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Engineering Technology Programs And Technical Standards: Investigating Library Access And Course Integration, Margaret Phillips, Paul B Mcpherson, Danielle Leclerc
Engineering Technology Programs And Technical Standards: Investigating Library Access And Course Integration, Margaret Phillips, Paul B Mcpherson, Danielle Leclerc
Libraries Faculty and Staff Scholarship and Research
Due to ABET accreditation requirements and industry expectations, integrating technical standards into Engineering Technology (ET) curricula is crucial for student success. However, previous studies have shown that faculty report access and knowledge challenges in working to integrate standards into ET course content. Additionally, academic librarians have long acknowledged there are many issues with providing access to standards to campus users, such as high costs and extensive digital rights management (DRM) restrictions. The purpose of this study is to conduct an environmental scan of library websites at institutions with ET programs to investigate library-provided access to standards and to survey ET …
Predicting Engineering Integration In K-12 From The Perspective Of Pre-Service Teachers, Pilar Pazos, Francisco Cima, Jennifer Kidd, Kristie Gutierrez, Dorothy Faulkner, Minjung Lee, Krishna Kaipa, Orlando Ayala
Predicting Engineering Integration In K-12 From The Perspective Of Pre-Service Teachers, Pilar Pazos, Francisco Cima, Jennifer Kidd, Kristie Gutierrez, Dorothy Faulkner, Minjung Lee, Krishna Kaipa, Orlando Ayala
Engineering Management & Systems Engineering Faculty Publications
The integration of engineering content at the pre-college level is gaining global traction as a strategy to improve learning outcomes and to promote inclusion and diversity in STEM (Science, Technology, Engineering, and Mathematics). Preservice teacher (PST) programs have become natural insertion points for integration efforts by providing future K-12 teachers with the resources and preparation to teach engineering as part of their academic preparation. There is a need to understand the socio-cognitive mechanisms by which teacher preparation programs can help teachers to integrate engineering in their future classrooms. This work examines how an innovative cross-disciplinary program impacted important social-cognitive drivers …