Engineering Education in the Changing World

1. Engineering Education in the Changing World Leah Jamieson John A. Edwardson Dean of Engineering 2007 President & CEO, IEEE

2. Two Grand Challenges for Engineering Education • What will it take to be an engineer in the 21st century? • Who will become an engineer? • Solving the problem

3. The Future of Engineering Education • Q1: The world is changing.Will engineering graduates have the attributes and skills they will need for careers that will span the next 40 years?

4. Drivers for Change • New technologies, multidisciplinary technologies • Rate of technological change • Globalization • Workforce issues • Declining interest among US students: high school students’ interest down 18% since 1991 • Slow progress on diversity • Job trends: eng’g students working in other fields • Offshoring

5. Workplace Trends • The half-life of an engineer’s knowledge is estimated to be less than five years • In 10 years 90% of what an engineer knows will be available on the computer • 60% of future jobs will require training that only 20% of the current (U.S.) work force possesses • [Workforce 2020 : Work and Workers in the 21st Century]

6. Calls to Action • National Academy of Engineering Studies: • The Engineer of 2020:Visions of Engineering inthe New Century • Educating the Engineer of 2020: Adapting Engineering Education to the New Century • Rising Above the Gathering Storm • Innovate America

7. Attributes of NAE’s Engineer of 2020 • Analytical skills • Practical ingenuity • Creativity • Communication & teamwork skills • Business & management skills • High ethical standards • Professionalism • Leadership, including bridging public policy and technology • Dynamism/agility/resilience/flexibility • Lifelong learners

8. Knowledge Areas Qualities Abilities • leadership • teamwork • communication • decision-making • recognize & manage change • work effectively in diverse & multicultural environments • work effectively in the global engineering profession • synthesize engineering, business, and societal perspectives • science & math • engineering fundamentals • analytical skills • open-ended design & problem solving skills • multidisciplinarity within and beyond engineering • integration of analytical, problem solving, and design skills • innovative • strong work ethic • ethically responsible in a global, social, intellectual, and technological context • adaptable in a changing environment • entrepreneurial and intrapreneurial • curious and persistent continuous learners Purdue’s Future Engineer Vision: Purdue Engineers will be prepared for leadership roles in responding to the global technological, economic, and societal challenges of the 21st century. Strategy: We will provide educational experiences that develop students’ knowledge areas, abilities, and qualities to enable them to identify needs and construct effective solutions in an economically, socially, and culturally relevant manner. Abilities The Three Pillars of the Purdue Engineering Undergraduate Education

9. Abilities Knowledge Areas • science & math • engineering fundamentals • analytical skills • open-ended design & problem solving skills • multidisciplinarity within and beyond engineering • integration of analytical, problem solving, & design skills • leadership • teamwork • communication • decision-making • recognize & manage change • work effectively in diverse & multicultural environments • work effectively in the global engineering profession • synthesize engineering, business, and societal perspectives Traits • innovative • strong work ethic • ethically responsible in a global, social, intellectual, & technological context • adaptable in a changing environment • entrepreneurial and intrapreneurial • curious and persistent continuous learners Key: ABET a-k Beyond ABET Attributes for the 21st Century

10. 4.00 1a 1b 1f 1c 3.00 2a & 2b Expectations Exceeded 3a 2d Rankingof Effectiveness 1d Expectations Unmet 2.00 3c 1e& 2c 3d Data notavailable for 3b 1.00 1.00 2.00 3.00 4.00 Rankingof Importance What’s Important? 1994 1a. Knowledge in ME1b. Math Modeling1c. Exp/Data Analysis1d. Computer Tools1e. Mfg/Stats 1f. Open Design 2a. Technical Comm.2b. Teamwork 2c. Business Practices2d. Lifelong Learning 3a. Professionalism/Ethics3b. Work Ethic3c. Global/Societal Context3d. World Affairs/Culture 1994 Purdue ME Alumni Survey, 1-5 Years Out

11. 4.00 1a 2b 3b 1d 2a 1b 1f 3a 1c 3.00 Ranking of Effectiveness 2d 3c Expectations Exceeded 1e 3d 2c 2.00 Expectations Unmet 1.00 1.00 2.00 3.00 4.00 Ranking of Importance What’s Important? 2000 1a. Knowledge in ME1b. Math Modeling1c. Exp/Data Analysis1d. Computer Tools1e. Mfg/Stats 1f. Open Design 2a. Technical Comm.2b. Teamwork 2c. Business Practices2d. Lifelong Learning 3a. Professionalism/Ethics3b. Work Ethic3c. Global/Societal Context3d. World Affairs/Culture 2000 Purdue ME Alumni Survey, 1 and 5 Years Out

12. A Grand Challenge forEngineering Education • How will we teach / how will they learn all that is needed for 21st century careers? • 1990s: Boeing Attributes of an Engineer: critical thinking, systems perspective, … • ABET a-k: communication, teamwork, professional/ethical standards, lifelong learning, global/economic/environmental/societal issues, … • The Engineer of 2020: ingenuity, creativity, business, leadership, flexibility, … • Technical depth and breadth

13. The Future of Engineering • Q2: Both nationally and globally, interest in engineering is changing. Who will become an engineer?

14. National Trends: Freshmen % of U.S. Freshmen Intending to Major in Engineeringby Sex, Race, and Ethnicity

15. % women % minority Workforce: Diversity Total Enrolled Women and Minorities (US) Source: Eng. Workforce Commission/NSF

16. Global Trends Bachelor’s and Subbaccalaureate Engineering, CS and IT Degrees Awarded: 2004 (thousands) • According to Engineering Trends, six countries produce 60% of the world's engineering bachelor's degrees : • China • India • Japan • Russia • South Korea • Taiwan ** equals Associates degrees in the US, Short-Cycle degrees in China, and three-year diplomas in India Source: Framing the Engineering Outsourcing Debate, Duke University, Dec 2005

17. US High School Students’ Interest • 11th-grade PSAT takers • Interest in Engineering Career - Fall 2002 • Girls 1% • Boys 11% • Interest in Engineering Major - Fall 2004 • Girls 2% • Boys 16% • Would produce 119,520 new engineers in the US workforce

18. Career motivators for girls Rewarding Enjoyable Flexible Make a difference,give back to society Profession mustbe for someone“like me” Messages they hear Have to love math and science Challenging, but if you work hard you can do it Misaligned Messages

19. Improving thePublic Understanding of Engineering • Over $400M spent each year on engineering outreach -with what results? • US National Academy of Engineering (NAE) initiative • Funded by the US National Science Foundation • Conducted by BBMG market research firm • Long-term goals • Greater public understanding of engineering, leading to … • Greater public awareness of engineering • More diverse, better prepared students in the engineering pipeline • Greater technology literacy among the public • Greater appreciation for engineering amongdecision-makers and policy-makers http://www.nae.edu/engineeringmessages

20. Public Perceptions of Engineering AAES/Harris Polls, 2003

21. NAE ProjectResearch Methodology • Communications Audit – Review of previous researchand communications materials • In-Depth Interviews – Interviews with a cross-section of12 educators, opinion leaders, and engineers. • Focus Groups – 4 focus groups with youth ages 12-15 and 16-19 in Raleigh, NC, and Phoenix, AZ, and one group with parents of young people ages 9-19 in Raleigh. • Youth Triads – 4 sets, with three children ages 9-11 in each group, 45 minutes to 1 hour each. • Online Survey – Online survey with 1,234 people living in the US, including 666 adults and interviews with 568 teens, ages 14-17; ~4% sampling error

22. Perceptions of Engineering/Engineers For each of the following, please indicate how well you think it describes engineers or the field of engineering. (Respondents answering “very well”) Adults Teens Adults Teens

23. Appeal of Engineering: Examples For the following examples of engineering, please indicate how appealing it is. How well does it create interest for you in engineering? (Respondents answering “very appealing”) Adults Teens Adults Teens

24. Appeal of Engineering:Teens by Gender Boys Girls Boys Girls

25. Changing the Message • Tested messages and taglines include: • Engineers make a world of difference • Engineers are creative problem solvers • Engineers connect science to thereal world • Turning ideas into reality (E-Week) • Because dreams need doing • What happens next? • Converge on key messages by audience • Reposition engineering to talk about making a difference • Engage professional societies, industry, and universities to deliver the message 

26. Change the message:Because dreams need doing Teach ABET a-k Change the focus: Engineering makes a difference in the world Educate the Engineer of 2020 Change the demographics Changing the Reality

27. Teach ABET a-k Educate the Engineer of 2020 Some Proposed Solutions • NAE’s Educating the Engineer of 2020 • “The B.S. degree should be considered as a preengineering or ‘engineer-in-training’ degree” • “Engineering programs should be accredited at both the B.S. and M.S. levels, so that the M.S. degree can be recognized as the engineering ‘professional’ degree”

28. Some Proposed Solutions • Turn the curriculum inside-out • 20th century: Engineering science at the core • 21st century: Engineering experience at the core, engineering science as it supports design

29. Design Process Traditional Course Designing Curricula Around Engineering Experience • Experiential education • Co-op and internships • Service learning, EPICS • Entrepreneurship activities • Undergraduate research • Study abroad • Problem posers as well as problem solvers • Science and engineering fundamentals, analysis, and tools in the context of full-cycle design • Teamwork, communication, leadership, innovation, resourcefulness, ethics, professionalism, flexibility • Efficiencies through integration of the curriculum

30. Teach ABET a-k Change the message:Because dreams need doing SERVICE LEARNING Change the focus: Engineering makes a difference in the world Educate the Engineer of 2020 Change the demographics

31. The Future of Engineering Education: Because Dreams Need Doing