Evaluation Results of an E and ET Education Forum Metadata
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- Main Title Evaluation Results of an E and ET Education Forum
Author: Ramos, MiguelCreator Type: PersonalCreator Info: University of Houston
Author: Chapman, LaurenCreator Type: PersonalCreator Info: Quintiles
Author: Cannady, MacCreator Type: PersonalCreator Info: University of California, Berkeley
Author: Barbieri, EnriqueCreator Type: PersonalCreator Info: University of North Texas
Name: American Society for Engineering EducationPlace of Publication: [Washington, DC]
- Creation: 2011
- Content Description: This article discusses evaluation results of an Engineering (E) and Engineering Technology (ET) education forum at the University of Houston. A central focus to these discussions revolved around whether Engineering and Engineering Technology exist as separate fields or whether there was value in thinking about them as part of a continuum.
- Physical Description: 7 p.
- Keyword: engineering
- Keyword: technology
- Keyword: higher education
- Keyword: degree plans
- Journal: Journal of Engineering Technology, 2011, Washington DC: American Society for Engineering Education
- Publication Title: Journal of Engineering Technology
- Edition: Fall
- Page Start: 54
- Page End: 60
- Peer Reviewed: True
Name: UNT Scholarly WorksCode: UNTSW
Name: UNT College of EngineeringCode: UNTCOE
- Rights Access: public
- Archival Resource Key: ark:/67531/metadc122182
- Academic Department: Engineering Technology
- Display Note: Abstract: Under a two-year Department of Education FIPSE grant, the College of Technology at the University of Houston hosted a two-day forum in spring 2010 to explore a variety of issues related to E and ET education. A central focus to these discussions revolved around whether E and ET exist as separate fields or whether there was value in thinking about them as part of a continuum. The CDIO (conceive-design-implement-operate) model was used as a framework for thinking about these two knowledge areas as facets of an overarching engineering profession, where the majority of E and ET graduates flow to the middle of CDIO and engage in "design-implement" tasks within three to five years after graduation. Several implications of a continuum-based framework for engineering education were debated within the context of two alternative curricular approaches. The first approach envisions a two-year curriculum in which E and ET students enroll in a set of common technical core courses. At the end of the second year, students would make a well-educated decision to become either engineering or engineering technology majors, subsequently completing a BS degree. The second approach mimics the educational models in medicine, nursing, or law. A professional engineering degree would require a prerequisite four-year baccalaureate degree. This approach renders a BS in an ET area (e.g., mechanical engineering technology) a natural choice. This article reports on the results of the forum. A total of 45 forum participants representing E and ET programs from 35 institutions and 23 states expressed a wide range of views. Some did not agree with the premise of the continuum model or that any changes to engineering education were needed. A significant number viewed one or both alternative curricular approaches as intriguing possibilities. However, even among those who regarded the alternatives favorably, many acknowledged that while they personally would support attempts to implement alternatives at their campuses, contextual and institutional factors posed significant obstacles to change. Participants were also given an opportunity to interact with local industry representatives to gain insight into what employers think about some of these topics. Evaluation results from observations and follow-up surveys suggest that, at least in the immediate future, any potential changes are likely to take the form of positive but small incremental changes in general awareness and attitudes regarding the correct placement of engineering technology within the engineering profession, the correct placement of engineering technology graduates in industry, and the opportunities for creating collaborative efforts between the two disciplines resulting in potential institutional savings and an increase in the pipeline of individuals entering the engineering profession. The project continues in its second year, focusing on the design of a true 2 + 2 transfer program from junior colleges to E and ET.