UNIVERSITY AND COMMUNITY COLLEGE STUDENTS CAN SHARE A LEARNING EXPERIENCE

Engineering technology students either are studied under the auspices of research focused on engineering students, or are excluded from engineering research in its entirety. Even when they are included in research, our understanding of engineering technology students is either missing or obscured. The lack of available research focused on engineering technology students in particular has prompted an effort to contribute to the greater body of knowledge of engineering technology education. The lack of research, as compared to other STEM fields, presents a challenge to practitioners in engineering technology programs when making discipline-specific decisions regarding these particular students. The need to delineate and determine the differences in the engineering technology student population and that of the engineering student population has become increasingly evident to practitioners and researchers in the technology area. To explore the learning styles of the engineering and engineering technology students, the Gregorc Style Delineator was completed by students in both programs. This instrument is relatively well known and is designed to investigate how adults order their thoughts and perceive the world around them. This study is designed to understand the differences in the engineering technology and engineering student populations by examining their mediation channels and their psychological learning styles. By furthering our conceptual understanding of both populations, we will inform those involved with teaching, curriculum development, and administration of programs how to best interact with and teach these students. Engineering technology students think differently than engineering students and that should be reflected in how we teach them.

This paper presents the results of the first year of the manufacturing education grant that is being funded by the Technology Reinvestment Program (TRP). Included in this paper are the courses selected for hands-on labs, the description of the labs developed from federal technologies and the use of the labs in undergraduate engineering and engineering lntrOduction d technology courses. The undergraduate manufacturing education program is a joint program between the University of Alabama in Huntsville’s (UAH) College of Engineering and Alabama A&M University’s (AAMU) School of Engineering and Technology (Schroer and Bond, 1995). The objective of the program is to provide more hands-on experiences to undergraduate engineering and engineering technology students. The Alabama Industrial Development Training (AIDT) Huntsville Center is being used as the off-campus manufacturing teaching and learning laboratory. The NASA Marshall Space Flight Center’s Productivity Enhancement Complex is available lor student projects. The Droaram Dlan in the Technoloav Reinvestment Pyogram (TRP) proposal is as follows. UAH and AAMU are developing undergraduate labs based on the resources at AIDT. These labs are being integrated into existing engineering and engineering technology courses at both institutions. AIDT is assisting in the development and review of the labs, providing lab instructors and facilities, and coCopyright

Many students from structurally disadvantaged groups who are interested in a career in engineering choose an engineering technology (ET) college major over one in engineering. The need to identify the reasons for the over-representation of African American (AA) students in particular in ET, and to better understand the extent to which the apparent popularity of ET results from systemic racism and restricted access to engineering frame this project. The central goal of this project is to gain insight into the racial equity implications of the ET pathway- informed by the voices and experiences of African American ET students, technologists, and engineers. According to data from the ASEE [1], the enrollment in both bachelor's and master's programs in ET has been increasing over the past ten years. Despite this, many in academia, K-12 education, and industry are not familiar with ET and the differences and similarities between technologists (graduates of 4-year bachelors programs in ET), engineers, and technicians. The 2016 report "Engineering Technology Education in the United States" published by the National Academies Press examined many aspects of the status, role, and needs of ET education [2]. The percentage of students earning 4-year ET degrees who are AA is almost three times that of students earning 4-year degrees in engineering who are AA [2]. ASEE annual data shows that there is a significantly higher percentage of AA students enrolled in four-year ET programs than in engineering programs at many of the institutions that offer ABET accredited programs in both engineering and ET [1]. The NAE report recommended that agencies consider funding research 'to better understand the reasons for the preference for ET over engineering of African American students'. Indeed, issues associated with African American students' career pathways within STEM and the choice of ET versus engineering remain largely underexplored in the literature. We conjecture that the factors influencing the choice of ET over engineering for many of these students include systemic issues related to the quality of pre-college mathematics and science preparation, career counseling received (or not received) in high school and college, a preference for a more 'hands-on' curriculum, as well as socioeconomic, institutional, and psychological factors. In addition, hidden stereotypes in the branding and marketing of engineering and ET, and implicit bias in advising may contribute to students' perception that their cultural perspectives are more aligned with ET than with engineering. Here we present preliminary results based on focus group interviews of African American ET students at a predominantly White institution (PWI) where engineering technology is housed within the college of engineering. We also discuss the planned next phases of the research that include focus groups at a large PWI where ET is in its own college which is separate from the college of engineering, as well as a survey which will be informed by the focus group data. This survey will be disseminated to ET students at the two institutions in the study as well as other universities with ABET accredited ET programs. Through this research, we have to gain a better understanding of the factors that influence the decisions of AA students to pursue degrees in ET over engineering and how these relate to systemic racism will contribute to the existing knowledge of how the pipeline to engineering careers and the professoriate might be strengthened. It will help inform strategies and new approaches toward full participation of engineering technologists in engineering. Potential strategies might include the facilitation of pathways from a bachelor's degree in ET to advanced engineering degrees, the engineering professorate, and professional engineering registration, [1] ASEE Editorial Board, "Profiles of engineering and engineering technology colleges," 2018: American Society for Engineering Education, 2018. [2] G. Pearson, R. M. Latanision, and K. G. Frase, Engineering Technology Education in the United States. National Academies Press, 2017.

Engineering Technology students are underrepresented as compared to other Science, Technology, Engineering, and Mathematics (STEM) majors. In particular, they are a very small, often neglected population of which little is known to those outside their field of study. One large Midwestern University is studying their engineering technology student population to further understand how best to serve these students. The intent is to improve student services, learning opportunities, and environments with a goal of improving student skills and knowledge. The ultimate objective is to send them into the workplace more fully prepared for the challenges they will encounter. Due to the limited amount of rigorous research in engineering technology education, this data will help inform and encourage future work in this area.

The demand for RF (Radio Frequency) engineers has been increasing recently due to the proliferation of wireless devices and applications in both commercial and defense settings. There is a shortage of both new and experienced engineers in RF engineering. The complete RF engineering curriculums are not generally offered at the undergraduate level because of the higher level of prerequisites required in physics and math to fully understand the fundamental theories governing various aspects of RF engineering. A curriculum in RF engineering for Engineering Technology students is even harder to find. There are three key qualifications that companies look for in entry-level RF engineering positions. They are education, experience, and certification. A well-designed micro-credential program can provide these three qualifications to Engineering Technology students without overwhelming them with the higher math and physics than the degree requires. When designing the micro-credential program for RF engineering in Engineering Technology programs, the practicality and applicability of the course contents must be carefully investigated before integrating them into the course contents. Direct Inputs from the RF industry for practical skills a new hire must have are essential for the program's success. For engineering technology students, investing valuable class time to help them acquire practical skills with the theories tightly associated with the skills is much more effective and beneficial. This is a different approach than the traditional theory-first and verification-through lab activities. One of the most lacking qualifications for an RF engineering position is experience. Having a practical field experience in RF engineering can provide an advantage in the job market. The micro-credential program proposed in this paper not only provides coursework in RF engineering but also real-world experience through applied learning such as internships, co-op programs, or senior capstone projects. The certification can be achieved by the micro-credential program in collaboration with companies in the RF industry that recognize the certification awarded by the program as proof of attaining fundamental skills in RF engineering. This paper presents the micro-credential program that offers education, experience, and certification desired by the RF industry to Engineering Technology students within the boundary of the current degree requirements. The paper also describes in detail how to design the program to prepare and provide the qualifications.

Classroom social environment is very important in academic life because it can affect students' lifestyle in terms of their studies. One of the important elements in getting positive classroom social environment is interaction amongst the students. The objective of this study is to understand and examine the engineering technology students' perceptions towards promoting interaction for the classroom social environment at the Faculty of Engineering Technology (FTK), Universiti Teknikal Malaysia Melaka. This study investigated the perceptions of 177 second year students from four different departments taking mathematics subject. A set of questionnaire that covers questions regarding students' perceptions towards promoting interaction by mathematics lecturers and also their classmates was distributed to the students. From the findings, a conclusion was drawn regarding their perceptions towards promoting interaction for the classroom social environment. The result shows that students have a very good perception in increasing a positive social environment where both parties, which are lecturers and classmates, play an important role in promoting interaction.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2534 Advanced Instrumentation for Graduate Students in Engineering Technology Hank Javan, Mark Rajai University of Memphis Abstract Instrumentation is one of the most important courses of engineering curriculum. Almost all programs in engineering technology offer labs and instrumentation, but at undergraduate level. Also most of the textbooks on instrumentation are written for undergraduate programs. On the other hand the emerging technology requires the use of advanced and precision instrument. Thus it becomes the responsibility of academic community to meet the demand of new technology by developing and offering proper advanced instrumentation courses at graduate levels so that upon entering the work place for professional career, students will have the necessary background for advancement. This article explains the content of a new advanced instrumentation course offered to graduate students in the Department of Engineering Technology at the University of Memphis. The development of the course material, the required instruments, and the method of delivery will be the main topics of this article. Introduction The Department of Engineering Technology at the University of Memphis in addition to its major degrees in electronics, computer, and manufacturing technology offers M.S. degree in engineering technology with concentration in electronics, computer, and manufacturing. Students select their field of concentration according to their future professional goal. The graduate study leading to M.S. in Engineering Technology requires [1]: A. A minimum of 18 semester hours of upper division credit in an appropriate area of technology or related area. B. A minimum of 12 semester hours must be taken in one concentration area. C. Maintaining 3.0 in all Technology courses. D. Passing Comprehensive exam. Each concentration offers its own graduate courses outlined in the Graduate Bulletin of the university. Although undergraduate program is highly concentrated but graduate program is diverse and broad. In addition, some of these courses are offered at night making it possible for professional community to enroll in this program. In fact majority of our graduate students come from industries. The structure of the program is such that any individual with an undergraduate degree in technology can enter the program and select the concentration Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education

The study of entrepreneurship and the factors that lead people to become entrepreneurs have developed into an interesting topic for research. The purpose of this study is to investigate the factors that determine the entrepreneurial intention among engineering technology students in Universiti Kuala Lumpur Malaysia France Institute. 63 engineering technology students were selected to be the study sample. Samples were drawn using the random sampling technique and a self administered survey. The data were analyzed using descriptive statistics. The study has an implication to the university and the government in developing and planning for entrepreneurship activities, program and education to increase the entrepreneurial intention among engineering technology students.

The Wichita RERC, a consortium of the Cerebral Palsy Research Foundation of Kansas, and the Wichita State University, College of Engineering, has been a pioneer in the investigation and application of rehabilitation engineering techniques in vocation

Undergraduate students struggle with how to tailor messages adequately for their intended audiences. The use and complexity of technology in healthcare continues to increase. However, little research has looked at tailoring messages in biomedical engineering technology communication contexts. In these contexts, communication about the effective use of technology is critical to patient health, and miscommunications may have dire consequences. In this project, we investigate whether healthcare engineering technology students were able to understand the concept of tailoring messages and show evidence of practical application by tailoring messages in a course designed for technical communication in healthcare professions. Students went beyond the course assignment instructions and demonstrated that they thoroughly thought about how to tailor instructions to support the information needs of a specific user. Research implications extend beyond the classroom into workplace training for healthcare and medical organizations.

The area of autonomous vehicles is not new, but the latest advances in various technologies gave it a new boost in the last decade and it keeps growing in interest. However, undergraduate curricula rarely include courses specific to this area, which is considered mostly an interdisciplinary graduate field. While various programs introduce students to the background needed to understand and approach the field, specific work on autonomous vehicle projects is left for extra curriculum activities or student clubs, and eventually for senior (capstone) projects. This paper presents the work of a team of electrical engineering technology students on an autonomous vehicle project using the Qcar from Quanser, with mentorship from a graduate student in mechanical engineering. The paper discusses the teamwork collaboration, the learning curve, the motivation built by the availability of a Quanser student competition, and how the work was integrated in a senior project design for the engineering technology students.

This study aims to determine the significant effect of the knowledge competency of Bahasa Indonesia between the group of students who were studied through cooperative script learning model with strip story media with the group of students who were not studied through cooperative script learning model with strip story media on the fourth grade of students gugus IV Kuta Selatan academic year 2017/2018. This type of study is a quasi experiment with nonquivalent control group research design. The population of study is the fourth grade of students Gugus IV Kuta Selatan academic year 2017/2018 in total 416 students. The sample is determined by random sampling technique. The sample of study is the students of class IVA SD No. 10 Jimbaran as experimental group and the students of class IVA SD No. 4 Jimbaran as control group. The mastery data of the knowledge competency of Bahasa Indonesia is collected by the instrument in form of 23 questions of multiple-choice objective test which is validated. The mastery data of the knowledge competency of Bahasa Indonesia is analyzed by t-test. The result of the analysis shows that there is a significant influence on the mastery of the knowledge competency of Bahasa Indonesia between the group of students who were studied through cooperative script learning model with strip story media with the group of students who were not studied through cooperative script learning model with strip story media on the fourth grade of students gugus IV Kuta Selatan academic year 2017/2018. It is proved by thitung = and at the significant level 5% ( =0,05) with dk = (35+30) – 2 = 63 obtained ttabel = 2,000. Based on test criteria thitung = > ttabel (α=0,05) = 2,000. As well as average score of the mastery of knowledge competency of Bahasa Indonesia of experimental students X1= 0,46 > X2= 0,20 the average score of the mastery of knowledge competency of Bahasa Indonesia of control group students. Thus it can be concluded that cooperative script learning with story strip media influence on the mastery of the knowledge competency of Bahasa Indonesia on the fourth grade of students in SD Gugus IV Kuta Selatan academic year 2017/2018.

The COVID-19 pandemic changed the curricula and mode of instruction for many postgraduate taught and research programs. Before the pandemic, many MA TESOL programs included on-campus tutorials as requirements, as the curricula were designed based on on-campus activities. However, as the United Kingdom restricted face-to-face teaching due to social distancing, most of the courses were switched to online learning platforms during the pandemic. Although most courses returned to on-campus teaching during the 2021/2022 academic year, a group of East Asian international students decided to continue their MA TESOL program online as an alternative option. The purpose of this study is to understand the experiences and decision-making processes about this group of MA TESOL students and their decisions to finish their degrees via the online completion option. In line with social cognitive career and motivation theory, the results indicated that flexibility, career development through online learning options, and concerns about job security were the main three themes that arose within this group of students. The outcomes provide suggestions to university leaders and program directors in regard to developing additional online courses and programs to meet the needs of adult and postgraduate students who cannot attend on-campus courses, particularly MA TESOL learners.

The use of still traditional learning models is one of the causes of the underdevelopment of students in terms of both values and interest in learning. Indonesian subjects that are supposed to be fun get boring if the learning model used is not appropriate. The game based learning model with UNO Stacko for question card media is one of the innovative learning models that teachers can use when learning Indonesian. This study aims to determine the differences in learning outcomes and to describe the effects of game-based learning models with the UN Stacko for question card media on Indonesian language learning outcomes for seventh grade students at MTS Darul Ulum Lamongan. This research is an experimental type of research with a quantitative approach. The sample of this research includes 2 groups of 7th grade students for the 2020-2021 academic year. Data collection techniques in the form of observations and tests. Based on the results of the analysis, it was concluded that there were differences in the learning outcomes of the Indonesian language in the group of students with the application of game-based learning models and in the groups of students with the application of conventional learning models and the application of this learning model influenced Learning outcomes of grade VII Indonesian students at MTS Darul Ulum Lamongan strong.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Laboratory- and Project-Based Course in Lean Six Sigma Nanomanufacturing Abstract This paper describes the implementation of the Introduction to Nanotechnology course developed for undergraduate Applied Engineering Technology (AET) students at the Goodwin College of Drexel University and its expansion into a hands-on laboratory- and project-based course organized on Lean Six Sigma principles. The development of this course represents an innovative new approach for integrating Lean Six Sigma methods and principles and hands-on laboratory- and project-based learning in nanotechnology. This unique combination of learning, training, and assessment will contribute to the knowledge base of undergraduate STEM (Science, Technology, Engineering, and Mathematics) education, research, and practice. AET students will be exposed to exciting discoveries and applications in the emerging field of nanotechnology by working with leading faculty members through classroom instruction, guest lectures, laboratory procedures, and field trips. The developed material will become available to community colleges collaborating with Drexel University as well as middle and high schools through activities organized by the AET faculty. Introduction The development of a hands-on, project-based nanotechnology manufacturing laboratory course based on Six Sigma quality methods and Lean manufacturing principles is described in this paper. The course will consist of two parts. The first part will emphasize the foundations of nanotechnology. In the second part, nanotechnology applications and techniques will be studied through experiments that closely simulate industry-relevant processes or scenarios in a pilot- scale manufacturing processes laboratory. The laboratory work will be supported and supplemented with lectures and seminars on Lean Six Sigma. Experiments and projects will focus on two key areas: nanobiotechnology, such as nanoparticles for diagnostic imaging and therapeutics, and nanostructured energy conversion devices such as solar cells. The objectives of the project are to: 1. Attract students with an interest in nanotechnology to applied engineering technology and engineering programs by developing a laboratory- and project-based course, which simulates commercial nanotechnology processes in biomedical and energy applications using an in-depth case study approach. 2. Prepare students for employment in the emerging nanotechnology field in areas such as process development; scale up and control; product specification development; and raw material and capital costing including ethical, environmental, and sustainability concerns. Special attention will be placed on a breadth of manufacturing activities with emphasis toward developing an engineering and engineering technology employee with a valuable range of skills and expertise to the employer. 3. Train the students in the methodology of Applied Lean Six Sigma to provide an overarching theory to the students’ approach to problems and solutions in the workplace.