San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.138.1 - 25.138.11
Advising Engineering Students to the Best Program for Them: Perspective, Approaches and ToolsAbstractOur present era is characterized by an almost an infinite number of choices, ranging from icecream flavors to vehicles. The situation is no different for those pursuing careers in engineeringprograms, such as classical engineering, multidisciplinary engineering and 4-year, engineeringtechnology programs.Many departments try to fit the incoming student into their particular mold. They assume that if astudent is at their doorstep, their department or program can provide the best educationalenvironment for the student. Many times this works well, but often the student in placed in asuboptimal environment because the student’s unique characteristics and aspirations are nottaken into consideration in creating the best possible educational program-student match. Inreality, we all have an ethical obligation to recommend to the student the program which is bestfor them.This paper has two goals: a) To provide some guidelines to help a prospective student choose a degree program that matches his/her interests, academic skills and immediate and long-term career plans. b) Presents a graphical representation of the various engineering programs that can be used as a vehicle for comparing their pedagogical approaches favored in these educational programs. This diagram can be useful for educators in comparing the differences and similarities between programs. It can also be used as in vehicle for presenting to the prospective student the differences and similarities among the programs that they are considering.The proposed graphical device shows simultaneously the distribution of practical ability (skill)and theoretical knowledge of a particular program on the y-axis, versus the multiplicity ofsubject covered in the program on the x-axis. Even though there is a connection between skilland knowledge, this connection is not guaranteed. For instance, one might know how muchsugar to put in my tea (skill) but at the same time have no idea of how sugar is produced(theoretical knowledge). Also, one might know how to describe the chemical reaction thatarrests material degradation in a galvanized metal (theoretical knowledge) but have never seen apart being galvanized.This graphical representation is hoped to facilitate communication among practitioners andeducators in the field, and also helps students find the ideal educational path that will fulfill theirprofessional goals.
Macia, N. F., & Nowlin, R. W. (2012, June), Advising Engineering Students to the Best Program: Perspective, Approaches, and Tools Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/20898
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