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Introducing Engineering Technology Students To Industry

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Conference

2000 Annual Conference

Location

St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000

ISSN

2153-5965

Page Count

6

Page Numbers

5.402.1 - 5.402.6

Permanent URL

https://peer.asee.org/8505

Download Count

41

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Paper Authors

author page

Rafic Bachnak

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

Session 2793

Introducing Engineering Technology Students to Industry

Ray Bachnak Texas A&M University-Corpus Christi

Abstract

At Texas A&M University-Corpus Christi (TAMU-CC) we are in the early phases of implementing two B.S. degree programs in Control Systems Engineering Technology and Mechanical Engineering Technology. In spring semester 1999, we developed and taught Introduction to the Process Industry, a new course that covers the process industry terminology and operations. The main goal of this introductory course is to introduce students to the operations, equipment, and organization of industrial facilities. Another goal is to familiarize students with the responsibilities of technicians, technologists, and engineers working in various technical positions. Delivery of the course involved three mechanisms: lectures, laboratory lessons, and field trips. This paper describes how lectures, laboratory lessons, and field trips contributed to accomplishing the course objectives. The paper also presents the results of a survey where students showed satisfaction with their learning experiences but made some important suggestions for improving the course.

Introduction

Engineering and engineering technology programs have recognized the importance of involving industry in the educational process1-6. Similarly, the engineering technology curriculum at TAMU-CC includes a two credit-hour introductory course designed to introduce students to the operations, equipment, and organization of industrial facilities and familiarize them with the responsibilities of technicians, technologists, and engineers working in various technical positions. This paper describes the implementation of the course and shows how lectures, laboratory sessions, and field trips contributed to accomplishing the course objectives. The course is offered for a one-hour lecture and a three-hour laboratory per week. The laboratory is mainly devoted to field trips and a safety training seminar, Basic Plus Safety Training, that is taught to our students on campus by the Contractors Safety Council (CSC) of the Coastal Bend.

The course, which was offered for the first time in spring semester 1999, differs from other courses in that it relies heavily on field trips. In addition to contributing to achieving the course objectives, the field trips have other benefits that make them an invaluable component of the course. They, for example, help faculty gain knowledge about current industry tools, practices, and operations and increase exposure of the engineering technology program. This paper describes how lectures, laboratory lessons, and field trips contributed to accomplishing the course objectives. The paper also presents the results of a survey where students showed satisfaction with their learning experiences but made some important suggestions for improving the course.

Bachnak, R. (2000, June), Introducing Engineering Technology Students To Industry Paper presented at 2000 Annual Conference, St. Louis, Missouri. https://peer.asee.org/8505

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