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Session 2532

Innovations in Curriculum Integration, Delivery, and Assessment For Engineering and Technology Education

Saleh M. Sbenaty, Ph.D. Middle Tennessee State University

Abstract

The current paper outlines an innovative approach to curriculum integration, development, and delivery that improve engineering and technology education and revive student interests in pursuing these programs. This is one of the objectives of the three-year NSF-funded grant titled “The South-East Advanced Technological Education Consortium, SEATEC.” The consortium is a collaborative effort of five different teams across Tennessee. Each team includes multi- disciplinary faculties from two-year technical college, industry partners, four-year engineering technology university partners, and high school tech-prep teachers. A brief account of the grant’s activities is described here and a sample case targeted for introductory courses in electrical circuit analysis is presented.

I. Introduction

The fast introduction of new technology in the workplace has greatly affected the daily operation of most industrial institutions. Automation, telecommunication, and computer applications have resulted in higher efficiency, reliability, and/or lower production cost. In face of this fact, however, companies currently encounter the new challenge of staying technologically current or risk falling behind the competition! On the other hand, the implementation of a new technology is often slowed down by the unavailability of skilled workers. Therefore, it is essential that entry- level technical employees possess the required skills in order to be productive as soon as they join the workforce.

In order to address the increasing demand for a skilled workforce, a process was needed for the development and dissemination of a technology-based education curriculum, which is both readily accessible and responsive to innovation and industry needs. As a result, a coalition of five two-year technical colleges in Tennessee with representatives from four-year universities, secondary schools, business and industry, and government institutions in Tennessee, Kentucky, and Alabama was formed in order to plan a solution. A grant proposal, titled “Tennessee Exemplary Faculty for Advanced Technology Education, TEFATE” was prepared, submitted, and funded by NSF for two years (1996-1998). The primary objectives of TEFATE were: developing a group of faculty who provide leadership in curriculum development in emerging technology fields and developing an understanding of the cross-disciplinary needs through successful team strategies. Activities to accomplish these objectives provided the participating faculty with experience in interdisciplinary team building, leadership, and active and cooperative learning while exposing them to the latest technological practices in the industry. The major outcome of this initial project was the development of twenty-five work-based case studies that

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Sbenaty, S. M. (2000, June), Innovations In Curriculum Integration, Delivery, And Assessment For Engineering And Technology Education Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8458