Guest Editorial: NSF Sponsored Department-Level Reform Initiative

ABSTRACT

Our infrastructure, economy, health, safety, and indeed our entire environment are dependent on scientific and technological innovation, which is directly supported by engineering education. The changing demographics and socio-economic landscapes worldwide, globalization, and rapidly evolving technologies have increased the importance of engineering in the 21st century and the need for innovative and sustainable solutions. Engineering educators, therefore, are challenged to adapt their courses, programs and pedagogies to address these changes. For example, several excellent studies have been published related to the needs of undergraduate education in the United States (e.g. Boyer Commission Report, 1998), science and technology needs (e.g. NAE, 2007), and on engineering education (e.g. NAE 2004, 2005; NSB 2007; Duderstadt, 2008). Engineering organizations have also assessed specific educational needs to prepare the engineer of the 21st century (e.g. American Society of Civil Engineers (ASCE), 2006, 2008), and the Accreditation Board for Engineering and Technology (ABET) criteria (commonly referred to as “a-k”) have also been adjusted to address the challenges facing engineering education (ABET, 2007)…

 

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Mandar M. Dewoolkar School of Engineering The University of Vermont Burlington, VT

Mandar M. Dewoolkar
School of Engineering
The University of Vermont
Burlington, VT

 

 

 

 

 

 

 

 

 

 

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