Pan-Organizational Summit on the U.S. Science and Engineering Workforce Meeting Summary (2003) / Chapter Skim
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Engineering Education and the Science & Engineering Workforce
Engineering Education and the Science & Engineering Workforce
Pages 40-46
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From page 40... ...
Engineering graduates learn to integrate scientific and engineering principles to develop products and processes that contribute to economic growth, advances in medical care, enhanced national security systems, ecologically sound resource management, and many other beneficial areas. As a result, students who graduate with engineering degrees bring highly prized skills into a wide spectrum of sectors in the American workforce.
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From page 41... ...
Meanwhile, the United States' poor performance in teaching math and science shown in results from the Third International Mathematics and Science Study and the National Assessment of Educational Progress eliminates many of the best and brightest schoolchildren from the ranks of future scientists and engineers. With little chance to learn in school how science and math skills might translate into professionally useful knowledge, students are unable to make informed choices about further education and work options.
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From page 42... ...
Women make up about 9 percent of tenured and tenure-track faculty members, although they account for 17.5 percent of assistant professors. African-Americans and Hispanics make up less than 3 percent of tenured and tenure-track faculties, although they also 3American Society for Engineering Education (2001~.
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From page 43... ...
In light of the trends in undergraduate enrollments, however, such increases might not be sustainable because the pool of future women and minority faculty members is currently decreasing. These statistics suggest that efforts to expand the reach of engineering education to the entire spectrum of American society have not succeeded.
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From page 44... ...
Previously, engineering education assessment consisted largely in monitoring schools' adherence to a fairly uniform curriculum. Reform in engineering education assessment now holds schools to a standard of continuous self-improvement, encouraging schools to develop rigorous practices for defining educational missions and demonstrating results that show fulfillment of these missions.
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From page 45... ...
Pre-college engineering education offers a vehicle for applying mathematics and science to students' realworld experiences, for developing a sense of the creative aspects of engineering, and for showing how working in teams contributes to achieving goals. Equipped with both a sense of how mathematics and science relates to their lives and an understanding of the creative aspects of engineering, high school graduates will be better able to make informed choices about studying engineering and other technical fields.
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From page 46... ...
CONCLUSION A final suggestion pertains more generally to how we frame studying and working in engineering, science, and technology fields within a broader social context. Aligning these fields with the services they render to society as a whole will do much to attract the best students for the best reasons the chance to engineer, if you will, a world free from pain through bioengineering, a world free from fear through technology-supported counter-terrorism measures, and a world free from environmental degradation through appropriate uses of our natural resources and the development of renewable energy supplies.
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