Meckl, P. H., & Williams, M. H., & Percifield, C., & Cardella, M. E., & Harris, M. T., & Jamieson, L. H. (2012, June), Taking Stock: Progress Toward Educating the Next Generation of Engineers  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21990

\bibitem{asee_peer_21990}
  Meckl, P. H., \& Williams, M. H., \& Percifield, C., \& Cardella, M. E., \& Harris, M. T., \& Jamieson, L. H. (2012, June), \emph{Taking Stock: Progress Toward Educating the Next Generation of Engineers}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21990

Peter H. Meckl, Marc H. Williams, Carolyn Percifield, Monica E. Cardella, Michael T. Harris, and Leah H. Jamieson.  "Taking Stock: Progress Toward Educating the Next Generation of Engineers".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21990 Internet.  15 Oct, 2024

\bibitem{asee_peer_21990}
  Peter H. Meckl, Marc H. Williams, Carolyn Percifield, Monica E. Cardella, Michael T. Harris, and Leah H. Jamieson.
  "Taking Stock: Progress Toward Educating the Next Generation of Engineers".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21990 Internet.  15 Oct, 2024

@INPROCEEDINGS{asee_peer_21990
author = "Peter H. Meckl, Marc H. Williams, Carolyn Percifield, Monica E. Cardella, Michael T. Harris, and Leah H. Jamieson"
title = "Taking Stock: Progress Toward Educating the Next Generation of Engineers"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21990}
number = {10.18260/1-2--21990}
}

TY  - CPAPER
AB  - Taking Stock: Progress toward Educating the Next Generation ofEngineersAt the 2011 ASEE Conference in Vancouver BC, two sponsored sessions were devoted to progress towardachieving the aim of adapting engineering education to the new realities of the 21st Century world.Before the conference, a survey was distributed to more than 3000 recipients to collect information about howuniversities worldwide define the "Future Engineer." It also aimed to uncover challenges and success factorsthat should be considered in order to effectively and sustainably integrate the ideals of the "Future Engineer"into the curriculum.Each of the two sessions at the 2011 conference started with a presentation that summarized the survey results.This was followed by group discussions focusing on 8 topics that had been selected based on the outcome of thesurvey. This paper is intended to summarize the results of the survey as well as the discussions from sessionparticipants.BackgroundThe world economy is changing and the engineering profession is evolving to keep up. The way we make newengineers must change accordingly.   •   2000: ABET mandated including “professional outcomes” in the engineering accreditation criteria   •   2004: the National Academy of Engineering issued a sequence of publications, The Engineer of 2020:       Visions of Engineering in the New Century” and its sequel, Educating the Engineer of 2020: Adapting       Engineering Education to the New Century.In response to these and other pressures, many schools have undertaken to make changes in the way newengineers are made. For example:   •   In 2005, Purdue initiated what is now called the “Purdue Engineer of 2020” project, which has largely       been focused on curricular content.   •   The University of Illinois along with Olin College partnered in its “Engineer of the Future” program,       which is focused on innovation in delivery mode and student engagement.   •   MIT instituted a sweeping change in approach in its CDIO program, which has found followers all over       the world.Many other schools have undertaken similar projects with a variety of goals. One of the goals of the survey wasto make a better accounting of these efforts.Survey ResultsA total of 355 surveys were returned, some with incomplete information. The 204 usable responses represented136 different colleges and universities and 2 high schools. 77% of the respondents were from the US, 23%from outside the US.The majority of respondents indicated that their institution was involved in some curriculum change, most oftenat the college- or department-level. Changes were often sought to allow for an academic experience that ismore relevant/practical and grounded in hands-on/experiential and/or interdisciplinary learning. The biggestobstacles to change (time, money, faculty, etc.) were neutralized when leadership and support was present fromBOTH faculty and upper administration.Session Discussion OutcomesAs a result of survey responses, a total of 8 discussion topics were identified:   1. Distributing design through the curriculum   2. Achieving truly multidisciplinary experiences   3. Achieving meaningful global competency   4. Moving beyond traditional lecture   5. Integrating professional skills   6. Streamlining the curriculum   7. Developing strategies for effective change   8. Developing engineering faculty for the 21st centuryA round table was set up for each discussion topic, so that up to 6 people could participate in discussing thetopic. A facilitator was chosen for each table to keep participants on task. Attendees were asked to identify thecurrent state of each topic, as well as the desired change state. Then they were asked to comment on the prosand cons of each. Finally, they were asked to list strategies for achieving the benefits of the change state.More details regarding the outcomes of these discussions will be included in the paper.
AU  - Peter H. Meckl
AU  - Marc H. Williams
AU  - Carolyn Percifield
AU  - Monica E. Cardella
AU  - Michael T. Harris
AU  - Leah H. Jamieson
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Taking Stock: Progress Toward Educating the Next Generation of Engineers
UR  - https://peer.asee.org/21990
DO  - 10.18260/1-2--21990
ER  -