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4 Guideposts to the Future
Pages 33-50

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From page 33...
... COLLABORATIONS The difficulty of effecting change duly noted, there are, perhaps, some advantages now over past attempts to transform undergraduate engineering. For example, there is a wide range of collaborations already in place -- some sponsored by federal agencies such as the National Science Foundation (NSF)
From page 34...
... 34 EDUCATING THE ENGINEER OF 2020 Whitaker Foundation-funded development of biomedical engineering programs, as well as efforts on individual campuses exploring the wide range of experimentation enabled by ABET and its accreditation criteria, must be captured, distilled, and disseminated as "lessons learned" to the broader community. Where those efforts have had mostly local impact, the challenge is to promulgate their successes to other locales and, where appropriate, to coalesce their efforts on a national scale.
From page 35...
... GUIDEPOSTS TO THE FUTURE 35 RELATED EFFORTS A fortuitous leverage point for realizing our goals to reengineer undergraduate engineering by 2020 is that the engineering community can learn from the experiences of individuals and institutions working to transform undergraduate programs, within and beyond STEM (science, technology, engineering, and mathematics)
From page 36...
... ; · the efforts of the learning sciences community and researchers in specific disciplines exploring how people learn that are pro viding a solid theoretical foundation for designing, implement ing, and assessing new approaches to transform undergraduate education -- course by course and program by program, as well as at the institution-wide level -- to enhance student learning (NRC, 1999) ; · external pressures for accountability that call for greater stew ardship over the quality and character of learning -- requiring a clearly defined mission, explicit educational goals, and documented progress toward meeting those goals (ABET, 2005, p.
From page 37...
... In the context of thinking of engineering as a system of systems, it provides examples related to K-12 preparation, increasing retention in engineering programs, attracting students from underrepresented groups, entrepreneurship, technology-enabled learning, program flexibility, reconsidering what an "engineering education" means, and preparation of engineering faculty. Although most of these examples deal with the "efficiency" and "throughput" of engineering education, these approaches also serve to develop skills that industry has repeatedly stated are necessary for performing well.
From page 38...
... 38 EDUCATING THE ENGINEER OF 2020 classrooms. Many programs are actively engaging K-12 districts and faculty across the country; however, there are several that stand out with respect to their growth in number of schools, connection to state education standards, and support from stakeholders.
From page 39...
... 8A description and solicitation are available online at http://www.nsf.gov/funding/ pgm_summ.jsp? pims_id=5472&from=fund.
From page 40...
... Only 40 to 60 percent of entering engineering students persist to an engineering degree, and women and minorities are at the low end of that range. These retention rates represent an unacceptable systemic failure to support student learning in the field.
From page 41...
... . An example of a scheme for introducing design activities is illustrated by the curriculum of Olin College of Engineering (see paper by Kerns et al.
From page 42...
... In the process, students strengthen skills related to customer relations, problem analysis and definition, communication, teamwork, and designing/building/testing their solutions.10 Industry has recognized the promise of the EPICS approach by supporting new EPICS programs at seven institutions nationally, and members of the NSFsponsored Corporate and Foundation Alliance have partnered with the NSF Division of Engineering Education and Centers to foster the spread of service learning as a means to broaden participation and increase retention.11 Specifically regarding the low retention rates (and low enrollment) of women in engineering programs, the NSF Women's Experiences in College Engineering Project conducted extensive data-gathering surveys of students, administrators, and faculty to determine the program components and support mechanisms that produce higher retention rates.
From page 43...
... in the Atlanta area, Georgia Tech has created a dual-degree engineering program that is graduating 30 to 40 African American engineers per year out of a total of about 130 African American engineering graduates each year (best in the United States for a non-HBCU)
From page 44...
... 44 EDUCATING THE ENGINEER OF 2020 the Diversity in Education Initiative in the city of Los Angeles.12 Led by the staff of the Center for Excellence in Engineering and Diversity, UCLA faculty engaged with the K-12 system in urban Los Angeles to build capacity of math and science educators in order to better prepare a greater number of minority students.The top students from these school districts are eligible for 1 of 10 HP scholarships that provide the students with tuition money, computer equipment, summer internships, and an industry mentor. The program has experienced great success in the early years with marked increases in advanced placement course enrollments in high school, a greater number of engineering/computer science­ready high school graduates, and higher retention for the HP scholars in engineering and computer science majors.
From page 45...
... . It was asserted that students need to develop the skills and attitudes that foster lifelong learning and that technology advances that allow distance and asynchronous learning could be key enablers to support that learning.
From page 46...
... 46 EDUCATING THE ENGINEER OF 2020 Program Flexibility Reports from the National Center for Educational Statistics (Adelman, 1999) and the American Association of Colleges and Universities (AAC&U, 2002)
From page 47...
... contend that there can be multiple engineering tracks that serve different end purposes for different students. For example, there can be an engineering sciences track, an engineering management track, a public policy track, and an engineering design track.
From page 48...
... -- focuses on the advancement of scholarship in engineering learning and teaching with a goal to inform the practice of engineering teaching. The CAEE effort will also work to "strengthen the research and leadership skills of the engineering faculty and graduate student community."17 16 See http://cirtl.wceruw.org/ourwork_overview.html.
From page 49...
... 2002. The Changing Engineering Education Paradigm.
From page 50...
... 2003. A retrospective on undergraduate engineering success for underrepresented minority students.


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