Introduction to the Engineering Industry
Lesson Overview
Media: Video (14 minutes)
Seat Time: 4 Classes | 200 minutes teaching
Goal:
To examine and understand the different careers and opportunities in the engineering industry and how one might enter those roles.
Description:
This lesson highlights the different types of careers and employment opportunities present in the engineering industry. Additionally, students will explore the types of engineering preparation programs.
Objectives:
1. To understand the spectrum of careers and job opportunities available in the engineering industry.
2. To describe the steps and necessary preparation to enter the engineering industry.
3. To identify the reasoning behind certifications and the roles they play in the engineering industry.
Class 1
Class Overview:
The Engineering Industry Video Segment
Action Plan
Vocabulary Handout
Key Concepts
The Engineering Industry Check for Understanding
Engineering Careers Activity
Essential Questions:
1. What is the engineering industry?
2. What career opportunities exist in the engineering industry?
Step 1: Bell Ringer:
· Have students predict the different skills an engineering technician, engineering technologist and engineer need to possess to be successful in their line of work.
Step 2: Distribute the Action Plan, Vocabulary Handout and Key Concepts.
· The Action Plan lays out a list of tasks for students to complete during the lesson.
· The Vocabulary Handout is a list of terms used throughout the lesson.
· The Key Concepts is an outline which identifies the main ideas presented in the lesson which students can fill in to aid in note taking during the lesson.
Step 3: Show the Engineering Industry video segment.
· This video is six minutes long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 4: Administer the Engineering Industry Check for Understanding.
· The Check for Understanding is a short review of the content presented in the segment.
Step 5: Students should complete the Engineering Careers Activity.
· Students will compare current engineering employment opportunities and describe how they may lead to possible career pathways.
Step 6: Exit Ticket:
· Quick Write: Students will respond to the following prompt in three to six sentences:
- Would you prefer a career as an engineering technician, engineering technologist or engineer? Explain your choice.
Class 2
Class Overview:
Entering the Engineering Industry Video Segment
Action Plan
ABET or Not? Bell Ringer Activity
Key Concepts
Entering the Engineering Industry Check for Understanding
Engineering Preparation Activity
Essential Questions:
1. How does an individual enter the engineering industry?
2. How does the course of study and preparation differ between an engineer, engineering technologist and engineering technician?
3. What certifications and licenses are available in the engineering industry?
Step 1: Bell Ringer:
· Students should complete the ABET or Not? Bell Ringer Activity. Students will research the accreditation status of various engineering programs.
Step 2: Show the Entering the Engineering Industry video segment.
· This video is eight minutes long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 3: Administer the Entering the Engineering Industry Check for Understanding.
· The Check for Understanding is a short review of the content presented in the segment.
Step 4: Students should begin the Engineering Preparation Activity.
· Students will research various engineering preparation opportunities and certifications.
Step 5: Exit Ticket:
· Students will turn in their completed Engineering Preparation Activity.
Class 3
Class Overview:
Action Plan
Engineering Hiring Spree Project
Step 1: Bell Ringer:
· As a class, have students brainstorm a list of what information should be in a job posting. Write their ideas on the board for students to reference throughout the class.
Step 2: Students should begin the Engineering Hiring Spree Project.
· Students will assume the role of CEO of an engineering firm to create job postings and interview questions so they can hire several engineering professionals.
Step 3: Exit Ticket:
· Ask students to discuss the pros and cons of each job listing they are creating for the Engineering Hiring Spree Project.
Class 4
Action Plan
Key Concepts
Engineering Hiring Spree Project
Introduction to the Engineering Industry Final Assessment
Step 1: Bell Ringer:
· Have students find a partner to quiz each other on content in the Key Concepts to review for the Final Assessment.
Step 2: Administer the Introduction to the Engineering Industry Final Assessment.
· The Final Assessment is a comprehensive assessment covering material throughout the entire lesson.
Step 3: Students should complete the Engineering Hiring Spree Project.
· Students will assume the role of CEO of an engineering firm to create job postings and interview questions so they can hire several engineering professionals.
Step 4: Exit Ticket:
· Students should share their job posting from the Engineering Hiring Spree Project with a partner for peer review.
Activity Overview
Engineering Careers
Students will explore current engineering employment job opportunities and identify differentiating information for each job posting. Additionally, students will research career progression for each role. This activity exposes students to real-world job opportunities in the engineering field and helps them differentiate between the roles and responsibilities of different engineering professionals.
Accommodations:
Provide students with three job postings to use for the activity.
Modifications:
Students should create a Venn diagram to showcase the differences between each of the engineering careers.
Extension:
Students can develop a presentation focused on one of the specific engineering careers with information on salary, work hours, working conditions and other pertinent information.
Engineering Preparation
Students will identify examples of engineering preparation programs and describe what each program does. This activity allows students to develop a better understanding of the engineering preparation programs available to them.
Accommodations:
Provide students with websites and resources to direct their research.
Modifications:
Students should compare and contrast the differences between each type of program.
Extension:
Students should seek out and interview a trainee in an engineering preparation program. They should ask questions about their day-to-day life as a trainee, how they prepared in high school and what advice they might have for someone considering the engineering industry as a profession.
Project Overview
Engineering Hiring Spree
Students will assume the role of CEO of a fictional engineering company and develop a series of job postings and interview questions for multiple new hires. This project allows students to develop a better understanding of the roles of an engineer, engineering technologist and engineering technician at an engineering firm.
Accommodations:
Provide students with example job postings to reference while they create theirs.
Modifications:
Have students analyze three different job postings for each of the engineering careers and highlight the similarities and differences.
Extension:
Students should find a partner for mock employment interviews using the questions they have written. One student will assume the role of interviewer and the other will adopt the persona of a fictional engineering professional applying for one of the roles. Students should alternate roles and then reflect on what would make a good hire versus a bad hire for their fictional companies. This can be further extended by having students select one of the fictional job postings and write a cover letter as if they were applying.
Career & Technical Student Organizations
FIRST Robotics
VEX Robotics
Marine Advanced Technology Education (MATE) International ROV Competition
National Institute of Metalworking Skills (NIMS)
HOSA
Medical Innovations
SkillsUSA
Additive Manufacturing
Automated Manufacturing Technology
Engineering Technology/Design
Career Connections
Using the Career Connections Activity allows students to explore careers associated with this lesson by viewing career interviews with various industry professionals. The career interviews are located on the Select Playlist drop down menu on the lesson page. See the Career Connections Activity for more details.
Joel Richard, Mechanical Engineer, Hoover Dam
Rodica McCoy, Research Technologist, Chemical Engineering Department, University of Louisville
Julio Carillo, Technician, Pollard Friendly Ford
