Re-engineering technician education for the new millennium

Abstract

The U.S. Accreditation Board for Engineering and Technology (ABET) Engineering Criteria 20001 (EC-2000) requires that graduates of two-and four-year engineering technology (ET) programs demonstrate proficiency in mathematics, science, and engineering, be able to work in multidisciplinary teams, communicate effectively, be sensitive to the social and ethical issues related to the engineering profession, and develop the capacity for lifelong learning. While many four-year colleges and universities have embraced EC-2000 and have restructured their curricula and instructional methodology accordingly, the limited time available in two-year engineering technology curricula presents a unique challenge to associate degree-granting institutions -preparing learners with the appropriate knowledge, skills, and attitudes needed to succeed in 21st century workplace. What is needed is a more efficient and effective approach to engineering technician education, one that focuses on the development of learner proficiency, the ability to skillfully apply knowledge in solving real-world problems. To this end, we draw upon the adult and experiential learning literature to create a pedagogical framework for restructuring engineering technician education. Using an interdisciplinary systems engineering approach grounded in active learning, real-world problem solving, and metacognitive development, we present key strategies for developing and enhancing learner proficiency in engineering technician education.