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Designing Coursework and Culture: Toward a Bachelor’s Degree in Engineering Technology

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2020 ASEE Virtual Annual Conference Content Access


Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

ET Curriculum and Programs I

Tagged Division

Engineering Technology

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Kathryn Kelley Ohio State University Orcid 16x16

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Kathryn Kelley serves as executive director of OMI; she has more than 20 years' experience in program leadership and strategic communications at industry-oriented higher education, economic development and statewide technology organizations. She collaborates with state and national partners to develop regional and national public policy to support manufacturing innovation, advocate for small- and medium-sized manufacturing needs within the supply chains and remove barriers between academia and industry.

Activities include:
• Managed Ohio Development Services Agency Ohio MEP funded program on “Manufacturing 5.0” to develop a framework and set of tools to guide MEP staff assisting small- and medium-sized manufacturing firms in their journey toward digital integration.
• Completed ODSA-funded project on Ohio Advanced Manufacturing Technical Resource Network roadmaps organized by manufacturing processes to determine manufacturing needs and technical solutions for machining, molding, joining/forming, additive manufacturing.
• Served as lead coordinator of a Bachelor of Science in Engineering Technology degree program at The Ohio State University focused on curriculum development and approval, securing industry support and promoting program to internal/external audiences.
• Collaborated with the Ohio Manufacturers' Association, Ohio TechNet, and others to develop a framework and implementation of regional industry sector workforce partnerships and a statewide image campaign, Making Ohio, to spur manufacturing job growth
• Administrated Ohio Department of Higher Education (ODHE) Ohio Means Internships & Co-ops program for the Central Ohio region, including area community colleges, to increase advanced manufacturing experiential learning
• Served as Ohio principal investigator on a $2.24M US Department of Defense Office of Economic Adjustment Defense Manufacturing Assistance Program and $300K Defense Cybersecurity Assurance Program

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Aimee T. Ulstad Ohio State University Orcid 16x16

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Aimee Ulstad, P.E is an Associate Professor (Clinical) in the Integrated Systems Engineering Department at The Ohio State University. Prior to joining the faculty at OSU, Aimee was an industry professional in various engineering roles for over 30 years. Aimee received her degrees in Mechanical Engineering and Masters in Business Administration from Ohio State. She began her career as a packaging equipment engineer at Procter and Gamble, then moved to Anheuser-Busch where she worked for over 27 years. She worked as project manager, engineering manager, utility manager, maintenance manager, and finally as the Resident Engineer managing all technical areas of the facility. During her tenure, the brewery saw dramatic increases in productivity improvement, increased use of automation systems, and significant cost reductions in all areas including utilities where they received the internal award for having the best utility usage reduction for 2014. Since joining Ohio State, Aimee has joined the American Society of Engineering Educators and has served in all leadership capacities in the Engineering Economy division (treasurer, program chair, division chair, and past chair). Aimee is also part of a core group of Ohio State faculty working on a BSET degree at the Regional Campuses and is passionate about teaching engineering using application and wicked problem methodologies.

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A large Midwestern University has developed a curriculum for a BSET program that will launch with first year classes in autumn 2020. During the summer of 2019 the program steering committee set out to develop a best-in-class program that met the needs of students, industry, and faculty. A faculty team was identified that would collaborate with industry, student advisors, community college partners and internal/external advisers to develop the first two years’ coursework for the program. A major priority of the team was to ensure that the engineering technology, as well as the basic math and physics, courses, were integrated and aligned with industry needs.


The purpose of this paper is to communicate to others in the engineering technology community regarding novel practices in course development.


The implementation method will be discussed in more detail including the pros/cons and challenges of the following approaches: • Aligning ABET and program-specific goals with overall degree program goals and outcomes • Identifying faculty from different campus locations to create a cohort to design a program approved by the central campus organization that will also be delivered based on region needs • Building an understanding of industry expectations through tours of manufacturing sites and feedback from site engineers • Creating a task structure and expectations for completion of work by faculty • Developing a routine for review of course work, collaboration among faculty groups • Gathering expertise from BSET faculty from two- and four-year institutions that benefits program development • Integrating undergraduate and graduate students in an advisory role on teaching practices and outcomes • Providing faculty with direction and support from course development experts • Transitioning team focus from course development to implementation

Kelley, K., & Ulstad, A. T. (2020, June), Designing Coursework and Culture: Toward a Bachelor’s Degree in Engineering Technology Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34406

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