June 23, 2013
June 23, 2013
June 26, 2013
Liberal Education/Engineering & Society
23.238.1 - 23.238.10
Bachelor of Science in Engineering Education: Differentiating from Traditional Education and Engineering Disciplines is in its second year of an innovative and unique Bachelor of Science degree with amajor in Engineering Education. This program will provide graduates with a foundation inengineering, mathematics, and education, qualifying the graduate for licensure as a secondarymath teacher in the state of Ohio. The degree is similar to a General Engineering degree,expanding potential career opportunities. Further opportunities are among venues such as scienceand technology museums. This degree program offers the introduction of teachers into middleand high school environments with an inherent appreciation of engineering, producing graduateswho are capable of truly integrating math, science, engineering analysis, and design into theclassroom.The objectives of establishing this degree program include those that are directed toward ourstudents as well as the profession: Assure graduates of a truly integrated education equipping them for success as engineers and/or educators, Work toward changing the K-12 paradigm: effectively introduce engineering into K-12 by influencing the teaching profession.One of the difficulties of establishing and completing a truly interdisciplinary engineering degreeis addressing requirements from programs, departments and colleges different than typicallyfound in engineering. For example, graduates must complete not only an engineering capstoneproject, but meet state requirements for student teaching. Challenges include incorporatingeffective classroom experiences, curriculum development and extracurricular opportunitiesavailable as students in an education program with more typical requirements from engineeringdisciplines such as required laboratories and opportunities for undergraduate research. Seekingaccreditation for the program from the National Council for Accreditation of Teacher Education(NCATE) as well as ABET affords additional challenge.This paper will describe the unique challenges of establishing this interdisciplinary andinnovative program, including issues related to accreditation of the program from twoperspectives: education and engineering. Further, the paper will present issues and opportunitiesfrom the perspective of students from the initial cohort, who have had an exceptional number andbreadth of opportunities as the first students in the program.
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