Systematic Review of Engineering Technology Education Literature

Few engineering technology education research publications exist; those that do are often viewed through the lens of the engineering education researcher. More specifically, engineering technology education is examined in the same manner as engineering education. The lack of rigorous research focusing on the education of engineering technology students may be the result of diverse engineering technology programs, and smaller research populations as compared to engineering and other STEM fields. Educators in engineering technology programs are challenged by this lack of discipline-specific rigorous research. The lack of engineering technology education research may be attributed to smaller numbers of engineering technology students vs. the larger numbers found in engineering. Regularly researchers include engineering technology students by broadly applying research findings from engineering and at times other STEM disciplines. A cursory review of existing engineering technology education research revealed that existing material is fragmented, most often focusing on course work and discipline-specific methodologies. Reviewing work in this area will provide engineering technology education researchers a source of existing research. This work will offer engineering technology academe a better understanding of authentic engineering technology education research, supporting work in and out of the engineering technology classroom. Following the example set by researchers performing systematic reviews in other fields, the authors intend to perform a high-level systemic review of engineering technology education research literature. Ultimately this work will provide a better understanding of engineering technology education research, providing a clear access to deep conceptual knowledge, understanding of research methodologies used in previous engineering technology education research, concise review to support epistemology of engineering technology, informing of engineering technology practice, and supporting new directions in engineering technology education research. The presentation of this work at the conference using a higher level of initial review is intended to encourage discussion of known literature, and to further the engineering technology education community’s understanding of the more obscure or little-known research in this area. Future work, including input gathered at the conference, is expected to contribute to an in-depth systematic review of engineering technology research literature, which is expected to encourage the expansion of rigorous engineering technology research

High School Engineering/Technology Education Course Impact on Georgia Standardized Achievement Scores

This research explores whether a student completing a two course sequence in engineering/technology education is more successful on the Georgia High School Graduation Test (GHSGT) assessments in mathematics, science, social studies, and English/language arts. The findings provide additional insight into whether the current focus on STEM subjects (science, technology, engineering, and mathematics) could also improve student achievement in core academic areas. Student data were provided through the Georgia Department of Education database, from all public high schools in Georgia where engineering/technology education courses are taught. The school sizes ranged from the largest schools in the state (student population greater than 3000) to schools with less than 300 students in grades 9-12. The studied populations consisted of those students who had completed two courses in engineering/technology education, and those students who had taken no career, technical, agricultural education (CTAE) courses during their high school years before taking the GHSGT. A quasi-experimental, post-test only design method was selected as the optimum approach for data analysis, as the two populations could not be randomly assigned and only the pre-existing results of the Georgia High School Graduation Tests (GHSGT) were utilized for data. The GHSGT data for all 2012 graduating classes in the four testing areas, English, mathematics, science, and social studies, were the dependent variables while participation or non-participation in engineering/technology education classes were the independent variables. Multiple paired t-tests demonstrated a significant difference between students completing a two-course sequence in engineering/technology education and GHSGT scores in English, science, and social studies. Although a difference was indicated in mathematics, it was not statistically significant

Information Literacy in Engineering Technology Education: A Case Study

Information literacy is a vital component of engineering and engineering technology programs, as evidenced by its alignment with the engineering design process, and as required by ABET, the body that accredits all engineering and many engineering technology undergraduate programs. However, information literacy in engineering technology and applied engineering curricula is understudied when compared with information literacy in engineering programs. This paper describes a case study of information literacy integration into an undergraduate mechanical engineering technology design course, with a focus on patent information and patent searching. Online pre- and post-assessment data for four semesters were analyzed, showing improvements in student self-reported confidence and content knowledge of patents searching, post intervention. This approach shows promise in improving student outcomes, as well as providing an opportunity for collaboration between libraries and engineering technology faculty. Suggestions for refining further iterations of this project are included

From STEM to STEAM: strategies for enhancing engineering & technology education

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators

UD Professor Honored as Pioneer in Engineering Technology

News release announces that James L. McGraw has been named one of 12 pioneers in engineering technology education by the American Society for Engineering Education

Some Comments on the Crisis in Engineering and Engineering Technology Education

The maintenance of a high-quality technological base in the United States is dependent upon adequately funded engineering programs in American colleges and universities. At the current time, many American engineering educators feel that their academic programs are in a state of crisis with respect to adequacy of resources. A number of foundations associated with large American companies (Exxon, IBM, Amoco, and others) have provided funds designed to aid engineering education. Funded programs at the national level have been proposed in Congress. At the present time, the current level of funding is still inadequate. It will take a national technological crisis to improve this situation

Some Comments on the Crisis in Engineering and Engineering Technology Education

The maintenance of a high-quality technological base in the United States is dependent upon adequately funded engineering programs in American colleges and universities. At the current time, many American engineering educators feel that their academic programs are in a state of crisis with respect to adequacy of resources. A number of foundations associated with large American companies (Exxon, IBM, Amoco, and others) have provided funds designed to aid engineering education. Funded programs at the national level have been proposed in Congress. At the present time, the current level of funding is still inadequate. It will take a national technological crisis to improve this situation

Summer Industrial Projects Program (SiPP) Drives Engineering Technology Student Retention

Engineering Technology education is experiential learning. It serves the hands-on engineering profession that combines knowledge of mathematics and science with the practical application of technology. Typical Engineering Technology (ET) programs prepare graduates to implement technology; evidenced by the nearly 60% of classes that include laboratory content. These laboratory exercises are constructed to simulate manufacturing process and product design problems. While labs are critical to gaining technology experience, they are not engineering projects. The first comprehensive engineering project a student attempts is the program’s capstone course; the Senior Design. The under-served component of Engineering Technology education is engineering projects. This paper describes a three-year NSF-funded summer program designed to improve student retention in Engineering Technology by exposing students to an industrial setting to gain practical engineering experience. Sophomore and Junior-level students were organized into teams and assigned to small or medium-sized manufacturing firms close to the university. Each team conceived and/or implemented a two-month manufacturing project that solved a design or process problem

Implications of Philosophy for Engineering and Engineering Technology Bachelors Programs

This paper raises the question: What is philosophy and then, after describing its branches and school, it extends the definitions to implications for the practice of engineering and engineering technology education. It folds the definitions against the work of engineering faculty. The latter was described as including curriculum development, teaching, mentoring/advising, research/scholarship, and engagement. Sample codes of ethics are shared for engineering technology students and professionals