Authors: Michael Hayden (Indiana State University) , Randy Peters (Indiana State University)
This research focused on the content and methods of teaching construction, engineering, and industrial materials. A random selection of program coordinators was surveyed. Information on approximately 15 materials topics was collected and included what topics are taught, how important they are, and if a laboratory exercise was used in teaching. Programs in the following accreditation bodies formed the population: American Council of Construction Education (ACCE), Association of Technology, Management, and Applied Engineering (ATMAE), Council for the Accreditation of Educator Preparation (CAEP), and both the Engineering Accreditation Commission (EAC) and the Engineering Technology Accreditation Commission (ETAC) of ABET (the Accreditation Board of Engineering and Technology, Inc.) It was found that both (a) courses focused on materials and (b) materials topics embedded in various courses are widely used. All topics were considered important. Those surveyed felt that some topics were more important than others. Laboratory experiences were used to teach all topics. Some topics were more likely to be taught in a lab than other topics. When comparing these results to 1998 research, the programs are teaching more of the topics and the use of dedicated materials courses is increasing. There were no significant differences due to accreditation body concerning the topics taught, the importance of topics, or the use of dedicated materials courses versus materials topics embedded in various courses. The results can be used as a snapshot of materials content and pedagogy for benchmarking and other purposes.
Keywords: materials engineering|technology|industrial|construction|curriculum|pedagogy|trends
How to Cite: Hayden, M. & Peters, R. (2017) “Material Topics in Engineering and Technical Programs”, The Journal of Technology, Management, and Applied Engineering. 33(2).