The Development And Deployment Of An Engineering Technology Curriculum To Combat Engineering Globalization
- Conference
- Location
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Pittsburgh, Pennsylvania
- Publication Date
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June 22, 2008
- Start Date
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June 22, 2008
- End Date
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June 25, 2008
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Technology
- Page Count
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10
- Page Numbers
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13.1211.1 - 13.1211.10
- DOI
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10.18260/1-2--3698
- Permanent URL
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https://peer.asee.org/3698
- Download Count
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249
Paper Authors
Jerome Tapper Northeastern University
Professor Tapper is an Associate Academic Specialist in EET at Northeastern University in Boston, Massachusetts. He holds a BSEE and an MSIS, both from Northeastern University. Jerry is a Registered Professional Engineer in the Commonwealth of Massachusetts with over twenty-five years of industrial experience. He is also the author of a tool-kit based text for electrical engineering technology students, Electronics for Engineering Technology.
Francis Dibella Northeastern University
Prof. Francis A. Di Bella, a Registered Professional Engineer in Massachusetts, is the Director of the School of Engineering Technology at Northeastern University and an Academic Specialist in Mechanical Engineering Technology. Prof. Di Bella holds a BSME from Northeastern University, and a Masters in Mechanical Engineering from Rensselaer Polytechnique Institute.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
The Development and Deployment of an Engineering Technology Curriculum to Combat Engineering Globalization
Abstract
The newspapers and recent popular books are heralding the era of globalization in a variety of fields the least of which is the fields of science, engineering, and engineering technology. This conference paper advocates the opinion that an engineering technology curriculum should focus on the following study areas: Energy, Bio-Engineering and Bio-Technology, Building Engineering Services, Industrial and Robotic control, Security, Entrepreneurial Product Development, and Transportation in order to provide worthwhile student outcomes and hence satisfy employer objectives as defined by the ABET criteria established in 2000. Much detail is given to substantiate the need for such areas of expertise on behalf of the Engineering Technology student.
It is thought by many sources including the authors and members of the Industrial Advisory Board at this institution, that these areas of study will continue to provide a strong foundation upon which to build a relevant, substantive and yet, a flexible curriculum as reported here. This conference paper will describe these global engineering study areas and the potential development of a curriculum that would promote these areas of engineering technology.
Background
A careful and constant scrutiny of the following,
1. Local and national news 2. Curriculum changes in various engineering technology programs throughout the country 3. A survey of the recent placements of our own ET graduates and the present engineering positions of our evening, part-time students1 4. Meetings with the faculty and Industrial Advisory Board members have identified seven areas or “pillars” of engineering technology education that can well serve the graduating student in this era of engineering technology globalization2. The students in any engineering or engineering technology program student should be well prepared to fill engineering technology positions in the following engineering specialization areas of study:
1. ENERGY 2. BIO-TECHNOLOGY and BIO-ENGINEERING INDUSTRY 3. BUILDING CONTRACTING ENGINEERING SERVICES 4. INDUSTRIAL CONTROL 5. SECURITY 6. ENTREPRENEURIAL PRODUCT DESIGN AND DEVELOPMENT 7. TRANSPORTATION
Tapper, J., & Dibella, F. (2008, June), The Development And Deployment Of An Engineering Technology Curriculum To Combat Engineering Globalization Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3698
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