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Project Oriented Ms Degree In Engineering Technology Emphasis Educational Depth

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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

5.507.1 - 5.507.6

Permanent URL

https://peer.asee.org/8645

Download Count

51

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Paper Authors

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Ralph Carestia

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J. Robert Burger

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Doug Lynn

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

Session 1655

Project-oriented MS Degree in Engineering Technology Emphasizes Educational Depth

Ralph A. Carestia, Douglas W. Lynn and J. Robert Burger

Graduate Faculty, Computer Systems Engineering Technology Department, Oregon Institute of Technology, Klamath Falls, OR 97601

Abstract

Engineering technology at Oregon Institute of Technology (OIT) today maintains a hands-on, practical mode that not so long ago characterized much of engineering education. Since 1967, the Technology Accreditation Commission of the ABET has accredited many colleges who now grant thousands of baccalaureate degrees in engineering technology each year. Recently, in response to a demand from the high-tech industry, OIT in 1995 created a new Master of Science in Engineering Technology. Ideally, we grant the degree after 4 quarters of full-time graduate work, including core courses in research methods, ASIC design technologies, data communications, and computer systems architectures. Of the 48 quarter-hours minimum required, 12 hours are for a project, the most important part of the program. Because OIT is not a research organization for doctorates, our terminal MS degree in engineering technology is considered first rate on this campus. Below we describe the program as it now exists, including case histories of our first graduates.

I. Introduction

Peterson’s Graduate and Professional Programs (An Overview 2000) obtained entries from 127 institutions, each advertising their graduate programs in the area of Computer Engineering. Within this category, only 23% offer a master’s as their highest available degree. Of these, mere 1,2 handfuls offer the Master of Science degree pertaining to Computer Engineering Technology . Why so few?

It is partly because teaching is very different from research. Many believe that the quality of 3 research is a standard indicator of the quality of a graduate school . In other words, under this approach, if you want quality, you must have strong research. Strong research implies doctorates, not masters degrees.

Another reason for so few MS programs in computer engineering technology is because laboratories are expected in such programs, in the author’s experience. This means there must be space, and a budget for laboratories. Having significant graduate laboratories for graduate courses does not fit well into research programs. For example, UCLA and Berkeley, Dr, 4,5 Burger’s alma maters, have very few graduate laboratories associated with graduate courses .

Carestia, R., & Burger, J. R., & Lynn, D. (2000, June), Project Oriented Ms Degree In Engineering Technology Emphasis Educational Depth Paper presented at 2000 Annual Conference, St. Louis, Missouri. https://peer.asee.org/8645

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