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C.C. Reader
Technology Defined
Problems Outlined
A good subtitle for this
essay might be, “Whoever
heard of a technologist?”
Depending on who is doing
the defining, a technologist
might be anyone in the
engineering world from a
glorified draftsman to a
practical engineer.
An examination of the
various curricula offered at
colleges around the country
reveals that students are
being trained for the same
wide spectrum of jobs.
Companies in their inter
views often ask about the
difference between an engi
neer and a technologist.
About the only place where
all agree is the recognition
that a technologist is a
graduate of a four year
program in engineering
technology.
So then, where do the
programs at Capitol Campus
fit into this maze of
definitions and job titles?
What are the good points
that we should stress? What
areas should be examined so
as to improve the programs?
The Engineer’s Council lor
Professional Development,
the national accrediting
agency, states the technolo
gist should be working
closer to the engineer than
the draftsman.
The main function of a
technologist is to support
the practical side of engi
neering with emphasis on
the end product rather than
the research and develop
ment. In the area of
mecnanical engineering, the
engineer might decide what
machine is to be built and
the technologist would see
that it gets built.
At Capitol Campus, the
programs in engineering
technology are geared to a
high academic level. This
By Roger W. Schiller
means that many of the texts
are the same as those used
in regular engineering pro
grams. Our students are able
to master course material
which is pitched at a higher
level than that given at most
engineering technology
schools. The attrition rate at
Capitol is much lower than
at some schools, even with
the higher course levels.
Of course, the Penn State
Associate Degree programs
in engineering technology
have this same comparative
ly high level of coursework.
All of the faculty of
engineering and technology
at Capitol Campus have
some industrial experience,
and they relate this experi
ence in presenting theory
and design examples in the
classroom. Many of our
faculty are registered pro
fessional engineers. Most
have advanced academic
training and several have
earned doctorates.
Quite a few of our faculty
are involved in the work of
professional societies at
various levels. At the present
time, three of our faculty
serve as chairpersons for
local sections of national
professional societies. I
believe that this is some sort
of record. Still others are
involved with national com
mittees, standards boards,
and such.
Even though our programs
are not supposed to prepare
students specifically for
graduate school, several of
our graduates now have
masters degees and at least
one is studying for a
doctorate. So, it appears
that our programs and our
graduates can be matched
with almost any in the
country.
However, there are some
problem areas, and some of
those will be discussed in
the remainder of this article.
First of ail, I think that
there is a tendency to put
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more and more material into
each course without ever
looking to see what might be
taken out. This tends to
force our students to absorb
increasing amounts of ma
terial in a short time, and
that is not always possible.
A related problem is how
much formal class time
should be required for a unit
of credit. Some classes meet
for as many as four
recitation periods and a
double lab period, while
other classes meet as few as
three recitation periods per
week. I might add that this
problem exists at schools
other than Capitol Campus.
Another problem, also
present at other schools, is
the tendency to teach ail of
the courses in our own
programs rather than make
use of a more varied
approach in teachers and
courses. This has the danger
of leading to overspecializa
tion.
The question of profes
sional registration looms
ahead as a major problem.
Our students do very well on
the state engineer—in
training examinations. In
fact they do so well that
some states have legislated
that a graduate of a four year
program in engineering
technology cannot ever take
such an exam and thus
cannot ever be registered.
Probably the most serious
problem facing the engi
neering and technology
faculty (outside of money) is
the meeting of standards for
the promotion to the senior
ranks of Associate Professor
and Professor. The dilemma
here is that one is supposed
to do research and publish.
And yet, the very nature of
our programs precludes
much activity in this area.
The problem is worsened
still further when one
examines the proposed
guidelines for tenure and
promotion. If these guide
lines are enforced with any
degree of rigidity, it will be
impossible for any member
of our engineering faculty to
be considered for promotion
to Full Professor rank by a
colleague in our Division.
So, we end where we
began by again asking
“Whoever heard of a
technologist?” Industry has
heard of them. Industry hires
our graduates and, in many
cases, calls them engineers.
The faculty has become well
known throughout the coun
try. We are alive, thank you.