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

摘要

Ohio Northern University is in its second year of an innovative and unique Bachelor of Science degree with a major in Engineering Education. This program will provide graduates with a foundation in engineering, mathematics, and education, qualifying the graduate for licensure as a secondary math teacher in the state of Ohio. The degree is similar to a General Engineering degree, expanding potential career opportunities. Further opportunities are expected to be among venues such as science and technology museums. This degree program offers the introduction of math teachers into middle and high school environments with an inherent appreciation of engineering, producing graduates who are capable of truly integrating math, science, engineering analysis, and design into the classroom. The objectives of establishing this degree program include those that are directed toward our students as well as the profession: (1) Assure graduates of a truly integrated education equipping them for success as engineers and/or educators, and; (2) 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 degree is addressing requirements from programs, departments and colleges different than typically found in engineering. For example, graduates must complete not only an engineering capstone project, but meet state requirements for student teaching. Challenges include incorporating effective classroom experiences, curriculum development and extracurricular opportunities available as students in an education program with more typical requirements from engineering disciplines such as required laboratories and opportunities for undergraduate research. Seeking accreditation 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 and innovative program, including issues related to accreditation of the program from two perspectives: education and engineering. Further, the paper will present issues and opportunities from the perspective of students from the initial cohort, who have had an exceptional number and breadth of opportunities as the first students in the program.