 SCH (2
24 SCH (8 courses) 20 SCH (5 courses) 4 SCH (4 courses) 5 SCH (2
CET semesters)
(45%) (38%) (8%) (9%)
39 SCH (13 courses) 4 SCH (1 course) 7 SCH (7 courses) 3 SCH (1
EPE T semester)
(74%) (8%) (13%) semester)
(5%)
5 SCH (2
36 SCH (12 courses) 9 SCH (3 courses) 3 SCH (3 courses) 5 SCH (2
MIET semesters)
(68%) (18%) (5%) (9%)
The quality of ET programs can be measured using a variety of metrics on faculty, facilities,
staff, student, and other programmatic support. Professional accreditation certainly confirms
the achievement of a standard according to these metrics. In post-2000, the ABET criteria
further allow the definition of program focus and direction that align with the Institution's.Proceedings of The 2008 IAJC-NAIT-IJME International Conference
ISBN 978-1-60643-3 79-9
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Barbieri, Enrique & Fitzgibbon, William. Transformational Paradigm for Engineering and Engineering Technology Education, paper, November 2008; (https://digital.library.unt.edu/ark:/67531/metadc115194/m1/7/: accessed April 19, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Engineering.