Engineering Education: Designing an Adaptive System by Board on Engineering Education, National Research Council

By Board on Engineering Education, National Research Council

Routinely, engineering schooling books describe and toughen unchanging rules which are easy to the sphere. even if, the dramatic adjustments within the engineering setting over the last decade call for a paradigm shift from the engineering schooling neighborhood. This progressive quantity addresses the advance of long term concepts for an engineering schooling process that might replicate the wishes and realities of the U.S. and the realm within the twenty first century. The authors talk about the serious demanding situations dealing with U.S. engineering schooling, and current a plan addressing those demanding situations within the context of swiftly altering situations, applied sciences, and calls for.

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Extra resources for Engineering Education: Designing an Adaptive System

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Minority population grew by 35 percent, the white, non-Hispanic population grew only 2 percent (Vetter, 1992). At the same time, the number of < previous page page_27 next page > If you like this book, buy it! S. degrees, by race or ethnicity and residency status, selected years, 1977-1990 (National Science Foundation, 1992, p. 64). S. degrees to members of racial and ethnic minorities, selected years, 1977-1990 (National Science Foundation, 1992, p. 64). white males achieving engineering degrees has declined sharply (Figure 3-1).

To that end, the BEEd considers adaptability to be an essential attribute of engineering education in the twenty-first century. Diversity of approaches is a crucial element of this adaptability. Engineering schools must be permitted to pursue these and future needs in their own varied ways, reflecting the variety of their student populations and of the regional industries, public works, and other determinants that shape their missions. < previous page page_18 next page > If you like this book, buy it!

In many cases, both female and minority students are being told (whether directly or indirectly) that serious study of mathematics and science is not for them. Thus, the system is not encouraging all those who might have an aptitude for and interest in studying engineering. In contrast to most other professionals, future engineers (along with mathematicians and some scientists) tend to make their career choice in junior high/middle school. If they are not prepared and motivated to study engineering at that point, it is likely that they never will be.

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