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Automotive Engineering Technology: A Counter Intuitive Path To Greater Engineering Technology Enrollment

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2008 Annual Conference & Exposition


Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008



Conference Session

Reaching Students: Innovations to Curriculum in ET

Tagged Division

Engineering Technology

Page Count


Page Numbers

13.244.1 - 13.244.8



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Paper Authors


Sangram Redkar Arizona State University

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Sangram Redkar, Assistant Professor, joined Arizona State University and the Mechanical and Manufacturing Engineering Technology Department in August of 2007. Dr. Redkar's research interests include inertial measurement, MEMS dynamics and control and nonlinear dynamics. He worked in industry for four years in US and India. He earned his Ph.D. in Mechanical Engineering from Auburn.

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Scott Danielson Arizona State University


Bradley Rogers Arizona State University

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Brad Rogers is an Associate Professor in the Department of Mechanical and Manufacturing Engineering Technology at the Polytechnic campus of Arizona State University. He received a Ph.D. in Mechanical Engineering from Arizona State University in 1992, and Bachelor and Master of Science Degrees in Mechanical Engineering from Montana State University in 1979 and 1980 respectively. Dr. Rogers has primary expertise in the fields of fluid mechanics and hydrodynamic stability, heat transfer, magnetohydrodynamics, traditional and alternative energy conversion systems, and applied mathematics. Presently, Dr. Rogers is involved with the development of curricula at the Polytechnic campus, including the new Automotive concentration within the Mechanical and Manufacturing Engineering Technology department.

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Trian Georgeou Arizona State University

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Trian Georgeou graduated from Arizona State University (ASU) in 2003 with a Bachelor of Science in Manufacturing Engineering Technology. He worked in industry as a Mechanical Engineer while attending graduate school, earning his Master of Science in Technology, concentration of Mechanical Engineering Technology in 2006. While in graduate school, Trian also taught as an adjunct faculty member in Chandler Gilbert Community College’s Automated Manufacturing Systems program. Trian worked in the aftermarket automotive industry as an engineering and design consultant for two major companies. Currently, he is a Lecturer in the ASU Mechanical and Manufacturing Engineering Technology Department while remaining active in the aftermarket automotive industry.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Automotive Engineering Technology: A Counter-Intuitive Path to Greater Engineering Technology Enrollment


At Arizona State University, the Mechanical and Manufacturing Engineering Technology Department has implemented an automotive concentration within its Mechanical Engineering Technology program. This concentration, consisting of 18 credits, was added in part due to continued student interest, both among prospective students and those already enrolled in the program.

The paper briefly describes the path of the program’s conception and development. Benchmarks such as the initial curriculum design by the faculty, the dramatic overhaul of the curriculum based on the comments of the then President of the Society of Automotive Engineers (SAE) and related design process involving industry representatives are discussed. The current state of the courses and overall curriculum structure is discussed.

Of importance to engineering technology educators is the impact of this concentration on the enrollment within the Mechanical and Manufacturing Engineering Technology (MMET) Department. In spite of gloomy national news about the automotive industry and Arizona State University’s geographical remoteness from the Michigan and upper Midwest heart of the US- based automotive industry, the automotive concentration has experienced explosive enrollment growth (of both in-state and non-resident students). These data are shared in the paper.


Automotive technology refers to all aspects of vehicles, including, but not limited to, design, analysis of automotive power-plants and power-trains, vehicle dynamics, automotive electronics and electrical systems, human comfort and system integration1. A classical automotive engineering curriculum has an analytical bias and sometimes lacks exposure to important practical aspects. A strong automotive engineering technology curriculum not only deals with the analytical and mathematical concepts that are the backbone of any engineering program but also the ‘hands-on’ practical engineering that gives students confidence in solving typical engineering problems. A close association with industry is important for a successful program. Current automotive technology is very complex. A typical vehicle power-train, traditionally comprised primarily of an engine and transmission, now includes an increasingly complex array of electronic components such as microprocessors, digital signal processors, miniaturized accelerometers, relays, and solenoids. It is important that students are exposed to the fundamental subsystems that make up today’s automobile. A new engineer entering the automotive industry must relate well to current technology and be able to adapt to future trends2. The practice of automotive engineering today is interdisciplinary, and requires team members with expertise in mechanical, electrical, electronics, computer science, industrial design and systems engineering, all working toward a common goal3. Thus, to meet the evolving needs of

Redkar, S., & Danielson, S., & Rogers, B., & Georgeou, T. (2008, June), Automotive Engineering Technology: A Counter Intuitive Path To Greater Engineering Technology Enrollment Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4241

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