Rogers, P., & Freuler, R. J. (2015, June), The "T-Shaped" Engineer  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24844

\bibitem{asee_peer_24844}
  Rogers, P., \& Freuler, R. J. (2015, June), \emph{The "T-Shaped" Engineer}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24844

Peter Rogers and Richard J. Freuler.  "The "T-Shaped" Engineer".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24844 Internet.  17 Apr, 2024

\bibitem{asee_peer_24844}
  Peter Rogers and Richard J. Freuler.
  "The "T-Shaped" Engineer".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24844 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_24844
author = "Peter Rogers and Richard J. Freuler"
title = "The "T-Shaped" Engineer"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24844}
number = {10.18260/p.24844}
}

TY  - CPAPER
AB  -                                 The "T-shaped" EngineerGlobal changes create competitive pressures for U.S. industry, generating the need for an ever-increasing level of broadly-educated engineering students entering the workplace. This notionhas been communicated through the NAE ("The Engineer of 2020") and more recently byASEE's "Transforming Undergraduate Engineering Education (TUEE)" workshop whereindustry and academic participants “seek a T-shaped engineering graduate who brings broadknowledge across domains and the ability to collaborate within a diverse workforce as well asdeep expertise within a single domain”. These and other industry feedback encourage us torethink the way we deliver engineering education. Recent engineering graduates continually findthemselves learning on-the-job business acumen, struggling with open-ended problem solving,working for perhaps the first time on multidisciplinary teams, and learning how to communicatewithin and outside the organization. Many companies respond to these challenges by investingin multi-year training programs for new hires to augment engineering education with a broaderset of skills.To better prepare students for these rapidly changing industry needs, the institute developed andnow offers a newly-approved multidisciplinary undergraduate honors program—combiningengineering and business students in an integrated four-year curriculum. Students in theIntegrated Business and Engineering (IBE) program study and work as a cohort throughout theirundergraduate experience. They supplement their standard curriculum with core courses of theopposite degree and take a sequence of dedicated IBE courses and seminars focused onexperiential, entrepreneurial, and multidisciplinary learning. Student teams apply classroomtheory and tools to real-world practice and open-ended problem solving. The program provideseach student the opportunity to develop the professional tools and skills required to meet today’sglobal challenges—preparing them to make significant contributions to industry right out ofcollege. IBE students are better prepared to migrate to leadership positions and to understand themanagement challenges to compete in our global economy. Industry partners interested ininterfacing early on with our top students contribute to the program by counseling on curriculumdesign, hiring interns, sponsoring cornerstone and capstone projects, holding in-class workshops,and participating in extra-curricular activities.The IBE program recruits a small percentage of business and engineering honors studentsaccepted at the institute each year. The curriculum is not for the faint of heart. Students mustmaintain a 3.5 GPA throughout the four years, and those entering college with substantial credittoward their degree are the most likely candidates to succeed. IBE students finish with abachelor's degree in their home program, a minor in the opposite program, and diplomarecognition for completing the IBE Honors program. Effectiveness of the program is currentlymeasured qualitatively by the overwhelmingly positive feedback from hiring companies andinternal summary reports on the first two cohorts. First graduates of the program are slated forspring 2017 when authentic assessments will begin validating the program.REFERENCES:“The Engineer of 2020, Visions of Engineering in the New Century,” National Academy ofEngineering, Phase I Report, Washington, DC, 2004.“Transforming Undergraduate Education in Engineering, Phase I: Synthesizing and IntegratingIndustry Perspectives,” American Society for Engineering Education, Workshop Report,Washington, DC, May 9-10, 2013.
AU  - Peter Rogers
AU  - Richard J. Freuler
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - The "T-Shaped" Engineer
UR  - https://peer.asee.org/24844
DO  - 10.18260/p.24844
ER  -