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Paper # 2003-1133

Teaching Engineering, Teaching Science: A Two-Sided Coin By

Kazem Kazerounian Robert Vieth

School of Engineering University of Connecticut Storrs, CT 06269-3139

“A scientist builds in order to learn; an engineer learns in order to build.” Fred Brooks

“The scientist seeks to understand what is; the engineer seeks to create what never was.” Von Karmen

Abstract

An ambiguity exists in our definitions of the roles and professional responsibilities of scientists and engineers. This ambiguity extends to (or perhaps stems from) educators’ different approaches to teaching “science” and “engineering.” A poor understanding and appreciation of this difference profoundly affects the demographics of higher education as well as those of the professional workforce.

At the K-12 levels, educators’ attempts to introduce engineering into the curriculum typically focus on either science education or technology training. The ideas in this paper arise from numerous discussions and from the collective work of the NSF Galileo Fellows and their Directors at the School of Engineering, University of Connecticut. Our objective involves defining the concepts of science and engineering and laying down a foundation for exploring the differences, similarities, and interdependencies of these notions. We aim to develop and crystallize the philosophy driving our efforts to offer K-12 students a meaningful exposure to engineering concepts and principles, and to expand the scope of students’ eventual career choices to include engineering.

Introduction

The National Academy of Engineering (www.nae.org) lists the greatest engineering

“Proceedings of the 2003 American Society for Engineering Education Annual Conference and Exposition Copyright ©2003, American Society for Engineering Education”

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Vieth, R., & Kazerounian, K. (2003, June), Teaching Engineering, Teaching Science: A Two Sided Coin Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11451