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Benefits From Offerings To Nonengineering Or Et Majors

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Collection

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Engineering and Other Disciplines

Tagged Division

Multidisciplinary Engineering

Page Count

7

Page Numbers

14.274.1 - 14.274.7

Permanent URL

https://peer.asee.org/5827

Download Count

13

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Paper Authors

author page

John Weese Texas A&M University

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

Benefits from Offerings to Non-Engineering or ET Majors: Integrating Colleges of Engineering into Their Institutions

Abstract

Colleges of engineering are very strong academic/research organizations but they usually offer courses only for their own majors. The sciences and mathematics typically offer extensive courses for non-majors. Often, these are required courses for the non-majors and the aggregate of the non-major courses may exceed those offered for their own undergraduates. The practice of colleges of engineering not to offer courses for non-engineers isolates engineering and deprives engineering colleges from allies in other colleges, cuts them off from sources of students in the very groups engineering would like to entice, and misses the opportunity to educate other majors about the contributions engineering has made and will make to society. Instances of engineering college courses offered for non-majors are discussed and the characteristics and topics for additional courses are presented.

Introduction and Motivation

In our country, where technology make access to information, data, statistics, and even opinions readily available, our citizens need to know a great deal more about engineering and technology so they can make intelligent decisions. These circumstances crop up everywhere and they are inherently highly multidisciplinary in nature. Colleges of engineering and/or engineering technology, herein after called E/ET colleges, are well-suited for the challenge to educate people about technical issues but, unfortunately, E/ET colleges often offer courses only for their own majors. This exclusivity precludes the access to very beneficial knowledge by individuals in other majors and it also isolates E/ET colleges from the other colleges within their own institutions. As a result, E/ET colleges need to take the initiative to introduce non-majors to the principles of engineering and technology by developing appropriate courses

The construct of these potential courses is very important to bridge this gap. They must contain sound technical principles, be objective and realistic, treat inherently interesting and timely topics, instill a recognition of the quantitative nature of technology, contain good case studies, provide hand-on experience if possible, and, most importantly, be well taught. Names for these courses are important and in this paper, they’re called Engineering Insights or EI course for short. An example course might be EI 101: Electric Energy Generation and Distribution.

From the exposure they receive through taking EI courses, graduates of liberal arts, business, education and similar programs will better understand what will be involved to improve infrastructure systems and they will be more likely to appreciate the time and investments that are required. They will become skeptical of quick fixes, be able to spot unsound proposals, and will realize the importance of seeking well-founded advice on technical matters. Upon taking EI courses some students may find the E/ET fields so interesting that they switch to these curricula,

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015