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Engineering and Technology Education Fields: Providing Synthesis and Knowledge through Historical Perspectives

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Defining and Refining Technological and Engineering Literacy

Tagged Division

Technological and Engineering Literacy/Philosophy of Engineering

Page Count


Page Numbers

23.500.1 - 23.500.8



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Paper Authors


Presentacion Rivera-Reyes Utah State University - Engineering Education

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Presentacion Rivera-Reyes is currently a graduate teaching assistant and a PhD student in the Engineering Education Department at Utah State University. He formerly held a position as Professor of Telecommunication Engineering at Technological University of Honduras. He received his B.S. in Electrical Engineering from the National Autonomous University of Honduras. He has experience in the telecommunication industry where he worked training engineers and technicians in high-speed transmission system for backbone networks.

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Oenardi Lawanto Utah State University

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Oenardi Lawanto is an assistant professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa State University, his M.S.E.E. from the University of Dayton, and his Ph.D. from the University of Illinois at Urbana-Champaign. Before coming to Utah State, Dr. Lawanto taught and held several administrative positions at one large private university in Indonesia. In his years of teaching experiences in the area of electrical engineering, he has gained new perspectives on teaching and learning. He has developed and delivered numerous workshops on student-centered learning and online-learning-related topics during his service in Indonesia. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.

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Raymond Edward Boyles Technology and Engineering Education

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Raymond Edward Boyles has an associate’s in specialized, avionics, May 1992, from Pittsburgh Institute
of Aeronautics, and a B.S., information technology, May 2008, and M.S., technology education, Aug.
2009, from California University of PA. Most Relevant Papers: Santoso, H., Boyles, R., Lawanto, O. &
Goodridge, W. (2011). A Preliminary Study of Conducting Semi-Structured Interview as Metacognitive
Assessment in Engineering Design: Issues and Challenges. American Society for Engineering Education.
Presentations, five most relevant: TeleRobotics: The Internet, a Physical Sensor 73rd Annual Conference
Program, ITEEA 2011. Dr. Kallis, J., Boyles, R. Implementation of Microgravity Experiments
in the Classroom 73rd Annual Conference Program, ITEEA 2011 Teaching STEM Concepts with Agile
Robotics. Dr. Kallis, J., Boyles, R. 73rd Annual Conference Program, ITEEA 2009. Tremaux’s Algorithm
with Recursion 73rd Annual Conference Program, ITEEA 2009. ”Normalcy” 2008 Intercollegiate
Art Show, Best of Show, California University of PA, April 3rd, 2008. ”Die Verfeinerung von Sustainability”
Create the Future Design Contest, NASA Tech Briefs and SolidWorks, Oct. 14, 2008. ”Teaching
by strong interest through analogous Java Software,” 56th Annual TEAP Conference. Harrisburg, Penn.,
Nov. 6-7, 2008. ”G.S.Ohm: Electrical Innovation in Industry.” Poster presentation at National Collegiate
Honors Council Conference, Philadelphia, Penn., Nov. 17, 2006. ”Societas crescit: Invention and Innovation
through Team Teaching.” Panel presentation at National Collegiate Honors Council Conference,
Philadelphia, Penn., Nov. 16, 2006. Major Collaborators: Prof. John R. Kallis (California University of
Pa.) Graduate Advisor: Prof. Gary Stewardson (Utah State University). Military: U.S. Army, Fort Carson,
Colo. Unit Administrative Specialist (Dec. 1998-April 1999), duties: Created and maintained databases
for 231 soldiers; responsible for processing all information on incoming and outgoing personnel databases
implementation saved 18% manpower. Nuclear Chemical Biological Specialist (Jan. 1998-Dec. 1998),
duties: Maintained, overhauled and calibrated all chemical equipment; trained soldiers in how to React
in certain NBC situations. Fire Control Repairer, duties: Served as a shop foreman; supervised eight
personnel which were responsible for repairing electronic fire control equipment; repaired all electronic
equipment on the M!A! and Bradley tanks; and maintained records of cost and requisitioned funding from
battalion. Saved 65% in cost by performing office computer repairs. Military Achievements: Two Army
Achievement medals, Army Good Conduct Medal, National Defense Service Medal, Army Lapel Button,
Army Service Ribbon, Expert Marksmanship Qualification Badge with Grenade Bar, and Marksman
Marksmanship Qualification Badge with Rifle Bar. Work Experience: Utah State University, Jan. 2010
to present, instructor for ETE 1020 energy, power, transportation systems control technology exploration
of the concepts and processes relating to the control and automation (both hard and programmable) of
technical systems in the areas of energy and power, transportation, and agricultural and related biotechnologies.
California University of PA, Jan. 2008 to May 2009, Teaching Assistant. Assisted the professor
in class preparation, lesson plans, and distribution of materials Also gain teaching experience by lecturing
the class section which deals with programming robots. Managed a laboratory, which allowed students
to complete experiments. AT&T Broadband, Pittsburgh Penn., May 2000 to Dec. 2002, Head end Technician,
responsible for all aspects of high speed data, telephony and cable operations, hybrid fiber to
coax transmissions, programming in Visual Basic, C++, Java scripting, and M.S. Office. Experience with
systems such as Cheetah, Path Tracks, and Cornerstone. Access Bandwidth Technician, responsible for
implementing and maintaining telephony network systems for the Pittsburgh and surrounding areas. Data
basing and systems programmer for repairs on nodal analysis and problem solving, Heilig-Meyers Furniture
Company, Richmond, Va., Aug.1994-Nov. 1994, Network/Telephone/Alarm System Installer, traveled
throughout the United States to install computer networks, telephone and alarm systems, which also
included maintenance and repair. Guardian Glass Corporation, Floreffe, Penn., Electrical Maintenance
Technician, Nov. 1993-June 1994, installed PLC systems (Allen-Bradley); repaired and maintained laser
systems, photo helix, pyrometers, and integrated control systems for network operations. WLTJ-WRRK
radio station, installed and calibrated all transmission equipment for this radio station.

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Bridging Engineering and Technology Education fields: Providing Synthesis and Knowledge through Historical Perspectives The purpose of this paper is to address misconceptions that exist in the educationalcommunity in regards to the definitions of engineering education, technology education, andengineering & technology education. The misconceptions can be addressed by exploring howthese occupational fields have emerged and how the terminology, associated with each field, isdefined. Identifying these fields in a historical perspective, and the co-existing associated fields,will show the misconceptions and bridge professional knowledge about these complex andcollective fields. If misunderstandings exist, how the community values these fields and how they can besubjective toward the roles of the professionals and educators involved. There exists evidencethat the community confuses these fields’ terminologies as well. An example could be how theterm “technology” is understood. In 2004, 68% of the American population interpreted the word“technology” synonymously with the concepts of computers, electronics, and the Internet. The misunderstanding and skewed assumptions of these educational fields and associatedterms can be due to lack of knowledge about the foundations of these fields. Because thefoundations are confused, conflict, disagreement, and differences of opinion in academia andwork environments seem prevalent. To distinguish the roles of the professionals involved inengineering education, technology education, and engineering & technology education fields willallow an understanding for how the community interprets and interacts with these fields. Historical perspectives can be utilized to form an understanding of the collective natures ofthese fields. Dating back to the guilds, and chronologically advancing to the present, historicalresearch will uncover the terms and distinctions necessary to establish both an understanding anda synthesis of how these current fields have emerged. Chronological events can be linked toprovide the foundations of engineering education, technology education, and engineering &technology education.

Rivera-Reyes, P., & Lawanto, O., & Boyles, R. E. (2013, June), Engineering and Technology Education Fields: Providing Synthesis and Knowledge through Historical Perspectives Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19514

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