No abstract

Launching new or improved products to the market typically involves extensive collaboration within and beyond the enterprise. Succeeding in a customer-driven market economy demands the practice of simultaneous engineering. The standard engineering or engineering technology curricula continue to make efforts in providing students with opportunities to engage in real-life projects that simulate simultaneous engineering. However, the educational community as a whole has much to implement in this area. This paper presents an approach used to nurture simultaneous engineering through a unique collaboration between instructors in different disciplines. Student teams, formed from three different classes, conceived problems and worked through a problem-solving model to design and develop solutions. An assessment of these interdisciplinary projects revealed significant learning outcomes and their relationships to the diversity of team members. The experiences of both students and instructors are described and some recommendations made for instructor teams that envisage interdisciplinary student projects.

This paper takes aim at one specific, as well as basic, need in teamwork and interdisciplinary projects -ethics and its implications for professional practice. A preliminary study suggests that students majoring in industrial technology degree programs may not have adequate opportunity to formally study and engage in ethical aspects of technology vis-à-vis the practices of the profession. It is reasonable to assume that the ethical dilemmas faced by an industrial technologist would parallel those of engineers and managers. To address this issue, this paper identifies a domain of knowledge that would constitute a necessary background in ethics for industrial technologists, examines various resources for teaching, and makes recommendations from a pedagogical point of view.

(UK) with various capacities. His research and teaching interests include Internet-based physical experiments, mechatronics, real-time computer control, adaptive/intelligent control, and mobile robotics. Dr. Azad has over 75 referred journal and conference papers and one edited book in these areas. He has active membership and involvement in several learned societies, including the IEE, IEEE, ASEE, and ISA.

In an earlier publication, the authors presented a set of ideas advocating the use of computeraided design (CAD) to inspire middle and high school students consider a career in engineering technology through study at a higher educational institution 1 . The approach required the integration of CAD in selected school topics initially through teacher training, and subsequently extending new learning opportunities to students through their teachers. This paper complements the above-mentioned publication, describing new perspectives on the importance of advertising engineering technology programs at the middle and high school levels. The process of creation of a CAD-integrated lesson module that lends itself for high school instruction is discussed. Finally, the importance of a close collaboration between two and four year colleges in making it easier for community college students to pursue a Bachelor's degree program is considered using Northern Illinois University (NIU)'s Manufacturing Engineering Technology program as the model example. Significance of a Proactive RelationshipOccena et. al. projected that most school students map out their career paths by the time they enter their final year in high school 2 . The increased emphasis on formal education by employers coupled with the simultaneous drop in demand for unskilled labor in the United States continues to motivate high school graduates to pursue a college education, two -year or four year. It is true that things do not always proceed as planned and a large number of students switch career plans, and hence their majors during their college years. However, professional bodies such as the American Society for Engineering Education and the Society of Manufacturing Engineers have embarked on initiatives geared to aggressively promote engineering and technology in K -12 education 3,4 . The rationale behind such campaigns is to "catch them young" and induct the best available high school talent to pursue a career in engineering or tec hnology 3 . ASEE President Jakubowski warned that "if the United States does not start closing the gap in student achievement in science and mathematics, the country runs the risk of becoming disadvantaged in the worldwide economy 5, p.41 " His profound faith in this proclamation was demonstrated by the recent introduction of an initiative called the ASEE Center for Best Practices in K-12 Science and Math Education. K-12 education has attracted national attention for nearly twenty years, as it became evident that the United States school system was falling behind those of other industrialized nations 5 .