An ad hoc committee will conduct a study and prepare a report to shed light on the status, role, and needs of engineering technology education in the United States. The project will address the following objectives and questions and include a public workshop as a primary data-gathering event:

· Review the status and history of the production and employment of engineering technologists and technicians in the United States. Such a review should address not only the number and discipline-focus of graduates from engineering technology programs but also their demographic characteristics (race, gender, socio-economic status), academic preparation (e.g., participation in career and technical education programs, experience with K-12 engineering coursework), and distribution by sector, job role/category, and geographic region.

o QUESTION: What are the significant trends and patterns in the production and employment of engineering technologists and technicians?

· Gather available data and explore private- and public-sector employer perceptions regarding the adequacy of the supply of engineering technologists and technicians as well as the appropriateness of the knowledge and skills they bring to the workplace.

o QUESTION: What aspects of engineering technologist/technician performance in the workplace are most valued by employers and where are such workers seen to fall short of expectations or needs?

o QUESTION: Is there evidence for shortages or oversupply of engineering technologists/technicians regionally or within particular employment sectors or job categories?

o QUESTION: How is increasing automation, and technological developments more generally, changing the nature of work for engineering technicians and technologists?

· Describe the characteristics of U.S. engineering technology education programs related to such things as curriculum and faculty professional development; outreach to/partnerships with K-12 schools, industry, and other organizations; and communication and collaboration with engineering education programs.

o QUESTION: To what degree are curricula, professional development, and institutional policies supporting or hindering efforts to meet employer needs and expectations?

o QUESTION: In what ways and to what effect are engineering technology programs connected to other parts of the K-16 education system, including engineering education?

o QUESTION: How transferable (e.g., to different technology types, regions, or career paths) are the knowledge and skills learned in engineering technology programs?

o QUESTION: What is the extent and nature of articulation between and among two-and four-year engineering technology programs and between these programs and engineering programs?