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Executive Summary The Panel on Technology Education prepared this report as a part of the overall effort of the National Research Council's Committee on the Education and Utilization of the Engineer. In its investigations, the panel studied a number of aspects of technology education. The techni- cal institute movement was examined, and recent developments were noted. The panel also sought to distinguish between engineering edu- cation and engineering technology education, proposing definitions and delineating similarities and differences that might enable better program and curriculum development. Various types of degree pro- grams and other facets of engineering technology education, such as student chapters of associations, special-interest clubs, and coopera- tive education, were also examined. In addition, the panel considered manpower needs for engineering technology education, the impact of high technology on current and future programs and curricula, and the allocation of resources between the various technical areas of study E.g., precision measurement, welding, computer hardware, numeri- cally controlled machining, etc.~. As a result of its studies, the panel developed a number of recommendations for action to improve engi- neering technology education. These recommendations are noted in the paragraphs below. The panel proposed that college faculties and administrations should endorse national efforts to raise high school student achievement lev- els and subsequently raise college admission requirements for engi- neering technology programs by adopting more rigorous entry

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2 ENGINEERING TECHNOLOGY EDUCATION standards. Also, vocational/technical programs in high school and engineering technology programs at the college level should join in efforts to upgrade the curricula, faculty, and facilities at both educa- tional levels. Another proposal was that consortia of educational insti- tutions and industry be formed to improve existing programs and to develop new programs for all to share. An integral part of all such programs should be communication skills: reading, writing, listening, and speaking. Students should be advised and actively informed about the similari- ties and differences between engineering and engineering technology. Those students who demonstrate superior ability in two-year engineer- ing technology programs should be encouraged to continue their educa- tion by transferring into bachelor's degree programs in either engineering or engineering technology. Desirable academic and industrial credentials for engineering tech- nology should be identified, and faculty development programs should be sponsored to achieve these standards. In addition, some institutions should accept the challenge of offering graduate education in technolo- gies that will include research in the application and dissemination of technology and faculty should be encouraged to publish their work on these topics. The panel developed a number of specific recommendations on classes and labs. Semester credit hours for technology programs should range from 16 to 20 hours. Examinations should be given in all courses with interinstitutional cooperation to establish national standards of achievement in basic science and technology courses. As a general rule, the panel recommended that whenever quantity and quality compete, the major focus for change should be on quality. In addition to these specific technology education recommenda- tions, the panel proposed the following actions on related issues: Student chapters of engineering-related associations be encour- aged by the associations and faculty sponsors in order to provide stu- dents with additional contacts and activities with national societies and their representatives. Cooperative education in all of its forms should be expanded through greater industrial, institutional, and governmental support, with faculty-industry linkages being encouraged. "Hallmark" programs in engineering technology should be identi- fied, publicized, and supported nationally. Appropriate accrediting agencies should play a greater role in efforts to increase the quality of engineering technology programs.

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EXE C UTIVE S UMMAR Y 3 Students should be prepared for and encouraged to seek technician certification. Professional registration or certification of engineering technol- ogy faculty should be encouraged. Manpower statistics on enrollment, degrees, and salaries should be maintained at the college, state, and national levels. The panel considered the impact of high technology to be of major importance in engineering technology education. Computers and com- puter technology should be recognized as one of the most powerful educational delivery systems now available and applied in all academic programs in engineering technology. There should also be greater incen- tives for faculty to use modern educational technologies in teaching. Finally, the panel considered the way institutions allocate their resources to the various areas of engineering technology. The following recommendations were developed: Institutions should plan to develop a limited number of " centers of emphasis" in subspecialties. Continuing efforts should be made to upgrade laboratories and shops, recognizing the importance they play in the education of engi- neering technicians and technologists. Linkages with industry should be developed to share specialized laboratory and shop facilities, both in industry and on the campus.