TY - GEN
T1 - The body of knowledge in mechanical engineering technology
AU - Danielson, Scott
AU - Hartin, John R.
PY - 2005
Y1 - 2005
N2 - In November 2004, the ASME Council on Education promulgated a vision of the future of mechanical engineering education based on the work of the ASME Body of Knowledge Taskforce. Unfortunately, the vision gave only a cursory nod to Mechanical Engineering Technology (MET) as a part of the educational and professional spectrum. This paper presents an amended vision for the future of mechanical engineering technology education and a discussion of the body of knowledge as applied to engineering technology. A case is made for how the vision of the future for MET educational programs differs from mechanical engineering (ME) programs. In this, the relation of MET education to the practitioner and industry is a recurring theme. A vision is proposed speaking to the strength of MET graduates as engineering practitioners and as implementers of technology; job-ready, and focused on applied engineering. A discussion of the body of knowledge appropriate for an engineering practitioner and the impact of that perspective on mechanical engineering technology education is offered. The challenges facing MET as a result of the perceptions and misconceptions regarding its graduates and their strengths are discussed. Following the lead of the ASME vision for ME education, considerations for reshaping MET education are also proposed. A positive view of the strengths of an MET education is taken and a dialog is opened on the challenges facing MET education.
AB - In November 2004, the ASME Council on Education promulgated a vision of the future of mechanical engineering education based on the work of the ASME Body of Knowledge Taskforce. Unfortunately, the vision gave only a cursory nod to Mechanical Engineering Technology (MET) as a part of the educational and professional spectrum. This paper presents an amended vision for the future of mechanical engineering technology education and a discussion of the body of knowledge as applied to engineering technology. A case is made for how the vision of the future for MET educational programs differs from mechanical engineering (ME) programs. In this, the relation of MET education to the practitioner and industry is a recurring theme. A vision is proposed speaking to the strength of MET graduates as engineering practitioners and as implementers of technology; job-ready, and focused on applied engineering. A discussion of the body of knowledge appropriate for an engineering practitioner and the impact of that perspective on mechanical engineering technology education is offered. The challenges facing MET as a result of the perceptions and misconceptions regarding its graduates and their strengths are discussed. Following the lead of the ASME vision for ME education, considerations for reshaping MET education are also proposed. A positive view of the strengths of an MET education is taken and a dialog is opened on the challenges facing MET education.
KW - Accreditation
KW - Body of knowledge
KW - Mechanical engineering education
KW - Mechanical engineering technology
UR - http://www.scopus.com/inward/record.url?scp=33646168541&partnerID=8YFLogxK
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U2 - 10.1115/imece2005-82773
DO - 10.1115/imece2005-82773
M3 - Conference contribution
AN - SCOPUS:33646168541
SN - 0791842320
SN - 9780791842324
T3 - Innovations in Engineering Education 2005: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads
SP - 515
EP - 519
BT - Innovations in Engineering Education 2005
PB - American Society of Mechanical Engineers
T2 - 2005 ASME International Mechanical Engineering Congress and Exposition, IMECE 2005
Y2 - 5 November 2005 through 11 November 2005
ER -