Changing the Face of Engineering: Emerging Opportunities

1. Changing the Face of Engineering: Emerging Opportunities Leah Jamieson John A. Edwardson Dean of Engineering 2007 President & CEO, IEEE

2. Two opportunities: A changing view of what it will take to be an engineer in the 21st century An opportunity to change the message A Grand Challengefor Engineering Education Who will become an engineer?

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

4. 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%

5. Opportunity #1:The Future of Engineering Education • The world is changing.Will engineering graduates have the attributes and skills they will need for careers that will span the next 40 years?

6. 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

7. 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

8. The Engineer of 2020 • Technological Context • Breakthrough technologies: biotechnology, nanotechnology, materials science and photonics, information and communications technology,information explosion, logistics • Technological challenges: urban physical infrastructure, information and communications infrastructure, environment, technology for an aging population Accelerating rate of technological change, interdisciplinary solutions, understanding complexity, systems perspective

9. The Engineer of 2020 • Societal, Global, and Professional Contexts • Population: By 2020, 8 billion people, mostly in urban centers; changing workforce demographics • Accelerating global economy • “Customerization”: made-to-order products & environments • Health and healthcare delivery • Security • Increasing convergence of engineering and public policy • Public understanding of engineering Positions engineering in a broad global, societal context

10. 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

11. 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

12. 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

13. 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

14. 4.00 1a 2b 3b 1d 2a 1b 1f 3a 1c Ranking of Effectiveness 3.00 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

15. Engineering Education Reform This is an opportunity for diversifying engineering! • 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

16. Opportunity #2:An Initiative to Change the Message • Both nationally and globally, interest in engineering is changing. Who will become an engineer?

17. 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

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

19. 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

20. 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

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

22. 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

23. Changing the Message This is an opportunity to change the message on a large scale! • 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 

24. 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 Realizing the Opportunities Become truly global

25. Teach ABET a-k Educate the Engineer of 2020 Realizing the Opportunities: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”

26. Realizing the Opportunities: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” • 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

27. 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 • Efficiencies through integration of the curriculum • Teamwork, communication, leadership, innovation, resourcefulness, ethics, professionalism, flexibility

28. 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 • Efficiencies through integration of the curriculum • Teamwork, communication, leadership, innovation, resourcefulness, ethics, professionalism, flexibility

29. Research in science education suggests that contextis important to women students Harris and NAE surveys highlight the disconnect between social relevance and perceptions of engineering An Opportunity for Change:Service Learning

30. An Opportunity for Change:Service Learning • Engineering Projects in Community Service (EPICS): • Founded at Purdue in 1995; now 28 teams, 400+ students • EPICS programs at 18 universities worldwide • High-school EPICS programs being created in Indiana, California, Massachusetts, and New York • Academic credit for long-term team-based projects in partnership with community organizations

31. An Opportunity for Change:Service Learning • EPICS 5-year data • 33% of EPICS students were women • 20% of Purdue ECE & ME EPICS students were women, compared to 11% of ECE & ME students overall • Snapshot: 33% of Purdue CS EPICS students vs. 11.5% in CS overall • Engineers Without Borders: • Many chapters with 50% women • Purdue retention of 1st-year students - preliminary data: • Students in service-learning-based learning communities • 11-15% improvement in retention of female students who participated in a SL-focused learning community, compared to female students in other learning communities

32. 22% of Purdue ME students participating in study abroad programs are women, comparedto 12% of ME students overall Purdue engineering: ~35% higher participation of women in study abroad programs National 2- and 4-year students: Across all disciplines, 57% of all students are female, but 66% of female students participate in international experiences An Opportunity for Change:Global Engineers

33. Change the message:Because dreams need doing Change the focus: Engineering makes a difference in the world Become truly global Realizing the Opportunities:Some Proposed Solutions • Turn the curriculum inside-out • 21st century: Engineering experience at the core, engineering science as it supports design

34. Teach ABET a-k Change the message:Because dreams need doing Change the focus: Engineering makes a difference in the world Educate the Engineer of 2020 Become truly global

35. Changing the Face of Engineering: Because Dreams Need Doing