Engineering Curricula Understanding the Design Space and Exploiting the Opportunities: Summary of a Workshop (2010) / Chapter Skim
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1 Introduction
1 Introduction
Pages 2-9
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The committee held a workshop March 23-24, 2009, in Washington, DC, focused on enhancing engineering curricula and exploring how to better prepare future engineers. The workshop included individuals from industry, university faculty, administrators, and representatives from governmental agencies and professional societies, in order to explore comprehensive alternative curricular models capable of supporting student learning as envisioned by the ABET accreditation criteria3 and the Engineer of 2020 reports.4,5 The agenda for the workshop is given in Appendix A
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He observed that making sure engineering schools provide students with stimulating and demanding environments is more important than specifying curricular details. He remarked that attempts to predict relevant curricular content in the past had proven unreliable and offered examples such as manufacturing (academic backwater in the 1980, but area of national crisis in 1990)
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Four keynote addresses set the key themes to be considered by the workshop attendees: The origins of current engineering curricula, a future vision for engineering curricula, engaging students through grand challenges, and using the liberal arts model for engineering education. Joseph Bordogna of the University of Pennsylvania offered a historical retrospective on the development of engineering as a field from ancient times to the present and on the development of US engineering education programs from the first program at the US military academy at West Point.
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He believes that accomplishing this requires placing greater emphasis on educating future engineers by having them work on real problems that matter to real customers. He cautioned that doing this effectively may require operating outside of traditional curricular structures.
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These include the engineer's role as a connector across disciplines, the engineer's role in community-based and socially-relevant projects, and the engineer's role as a leader. Appropriate "breakout sessions" were organized and attendees were divided into groups based upon their interest and expertise in the following subjects: Engineering education research findings that inform curricular innovation Models of enacted curricular innovation efforts and lessons learned Working with non-engineering faculty to achieve breadth and depth in engineering education innovation The breakout group on curricular influences of engineering education research was led by Barbara Olds of the Colorado School of Mines and included Susan Ambrose of Carnegie Mellon University, Kurt Becker of Utah State University, Eliot Douglas of the University of Florida, PK Imbrie of Purdue University, Teri Reed-Rhoads of Purdue University, James O'Brien of the American Society of Civil Engineers, Tom Perry of the American Society of Mechanical Engineers, and Gloria Rogers of ABET, Inc.
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assessing the professional performance and career paths of students under various curricular models so as to inform faculty, students, and employers about the value of innovative instructional and curricular methods. The breakout group on enacted curricular innovations and lessons learned was led by Stan Napper of Louisiana Tech and included Joseph Bordogna of the University of Pennsylvania, Debbie Chachra of Olin College, Adam Fontecchio of Drexel University, Patricia Fox of Indiana University – Purdue University at Indianapolis and of the American Society for Engineering Education, David Goldberg of the University of Illinois, Robert Gufstafson of Ohio State University, Sherra Kerns of Olin College, Wendy Newstetter of Georgia Tech, Geoffrey Orsak of Southern Methodist University, Larry Shuman of the University of Pittsburgh, and Bob Warrington of Michigan Technological University.
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administrative and structure changes to institutionalize policies and procedures. The breakout group on working with non-engineering faculty was led by Deb Hughes-Hallet, a mathematician at the University of Arizona and included Robert Beichner a physicist from North Carolina State University, Benjamin Linder of Olin, Donald McEachron of Drexel, Alan Tucker, a mathematician from Stony Brook University, and Linda Vanasupa of California Polytechnic State University at San Luis Obispo.
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The global themes that emerged from the breakout sessions are summarized by topic area in Section 2. Specific observations from the breakout sessions are presented in Section 3.
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