Future of Engineering Technology Education

2002 ◽  
Author(s):  
Kenneth E. Rennels
Keyword(s):  
United States ◽  
Technology Education ◽  
State Government ◽  
Rapid Evolution ◽  
The United States ◽  
Educational Process ◽  
Engineering Technology ◽  
The Future ◽  
Technology Programs ◽  
The University

Engineering technology education in the United States can trace its history back to the Wickenden and Spahr study of 1931, which identified the place of engineering technology education in the technical spectrum [1]. By 1945, the Engineering Council for Professional Development developed the first accreditation procedures for two-year engineering technology programs and by 1946, the first program was accredited. On this timeline the Purdue University engineering technology programs at Indianapolis can trace their history back to 1946 [2]. Over the last 70 years, engineering technology education in the United States has distinguished itself by a history of evolution, development and continuous improvement. Engineering technology education faces significant challenges during the next several years. These challenges are driven by the rapid evolution of computer technology and changing expectations of the educational process by the stakeholders. Stakeholders include not only students and faculty but also various groups in both the public and private sectors including industry, professional organizations, funding agencies, state government and the university system. Two specific challenges facing engineering technology educators are ‘basic faculty credentials’ and changing expectations for ‘creative activities’. These two challenges can be delineated by the following questions: • Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? • Will applied research or pedagogical research be ‘good enough’ for tenure? This paper addresses these two issues using a study of current engineering technology faculty hiring practices as a basis. Ultimately, critical future discussions must occur as engineering technology education continues to evolve and move into the future.

scholarly journals Patient-Computer Dialogue: A Review,

2000 ◽  
Vol 09 (01) ◽  
pp. 71-78 ◽  
Author(s):  
W.V. Slack
Keyword(s):  
United States ◽  
The United States ◽  
University Of Wisconsin ◽  
The Future ◽  
History Of ◽  
The University

AbstractSince the first study of communication between patient and computer was performed at the University of Wisconsin in 1965, programs for patient-computer dialogue have been developed, implemented, and studied in numerous settings in the United States and abroad, and the results have been encouraging. This review presents a brief history of patient-computer dialogue together with suggested guidelines for programs in the future.

Affirmative Action for the Future

2017 ◽  
Author(s):  
James P. Sterba
Keyword(s):  
United States ◽  
Affirmative Action ◽  
The United States ◽  
University Of California ◽  
Affirmative Action Program ◽  
Educational Context ◽  
Action Program ◽  
University Of Texas ◽  
The Future ◽  
The University

Diversity instead of race-based affirmative action developed in the United States from the Regents of the University of California v. Bakke decision in 1978 to the present. There have been both objections to this form of affirmative action and defenses of it. Fisher v. University of Texas could decide the future of all race-based affirmative action in the United States. Yet however the Fisher case is decided, there is a form of non-race-based affirmative action that all could find to be morally preferable for the future. A diversity affirmative action program could be designed to look for students who either have experienced racial discrimination themselves or who understand well, in some other way, how racism harms people in the United States, and thus are able to authoritatively and effectively speak about it in an educational context.

“THE DISTURBANCES OVERSEAS”: A COMPARATIVE REPORT ON THE FUTURE OF ENGLISH STUDIES

1999 ◽  
Vol 27 (2) ◽  
pp. 465-472
Author(s):  
Regenia Gagnier
Keyword(s):  
United States ◽  
Literary History ◽  
The United States ◽  
English Studies ◽  
Market Society ◽  
Institutional Conditions ◽  
College And University ◽  
The Future ◽  
Professional Body ◽  
The University

This is an adaptation of a talk first presented to the Council for College and University English (CCUE) conference on English for the Millennium, Sept. 1996. CCUE is the British professional body that represents the discipline and departments of English in England, Scotland, and Wales. The talk was meant to provide a transatlantic perspective on the future of the discipline. Originally it was published in CCUE News (June 1997) and later adapted to presentations throughout the U.K. The excerpts here focus on issues of multiculturalism, interdisciplinarity, and cultural studies.WHEN I DRAW ON MY EXPERIENCE in the United States it is not because I am unaware that the centrality of English literary history is less controversial in England than in its former colony, but because the areas that I see as fundamental to the future of English — a diverse Anglophone population and the demands of the marketplace — are fundamental to both. Twenty years ago, American and British academics were different worlds. The formal democratization of the university and official ideologies of neoliberalism, or market orientation, have brought them closer together. My argument is that the future of English depends less on theories or ideas than on human geographies, institutional conditions, and our embeddedness in market society.

scholarly journals Project-based Approach to Engineering Technology Education

2019 ◽  
Vol 25 (25) ◽  
pp. 56-59 ◽  
Author(s):  
Michalene Grebski ◽  
Wes Grebski
Keyword(s):  
United States ◽  
Engineering Education ◽  
Technology Education ◽  
Historical Perspective ◽  
The United States ◽  
Engineering Technology ◽  
Practical Guidelines ◽  
History Of ◽  
Similarities And Differences ◽  
History Of Engineering

Abstract The paper contains an overview of the history of engineering education in the United States. It also explains the differences between engineering and engineering technology from an historical perspective. The similarities and differences between those two programs are also being addressed. The article also explains the concept of the project-driven approach in teaching engineering technology courses. The procedure to secure and administer funding for the projects is also addressed. The paper also includes some practical guidelines for implementing a project-based approach.

scholarly journals Engineering Technology Education in the United States: Findings and Recommendations from an NAE Study

2018 ◽  
Author(s):  
Greg Pearson ◽  
Daniel Kuehn ◽  
Walter Buchanan ◽  
Jeffrey Ray ◽  
Melvin Roberts
Keyword(s):  
United States ◽  
Technology Education ◽  
The United States ◽  
Engineering Technology

scholarly journals CURRENT PRACTICES OF EXPERIENTIAL LEARNING IN CONSTRUCTION AND TECHNOLOGY PROGRAMS

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Abdelaty ◽  
K. Joseph Shrestha
Keyword(s):  
United States ◽  
Experiential Learning ◽  
Construction Industry ◽  
The United States ◽  
Assessment Method ◽  
Job Market ◽  
Engineering Technology ◽  
Construction Education ◽  
The Us ◽  
Technology Programs

Construction education is dynamic and practice oriented. As such, effective construction programs require significant collaboration with the construction industry. This collaboration, in the form of internship or cooperative programs, increase the student readiness for the job market by providing valuable field experience. Construction programs in the United States (US) established several internship requirements that range from being optional to multiple required internships. This study focuses on scanning the current internship requirements set by construction and engineering technology programs in the US by gathering information including; 1) Number and length of required internships, 2) Internship prerequisites, 3) Internship deliverables, 4) assessment method. The outcome of this study is expected to help construction programs improve their internship or cooperative requirements by considering the prevailing practices developed by other schools. Additionally, the study provides recommendations to enhance the effectiveness of internship for positive experiential learning.

Chaim Weizmann and the Elusive Manchester Professorship

AJS Review ◽  
1984 ◽  
Vol 9 (2) ◽  
pp. 215-246
Author(s):  
Jehuda Reinharz
Keyword(s):  
United States ◽  
Royal Society ◽  
Scientific Work ◽  
The United States ◽  
European Cities ◽  
Full Professorship ◽  
The Future ◽  
The University

In February 1912 Arthur Hantke, a member of the Engeres Aktions- Comite (EAC or SAC), asked Chaim Weizmann to undertake a propaganda tour in the United States.1 Weizmann refused, but did agree to a shorter tour to European cities during the university semester break in March. In explaining his reasons for traveling only to Berlin, Vienna, Prague, and Heidelberg,2 Weizmann revealed some of his plans for the future:As you know, I want to go to Palestine in 3–4 years. But I want to go to Palestine not when I have nothing to lose here, but on the contrary after having achieved everything here. This “everything” consists of two things: a full professorship and admission to the Royal Society. The former has been achieved except for the official announcement, which will presumably come during the summer term [sic]. The second is somewhat more difficult for a Russian Jew. However, the matter has got to the point where my candidature has been established. How long the candidature will “stand” depends on the scope and character of my scientific work, for in my case this is the only decisive criterion. I must therefore strain every nerve to work and publish a great deal, for admission to the Royal Society will open all doors for me here. I shall then be worth ten times as much to you….

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