Educating the Engineer of 2020 Adapting Engineering Education to the New Century (2005) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-6
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It discusses the value of considering changes in engineering education in the broader context of enhancing the status of the engineering profession and improving the public understanding of engineering. Although the report comments on education beyond the baccalaureate, its primary focus is undergraduate education, not the academic engineering research enterprise.
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Thus, this is a part of the engineering education infrastructure that must be preserved, but, at the same time, it must not lead to the neglect of the undergraduate engineering education experience. Indeed, if domestic engineering students are energized by their undergraduate education experience, it will enhance the possibility that they will be retained and graduate as engineers and aspire to advanced degrees through the academic engineering research enterprise.
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· The engineering education establishment should participate in efforts to improve public understanding of engineering and the technology literacy of the public and efforts to improve math, science, and engineering education at the K-12 level. · The National Science Foundation should collect or assist col lection of data on program approach and student outcomes for engineering departments/schools so that prospective freshman can better understand the "marketplace" of available engineer ing baccalaureate programs.
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It is within this context that this Phase II report considers recommendations for changes in engineering education. Reinventing engineering education requires the interaction of engineers in industry and academe.
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Those "icons" should include simple images of the options for engineering education, their implications for future career paths, and the image of a person who never stops learning. This report is intended to begin a dialog about reinventing engineering education, but it makes recommendations that are broader than the curricular challenges indicated in the Phase I report.
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