June 23, 2013
June 23, 2013
June 26, 2013
Engineering and Public Policy
23.506.1 - 23.506.16
Engineering Education in the United States, Quo Vadis? How many B.S. graduates in engineering are needed in the United States over the next 20years? The answer to this simple question ranges from “as many as we can possiblyproduce” to “about the same number that are being produced by U.S. universities today”.There are apparently huge efforts underway across the nation to stimulate the number ofstudents in K-12 who prepare themselves to enter STEM programs in colleges anduniversities following graduation from high school. But this seems to be an open-endedeffort with no targets set for measuring success.But, suppose these stimulative programs were wildly successful and large numbers ofqualified high school graduates gain admission to engineering education programs in thenear term. Do U.S. colleges and universities have the physical capacity and resources toprovide high quality, ABET accredited engineering education to hordes of people? Didn’twe recently read studies with the premise that the engineering professoriate has grayed,balded, and retired, or are about to retire (i.e., baby boomers), in record numbers?Haven’t we seen reports that state supported colleges and universities are essentially nowjust “state located” with financial support from the states in steep decline?Perhaps there is no problem for industries, governments and service organizations whomust acquire the engineering talent needed over the next 20 years, after all. In fact, theU.S. Congress is considering liberalizing the visas and green card policies for foreignnationals who hold degrees in STEM fields. And, this solution should pose no difficultiesin terms of credentialing since ABET is now heavily involved in accrediting foreignengineering programs and NCEES is following along after ABET to provide routes toprofessional licensure for foreign nationals.Further, limited resources at U.S. colleges and universities should pose no problemsbecause of the existence of distance learning technologies, and financial incentivesprovided by institutions to faculty members, departments and schools that teach or offerentire engineering degree programs on-line.So, what does all of this mean for the engineering educational system? The authorbelieves that there are huge policy issues that need to be identified, studied and analyzedin order to develop plans for the future of engineering education in the U.S. This paperwill discuss some of these issues and attempt to bring them into sharper focus.
Wilhelm, M. R. (2013, June), Engineering Education in the United States, Quo Vadis? Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19520
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: © 2013 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