scholarly journals Engineering Technology Education in the United States: Findings and Recommendations from an NAE Study

2018 ◽  
Author(s):  
Greg Pearson ◽  
Daniel Kuehn ◽  
Walter Buchanan ◽  
Jeffrey Ray ◽  
Melvin Roberts
Keyword(s):  
United States ◽  
Technology Education ◽  
The United States ◽  
Engineering Technology

Future of Engineering Technology Education

2002 ◽  
Author(s):  
Kenneth E. Rennels
Keyword(s):  
United States ◽  
Technology Education ◽  
State Government ◽  
Rapid Evolution ◽  
The United States ◽  
Educational Process ◽  
Engineering Technology ◽  
The Future ◽  
Technology Programs ◽  
The University

Engineering technology education in the United States can trace its history back to the Wickenden and Spahr study of 1931, which identified the place of engineering technology education in the technical spectrum [1]. By 1945, the Engineering Council for Professional Development developed the first accreditation procedures for two-year engineering technology programs and by 1946, the first program was accredited. On this timeline the Purdue University engineering technology programs at Indianapolis can trace their history back to 1946 [2]. Over the last 70 years, engineering technology education in the United States has distinguished itself by a history of evolution, development and continuous improvement. Engineering technology education faces significant challenges during the next several years. These challenges are driven by the rapid evolution of computer technology and changing expectations of the educational process by the stakeholders. Stakeholders include not only students and faculty but also various groups in both the public and private sectors including industry, professional organizations, funding agencies, state government and the university system. Two specific challenges facing engineering technology educators are ‘basic faculty credentials’ and changing expectations for ‘creative activities’. These two challenges can be delineated by the following questions: • Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? • Will applied research or pedagogical research be ‘good enough’ for tenure? This paper addresses these two issues using a study of current engineering technology faculty hiring practices as a basis. Ultimately, critical future discussions must occur as engineering technology education continues to evolve and move into the future.

scholarly journals Project-based Approach to Engineering Technology Education

2019 ◽  
Vol 25 (25) ◽  
pp. 56-59 ◽  
Author(s):  
Michalene Grebski ◽  
Wes Grebski
Keyword(s):  
United States ◽  
Engineering Education ◽  
Technology Education ◽  
Historical Perspective ◽  
The United States ◽  
Engineering Technology ◽  
Practical Guidelines ◽  
History Of ◽  
Similarities And Differences ◽  
History Of Engineering

Abstract The paper contains an overview of the history of engineering education in the United States. It also explains the differences between engineering and engineering technology from an historical perspective. The similarities and differences between those two programs are also being addressed. The article also explains the concept of the project-driven approach in teaching engineering technology courses. The procedure to secure and administer funding for the projects is also addressed. The paper also includes some practical guidelines for implementing a project-based approach.

Women and STEM

2014 ◽  
pp. 703-713
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
United States ◽  
Technology Education ◽  
21St Century ◽  
The United States ◽  
Communications Technology ◽  
Biological Functions ◽  
Science Technology ◽  
Gender Based ◽  
And Mathematics ◽  
Great Odds

While battling great odds in terms of discrimination and bias, women within the United States have made valuable contributions to the workforce. Now that the second decade of the 21st century is upon us, women have come into all facets of the workforce, finding a niche in Internet Communications Technology (ICT) as well as within Science, Technology, Engineering, and Mathematics (STEM), which should allow women more of an opportunity to pursue occupations. However, it seems that women are lagging in this part of the workforce within the constructs of science, technology, education, and mathematics also known as STEM. This glass ceiling, or gender barrier, may make matters worse in terms of reporting these kinds of women's issues because these reports are often written by men. In addition, the ideas and perceptions of masculinity and femininity have been scrutinized and analyzed in this chapter, and it is not difficult to realize the differences in gender based on biological functions.

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