Promoting Manufacturing Engineering Technology Programs At The High School And Middle School Levels Using Cad

There are approximately 85 4-year institutions in the U.S. with programs in mechanical engineering technology accredited by TAC of ABET. There are also approximately 28 TAC of ABET-accredited 4-year programs in manufacturing engineering technology. Most of these mechanical and manufacturing engineering technology programs require their students to take at least one class in computing or electronics. The purpose of this paper is to provide a descriptive comparison of these 4-year programs in mechanical and manufacturing engineering technology, focusing on the computing and electronics requirements for their students. The details include courses, course titles, and topics covered.

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Analysis Of The Curriculum Of Manufacturing Engineering Technology Programs

10.18260/1-2--4047 ◽

2020 ◽

Author(s):

Sean Falkowski

Keyword(s):

Engineering Technology ◽

Technology Programs ◽

Manufacturing Engineering

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The Effectiveness of Mechanical and Manufacturing Engineering Technology Programs for Full-Time Employed Industry Students

Volume 7: Engineering Education and Professional Development ◽

10.1115/imece2009-12348 ◽

2009 ◽

Author(s):

Geoffrey J. Peter

Keyword(s):

Work Experience ◽

Full Time ◽

Engineering Technology ◽

Learning And Teaching ◽

Advantages And Disadvantages ◽

Technology Programs ◽

Manufacturing Engineering ◽

Institute Of Technology ◽

Local Company ◽

The Impact

The Oregon Institute of Technology (OIT), Portland Center, has been offering Manufacturing Engineering Technology (MfgET) and Mechanical Engineering Technology (MET) undergraduate programs for students around the greater Portland Metropolitan area for the past ten (10) years. A Master’s degree in Manufacturing Engineering Technology (MMfgET) is also offered. These programs are extensions of programs offered at OIT main Campus in Klamath Falls. Portland Campus programs are designed specifically to cater to students employed full-time in industry. This paper discusses engineering technology programs and their direct application in training local company fulltime employees to become engineers and managers. Most of these employees have associate degrees and years of experience in their respective companies. A discussion of engineering-related, hands-on work experience and understanding of engineering principles and their applications presented. The effectiveness of special instruction techniques, custom-developed for students with limited time availability, while maintaining ABET accreditations is also discussed. Discussion-oriented learning and teaching models and the impact of adding dimensions to these instructional models, with the industry-experienced students in mind, is emphasized. Case studies are presented to show improvement in student engagement, curiosity, and application of new knowledge to actual day-to-day, work-environment problems. Advantages and disadvantages of night school are discussed.

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Predicting achievement in the first mathematics course of the engineering technology programs at Iowa State University from high school performance

10.31274/rtd-180813-6791 ◽

1971 ◽

Author(s):

Richard H. Unger

Keyword(s):

High School ◽

School Performance ◽

State University ◽

Iowa State University ◽

Engineering Technology ◽

Predicting Achievement ◽

Technology Programs ◽

High School Performance ◽

Mathematics Course

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Families Ask: Middle School Girls in the Mathematics Classroom

Mathematics Teaching in the Middle School ◽

10.5951/mtms.13.4.0234 ◽

2007 ◽

Vol 13 (4) ◽

pp. 234-236

Keyword(s):

High School ◽

Middle School ◽

Role Models ◽

Mathematics Classroom ◽

Engineering Technology ◽

Middle School Girls ◽

Lack Of Information ◽

School Girls ◽

Mathematics And Science ◽

Mathematics Abilities

Unfortunately, many girls still experience considerable anxiety about mathematics and, therefore, choose not to continue the study of mathematics and science beyond the required high school courses. Research indicates that a significant number of females do not pursue careers in engineering and engineering technology because they have a lack of information, do not have confidence in their mathematics abilities, receive little encouragement, and have no role models.

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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