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Appendix B: Written Remarks Provided by Several Summit Speakers
Pages 145-170

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From page 145...
... Appendix B These transcripts of presentations given at the plenary sessions of the 2004 Engineering Education Summit served as catalysts for the discussions that occurred in the breakout groups. They represent the opinions of the individual speakers and are not necessarily endorsed by the Engineer of 2020 Phase II Committee.
From page 146...
... Capturing the Imagination: High-Priority Reforms for Engineering Educators Gretchen Kalonji University of Washington My remarks are based on lessons learned in recent years, particularly through the National Science Foundation (NSF) Engineering Education Coalitions, but also through other notable efforts to reform science education at both the university and K-12 levels.
From page 147...
... CAPTURING THE IMAGINATION 147 have fallen back on old educational metaphors. To a certain extent, both students and faculty are burdened by the tyranny of the assumption that "courses" are the primary (and in many cases almost the sole)
From page 148...
... 148 EDUCATING THE ENGINEER OF 2020 being increasingly blurred (e.g., nanotechnology and bioengineering) , basic challenges at the frontiers of science should also be included.
From page 149...
... CAPTURING THE IMAGINATION 149 · Promote extra-university partnerships. The new educational metaphor will require more involvement with state and local government, the nonprofit sector and industry.
From page 150...
... 150 EDUCATING THE ENGINEER OF 2020 with local organizations and international allies; and by making institutions more attractive to students and faculty from diverse backgrounds. The engineering profession will be more likely to capture the imaginations of young people, thus moving engineering to the forefront as educational institutions rethink and redesign undergraduate education.
From page 151...
... The Global Engineer Linda Katehi Purdue University As I was preparing for this panel, I read The Engineer of 2020 with great interest (NAE, 2004)
From page 152...
... 152 EDUCATING THE ENGINEER OF 2020 and education to prepare the engineer of 2020 and beyond, we should keep in mind statistical projections relevant to anticipated social and economic changes: · By 2050, 8 billion of the 9 billion people on Earth will live in developing countries, and economic growth in these countries will be only 2 percent below the expected economic growth in the developed world. · In 20 to 30 years, the most popular language will not be En glish, and what we now consider U.S.
From page 153...
... THE GLOBAL ENGINEER 153 appreciate the impact of these changes on the social and economic landscape in the United States and elsewhere. The engineer of 2020 and beyond will need skills to be globally competitive over the length of her or his career.
From page 154...
... 154 EDUCATING THE ENGINEER OF 2020 ence disciplines. It is fascinating that all of this information is available at the click of a keyboard key.
From page 155...
... REFERENCE NAE (National Academy of Engineering)
From page 156...
... The Importance of Economics G Bennett Stewart, III Stern Stewart & Co.
From page 157...
... THE IMPORTANCE OF ECONOMICS 157 was in my time. It now includes more case studies, more teamwork, more of the "real world," largely in reaction to popular rankings published in Business Week magazine and other publications.
From page 158...
... 158 EDUCATING THE ENGINEER OF 2020 One of the best papers I read at Chicago suggested that we will never run out of any natural resource, as long as market forces are allowed to work. As relative scarcity raises the price, conservation, and more important, the development of new supplies and substitutes (which is what engineers are so darn good at doing)
From page 159...
... THE IMPORTANCE OF ECONOMICS 159 college. The challenge, I repeat, is not just to put the human in the engineer, but also to put the engineer in all humans.
From page 160...
... Educating Engineers for 2020 and Beyond Charles M Vest Massachusetts Institute of Technology I am very pleased to be playing a small role in these important deliberations about educating the engineer of 2020 and beyond.
From page 161...
... EDUCATING ENGINEERS FOR 2020 AND BEYOND 161 There was no World Wide Web. Cell phones and wireless communication were in the embryonic stage.
From page 162...
... 162 EDUCATING THE ENGINEER OF 2020 taught, we must think about the environment in which they learn and the forces, ideas, inspiration, and empowering situations to which they are exposed. Despite our best efforts to plan their education, to a large extent we can simply wind them up and then step back and watch the amazing things they do.
From page 163...
... EDUCATING ENGINEERS FOR 2020 AND BEYOND 163 information technology and biotechnology, that is, brainpower and innovation. So, we must do two things: (1)
From page 164...
... 164 EDUCATING THE ENGINEER OF 2020 The other frontier has to do with larger and larger systems of great complexity and, generally, of great importance to society. This is the world of energy, environment, food, manufacturing, product development, logistics, and communications.
From page 165...
... As Bill Wulf [president of the National Academy of Engineering] has eloquently warned us, we work every day with systems whose complexity is so great that we cannot possibly know all of their possible end states.
From page 166...
... 166 EDUCATING THE ENGINEER OF 2020 puters) is morphing into a new services sector -- financial services, manufacturing services, McDonald's hamburger services.
From page 167...
... EDUCATING ENGINEERS FOR 2020 AND BEYOND 167 ally can't predict in detail what students will end up needing. And I am so old fashioned that I still believe great lectures are wonderful teaching and learning experiences.
From page 168...
... 168 EDUCATING THE ENGINEER OF 2020 all over the world. By bringing the world in, we can enrich learning, exploration, and discovery by our students.
From page 169...
... EDUCATING ENGINEERS FOR 2020 AND BEYOND 169 to the creative, explorative, open-minded environment and spirit necessary to educate the engineer of 2020. American research universities, with their integration of learning, discovery, and doing, can still provide the best environment for educating engineers .

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