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Session 1630

Engineering Change Karl A. Smith1, Angela Linse2, Jennifer Turns2, Cindy Atman2 1 University of Minnesota, 2University of Washington

Abstract: Calls for change abound in engineering education. The community is responding with innovations at many different levels. The effectiveness and long-term "staying power" of any new development is likely to increase if the innovators are explicit about the model of change they are adopting. Many such models are relevant for the engineering education community. In this paper we present a list of change models, describe three of them in detail, and briefly describe how we are conceptualizing one approach to change we are taking in the newly funded Center for the Advancement of Engineering Education.

Introduction Calls for change in engineering education are a common theme among leaders in engineering education (Bordogna, 2003; Fromm, 2003; Jackson, 2003; Wulf, 1998, 2002; Wulf and Fisher, 2002). One of the authors of this article, Karl Smith, began exploring changes in engineering education about 10 years ago and gave a series of keynote presentations with titles such as “Engineering education: Pressures to change, current trends and future directions.” Smith listed the pressures to change from the following organizations and groups at the Australasian Engineering Education Conference in 1998:

• Legislators (in public institutions) • National Science Foundation: Career Development Award, Shaping the Future • Professional Accreditation – ABET: Assessment, Synthesis & Design • Financial – especially the growing gap between the falling public support and the rising costs • Employers and Workforce Development Agencies: Workplace Basics, Global Engineer • University Administration Professional Organizations: Renewing the Covenant, Greater Expectations • Boyer Commission Reports: Educating Undergraduates in the Research Universities, Scholarship Reconsidered • Educational Research: Active, Interactive & Cooperative Learning, Inquiry & Problem- Based Learning

Comparison of the old and new paradigms of engineering education also implies and provides grounds for change. In 1991 Johnson, Johnson & Smith provided the initial comparison of old and new paradigms of engineering education. Smith and Waller (1997) updated the comparison and both have become widely-cited in the engineering education community (Table 1).

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

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Jennifer, T., & Cindy, A., & Linse, A., & Smith, K. (2004, June), Engineering Change Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--14102