1 of 5

The Divergence of Science and Technology in Engineering Education

A Coordinate Vector Model of Engineering Education

Shawn Thompson, M.S., B.T., A.A.S�Vice President of Engineering – PCB Piezotronics

2 of 5

INDUSTRY� NEEDS

High School�Diploma

Trade School�License/Certificate

Technical School�Certificate, Associate

Engineering Technology�Bachelor, Master

Engineering Science�Bachelor, Master, Doctorate

Engineering and Technology Education �“Covered” all the Needs of Industry

INDUSTRY�� NEEDS

High School Diploma

Technical School Certificate, Associate

Engineering Science�Bachelor, Master, Doctorate

Well Known “(trade) Skills Gap”

Unserved Technology Gap

Level of Technology

Engineering and Technology Education fragmented, leaving a large void in technology capabilities

“Then” “Now”

3 of 5

Bachelor in Engineering �Science�

Bachelor in Engineering �Technology

Bachelor in Math/Science

Bachelor �in Arts

Associate in�Technology

Machinist /�Tradeskills

Associate in Math/science

Associate in�Pre-Engineering

Education “radius”

Technical Aptitude

Math/Science Strength

Engineering is The Resultant of �Technical Aptitude and Math/Science

4 of 5

Bachelor in Engineering �Science�

Bachelor in Engineering �Technology

Bachelor in Math/Science

Associate in�Technology

Machinist /�Tradeskills

Associate in Math/science

Associate in�Pre-Engineering

Technical Aptitude

Math/Science Strength

Singular Focus on Mathematics Created �a Void in Technical Skills in Engineering

5 of 5

Three Actionable Strategies for Engineering Technology

  1. Aggressive re-education on engineering
    • Define engineering not engineering technology
    • Focus on technology, not mathematics
    • Target guidance counselors, parents, other engineers and hiring managers
    • Educate the engineering technology administration
  2. Academic offerings
    • 2+2 programs
    • 🡪 Graduate school programs
    • Co-located engineering science and engineering technology
  3. Adjust content to bolster application knowledge and technical experience
    • Reduce “off-axis” requirements
    • Professors of practice
    • Adopt-a-class program

Industry Observations on Engineering Education

  • The need for mathematics and theory are the lowest in history, however, these are promulgated as the “backbone” of engineering.
  • The need for technical aptitude and understanding is at its greatest, however, these are marginalized as not part of “real” engineering.
  • This contradiction has already passed a critical point for industry.

​