Engineering Education Designing an Adaptive System (1995) / Chapter Skim
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I. THE BOARD'S MESSAGE
I. THE BOARD'S MESSAGE
Pages 1-11
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In the course of that study, the board has identified many aspects of the education enterprise that must be improved.1 However, as the millennium approaches, no single concept or action is evident that can bring to engineering education the fundamental changes the board believes are needed. Expansion of the nation's population and a growing demand for technology in the mid-1800s yielded the idea of land grant institutions incorporating engineering experiment stations, as codified in the Morrill Act and the Hatch Act.
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The BEEd anticipates that another high-priority item emerging from experimentation and self-assessment by engineering schools will be a recognition of the need to reform the undergraduate engineering education curriculum. The undergraduate educational experience establishes the professional orientation and knowledge base for the vast majority of the nation's engineers.
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There are other possible actions for consideration, which are grouped in Chapter 5 according to the type of organization for which the action is recommended. Such organizations include institutions, industry, professional societies, government, government–industry–university cooperatives, accrediting authorities, and other groups of the engineering community.
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• Establish/improve coordination with 1 33, 43, rest of university 50 • Consider "modularizing" the curriculum 1, 4 23, 48 • Work with Accreditation Board for 1, 4 53, 54 Engineering and Technology toward more flexible accreditation criteria • Explore educational innovations and 1, 2, 3 54 practices in other countries Curriculum at each • Pursue undergraduate curricular reform, 1, 4, 5 2, 21institution integrates including early exposure to "real" 25, 48fundamentals with engineering and more extensive exposure 49 early and broad exposure to to interdisciplinary, hands-on, industrial engineering practice aspects, practice aspects, team work, systems as well as with design thinking, and creative design • Monitor ongoing experiments in 1, 4 2, 22 curricular reform and implement 23, 49 pertinent aspects, ensuring continued strong grounding in engineering science and math • Employ on the faculty more engineers 1, 5 27, 50, from industry and government with 51 design and management experience • National Science Foundation should 1 ,3 53 disseminate and implement results of the Engineering Education Coalitions as they become available aItems in boldface are applicable to all institutions; items not in boldface should be considered for possible implementation by some institutions. bLEGEND: 1 = Engineering school faculty and administration 2 = Professional societies 3 = Federal agencies 4 = Accreditation Board for Engineering and Technology and regional accrediting bodies 5 = Industry
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or D.Eng. - practice-oriented doctorate • Accreditation Board for Engineering and 1, 4, 5 16 Technology should adopt, whenever possible, measurable performance- or output-oriented accreditation criteria Offers a wide variety of • Develop practice-oriented graduate study 1, 2, 5 48 opportunities and incentives modules for effective continuous • Remove barriers and provide incentives to 5 15, 52 education engineers to pursue continuing education • Adopt a sabbatical system to reward 5 52 industrial employees with continuing education options • Societies and universities should collaborate 1, 2 38 in providing lifelong learning • Societies should hold more education 2 53 sessions at technical conferences • A federally supported coalition of university 1, 2, 3, 5 53-54 and industrial organizations should develop multimedia network(s)
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employing more engineers from private industry and government with engineering design experience and management experience • Develop a variety of faculty types and tracks, 1, 5 51 employing practitioners • Fund fellowship programs and scholarships 5 52 for women and minority engineering students Educational experience is • Provide incentives to encourage excellence 1, 2, 3 3, 32, richer and is delivered with in teaching, pedagogy, curriculum 47 maximum productivity development, and multimedia teaching and cost-effectiveness approaches • Develop and adopt criteria and practices 1, 2, 3, 4 31-32, for evaluating teaching effectiveness 46-47 • Employ state-of-the-art teaching methods 1 17, 25 informed by cognitive science and 27, 47 reflecting changing learning styles, with expanded use of educational technology • Ensure greater participation by faculty in 1 31, 47 teaching undergraduates, emphasizing student-faculty interaction • Create a positive, supportive climate for 1 25-26, engineering students 47 aItems in boldface are applicable to all institutions; items not in boldface should be considered for possible implementation by some institutions. bLEGEND: 1 = Engineering school faculty and administration 2 = Professional societies 3 = Federal agencies 4 = Accreditation Board for Engineering and Technology and regional accrediting bodies 5 = Industry
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and joint B.S./M.S. program reforms • Pursue appropriate undergraduate 1, 4, 5 2, 48 curricular reform 49 • Develop "new collegiality"–a shared 1 33, 50 sense of mission and purpose for the faculty and the institution • Specialize the institution's program 1, 3, 4, 5 50-51 offerings to focus available resources
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engineers compete • Pursue undergraduate curricular reform, 1, 4, 5 2, 16, well in rapidly changing including early exposure to "real" 48-49 global markets engineering and providing for more extensive exposure to interdisciplinary, hands-on, industrial practice aspects, team work, systems thinking, and creative design • Experiment with ways to expose students 1,4 24-25, to the internationalization of industrial 49 competitiveness and technology development • Establish mechanisms to provide faculty 1, 3, 5 47-48 members with greater exposure to engineering practice • Become more international in institutional 1 51 orientation and programs Engineers possess better • Create a positive, supportive climate for 1 25-26, communications skills, a engineering students by emphasizing 47 penchant for collaboration, success and personal encouragement and the capability for • Pursue undergraduate curricular reform, 1, 4, 5 2, 15, business and civic leadership including greater required exposure to 22, 48 principles of design, team projects, 49 business, and liberal arts aItems in boldface are applicable to all institutions; items not in boldface should be considered for possible implementation by some institutions. bLEGEND: 1 = Engineering school faculty and administration 2 = Professional societies 3 = Federal agencies 4 = Accreditation Board for Engineering and Technology and regional accrediting bodies 5 = Industry
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for continuing education • Establish an on-line electronic library of 1, 3, 5 38-39, documents used to build modular tutorials 54 for use by engineers and students Engineers are aware of the • Ensure early exposure to "real" 1, 4, 5 16, 48 complex interrelationships engineering and a sense of the role of between engineering and responsible engineers in society society • Require the study of science, technology, 1, 4 49 and society (or equivalent) for undergraduates • Employ on the faculty more engineers 1, 3, 5 50, 51 from industry and government with engineering design experience and management experience Engineers understand how • Expand the definition of creative research 1 46 to design and develop activity to incorporate measures of complex technological industrial relevance in assessing faculty systems performance • Employ on the faculty more engineers 1, 3, 5 50, 51 from industry and government with engineering design experience and management experience • Provide released time for faculty professional 1, 5 51 development, emphasizing participation in large, cross-disciplinary industry/government research projects Engineers are comfortable • Experiment with such teaching techniques 1, 3 26, 47 with working on cross- as cooperative learning and peer teaching disciplinary teams • Reform the undergraduate curriculum 1, 4, 5 16, 48 to provide for more extensive exposure to 49 cross-disciplinary industrial practice aspects and team work
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bLEGEND: 1 = Engineering school faculty and administration 2 = Professional societies 3 = Federal agencies 4 = Accreditation Board for Engineering and Technology and regional accrediting bodies 5 = Industry
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THE BOARD'S MESSAGE 11 TABLE 1-1 Continued VISION: DESIRED CHARACTERISTICS OF THE Page EDUCATIONAL OUTPUTS ACTIONSa AGENTSb No. Increased public understanding • Formally recognize the pursuit of 1 36-37 of the nature and role in society technological literacy among the general of technology in general and population as part of the school's mission engineering in particular • Require all non-engineering undergraduates 1, 3 17, 51 in the institution to take 1-2 survey courses on engineering and technology • To the extent possible, involve parents in 1 35, 51 K–12 technology literacy programs K–12 students and teachers • Establish, through statewide consortia, 1, 2, 3 35, 51 are technologically literate centers where K–12 teachers could acquire and have a better under- in-service training on teaching tools/topics standing of engineering supporting technological literacy as a profession • Conduct a pre-service "summer school" for 1, 3 51 college students majoring in science/math education • Encourage engineering faculty to establish 1, 2 52, 53 partnerships with K–12 teachers • Encourage faculty to establish mentoring 1, 2 36, 52 relationships with middle- and high-school teachers and students • Establish mechanisms by which some 1, 2, 3 50 engineering graduates would teach K–12 • Provide engineering instructional materials 2, 5 51 to K–12 schools and encourage practitioners to form partnerships with K–12 teachers K–12 students demonstrate • Take responsibility for improving K–12 1 17, 33improved competency science, math, and pre-engineering education 36, 51 in science and mathematics • Support efforts to reform K–12 science and 1, 2 34-35, mathematics at the national, state, and local 54 levels
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