June 14, 2015
June 14, 2015
June 17, 2015
Electrical and Computer
26.198.1 - 26.198.12
An International Exploration of Electrical and Computer Engineering Education PracticesTechnological, economic, and social pressures are reshaping higher education, but there islittle consensus on what the future will be. IEEE created a Curricula and PedagogyCommittee (CPC) and charged it with forecasting the future of engineering education ingeneral and specifically to make recommendations regarding the roles that IEEE will play inpreparing for and crafting that future. To gather more information about how members of theengineering education community think about the current state and future directions ofelectrical and computer engineering (ECE) education, the CPC conducted a global survey.Surveys were deployed in July-August 2014 to IEEE members and others who (1) teachundergraduate students, (2) administer a degree program (i.e., Department Chairs), (3) serveas a top-level administrator over all engineering degree programs (i.e., Deans), and (4) workprofessionally in engineering. Survey items address areas including instructional strategies,instructional technologies, assessment strategies, curricula, evaluation of teaching, andpreparation of graduates. With over 2100 respondents, the CPC believes these survey resultscan inform conversations about the future of ECE education. For this paper, the CPC willfocus on responses from the 827 academic respondents. For example, when asked aboutteaching and assessing problem solving, moral/ethical reasoning, and design, respondentswere most likely to teach problem solving and design. Lecture was the most popular teachingpractice employed for these topics. Ethics/moral reasoning was unlikely to be assessed at all.Locally developed tests and instruments were used most often for assessing problem solvingand design (68.8% and 43.7%, respectively), but the most common approach to assessingmoral/ethical reasoning was not to assess it. These and other results about teaching andassessment will be discussed. Results about evaluating teaching quality will also bepresented. In addition, the CPC will consider responses from the 909 industry andgovernment practitioners about preparation of entry-level engineers and satisfaction with thelevel of technical competency to practice for recent graduates and entry level engineers.Respondents from all initiatives will be considered regarding initiatives to ensure that entry-level engineers are prepared and facilitate collaborative activities between academia andindustry. Results will illuminate strengths and opportunities to improve ECE graduates aswell as potential directions to enact these improvements.
Lord, S. M., & Ohland, M. W., & Froyd, J. E., & Lindsay, E. (2015, June), An International Exploration of Electrical and Computer Engineering Education Practices Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23537
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