Understanding the Educational and Career Pathways of Engineers (2018) / Chapter Skim
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2 Challenges for Engineering Education
2 Challenges for Engineering Education
Pages 60-80
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From page 60... ...
It also examines the challenges associated with the assessment and diffusion of innovations in engineering education, engineering faculty development, and lifelong learning for engineering graduates and practitioners. NEW SKILLS AND KNOWLEDGE FOR ENGINEERS In keeping with rapid advances in many fields of science and technology, the field of engineering has evolved in recent decades to incorporate computing and, to a lesser extent, the life,2 social, and behavioral sciences as well as 1 Remarks at the NAE Workshop on Pathways for Engineering Talent, November 19, 2014; available at https://www.nae.edu/Projects/ Continuum/nov19webcast/123918.aspx.
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From page 61... ...
At the same time, there is growing demand from industry for engineering graduates to be equipped with nontechnical or professional attributes and abilities in addition to their technical aptitude (Brunhaver et al. 2017; Sheppard et al.
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From page 62... ...
. EC2000 underscored the importance of professional skills as a necessary complement to technical skills by requiring that engineering graduates be equipped to function on multidisciplinary teams, communicate effectively, engage in lifelong learning, and possess a knowledge of contemporary issues, understanding of their professional and ethical responsibility, and understanding of "the impact of engineering solutions in a global, economic, environmental, and societal context" (see table 2-1)
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From page 63... ...
A recognition of the need for, and an ability to engage in, lifelong learning learning (j) Knowledge of contemporary issues Ability to put problems in their h, j, c (k)
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From page 64... ...
. Based on changes made in response to the ABET EC2000 criteria, more than half of the faculty reported greater curricular emphasis on oral and written communication and teamwork skills and an increase in active learning approaches in the classroom, such as group work and design projects.
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From page 65... ...
. Finding: Beyond strong technical skills, more and more employers expect engineering graduates to have experience and competence in professional areas such as creativity and design, oral and written communica tion, teamwork and leadership, interdisciplinary thinking, business management and entrepreneurship, and multicultural understanding.
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From page 66... ...
These curricular changes both improve graduates' professional and lifelong learning skills and attract more women and underrepresented minorities to the field. Active Learning Active learning encompasses any teaching strategy that both involves students in classroom activities and encourages reflection about those tasks, as opposed to merely listening to and writing down information presented via lecture.
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From page 67... ...
. It reduces achievement and retention gaps between underrepresented and majority groups, and one particular type of active learning, service learning, has been shown to attract and retain females and underrepresented minorities at higher rates than the typical engineering setting (Litchfield and Javernick-Will 2015; Swan et al.
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From page 68... ...
. Service Learning and Other Ways to Develop Professional Skills A study of engineering education by the Carnegie Foundation for the Advancement of Teaching calls for greater emphasis on professional and nontechnical skills and abilities in engineering undergraduate education (Sheppard et al.
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From page 69... ...
. Faculty Preparation Although engineering faculty rate student preparation for postcollege employment, preparation for graduate study, mastery of knowledge in a particular discipline, and development of creative capacities as important or essential student outcome goals for their undergraduate courses, they are not necessarily prepared to realize their commitment to these outcomes in the classroom.
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From page 70... ...
. Lifelong Learning Given the rapid pace of scientific and technological advances, the diminishing shelf life of technical information, the evolution of professional skills, and the occupational mobility of engineering graduates during their careers, learning for engineers can no longer be easily divided into a place and time to acquire knowledge (university)
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From page 71... ...
Licensed professional engineers, particularly those in the field of civil engineering, have long engaged in activities to improve their technical and professional knowledge. But the need for lifelong learning for all engineers is increasing, for a number of reasons.
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. Faculty can promote lifelong learning skills in undergraduate students by presenting strategies for study and learning (Felder and Brent 2003)
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From page 73... ...
This proportion is higher than the overall temporary resident enrollment at the undergraduate level, which was 3.2 percent in 2014 according to IPEDS data. While the share of engineering master's and PhD degrees earned by foreign-born students on temporary visas has been significant for a long time, the increase at the bachelor's level is a recent change.
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From page 74... ...
Other aspects of the foreign student dimension of skilled immigration and its impact on US engineering education have been studied but were not addressed by the committee and are not included in this discussion. These encompass topics such as how the presence of foreign students influences domestic students' choice of field of study; how foreign students who enter the US STEM labor market after graduation impact the educational and career choices of US natives as well as their eventual employment and earnings; and how nonstudent skilled immigration affects the US STEM labor market and hence the educational and career choices of native students and workers.
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From page 75... ...
Only recently has the foreign student share of US undergraduate engineering enrollments been increasing, concurrent with rapid growth in total undergraduate enrollments in engineering. Accordingly, less research has been conducted at the undergraduate level than at the graduate level on the drivers and composition of rising foreign student enrollment in engineering and its impacts on both host institutions and the educational and career choices as well as engineering education experiences of domestic and foreign students.
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From page 76... ...
Engineering education must therefore cultivate skills related to lifelong learning. • As engineering education evolves to meet changes in technology, markets, and societal needs, engineering faculty must be trained on new teaching and learning techniques as well as new technology and essential professional skills that their students will encounter in the workplace.
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2004. Do Foreign Students Crowd out Native Students from Graduate Programs?
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2014. Active learning increases student performance in science, engineering, and mathematics.
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2013. Immigration facts on foreign students.
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2014. Engineering students' experiences in studying entrepreneurship.
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