'Educating Engineers' documents a range of solutions to the dilemmas facing the field of educating engineers across all areas.

The National Academy of Engineering's 2012 forum, "Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning," opened with presentations by six speakers who looked at the future of engineering and engineering education from their perspectives as educators, administrators, entrepreneurs, and innovators. Each speaker focused on just one facet of a tremendously complex picture. Yet together they outlined a new vision for engineering education based on flexible, interactive, lifelong learning and the merge of activities long held to be distinct. This summary of a forum recaps the six speaker's presentations.

Educating the Engineer of 2020 is grounded by the observations, questions, and conclusions presented in the best-selling book The Engineer of 2020: Visions of Engineering in the New Century. This new book offers recommendations on how to enrich and broaden engineering education so graduates are better prepared to work in a constantly changing global economy. It notes the importance of improving recruitment and retention of students and making the learning experience more meaningful to them. It also discusses the value of considering changes in engineering education in the broader context of enhancing the status of the engineering profession and improving the public understanding of engineering. Although certain basics of engineering will not change in the future, the explosion of knowledge, the global economy, and the way engineers work will reflect an ongoing evolution. If the United States is to maintain its economic leadership and be able to sustain its share of high-technology jobs, it must prepare for this wave of change.

A Revolution Is Coming. It Isn't What You Think.This book tells the improbable stories of Franklin W. Olin College of Engineering, a small startup in Needham, Massachusetts, with aspirations to be a beacon to engineering education everywhere, and the iFoundry incubator at the University of Illinois, an unfunded pilot program with aspirations to change engineering at a large public university that wasn't particularly interested in changing. That either one survived is story enough, but what they found out together changes the course of education transformation forever: - How joy, trust, openness, and connec- tion are the keys to unleashing young, courageous engineers.- How engineers educated in narrow technical terms with a fixed mindset need an education that actively engages six minds-analytical, design, people, linguistic, body, and mindful- using a growth mindset.- How emotion and culture are the crucial elements of change, not content, curriculum, and pedagogy.- How four technologies of trust are well established and widely available to promote more rapid academic change.- How all stakeholders can join together in a movement of open innovation to accelerate collaborative disruption of the status quo.Read this book and get a glimpse inside the coming revolution in engineering. Feel the engaging stories in this book and understand the depth of change that is coming. Use this book to help select, shape, demand, and create educational experiences aligned with the creative imperative of the twenty-first century.

This book contains papers in the fields of engineering pedagogy education, public–private partnership and entrepreneurship education, research in engineering pedagogy, evaluation and outcomes assessment, Internet of Things & online laboratories, IT & knowledge management in education and real-world experiences. We are currently witnessing a significant transformation in the development of education and especially post-secondary education. To face these challenges, higher education has to find innovative ways to quickly respond to these new needs. There is also pressure by the new situation in regard to the Covid pandemic. These were the aims connected with the 23rd International Conference on Interactive Collaborative Learning (ICL2020), which was held online by University of Technology Tallinn, Estonia from 23 to 25 September 2020. Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning. Nowadays the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way, we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, learning industry, further and continuing education lecturers, etc.

The National Academy of Engineering's 2012 forum, "Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning," opened with presentations by six speakers who looked at the future of engineering and engineering education from their perspectives as educators, administrators, entrepreneurs, and innovators. Each speaker focused on just one facet of a tremendously complex picture. Yet together they outlined a new vision for engineering education based on flexible, interactive, lifelong learning and the merge of activities long held to be distinct. This summary of a forum recaps the six speaker's presentations.

The vitality of the innovation economy in the United States depends on the availability of a highly educated technical workforce. A key component of this workforce consists of engineers, engineering technicians, and engineering technologists. However, unlike the much better-known field of engineering, engineering technology (ET) is unfamiliar to most Americans and goes unmentioned in most policy discussions about the US technical workforce. Engineering Technology Education in the United States seeks to shed light on the status, role, and needs of ET education in the United States.

A groundbreaking investigation into why so many Islamic radicals are engineers The violent actions of a few extremists can alter the course of history, yet there persists a yawning gap between the potential impact of these individuals and what we understand about them. In Engineers of Jihad, Diego Gambetta and Steffen Hertog uncover two unexpected facts, which they imaginatively leverage to narrow that gap: they find that a disproportionate share of Islamist radicals come from an engineering background, and that Islamist and right-wing extremism have more in common than either does with left-wing extremism, in which engineers are absent while social scientists and humanities students are prominent. Searching for an explanation, they tackle four general questions about extremism: Under which socioeconomic conditions do people join extremist groups? Does the profile of extremists reflect how they self-select into extremism or how groups recruit them? Does ideology matter in sorting who joins which group? Lastly, is there a mindset susceptible to certain types of extremism? Using rigorous methods and several new datasets, they explain the link between educational discipline and type of radicalism by looking at two key factors: the social mobility (or lack thereof) for engineers in the Muslim world, and a particular mindset seeking order and hierarchy that is found more frequently among engineers. Engineers' presence in some extremist groups and not others, the authors argue, is a proxy for individual traits that may account for the much larger question of selective recruitment to radical activism. Opening up markedly new perspectives on the motivations of political violence, Engineers of Jihad yields unexpected answers about the nature and emergence of extremism.

This book provides engineering faculty members and instructors with a base understanding of why the entrepreneurial mindset is important to engineering students and how it can be taught. It helps advance entrepreneurship education for all engineering students, and equips educators with tools and strategies that allow them to teach the entrepreneurial mindset. Divided into four parts, this book explores what the entrepreneurial mindset is, and why it is important; shows how to get started and integrate the mindset into existing coursework so that curricula can focus on both technical/functional concepts and entrepreneurial ones as well; guides readers through the growing multitude of conferences, journals, networks, and online resources that are available; and provides solid examples to get the reader started. This book is an important resource for engineering educators as they learn how to remain competitive and cutting-edge in a field as fast-moving and dynamic as engineering.

Educating the Engineer of 2020 is grounded by the observations, questions, and conclusions presented in the best-selling book The Engineer of 2020: Visions of Engineering in the New Century. This new book offers recommendations on how to enrich and broaden engineering education so graduates are better prepared to work in a constantly changing global economy. It notes the importance of improving recruitment and retention of students and making the learning experience more meaningful to them. It also discusses the value of considering changes in engineering education in the broader context of enhancing the status of the engineering profession and improving the public understanding of engineering. Although certain basics of engineering will not change in the future, the explosion of knowledge, the global economy, and the way engineers work will reflect an ongoing evolution. If the United States is to maintain its economic leadership and be able to sustain its share of high-technology jobs, it must prepare for this wave of change.