The American education system is falling behind in the embrace of new technologies for distance education instruction in the electrical/electronic engineering disciplines. Australia is a leader in distance engineering education programs. Many other countries are rapidly developing programs to utilize the new web-based technologies and video conferencing methods.
How does this influence the United States?
The Boston Globe article titled A Visa Shortage (2004) addresses the future crisis that the US is expected to face. An excerpt from the article states:
"If this country's universities were producing enough US-born scientists and engineers, its businesses, hospitals, and schools would not be so dependent on non-US technical employees. But, especially now that the economy is recovering, the shortage of such highly trained personnel threatens to put a brake on growth. For the fiscal year that began last Oct. 1, Congress authorized 65,000 of the specialized H-1B visas for foreign scientists, engineers, and workers in a handful of other fields..."
In an ASEE Prism article titled Can Distance Education Be Unlocked?
Thomas K. Grose wrote, "Despite some demand for distance undergraduate degrees, the number of engineering schools actually offering them is less than a handful." (Prism, 2003)
The ASEE article by Mr. Grose acknowledges the undergraduate engineering void but it declares the ABET accreditation is not a restriction for undergraduate distance engineering education. However, there may be more evidence to support that ABET accreditation is a potential barrier. Currently, an international discussion about the ABET accreditation is occurring.
At the ASEE/SEFT/TU Berlin International Colloquium (2002) the ABET accreditation came into question when Lyle D. Feisel of the IEEE presented a discussion titled: "ABET Accreditation: Barrier or Bridge to Innovation?"
Back in the early 1990s, ABET was criticized for being overly prescriptive in its criteria, and for stifling innovation, says Dan Hodge, ABET accreditation director. (Prism, 2003)
In IEEE Spectrum Online the following was written:
"Just as serious, the criteria made no provision for accommodating innovative project-based engineering programs that did not fit neatly into the prescribed curriculum. Educational innovators, like those at Rose-Hulman Institute of Technology, in Terre Haute, Ind., had long objected that the rigid specificity of the criteria discouraged experimentation. Indeed, by the '80s, Parrish said, the conventional criteria had become "a giant cookie-cutter stamping out homogeneous engineering programs producing homogeneous engineering graduates."
"Simultaneously, a crescendo of criticism from industry warned that young engineers so stamped out were not equipped with the skills needed in the work world. All too many fledgling graduates were unpracticed at working in teams, and were inept at communicating with co-workers and managers both orally and in writing. Also, according to industry critics, they were unable to evaluating the costs of developing and manufacturing a product or to assess the impact of prospective technologies on society and the environment. The bottom line: they required too much on-the-job training before they could make useful contributions."
"Matters reached a climax in 1992, when the Big 10-Plus schools--most of the largest players in engineering education--threatened to form their own group for judging engineering programs at big research universities. Worse, the specter arose of the U.S. government creating its own accreditation system." (IEEE, 2000)
The Accreditation Board for Engineering and Technology (ABET) is influencing the development of distance engineering programs as indicated by the University of Omaha.
"Accreditation Boards for Various Professions. In a review of the websites for a range of professional accreditation boards, distance education was given only minor attention. The Accreditation Board for Engineering and Technology, Inc. (ABET) certifies program-related to engineering and technology. Currently, they do not differentiate between traditional and distance delivery methods or assessments. A large portion of the programs ABET evaluates requires onsite laboratory practice that is ill-suited to distance techniques. When possible, distance delivery is worked into various components of more applicable programs. Likewise, the American Psychological Association (APA) has been slow to address the potential of employing distance education techniques. The accreditation standards created in 1996 do not reflect an inclination to acknowledge or pursue evaluation of this area. Most accreditation boards are more amenable to exploring the potential of distance education than ABET and APA." (U. Omaha, 2002)
"Stanford’s senior associate dean in the school of engineering, Andy DiPaolo, agrees: “An (undergraduate) engineering degree is tougher to do electronically, especially the labs.” Nevertheless, Jones and other academics believe that such programs can be made to work." (Prism, 2003)
Alwyn Eades Professor of Materials Science and Engineering at Lehigh University had the following information to say,
"Now I do not say that the ideas espoused by ABET are bad. Quite the contrary, they are very good. But they are not the only good ideas. It is quite unacceptable that we should all be pushed into the same mold." (Prism, 2003)
The Virginia Western Community College (2000-02) Fact book (Section 11) stated the goal to, "Reaffirm TAC/ABET accreditation for the computer and electronics technology and Mechanical Engineering Technology programs. Not achieved. A decision was made to not renew TAC/ABET accreditation. TAC/ABET requirements were constraining the curriculum and the benefits did not outweigh the costs."
In another ASEE Prism article Jack Levy wrote, "There was considerable discussion of outcomes assessment based mainly on ABET's EC2000 document. The consensus was that while the output approach had much to commend it, the jury is still out on its ultimate effect and that ABET may later have to revisit EC2000." (Prism, 2003)
At the 33rd ASEE/IEEE Frontiers in Education Conference several conclusions were made in Boulder, CO on November 8th, 2003. The following is an excerpt from the T3H session:
"Is it time to take a second look at the assessment process as it has currently evolving? Under the principles of EC 2000, the accreditation process is supposed to be a partnership between the program and the evaluators, not a court where ABET is the judge and jury. ABET recommends that a communication process between the two parties be developed, where information is shared in both directions. This implies that the particular engineering department has a say in what is important to their mission, thus an assessment process must allow for the department to design their program so it meets the needs of their community and their users. To support this, the assessment process must be developed and “owned” by the faculty at the department level. It must not be a “top down” process dictated by administrators." (Session T3H, 2003)
It is clear that a more sincere effort should be made by ABET to expand the number of distant education opportunities for American students in the electrical/electronic disciplines of engineering studies at the baccalaureate level. The advisory board of ABET has adopted an antiquated position toward distance engineering education. This archaic paradigm is becoming a barrier for students. The US Department of Education, The National Science Foundation, and NCEES need to carefully consider the direction of the US education system. How can Americans profess to be on the "Cutting Edge" of education when we are basically using slide rulers, instead of computers, with our educational delivery methods?
The ABET board attempts to appear cooperative in distance education by pointing out the many master degree programs that are offered online. This fact is a hollow atonement because the education road block is occurring below this level of academics. ABET also deflects speculations by highlighting curriculum unrelated to the electrical/electronic focus such as distance Computer Technology degrees. ABET was forced to accept online computer technology curriculums because of information technology degrees were stealing market shares from ABET institutions. This is not an example of their cooperation with distance education but rather an example of their pocket book leading them to amend their ethnocentrism.
The present education structure is forcing many institutions to re-consider other accreditations as viable solutions to bypass the ABET barrier. It is difficult to determine the number of institutions establishing NAIT and DETC programs. However, I believe these accreditations will develop into competitive alternatives that are equally respected, if they are not already acknowledged as such.
The NAIT accreditation is growing in popularity and is equally acknowledge by the Council for Higher Education (CHEA) as the ABET accreditation is acknowledged. It is important to note that CHEA acknowledges them in different, but similar roles. However, these roles are so closely related in some categories such as "electronics," that it may be very easy to cross-over into the complimentary practice. Indeed, a corporation may choose to employ both to establish a flexible work environment.
Many institutions that adopt the NAIT program accreditation already have a regional accreditation. A regional institution can designate their program as an engineering practice without an ABET approval (see the Electrical/Electronics Programs of Thomas Edison College on this page for example). Furthermore, the US department of Education no longer acknowledges ABET or NAIT. It appears that ABET withdrew from being recognized by the US Department of Education when they refused to add new requirements to comply with government standards. "ABET became non-compliant with US Department of Education regulations. Rather than go through an appeals process, ABET chose to withdraw prior to a re-recognition hearing before the Department of Education." (ABET, 3/18/01)
"In 1994, Congress removed the authorization of the USDE to recognize specialized accreditation agencies unless specifically required to receive federal program support. NAIT, as well as many other specialized accreditation agencies, was therefore no longer recognized by USDE. NAIT is currently a member of the Association of Specialized and Professional Accreditors (ASPA)." (JTS,1999)
CHEA Tree
Many employers incorrectly determine that an Industrial Technologist is inferior to an Electrical Engineer or "EE," as they are sometimes referred to. This has occurred most likely because they do not know the difference between an Engineering Technologist and the Industrial Technologist. Industrial Technology is not an Engineering Technology (ABET/TAC) program that is often perceived as a sub category of the Electrical/Electronic Engineering (ABET/EAC) accreditation.
The NAIT accreditation is equally acknowledge by the Council for Higher Education (CHEA) as the ABET accreditation is. As a result, the Industrial Technologist is equal in academic stature to an Electrical/Electronic Engineer (ABET/EAC). The ABET and NAIT programs both require four years of academic study to complete a Baccalaureate level. If an employer does hire personnel from both forms of practice (ABET & NAIT), it is important to establish a separate but equal ideology.
Industrial Technologists are generally employed in Technical Management positions often supervising Technicians or Engineers. The Purdue University website indicates that an Industrial Technologist can be employed as a Manufacturing Engineer or Quality Engineer.
The Society of Manufacturing Engineers (SME) has sponsored many activities involving both NAIT and ABET accreditations. A certification from the SME would be a very good enhancement to further support an Industrial Technologist in this roll.
A Broadcast Engineer is another career option that would represent a good match for an Industrial Technologist. The Society of Broadcast Engineer (SBE) has certifications that are acknowledged by the National Skills and Standards Board (NSSB). The NSSB was a division of the US Department of Education before the Legislative Charter sunset (expired) forced it to become an independent organization.
The US Department of Labor currently does not have a career category for an Industrial Technologist. A description of Industrial Technology is given from North Carolina A&T State University on the following website.
http://www.ncat.edu/~sot/ect/technologist.htm
The Canadian Council of Technicians and Technologist (CCTT) have a unique relationship with the United States through the NAFTA treaty and they are members of the Sydney Accord. Canadian Technologists are allowed to work in the United States. The CCTT has divided the Technologist description into two separate roles. The CCTT breaks them down as an "Applied Science Technologist" and the "Engineering Technologist."
The Sydney Accord represents the largest international effort ever organized to address the role of a Technologist.
The Sydney Accord is not limited to only Engineering Technology because Hong Kong signed the Accord with an Applied Science Technologist title. The Incorporated Engineer of the UK is described as a Management Engineer and is considered equally acknowledged on the Accord. The analogue of the Incorporated Engineer is the Industrial Technologist in the United States as it is interpreted by their described functions.
The International Technologist and Technician Association (ITTA) is a Canadian organization that is unfamiliar to me. However, they have some interesting views which are given in the following paragraph.
"Technologists, therefore, are an unknown commodity in the USA. When US firms come to Canada and are faced with several types of "non-engineer" technical personnel, the natural tendency is to lump them all together and to use the term they know best - "technician", to describe them. Inadvertently, then, employers create job ladders or structures that don't properly reflect the training and experience that their own personnel possess.
Technicians and technologists do have something else in common these days; both are in extremely high demand in a wide variety of fields. Techs hitting "glass ceilings" often leave the company to find other jobs at firms that don't hold them back and that value their skills and capabilities as much or more than the diplomas or degrees they hold. The number of companies doing so is growing - it is not uncommon now to find techs in senior positions, supervising engineers and other professionals."
REFERENCES
Feisel, L. (2002) ABET Accrediation: Barrier or Bridge to Innovation?
ASEE/SEFI/TU Berlin International Colloquium, "Global Changes in Engineering Education."
Retrieved 4/2/05 from
http://www.tu-berlin.de/presse/div/asee-sefi_programm.pdf
Grose, T. (April,2003) Can Distance Education Be Unlocked?
ASEE Prism Online Volume 12, Number 8
Retrieved on 3/16/05 from
http://www.prism-magazine.org/april03/unlocked.cfm
Levy, J (2003, Jan) National and Global Aspects of Engineering Accreditation.
ASEE Prism: ASEE goes to Berlin retrieved (2005) from
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MULRINE, A. (2003) The Real Test
ASEE Prism Online Volume 12, Number 6
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Eades, A. (2002)
Incompatible roles for ABET.
ASEE Prism Online Volume 11, Number 6
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The Virginia Western Community College(2000) VWCC Factbook
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http://www.vw.vccs.edu/factbook/Eval2000Goals.html
Boston Globe (2004) A Visa Shortage.
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Accreditation Board for Engineering and Technology.
Retrieve 2002 from
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Scarpellini,N.& Bowen, B.(2001). Evaluation and Action: Sustaining Excellence in Collegiate Aviation Distance Education. The University of Omaha.
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Budny,D. ,Krishnan,M., Das,S., Paulik,M., DeLyser,R., Khan,H., Elger,D., Yokomoto,C., Rowland,J., Litt,M., Carpenter,D. (2003,Nov) ASSESSMENT: WHEN IS ENOUGH, ENOUGH?
33rd ASEE/IEEE Frontiers in Education Conference, Session T3H
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