Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Schneider, Cornell University; Maria Terrell, Cornell University

Tagged Topics

NSF Grantees

and ability to apply concepts to new problem situations is by no means unique toour institution. Many schools face it, and some new understanding of why this is happening, andsome evaluation of whether a particular intervention improves things, will have wideimplications nationally.In 2006 the Dean of the Engineering College at our institution formed a Curriculum Task Force.The task force was charged with developing recommendations for changes in the college’s corecurriculum that would reflect and implement the Undergraduate Studies Objectives of thecollege:  Enhance the undergraduate educational environment and experience.  Enhance the engineering undergraduate curriculum and implement procedures for assessment and change

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Maria-Isabel Carnasciali, Ph.D., University of New Haven; Jean Nocito-Gobel, University of New Haven; Cory Carr

Tagged Divisions

First-Year Programs

, a scholarlyenvironment, and an ethos of relatedness among faculty, staff, and peers.” Another uniqueaspect of the work described in this paper is that we gauge the perceptions of students who haveparticipated in LLC program, as well as students who have not.Research in the area of engineering student specific LLCs is also somewhat limited, thoughprevious work has described LLCs for engineering students, finding that LLCs are effective forenhancing engagement, retention, and academic success.13-17 At Washington State University,student focus groups attribute positive gains to specific elements of the LLC including peer-facilitated study groups and seminars led by upperclassmen.14,15 Reflective essays were used toidentify common themes and

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Salah Badjou, Wentworth Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

and per team) scheduled as “lab”sessions. In junior design, it was a requirement, while here it was optional.A questionnaire was carefully designed to get accurate feedback at the end of the semesterfor assessment. The following question was asked relating to the term project: What are your thoughts on the term project? How helpful was it to your learning? Do you recommend assigning it in future classes?In the first year, in spring 2006, the author decided that 10% of the course grade would beassigned to the term project. Subsequently, encouraged by the success obtained, he increased thepercentage to 15%, in Spring 2007, 2008, and 2009, thereby reflecting the importance he gave tothe project as a reliable partial measure of the learning

Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deniz Rende, Rensselaer Polytechnic Institute; Nihat Baysal, Yeditepe University; Sevinc Rende, Isik University

Tagged Divisions

Chemical Engineering

referee is called as offense. On the other hand, a student’s knowledge onanswering the questions after his/her presentation is called as defense. The presentation isexpected to carry interest for the audience and the student is expected to be presentable, such asspeaking fluently. Hence, the evaluation form is designed to reflect a multi-scale evaluation.Each student’s performance is a combination of (i) individual presentation performance, (ii) teamperformance (which is a unique score for the team), (iii) defense (according to the ability ofanswering the questions) and (iv) offense (according to his/her performance as a referee, whichis a separate score). The results of the evaluation forms are then averaged and the students areinformed of their

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ali M. Al-Bahi, King Abdulaziz University; Reda M Abdulaal P.E., King Abdulaziz University, Faculty of Engineering, Industrial Engineering Department; Abdelfattah Y. Soliman, King Abdulaziz University, Faculty of Engineering; Faisal I. Iskanderani, King Abdulaziz University, Faculty of Engineering

Tagged Divisions

Design in Engineering Education

learning skills in a freshmanengineering course where the students are required to develop and reflect on their learningstrategies.27The response of academia to these accreditation criteria through project based learning was notlimited to to introductory design courses. One can easily find several examples of project basedcourses in statics28, structures29, vehicle engineering30,31, architecture8, computer sciences32, energyconservation33, energy conversion34, and industrial engineering.35In the late 1990, MIT's Department of Aeronautics and Astronautics engaged in a rigorous process todetermine the knowledge, skills and attitudes that graduating engineers should possess. This resultedin a framework known as CDIO, short for Conceive, Design

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard T. Schoephoerster, University of Texas, El Paso; Ryan Wicker, University of Texas, El Paso; Ricardo Pineda, University of Texas, El Paso; Ahsan Choudhuri, University of Texas, El Paso

Tagged Divisions

College Industry Partnerships

training will be most beneficial to individuals that have the educational maturity for the reflection, analysis, and synthesis necessary to process clinical experiences, and then to apply that learning in practice. For identical reasons, we believe engineering internships and cooperative educational experiences are most meaningful for students at the post-baccalaureate level, and that a practice-based post-baccalaureate education is the optimal pre-requisite for entry into the profession.  Incorporation of Clinical Experiences into Program Learning Outcomes The accreditation standards set by the Liaison Committee for Medical Education (LCME) explicitly state that “the curriculum of a medical education

Conference Session

Developing Systems Engineering Curriculum, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Agnes Galambosi, University of North Carolina, Charlotte; Ertunga C. Ozelkan, University of North Carolina, Charlotte

Tagged Divisions

Systems Engineering

Conference Session

Global Engineering Education: Cross-cultural Awareness and Social Impacts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samuel James Boland, University of Iowa, IIHR: Hydroscience and Engineering; Michael V. Schaefer, University of Iowa, IIHR: Hydroscience and Engineering; Carmen M. Langel; Taryn Michelle Tigges, University of Iowa; Fabienne Bertrand, University of Iowa, IIHR: Hydroscience and Engineering; Marian Muste, University of Iowa, IIHR: Hydroscience and Engineering; Zachary David Hingst; Timothy James Middlemis-Brown, IIHR-Hydroscience & Engineering, The University of Iowa

Tagged Divisions

International

in students’ familiarity with both the host countries society and their waterresource engineering capacities. For both the United Kingdom and the Netherlands, students feltthat they were much more acclimated to the local society. This also led them to feel morecomfortable traveling alone internationally in general. Thus the class has been able to buildstudents’ confidence in being abroad. The perceived gains in knowledge of the water resourcesof each country reflect the impact of the thematic nature of the course. Similar results werereflected in the entrance and exit surveys of the course that travelled to Egypt. Page 22.1007.10Table 2: Key

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

as raw video were collected to capture the students’cognitive processes and strategies39. Additionally, software tracked the students’ activity on adesktop computer. Post-hoc focus group reflective interviews immediately followed the designchallenge40. The audio and video data from the design challenge, audio and video data from thepost-hoc interview, the computer tracking data, and the design artifact were triangulated forevidence of emerging themes or phenomena in systems thinking.Participants School selection. A high school pre-engineering program was chosen that had open-ended authentic engineering design as part of the curriculum. Authentic was defined as achallenge that was similar to what was experienced in industry: open-ended

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

and subtraction, the matrices should have the same dimensions in order to perform theoperation.b. FunctionsFunction Transformations In mathematics, there are several basic functions: f(x) = c, where c is a constant, f(x) = x,f(x) = x2, f(x) = x3, f(x) = |x|, f(x) = x . Various transformations or combination oftransformations can be performed on a basic function. Transformations can cause a shift, areflection, a stretch, or shrink of the original graph. For example, we can negate a function suchthat g(x) = -f(x), which will produce a reflection across the x-axis. We can have g(x) = f(-x),which will produce a reflection across the y-axis. We can modify the function such that g(x =f(x)+ c, which will shift the original graph up by c units

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

ofSonnemann is not divided into understander and understandee, but involves an individual’sunderstanding of him or herself. The self in the mode of identity pulls from different sourcesboth within the conditional and unconditional realms to construct a spectrum of identity.Combining the work of Sonnemann with that of Jaspers, (Figure 2) I construct the firstframework for consideration of identity as Dasein in self-reflection; one that uses conditionalidentity and unconditional identity. Perception plays the role of guiding the self from empiricalexistence or the conditional to the existenz or unconditional. Unconditional identities in the sociological framework are those which derive from therealm outside of the physical world or, in other

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lauren A. Rockenbaugh, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

Mechanical Engineering

research.Student motivation to learn is also tied to student engagement in the learning process. Similar tomotivation, the term “engagement” has been defined in many different ways. According toBarkley, students who are engaged in the learning process “really care about what they’relearning; they want to learn” and they “exceed expectations and go beyond what is required”.These statements about engagement reflect a view of engagement that is rooted in motivation.Barkley also describes student engagement with statements like “engaged students are trying tomake meaning of what they are learning” and “engaged students are involved in the academictask at hand and are using higher-order thinking skills such as analyzing information or solvingproblems” (Barkley

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gwen Lee-Thomas, Ph.D., Old Dominion University; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida

Tagged Topics

NSF Grantees

Inventory (LCI) developed by [8]. The LCI is divided intotwo parts and includes 28 questions in part one that allows the respondent to rate their preferencefor learning patterns. These learning patterns are reflected in the literature regarding obtaining,retaining, and retrieving learned information. The response options are presented on a 5-pointLikert scale of: “Never Ever = 1,” “Almost Never = 2,” Page 22.1626.4 “Sometimes = 3,” “Almost Always = 4,” and “Always = 5.”Part II of the LCI includes three (3) open-ended questions that allow respondents to write—intheir own words—their thoughts regarding their

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Allison Anderson, Massachusetts Institute of Technology; Guillermo Luis Trotti, Trotti & Asssociates, Inc.; Suzanne Marie Wilcox, ExplorationWorks Museum of Science and Culture; Elizabeth Perry Gundersen, ExplorationWorks Museum of Science and Culture; Dava J. Newman, Massachusetts Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

concepts, explanations, arguments, models, and facts related to science. Strand 3 Manipulate test, explore, predict, question, observe, and make sense of the natural and physical world. Strand 4 Reflect on science as a way of knowing; on processes, concepts, and institutions of science; and on their own process of learning about phenomena Strand 5 Participate in scientific activities and learning practices with others, using scientific language and tools. Strand 6 Think about themselves as science learners and develop an identity as someone who knows about, Page 22.1638.4

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beth Bateman Newborg, University of Pittsburgh; Teresa L. Larkin, American University; Dan Budny, University of Pittsburgh

Tagged Divisions

Liberal Education/Engineering & Society

reflect power andstatus. She points out the importance of word choice, phrasing, and document format inconstructing and communicating knowledge in communally sanctioned ways. Membersof a community—for instance, scholars within a discipline—are, Gunnarsson argues,putting themselves at significant risk if they deviate from the familiar language practices.Thus, a composition scholar encountering directives about envisioning a writing projectaccording to a notion of quantification or “percentages” is likely to see such language andthe knowledge construct it represents as not just a bit of a different perspective, or asinherently just a little problematic, but as quite dramatically dangerous.Why might a composition scholar’s initial strong impulse be

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shapcott, Arizona State University; Katherine G. Nelson, Arizona State University; Jenefer Husman, Arizona State University

Tagged Divisions

Women in Engineering

engineering programs areuniquely positioned to incorporate these recommendations. This material is based upon work primarily supported by the Engineering ResearchCenter Program of the National Science Foundation and the Office of Energy Efficiency andRenewable Energy of the Department of Energy under NSF Cooperative Agreement No.EEC‐1041895. Any opinions, findings and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect those of the National ScienceFoundation or Department of Energy. Page 25.303.2 Changing the Face of Engineering: How Photovoltaic

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amy Javernick-Will, University of Colorado, Boulder; Jessica Kaminsky, University of Colorado, Boulder; Cathy Leslie P.E., Engineers Without Borders - USA ; Kaitlin Litchfield, University of Colorado, Boulder

Tagged Topics

NSF Grantees Poster Session

necessarychanges to engineering curriculum to attract a more diverse student and practitioner population. Page 25.321.6Engineering IdentityThe construction of professional or personal identity is dynamic and multiple. In other words,identity reflects membership in many groups and changes over time. Socialization into aprofession may be done via many avenues. However, it is commonly suggested that havingexamples of people like oneself may be a strong contributor. In STEM fields with low femalemembership, this may hinder the entry and retention of females into engineering38–40.STEM study and work is perceived by students as more difficult than many social

Conference Session

Design Tools and Methodology I

Collection

2012 ASEE Annual Conference & Exposition

Authors

James Loren Christian, University of Michigan; Shanna R. Daly, University of Michigan; Seda McKIlligan, Iowa State University; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Divisions

Design in Engineering Education

in an introductory engineering course? Page 25.394.5Our study was not comparative; instead, our goal was to identify how using the heuristics inthese two different scenarios guided the ideation processes of engineering students, and how themethod of heuristic use was reflected in the design outcomes.ParticipantsWe collected data from two sections of a single introductory engineering course at a largeMidwestern university. This semester-long course introduces engineering students to designprocesses through a team design project. The projects in each section were different. We selectedprotocols from five participants from each section

Conference Session

Capstone and Design Projects in Engineering Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio, University of Delaware; Beth (Becky) Kano Kinney, University of Delaware

Tagged Divisions

Engineering Technology

% members the highest possible score. I wanted my evaluation to reflect the 2 38 68% relative contributions of all members. I wanted to provide feedback that 3 would help my 3 5% peers become better team members. I wanted to punish and/or reward a small number of 4 3 5% specific individuals within my group. I just wanted to be done as 5 0 0

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Purdue University, West Lafayette; Miles Griffin Evans; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

(STEBI) wasdesigned to measure two constructs, outcome expectancy and self-efficacy. The two constructswere based on Bandura’s theoretical framework that behaviors are effected by both personalexpectancy about the outcome and personal belief about teaching. The specific content area ofteaching, which is science, was to reflect the fact that teacher self-efficacy can vary dependingon the content area. For example, while some teachers have high self-efficacy in teachinglanguage arts, they may not have the same level of self-efficacy in teaching science.Since the first development of the STEBI, with its increasing use in science education, severalvariants of the STEBI were also developed and tested in the specific content areas, targetingdifferent

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Pamela Dexter, Purdue University, West Lafayette; Jane Hunter, University of Arizona; James C. Baygents, University of Arizona; Michael Gerard Thompson

Tagged Divisions

K-12 & Pre-College Engineering

rethinking how engineering isportrayed to young people and our society at large. Many engineering programs that have beendeveloped over the last decade do not fit this model and still reflect a more traditional view ofengineering. Meeting the challenges cited by the NAE report requires multiple and diversepathways for students to come to engineering, including new and innovative alternatives to Page 25.484.3compliment the more traditional programs.One pathway that fits the characteristics described in the report from the National Academy isservice-learning. Service-learning connects learning STEM content with meeting communityneeds on a local or even

Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew Russell Capelli, Virginia Tech; Estela Patron Moen, Virginia Tech; William N. Collins, Virginia Tech

Tagged Divisions

Engineering Ethics

conflicts in multinational engineering environments3. However, because differences incultures and individuals may always exist, an international code of ethics must be general andshould not be expected to reflect the complete ethical perspectives of even one society9.It is now widely recognized that engineering ethics education, traditionally based on individualautonomy and philosophical moral theory, may be insufficient for today’s students9. Studentsshould now be equipped with the ability and desire to not only recognize ethical dilemmas in theengineering environment, but also recognize the impact of the changing environment onengineering ethics. Given the potential dangers of an inadequate understanding of internationalethics, engineering

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Steven G. Northrup, Western New England University

Tagged Divisions

Biomedical

that documented the trip.Additionally, the students were assessed by the faculty members during the field experienceregarding teamwork, attitude, and leadership. After returning from the field experience, thestudents were required to submit a final paper in order to complete the course requirements. Thecontent of the paper included a reflection on the trip and a discussion of how each student’sprofessional skills can contribute to the field of global health.ResultsIn order to assess the impact of the new course on student interest and attitudes toward globalhealth, a set of IRB approved pre- and post-course surveys were developed and administered.The pre-course surveys were administered at the beginning of the first lecture, whereas the post

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Melissa Chapman Haynes, Professional Data Analysts; Soko S. Starobin, Iowa State University; Frankie Santos Laanan, Iowa State University; Tom Schenk Jr., Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

“small.”Conclusions There are several points of interest based on these results. First, PLTW in Iowa tends toattract white males and students who have higher achievement in mathematics and science injunior high. The percentages of women who enter PLTW are approximately the same percentagethat enters mechanical and electrical engineering programs (Walcerz, 2006). Overall, theselection bias was rather significant, with participants scoring between 0.72 and 0.9 standarddeviations higher on mathematics and science scores prior to entering PLTW. We stronglysuggest that future research on PLTW needs to reflect selection bias in their analysis of theprogram. We controlled for selection bias using propensity score matching that predicted entry

Conference Session

Aerospace Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University

Tagged Divisions

Aerospace

aerospace engineering.The following examples illustrate some of the active and cooperative learning techniques [15]. 1. Affective Response - provides an emotional or evaluative response to material. Students look at works of art and note the reaction/response they have to the image/artwork. They reflect on what they see and what has been discussed regarding the components of a work of art the Elements of Art and the Principles of Design. They consider other information such as how colors have symbolic meaning as well as have psychological effects on individuals. In arts, students consider the work of art in the context of the time it was made vs. how it may be perceived today. Discussions in class consider

Conference Session

Technology and Equipment to Improve IE Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Dave Yearwood, University of North Dakota; Alex Johnson, University of North Dakota

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

; and 2. faculty and industry’acceptance of smaller lathes as viable alternatives to their costly industrial size cousins. Themetal lathe was selected for this study because of its multipurpose nature and the capability ofthe unit to provide hand-on experiences in a variety of manufacturing applications, e.g. milling,drilling, and grinding.Historical PerspectiveThe Industrial education roots can be traced to ancient times where a need existed to educateworkers in the performance of various tasks essential for work. And, according to Bennett, 3industrial education in America reflected the needs and values of an ever-changing world wherefathers provided industrial education for their sons at a time when it was possible for sons tolearn what they

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Meredith, Pennsylvania State University, Fayette

Tagged Divisions

New Engineering Educators

. But if they forget the units or include inconsistent units, they lose some of these points. The final stepto successfully completing an engineering calculation is to “reflect” on the answer to be sure it makes sense.(“The cup of coffee has a mass of 247.38 kg, because that is what my calculator shows.”) I have triedunsuccessfully to incorporate that step as part of this final 30% by offering 5% if they write “ok” beside theiranswer to demonstrate they have completed this final reflection step. Some students thought they deserved thepoints because they had written “ok” without showing any work. I think they missed the purpose of the points.I do try to provide feedback directly on the test to show the student where they went astray. Sometimes a

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary B. Phelps, HEDGE Co.

Tagged Divisions

K-12 & Pre-College Engineering

studies at Old Dominion University. Phelps’s consultancy, HEDGE Co., focuses on working with educators to grow the numbers of females pursuing engineering or technology careers and her research reflects that. Additionally, she chairs the Society of Women Engineers (SWE) Outreach Committee and is a conferred Fellow of the society. In her spare time, Phelps is the Webmaster for ASEE’s Women in Engineering Division (WIED). Page 25.1296.1 c American Society for Engineering Education, 2012 The Effects of Hands-on Activities on Middle School Females’ Spatial Skills and Interest

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Tamra Williams Ogletree, University of West Georgia

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-2994: THE IMPACT OF PARTICIPATION IN VEX ROBOTICSCOMPETITION ON MIDDLE AND HIGH SCHOOL STUDENTS’ INTER-EST IN PURSUING STEM STUDIES AND STEM-RELATED CAREERSProf. Cher C. Hendricks, Georgia Institute of Technology Cher Hendricks is a Research Scientist II at Georgia Institute of Technology. The focus of her work is on K-12 STEM programs. Prior to her work at Georgia Tech, she was an Associate Professor of educational research at the University of West Georgia (1998-2010) and a special education teacher. In addition to her STEM research, Hendricks is author of the textbook Improving Schools through Action Research: A Reflective Practice Approach. The third edition was released in February.Dr. Meltem Alemdar

Conference Session

STS Perspectives on Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

c American Society for Engineering Education, 2012 The MIT Lewis Survey: Creating a Cold War Blueprint for a Technological University, 1947-1949Amidst the structural changes and the “reengineering” of higher education, historical perspectivecan provide us with a vantage point from which to reflect upon the many changes we are seeingtoday. In my talk, I approach this opportunity through a study of MIT’s Committee onEducational Survey, or the “Lewis Survey,” whose 1949 report is regarded by many as the ColdWar “blueprint” for MIT. Rooted in conversations that originated within our society, MITfaculty members embraced the notion of a broader and more fundamental approach toengineering education, even as they