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A New Framework For Academic Reform In Engineering Education

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

Curricular Change Issues

Page Count


Page Numbers

9.79.1 - 9.79.14



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Paper Authors

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Linda Katehi

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Leah Jamieson

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Katherine Banks

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Kamyar Haghighi

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John Gaunt

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Robert Montgomery

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P.K. Imbrie

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Deborah Follman

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Phillip Wankat

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2630

A New Framework for Academic Reform in Engineering Education Linda P.B. Katehi, Katherine Banks, Heidi A. Diefes-Dux, Deborah K. Follman, John Gaunt, Kamyar Haghighi, P.K. Imbrie, Leah H. Jamieson, Robert E. Montgomery, William C. Oakes, and Phillip Wankat Purdue University West Lafayette, IN


The national need for engineering education reform is widely recognized. Yet, engineering faculty find the challenges to engaging in engineering education research formidable. Perceptions of what constitutes scholarly activity in the face of promotion and tenure keep many talented and passionate engineering faculty from working in this field. However, changes in culture are occurring due to increased press for engineering education reform on many fronts and an increased availability of funding for engineering education research. The Schools of Engineering at Purdue University are proposing a new framework in which such faculty can thrive; they are evaluating the creation of programs to support engineering education. This presentation will address these issues and present for discussion a vision to legitimize, institutionalize, and advance the establishment of formal academic programs in engineering education.

I. Engineering in the 21st Century

Our future engineering graduates will enter into a world marked by rapid and global change. Distance, time, and geography are developing new meaning as a result of advances in information and computer technologies and the establishment of global partnerships and alliances that provide mechanisms for collaborations that cross disciplines, institutions, states, and countries. Proactive leadership is and will continue to be needed. Future engineering graduates need to be educated to take a leadership role in shaping events to create a better future.

Environment/workplace: Today’s workplace has changed dramatically from what it was even a decade ago. Some of the characteristics of the work environment for our graduates are: • Increasing global competition, global economy • Knowledge-based economy • Changing demographics • Continuing education and lifelong learning • Rapid technology development and change • Shrinking product life cycles • Quality and cost dominated products/processes • Material and process dominated designs • Enterprise-oriented organization • Increasing role of “integrated” engineering

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering

Katehi, L., & Jamieson, L., & Banks, K., & Haghighi, K., & Gaunt, J., & Diefes-Dux, H., & Montgomery, R., & Oakes, W., & Imbrie, P., & Follman, D., & Wankat, P. (2004, June), A New Framework For Academic Reform In Engineering Education Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--12897

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2004 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015