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首页> 外文会议>2002 ASME International Mechanical Engineering Congress and Exposition , Nov 17-22, 2002, New Orleans, Louisiana >FUTURE OF ENGINEERING TECHNOLOGY EDUCATION
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FUTURE OF ENGINEERING TECHNOLOGY EDUCATION

机译：工程技术教育的未来

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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. 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. 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: 1. Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? 2. 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.
机译：美国的工程技术教育的历史可以追溯到1931年的Wickenden和Spahr研究，该研究确定了工程技术教育在技术领域中的地位。到1945年，专业发展工程理事会制定了为期两年的工程技术计划的第一个认证程序，到1946年，第一个计划获得了认证。在此时间表上，位于印第安纳波利斯的普渡大学工程技术计划的历史可以追溯到1946年。在过去的70年中，美国的工程技术教育以其发展，发展和不断改进的历史而著称。在接下来的几年中，工程技术教育面临着巨大的挑战。这些挑战是由计算机技术的飞速发展和利益相关者对教育过程的期望不断变化所驱动的。利益相关者不仅包括学生和教职员工，还包括公共和私营部门的各种团体，包括行业，专业组织，资助机构，州政府和大学系统。工程技术教育者面临的两个具体挑战是“基础教师资格证书”和对“创造性活动”的期望不断变化。可以通过以下问题来描述这两个挑战：1.将来在大学环境中晋升和任职的工程技术学院是否需要博士学位？ 2.应用研究或教学研究是否足够“任职”？本文以对当前工程技术教师的招聘实践为研究基础，解决了这两个问题。最终，随着工程技术教育的不断发展并走向未来，必须进行重要的未来讨论。

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