Landscape of Engineering Technology Programs as Seen from ASEE

Aimee T. Ulstad; Kathryn Kelley

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Focus on ETAC Accreditation
Tagged Division: Engineering Technology
Tagged Topic: Diversity
Page Count: 5
DOI: 10.18260/1-2--34893
Permanent URL: https://peer.asee.org/34893
Download Count: 294

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Paper Authors

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Aimee T. Ulstad Ohio State University orcid.org/0000-0001-8523-2502

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Aimee Ulstad, P.E is an Associate Professor of Practice in the Integrated Systems Engineering Department at The Ohio State University. Prior to joining the faculty at Ohio State, Aimee was an industry professional in various field in engineering 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 serves as the treasurer of the Engineering Economics division.

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biography

Kathryn Kelley Ohio State University orcid.org/0000-0001-7680-8688

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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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Abstract

Background:

During the 2019 ASEE Annual Conference held in Tampa, Florida, the members of a large Midwestern University who are developing a new Bachelor of Science in Engineering Technology program surveyed for benchmarking purposes fellow members from the engineering technology community regarding details of their programs. Even though some of this information can be discovered through analysis of institutions websites, the details provided in face-to-face conversations elucidates more contextual details about some of the underlying decisions related to each program’s operational decision-making. During these discussions, we communicated that we would publish the results of the discussions from our questionnaire. The results of this research could be used in two ways: • Inform peer institutions about program commonalities, including best practices, issues and challenges • Allow members of ASEE’s Engineering Technology Division to develop common strategies to address some of the challenges that all ET institutions face

Questions Evaluated:

The following questions were implemented during this research:

1) DURATION: What type of programs do you offer in your Eng. Technology program -2-year or 4-year? 2) MAJORS: What major specializations do you offer and what is the most popular? 3) DELIVERY: A) Course delivery – Are the majority of your courses offered face-to-face, online, or hybrid? B) Course timing – Are the majority of your courses offered during regular daytime hours or evenings? 4) GRADUATES: Approximately how many students do you graduate annually? 5) ENTRY BARRIERS: What are the biggest barriers to getting students into the program? (Money, Time, Other responsibilities, lack of STEM Preparation, other) 6) COMPLETION BARRIERS: What are the biggest barriers to students completing the program? 7) OVERCOME CHALLENGES: What do you feel could be done to address challenges to students entering the program and barriers to completion? 8) INCUMBENT WORKERS: A) Do you have many incumbent workers in your program? B) For those workers, how to you evaluate their skills and give them appropriate credit? 9) DIVERSITY: What have you found that has been successful in attracting and retaining diverse candidates? 10) FACULTY: A) What is your primary source for finding faculty? B) How have you overcome challenges? C)Have you hired traditional faculty and offered them the opportunity to work in industry over the summer? 11) FACULTY APPOINTMENTS: Have you any experience with putting BSET faculty in BSE tenure track departments? 12) INTERNSHPS: Do you require co-op or internships? 13) CURRICULAR ALIGNMENT: How do you maintain curricular alignment with industry needs? 14) STIGMA: How do you overcome any stigma with engineering technology?

The results of these survey questions are the basis of this paper.

Citation
Format

Ulstad, A. T., & Kelley, K. (2020, June), Landscape of Engineering Technology Programs as Seen from ASEE Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34893

TY  - CPAPER
AB  - Background:

During the 2019 ASEE Annual Conference held in Tampa, Florida, the members of a large Midwestern University who are developing a new Bachelor of Science in Engineering Technology  program surveyed for benchmarking purposes fellow members from the engineering technology community regarding details of their programs. Even though  some of this information can be discovered through analysis of institutions websites, the details provided in face-to-face conversations elucidates more contextual details about some of the underlying decisions related to each program’s operational decision-making.  During these discussions, we communicated that we would publish the results of the discussions from our  questionnaire. The results of this research could be used in two ways:
•	Inform peer institutions about program commonalities,  including best practices, issues and challenges 
•	Allow members of ASEE’s Engineering Technology Division to develop common strategies to address some of the challenges that all ET institutions face

Questions Evaluated:

The following questions were implemented during this research:

1)	DURATION: What type of programs do you offer in your Eng. Technology program -2-year or 4-year?
2)	MAJORS: What major specializations do you offer and what is the most popular?
3)	DELIVERY: A) Course delivery – Are the majority of your courses offered face-to-face, online, or hybrid? B) Course timing – Are the majority of your courses offered during regular daytime hours or evenings?
4)	GRADUATES: Approximately how many students do you graduate annually?
5)	ENTRY BARRIERS: What are the biggest barriers to getting students into the program? (Money, Time, Other responsibilities, lack of STEM Preparation, other)
6)	COMPLETION BARRIERS: What are the biggest barriers to students completing the program?
7)	OVERCOME CHALLENGES: What do you feel could be done to address challenges to students entering the program and barriers to completion?
8)	INCUMBENT WORKERS: A) Do you have many incumbent workers in your program? B) For those workers, how to you evaluate their skills and give them appropriate credit?
9)	DIVERSITY: What have you found that has been successful in attracting and retaining diverse candidates?
10)	FACULTY: A) What is your primary source for finding faculty? B) How have you overcome challenges? C)Have you hired traditional faculty and offered them the opportunity to work in industry over the summer? 
11)	FACULTY APPOINTMENTS: Have you any experience with putting BSET faculty in BSE tenure track departments?
12)	INTERNSHPS:  Do you require co-op or internships? 
13)	CURRICULAR ALIGNMENT:  How do you maintain curricular alignment with industry needs?
14)	STIGMA:  How do you overcome any stigma with engineering technology? 


The results of these survey questions are the basis of this paper.

AU  - Aimee T. Ulstad
AU  - Kathryn Kelley
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Landscape of Engineering Technology Programs as Seen from ASEE
UR  - https://peer.asee.org/34893
DO  - 10.18260/1-2--34893
ER  -