Page 54 - Educating the Engineer of 2020: Adapting Engineering Education to the New Century

Educating the Engineer of 2020: Adapting Engineering Education to the New Century
http://www.nap.edu/catalog/11338.html

GUIDEPOSTS TO THE FUTURE 37

Powerful new technologies now under development by
U.S. businesses, universities, and government promise to trans-
form virtually every industry and many human endeavors.
These technologies could possibly also be harnessed to trans-
form education and training in ways previously unimaginable.
Rapid advancements in the years ahead could enable new learn-
ing environments using simulations, visualizations, immersive
environments, game playing, intelligent tutors and avatars, net-
works of learning, reusable building blocks of content, and
more. The technologies that are coming could create rich and
compelling learning opportunities that meet all learners’ needs,
and provide knowledge and training when and where it is
needed, while boosting the productivity of learning and lower-
ing its cost. (Evans, 2002, p. ii)

SPECIFIC PROGRAMS AND MECHANISMS
The discussions presented under this heading are intended to
present some examples of efforts to improve engineering education, not
a comprehensive review. In the context of thinking of engineering as a
system of systems, it provides examples related to K-12 preparation,
increasing retention in engineering programs, attracting students from
underrepresented groups, entrepreneurship, technology-enabled learn-
ing, program flexibility, reconsidering what an “engineering education”
means, and preparation of engineering faculty. Although most of these
examples deal with the “efficiency” and “throughput” of engineering
education, these approaches also serve to develop skills that industry has
repeatedly stated are necessary for performing well.

The K-12 System and Engineering Education

Several individuals commented at the summit that the current
K-12 system does not provide a sufficiently rigorous education to large
numbers of students, particularly in the inner-city schools, to allow them
to enter and succeed in an engineering program. As a community, engi-
neering educators are working to assist the K-12 community to under-
stand the engineering profession and how engineering activities can in-
vigorate the teaching of mathematics and science in the K-12

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