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Engineering Technology Curriculum Reform In Florida

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

NSF Grantees Poster Session

Page Count


Page Numbers

12.656.1 - 12.656.8



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Paper Authors


Marilyn Barger University of South Florida

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MARILYN BARGER is the Executive Director of FL-ATE, the Florida Regional Center for Manufacturing Education funded by NSF and housed at Hillsborough Community College in Tampa Florida. She earned a B.A. in Chemistry at Agnes Scott College, and both a B.S. in Engineering Science and a Ph.D. in Civil Engineering from the University of South Florida. She has over 20 years of experience in developing curriculum in engineering and engineering technology for elementary, middle, high school and post secondary institutions. She is a registered professional engineer in the State of Florida.

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Eric Roe Hillsborough Community College

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ERIC A. ROE is the Director of FL-ATE, an NSF Regional Center of Excellence in Manufacturing Education. He received his Ph.D. in Chemical Engineering from the University of South Florida (USF). During his time at USF, he has researched fluidized bed drying, been a consultant to the Citrus Industry, worked on Florida Department of Citrus research projects, and the High School Technology Initiative - funded by NSF. Prior to USF, he was employed as a technologist in Research and Development at Tropicana Products, Inc. with process and product development responsibilities. His research interests are food engineering, fluidized bed drying, and the integration of engineering and education.

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Richard Gilbert University of South Florida

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RICHARD GILBERT is a professor of Chemical Engineering in the College of Engineering at the University of South Florida. He is a co-pi on the FL-ATE Center Grant. He has developed educational materials for ISA (Instrument Society of America), AVS (American Vacuum Society) Science Educator’s Workshop, and the National Science Foundation through a grant to develop high school science and math curriculum content. He is currently working with D. L. Jamerson Elementary School to develop curriculum content for its Center for Math and Engineering.

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Bradley Jenkins St. Petersburg College

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BRADLEY JENKINS, is the Director of the Engineering Technology program at St. Petersburg College. He has developed engineering technology related curriculum and course content for the last twenty years and is the director of the Engineering Technology Forum for the State of Florida. He holds a B.S. Degree in Engineering Technology from the College of Engineering at the University of South Florida (USF) and the M. Ed. in Curriculum and Instruction, also from USF. He is the state of Florida course numbering coordinator for the enginering technology curriculum. He is a Co-Principal Investigator for the NSF-ATE regional center for manufacturing education in Florida, FL-ATE.

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


FLATE, the Florida Advanced Technological Education Center for Manufacturing, has partnered with eight Florida Community colleges that have programs in manufacturing or related technologies to assess and reconstruct the statewide curriculum frameworks that govern these programs. Consensus has been achieved to construct a degree in Engineering Technology with seven specializations. The two-year Associate in Science (A.S.) and Associate of Applied Science (A.A.S.) will be structured in a one plus one format. College level certificates will be granted at the successful completion of the first year. The first year of the degree program will include a technical core of six courses with general education making up the remainder of the credits. The technical core courses will include skills and knowledge that are required to successfully pass the Manufacturing Skills Standards Council (MSSC) certification examinations among others. The second year of the program will include twenty-seven credit hours of technical courses in one of the specialization areas. The specializations will have their own required technical courses and some technical electives.

To facilitate this effort, FLATE has coordinated the state-wide initiative. It has reviewed many existing and old frameworks, coordinated the statewide curriculum team, hosted workshops, solicited industry input, developed the frameworks for the engineering technology core courses, and provided the required forms and paperwork for the FL DOE. Full implementation of the program in the eight participating community colleges is anticipated to be in fall of 2007.


Addressing the needs for skilled workers is a required competitive and survival strategy for most manufacturers. They must choose to invest in growing their own future employees or influence how the community college system works for them in preparing new generations of technicians. This presentation explores the latter and analyzes two immediate goals: (1) the actualization of the educational frameworks that inform the curricular content of two-year technical programs (Associate of Science, A.S., and Associate of Applied Science, A.A.S.); and (2) implementation of a new degree in engineering technologies that responds to the needs of modern manufacturers.

Demand driven response to Florida’s manufacturing community calls for a revision to the curricular frameworks for Engineering Technology and Manufacturing-related programs. Principally due to the following factors:

Some of the curricular frameworks that, in principle, inform the outcomes of manufacturing related A.S. and A.A.S. degrees, which may potentially address many of the high skills required by manufacturers, are outdated, some by 15-20 years.

Barger, M., & Roe, E., & Gilbert, R., & Jenkins, B. (2007, June), Engineering Technology Curriculum Reform In Florida Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2224

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