Bachelor of Science in Engineering Education:  Differentiating from Traditional Education and  Engineering Disciplines

Kenneth Reid; Tyler J Hertenstein; Graham Talmadge Fennell; Elizabeth Marie Spingola

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Institutional Perspectives and Boundary Work
Tagged Division: Liberal Education/Engineering & Society
Page Count: 10
Page Numbers: 23.238.1 - 23.238.10
DOI: 10.18260/1-2--19252
Permanent URL: https://peer.asee.org/19252
Download Count: 489

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Paper Authors

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Kenneth Reid Ohio Northern University

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Ken Reid is the director of First-Year Engineering, Director of Engineering Education and an Associate Professor in Electrical and Computer Engineering and Computer Science at Ohio Northern University. He was the seventh person in the U.S. to receive a Ph.D. in Engineering Education from Purdue University. He is active in engineering within K-12, serving on the TSA Boards of Directors and over 10 years on the IEEE-USA Precollege Education Committee. He was named the Herbert F. Alter Chair of Engineering in 2010. His research interests include success in first-year engineering, introducing entrepreneurship into engineering, international service and engineering in K-12.

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Tyler J Hertenstein Ohio Northern University

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Hertenstein is a sophomore studying engineering education at Ohio Northern University, where he currently resides as president and co-founder of a student chapter of ASEE. Previously, Hertenstein has co-authored two papers for the 2012 ASEE North-Central conference. At ONU, Hertenstein is also involved in the Dean's advisory team, Alpha Lambda Delta, Phi Eta Sigma, the yearly STEM day, and Northern Engineers without Boundaries.

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Graham Talmadge Fennell Ohio Northern University

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Elizabeth Marie Spingola Virginia Tech Department of Engineering Education

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Elizabeth is a junior at Ohio Northern University. She is the Project Manager of an organization at school that is designing and fabricating a model Mars Rover for a local museum. She is, also, has leadership roles in Phi Sigma Rho, the engineering sorority at ONU. Other organizations she belongs to include SWE, ASME, Flute Choir, JEC, and more.

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Abstract

Bachelor of Science in Engineering Education: Differentiating from Traditional Education and Engineering Disciplines is in its second year of an innovative and unique Bachelor of Science degree with amajor in Engineering Education. This program will provide graduates with a foundation inengineering, mathematics, and education, qualifying the graduate for licensure as a secondarymath teacher in the state of Ohio. The degree is similar to a General Engineering degree,expanding potential career opportunities. Further opportunities are among venues such as scienceand technology museums. This degree program offers the introduction of teachers into middleand high school environments with an inherent appreciation of engineering, producing graduateswho are capable of truly integrating math, science, engineering analysis, and design into theclassroom.The objectives of establishing this degree program include those that are directed toward ourstudents as well as the profession: Assure graduates of a truly integrated education equipping them for success as engineers and/or educators, Work toward changing the K-12 paradigm: effectively introduce engineering into K-12 by influencing the teaching profession.One of the difficulties of establishing and completing a truly interdisciplinary engineering degreeis addressing requirements from programs, departments and colleges different than typicallyfound in engineering. For example, graduates must complete not only an engineering capstoneproject, but meet state requirements for student teaching. Challenges include incorporatingeffective classroom experiences, curriculum development and extracurricular opportunitiesavailable as students in an education program with more typical requirements from engineeringdisciplines such as required laboratories and opportunities for undergraduate research. Seekingaccreditation for the program from the National Council for Accreditation of Teacher Education(NCATE) as well as ABET affords additional challenge.This paper will describe the unique challenges of establishing this interdisciplinary andinnovative program, including issues related to accreditation of the program from twoperspectives: education and engineering. Further, the paper will present issues and opportunitiesfrom the perspective of students from the initial cohort, who have had an exceptional number andbreadth of opportunities as the first students in the program.

Citation
Format

Reid, K., & Hertenstein, T. J., & Fennell, G. T., & Spingola, E. M. (2013, June), Bachelor of Science in Engineering Education: Differentiating from Traditional Education and Engineering Disciplines Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19252

TY  - CPAPER
AB  -                    Bachelor of Science in Engineering Education:                   Differentiating from Traditional Education and                               Engineering Disciplines is in its second year of an innovative and unique Bachelor of Science degree with amajor in Engineering Education. This program will provide graduates with a foundation inengineering, mathematics, and education, qualifying the graduate for licensure as a secondarymath teacher in the state of Ohio. The degree is similar to a General Engineering degree,expanding potential career opportunities. Further opportunities are among venues such as scienceand technology museums. This degree program offers the introduction of teachers into middleand high school environments with an inherent appreciation of engineering, producing graduateswho are capable of truly integrating math, science, engineering analysis, and design into theclassroom.The objectives of establishing this degree program include those that are directed toward ourstudents as well as the profession:   Assure graduates of a truly integrated education equipping them for success as engineers    and/or educators,   Work toward changing the K-12 paradigm: effectively introduce engineering into K-12 by    influencing the teaching profession.One of the difficulties of establishing and completing a truly interdisciplinary engineering degreeis addressing requirements from programs, departments and colleges different than typicallyfound in engineering. For example, graduates must complete not only an engineering capstoneproject, but meet state requirements for student teaching. Challenges include incorporatingeffective classroom experiences, curriculum development and extracurricular opportunitiesavailable as students in an education program with more typical requirements from engineeringdisciplines such as required laboratories and opportunities for undergraduate research. Seekingaccreditation for the program from the National Council for Accreditation of Teacher Education(NCATE) as well as ABET affords additional challenge.This paper will describe the unique challenges of establishing this interdisciplinary andinnovative program, including issues related to accreditation of the program from twoperspectives: education and engineering. Further, the paper will present issues and opportunitiesfrom the perspective of students from the initial cohort, who have had an exceptional number andbreadth of opportunities as the first students in the program.
AU  - Kenneth Reid
AU  - Tyler J Hertenstein
AU  - Graham Talmadge Fennell
AU  - Elizabeth Marie Spingola
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Bachelor of Science in Engineering Education:  Differentiating from Traditional Education and  Engineering Disciplines
UR  - https://peer.asee.org/19252
DO  - 10.18260/1-2--19252
ER  -