COMPARING AND ALIGNING OUTCOMES OF TWO ENGINEERING AND TECHNOLOGY DISCIPLINES IN ONTARIO

Abstract

Abstract –The separate development of engineering and technology programs in Ontario has made transfer between these program types a complicated process. The process often requires assessment on a case-by-case basis and considers different aspects of knowledge, skills, and performance. This study was conducted to determine the level equivalency between two engineering and technology disciplines with the purpose of informing the development of transfer policy and comprehensive bridging programs in the province. Outcomes, content, and function of engineering and technology programs in Ontario were analyzed using a common framework in two disciplines: mechanical and electrical. Material from 7 engineering and 10 technology programs, including syllabi, learning outcomes, and reports was collected and analyzed, along with publically available information about programs. Slightly less than 40% of the courses in representative first year Mechanical and first and second year Electrical/Electronics Technology programs had equivalency to courses in engineering degree programs. The level of cognitive process expected for problemsolving outcomes is higher in the engineering programs than technology programs, and vice versa for outcomes related to hands-on skills. Overall, the analysis indicated sufficient alignment between engineering and technology programs to suggest transfer students may have acquired the necessary skills and knowledge of introductory level courses that are similar in content. Through hybrid bridging subjects and tests on prior knowledge, engineering programs can ensure incoming transfer students meet all CEAB accreditation criteria.