Evaluation Results of an E and ET Education Forum Page: 59
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When asked whether they had taken any actions re-
garding any of the issues and ideas discussed in the fo-
rum, a majority of respondents (11/14) answered yes.
One person stated that "It]he forum increased my de-
sire to enhance my scholarship of engineering teaching
and assessment, to improve the engineering courses
that I teach (and perhaps influence other colleagues to
do the same)," while another suggested "the primary
overall benefit was the encouragement to look to how
to be more effective in our combined work."
Although the forum evaluation found minimal im-
pact in terms of concrete activity that supported the
proposed models, the long-term value may be the op-
portunity it presented for faculty in engineering, en-
gineering technology, and industry representatives to
exchange ideas and reflect on education issues in their
In light of the evaluation findings, the forum orga-
nizers have concluded that widespread adoption and
support of either of the proposed curriculum models is
unlikely at this time. As a result, the project has shifted
its focus to enhancing the educational pipeline from
community colleges to a four-year university. Today,
two-year programs in engineering technology are al-
most exclusively the province of community colleges.
These programs typically focus on local industry needs,
have a local funding base, and are frequently updated
as a result of industry needs. They also have the dual
mandate of preparing technicians for immediate en-
try to the workforce as well as preparing individuals
for forward articulation into baccalaureate programs
in technology and engineering. However, the current
model for articulation in our region places students at a
disadvantage when trying to make the leap from a two-
year to a four-year institution.
It is the intent of the project organizers to hold a
regional forum gathering leaders from area community
colleges to explore ways of creating a concrete path to a
BS in Engineering Technology. One potential idea is to
develop a formal associate's degree in ET, which would
be designed to seamlessly dovetail with the require-
ments of the BS using a 2 + 2 approach. Interestingly,
one forum participant mentioned this type of scenario
in the follow-up survey as a reason his institution could
not support the two-year common curriculum model
for engineering and engineering technology; the start-
ing point for the two degrees was just too different. In
this case, an issue raised by the discussion of the mod-
els foreshadowed the change in focus for the project.
Further evaluation will determine the long-term impact
of this change.
Barbieri, E., and W. Fitzgibbon. 2008. "Transforma-
tional Paradigm for Engineering and Engineering
Technology Education. Proceedings of the 2008
LAJC-NAIT-JME International Conference, Session
ENG107, Nashville, Tennessee, November 17-19,
Barbieri, E., R. Pascali, M. Ramos, and W. Fitzgibbon.
2009. "A 2-Year Common Template for Mechanical
Engineering and Mechanical Engineering Technol-
ogy." Proceedings of the ASEE Annual Conference
and Exposition, Session 3266, Austin, Texas, June
Barbieri, E., W. Shireen, F. Attarzadeh, M. Ramos, and
W. Fitzgibbon. 2009. "A 2-Year Common Template
for Electrical/Computer Engineering and Electrical/
Computer Engineering Technology." Proceedings
of the ASEE Annual Conference and Exposition,
Session 1332, Austin, Texas, June 14-17, 2009.
Barbieri, E., W. Shireen, F. Attarzadeh, R. Pascali, M. Ra-
mos, and W. Fitzgibbon. 2009. "CDIO-Based 2-Year
Common Templates for ECE/ECET and for ME/
MET." Proceedings of the ASEE Annual Confer-
ence and Exposition, Session 2648, Austin, Texas,
June 14-17, 2009.
Barbieri, B., F. Attarzadeh, R. Pascali, W. Shireen, and
W. Fitzgibbon. 2010. "On B.S.E and B.S.ET for the
Engineering Profession." Journal of Engineering
Technology 27 (1): 42-46.
Miguel Angel Ramos
Miguel Angel Ramos received his Ph.D. in Educa-
tional Research, Measurement, and Evaluation from
Boston College in 2004. Prior to joining the Univer-
sity of Houston, Dr. Ramos worked as an education
researcher for the Southwest Educational Develop-
ment Laboratory evaluating the effectiveness of re-
form models designed to improve student academic
performance by enhancing systemic coordination. He
was also program evaluator for Boston Connects (now
City Connects), a school-community-university part-
nership designed to address non-academic barriers to
school success. Dr. Ramos currently serves as assistant
dean for assessment and accreditation for the College
of Technology at the University of Houston, where his
primary focus has been the practical application of as-
sessment and evaluation strategies to enhance educa-
tional quality at the program and institutional level
He also teaches program evaluation in the College of
Education and is a member of the Evaluation Commit-
tee for the Children's Museum of Houston.
Journal of Engineering Technology * Fall 2011 59
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Ramos, Miguel; Chapman, Lauren; Cannady, Mac & Barbieri, Enrique. Evaluation Results of an E and ET Education Forum, article, 2011; [Washington, DC]. (digital.library.unt.edu/ark:/67531/metadc122182/m1/6/: accessed October 18, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Engineering.