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.

This book describes an approach to engineering education that integrates a comprehensive set of personal, interpersonal, and professional engineering skills with engineering disciplinary knowledge in order to prepare innovative and entrepreneurial engineers. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and systems. The book is both a description of the development and implementation of the CDIO model and a guide to engineering programs worldwide that seek to improve the education of young engineers.

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.

A synthesis of nearly 2,000 articles to help make engineers better educators While a significant body of knowledge has evolved in the field of engineering education over the years, much of the published information has been restricted to scholarly journals and has not found a broad audience. This publication rectifies that situation by reviewing the findings of nearly 2,000 scholarly articles to help engineers become better educators, devise more effective curricula, and be more effective leaders and advocates in curriculum and research development. The author's first objective is to provide an illustrative review of research and development in engineering education since 1960. His second objective is, with the examples given, to encourage the practice of classroom assessment and research, and his third objective is to promote the idea of curriculum leadership. The publication is divided into four main parts: Part I demonstrates how the underpinnings of education—history, philosophy, psychology, sociology—determine the aims and objectives of the curriculum and the curriculum's internal structure, which integrates assessment, content, teaching, and learning Part II focuses on the curriculum itself, considering such key issues as content organization, trends, and change. A chapter on interdisciplinary and integrated study and a chapter on project and problem-based models of curriculum are included Part III examines problem solving, creativity, and design Part IV delves into teaching, assessment, and evaluation, beginning with a chapter on the lecture, cooperative learning, and teamwork The book ends with a brief, insightful forecast of the future of engineering education. Because this is a practical tool and reference for engineers, each chapter is self-contained and may be read independently of the others. Unlike other works in engineering education, which are generally intended for educational researchers, this publication is written not only for researchers in the field of engineering education, but also for all engineers who teach. All readers acquire a host of practical skills and knowledge in the fields of learning, philosophy, sociology, and history as they specifically apply to the process of engineering curriculum improvement and evaluation.

To enhance the nation's economic productivity and improve the quality of life worldwide, engineering education in the United States must anticipate and adapt to the dramatic changes of engineering practice. The Engineer of 2020 urges the engineering profession to recognize what engineers can build for the future through a wide range of leadership roles in industry, government, and academia-not just through technical jobs. Engineering schools should attract the best and brightest students and be open to new teaching and training approaches. With the appropriate education and training, the engineer of the future will be called upon to become a leader not only in business but also in nonprofit and government sectors. The book finds that the next several decades will offer more opportunities for engineers, with exciting possibilities expected from nanotechnology, information technology, and bioengineering. Other engineering applications, such as transgenic food, technologies that affect personal privacy, and nuclear technologies, raise complex social and ethical challenges. Future engineers must be prepared to help the public consider and resolve these dilemmas along with challenges that will arise from new global competition, requiring thoughtful and concerted action if engineering in the United States is to retain its vibrancy and strength.

Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.

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.

This innovative work critically studies the contemporary problems of one segment of science, technology, engineering, and math (STEM) education. The lack of a diverse U.S.-based pool of talent entering the field of engineering education has been termed a crisis by academic and political leaders. Engineering remains one of the most sex segregated academic arenas; the intersection of gendered and racialized exclusion results in very few Latina engineers. Drawing on cutting-edge scholarship in gender and Latino/a studies, the book provides an analytically incisive view of the experiences of Latina engineers. Sponsored by the National Science Foundation through a Gender in Science and Engineering grant, the authors bridge interdisciplinary perspectives to illuminate the nuanced and multiple exclusionary forces that shape the culture of engineering. A large, multi-institution, longitudinal dataset permits disaggregation by race and gender. The authors rely on primary and secondary sources and incorporate an integrated mixed-methods approach combining quantitative and qualitative data. Together, this analysis of the voices of Latina engineering majors breaks new ground in the literature on STEM education and provides an exemplar for future research on subpopulations in these fields. This book is aimed at researchers who study underrepresented groups in engineering and are interested in broadening participation and ameliorating problems of exclusion. It will be attractive to scholars in the fields of multicultural and higher education, sociology, cultural anthropology, cultural studies, and feminist technology studies, and all researchers interested in the intersections of STEM, race, and gender. This resource will be useful for policy-makers and educational leaders looking to revitalize and re-envision the culture within engineering.

Engineering skills and knowledge are foundational to technological innovation and development that drive long-term economic growth and help solve societal challenges. Therefore, to ensure national competitiveness and quality of life it is important to understand and to continuously adapt and improve the educational and career pathways of engineers in the United States. To gather this understanding it is necessary to study the people with the engineering skills and knowledge as well as the evolving system of institutions, policies, markets, people, and other resources that together prepare, deploy, and replenish the nation's engineering workforce. This report explores the characteristics and career choices of engineering graduates, particularly those with a BS or MS degree, who constitute the vast majority of degreed engineers, as well as the characteristics of those with non-engineering degrees who are employed as engineers in the United States. It provides insight into their educational and career pathways and related decision making, the forces that influence their decisions, and the implications for major elements of engineering education-to-workforce pathways.

Guide your students through the fascinating world of engineering, and how to draw inspiration from Nature’s genius to create, make, and innovate a better human-built world. Studded with more than 150 illustrations of natural phenomena and engineering concepts, this fascinating and practical book clearly demonstrates how engineering design is broadly relevant for all students, not just those who may become scientists or engineers. Mr. Stier describes clever, engaging activities for students at every grade level to grasp engineering concepts by exploring the everyday design genius of the natural world around us. Students will love learning about structural engineering while standing on eggs; investigating concepts in sustainable design by manufacturing cement out of car exhaust; and coming to understand how ant behavior has revolutionized the way computer programs, robots, movies, and video games are designed today. You will come away with an understanding of engineering and Nature unlike any you’ve had before, while taking your ability to engage students to a whole new level. Engineering Education for the Next Generation is a wonderful introduction to the topic for any teacher who wants to understand more about engineering design in particular, its relation to the larger subjects of STEM/STEAM, and how to engage students from all backgrounds in a way that meaningfully transforms their outlook on the world and their own creativity in a lifelong way. · Fun to read, comprehensive exploration of cutting-edge approaches to K-12 engineering education · Detailed descriptions and explanations to help teachers create activities and lessons · An emphasis on engaging students with broad and diverse interests and backgrounds · Insights from a leading, award-winning K-12 engineering curriculum that has reached thousands of teachers and students in the U.S. and beyond · Additional support website (www.LearningWithNature.org) providing more background, videos, curricula, slide decks, and other supplemental materials