Page 59 - 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

42 EDUCATING THE ENGINEER OF 2020

gram at Purdue has shown tremendous success in its 10 years of exist-
ence. EPICS projects are designed to engage students from engineering
and other disciplines in activities to support community-based organi-
zations that serve community needs in social services, education, and
the environment. These projects, which can begin in the freshman year
and may continue to graduation, allow students to design, build, deploy,
and maintain engineered solutions in response to customer needs. By
engaging with the community, students quickly understand how engi-
neers contribute to society and learn how the scientific and technical
courses they are taking contribute to innovative solutions to real-world
challenges. In the process, students strengthen skills related to customer
relations, problem analysis and definition, communication, teamwork,
10
and designing/building/testing their solutions. Industry has recog-
nized the promise of the EPICS approach by supporting new EPICS
programs at seven institutions nationally, and members of the NSF-
sponsored Corporate and Foundation Alliance have partnered with the
NSF Division of Engineering Education and Centers to foster the spread
of service learning as a means to broaden participation and increase
retention. 11
Specifically regarding the low retention rates (and low enrollment)
of women in engineering programs, the NSF Women’s Experiences in
College Engineering Project conducted extensive data-gathering surveys
of students, administrators, and faculty to determine the program com-
ponents and support mechanisms that produce higher retention rates.
Early exposure to the design, build, and test process that marks the
practice of engineering was found to be important. Additionally, those
who persist in engineering point to such positive factors as Women in
Engineering programs, woman-only courses that teach skills such as
tool use and computer graphics that help bridge some skill gaps, and
advisors—particularly in freshman and sophomore years—who help to
provide information, encouragement, and a welcoming environment
(Goodman et al., 2002).

10 See http://epics.ecn.purdue.edu/.
11 See http://www.cfalliance.org/history.html.

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