Showing papers on "Engineering education published in 1990"
TL;DR: In this paper, the authors argue that explanations are to be sought within the context of bureaucracy rather than in that of industrialization, and that the academic training of state engineers set a powerful role model in Continental Europe but was absent in Anglo-America.
Abstract: Summary The rise to dominance of school culture in engineering education took place much later in England and the U.S.A. than in France or Germany. Why? This comparative essay argues that explanations are to be sought within the context of bureaucracy rather than in that of industrialization. The academic training of state engineers set a powerful role model in Continental Europe but was absent in Anglo-America. Consequently, the academic training of engineers for the private sector of the economy started earlier in Continental Europe, and the professional strategies of the engineers included emulating the public service. During the late nineteenth century a general belief in education as a key to international competition joined forces with a thorough transformation of the economy in providing new job markets for engineers graduating from colleges and universities.
93 citations
TL;DR: If the shortfalls between supply and demand for the next several decades at both the baccalaureate and Ph.D. levels are realized, the shortage of technical personnel will have a major impact on economic growth, international competitiveness, and national security.
Abstract: Projections are analyzed for the future supply and demand of scientists and engineers. The demographics of the college-age population combined with estimates of the percentage of students who will pursue careers in science and engineering indicate significant shortfalls between supply and demand for the next several decades at both the baccalaureate and Ph.D. levels. If these projections are realized, the shortage of technical personnel will have a major impact on economic growth, international competitiveness, and national security. Various strategies for recruiting and retaining students in science and engineering are considered.
82 citations
01 Jan 1990
TL;DR: In this article, the authors describe technology as a social process to which engineering contributes, but which is driven by institution-specific executive decisions that apply technical knowledge selectively to the accomplishment of managerial agendas.
Abstract: Engineering has long been treated with condescension in Western culture and this continues today even among those intellectuals who have discovered the cultural significance of science and, very recently, of technology. In a complementary essay to this one, I describe technology as a social process to which engineering contributes, but which is driven by institution-specific executive decisions that apply technical knowledge selectively to the accomplishment of managerial agendas.1 The practice of engineering, I argue there, is captive to social determinants of this process such that the definition of engineering problems, the determination of the means to be used in solving them, and the identification of what will count as solutions, all derive from the institutional context of engineering’s practice, not from the knowledge engineers possess, and certainly not from Nature.
35 citations
29 citations
TL;DR: Construction, seen as a discipline calling for higher education and research, is a relatively new phenomenon that has come into being largely since World War II as mentioned in this paper. As such, it is having growing pains.
Abstract: Construction, seen as a discipline calling for higher education and research, is a relatively new phenomenon that has come into being largely since World War II. As such, it is having growing pains...
27 citations
TL;DR: In this article, a case study approach to teaching is described along with its advantages and disadvantages, and the characteristics of three case studies are briefly described, as well as the steps necessary for implementation into civil engineering education.
Abstract: The role of a teacher is to facilitate learning. This task is accomplished through a variety of instructional methods, the most established being the classroom lecture. Civil engineering students are taught the basics in scientific principles and theory. However, they often lack the understanding of how to apply this knowledge to solve real engineering problems in the field. Consequently, teaching methods that encourage the blending of theory into real-life applications should be used. An appropriate instructional alternative that can accomplish this is the case study. First, this paper presents traditional teaching methods. Next, the case study approach to teaching is described along with its advantages and disadvantages. Methodology to facilitate case development and steps necessary for implementation into civil engineering education are also discussed. Additionally, the characteristics of three case studies are briefly described.
23 citations
TL;DR: Suggestions are presented for strategies to increase the representation of women at all levels: precollege, undergraduate, graduate, and industry.
Abstract: Reasons for the low numbers of women entering the engineering profession are explored. Suggestions are presented for strategies to increase the representation of women at all levels: precollege, undergraduate, graduate, and industry. Insights gained from a recent Cooper Union survey are discussed. Actions that can be taken at the precollege, community college, engineering baccalaureate, graduate, and industry levels are proposed. >
22 citations
01 Feb 1990
20 citations
TL;DR: In this paper, 13 respondents describe the mechanics and reflect on the environment of teaching electromagnetics in their respective countries, including Australia, Brazil, China, Egypt, and Saudi Arabia.
Abstract: Thirteen respondents describe the mechanics and reflect on the environment of teaching electromagnetics in their respective countries. A brief description of the survey by F.J. Rosenbaum is followed by the 13 individual presentations, whose titles are: undergraduate EM teaching at the University of New South Wales; teaching electromagnetism to undergraduates in Belgium: teaching electromagnetics to undergraduates in Brazilian universities; electromagnetism to undergraduates in China; teaching electromagnetics in Egypt and Saudi Arabia; a view of teaching electromagnetism to undergraduates in Karlsruhe, FRG; teaching of electromagnetism at III, Bombay, India; electromagnetic engineering education in Israel; teaching undergraduate electromagnetics in the Soviet Union; and teaching antennas and propagation to undergraduates-a UK view. >
Journal Article•
TL;DR: In this paper, the authors argue that the main emphasis should not be image rehabilitation, but a radical restructuring of the undergraduate curriculum, and they call for more state-of-the-art, hands-on training and less classical theory.
Abstract: Undergraduate education of civil engineers may be in for a change in the 1990s for several reasons: The profession is mired in image and recruitment problems, the curriculum is under fire and many students are opting for law and business. Ironically, the problem is magnified since engineers are expected to play a key role in solving some of the nation's major problems of the 1990s—from infrastructure rehab to environmental cleanup. But experts differ on what changes are needed. To repair the engineers' image, some say math and sciences must be stressed from K-12. Others say engineering education must begin well before college years, as early as first grade, through guest lectures and adopt-a-school programs. Still, others say the main emphasis should not be image rehabilitation, but a radical restructuring of the undergraduate curriculum. They call for more state-of-the-art, hands-on training and less classical theory. Finally, some educators say the solution lies in finding faculty with practical experience, who invest as much effort in their teaching as their research.
TL;DR: American Asociation for the Advancement of Science Science serves its readers as a forum for the presentation and discussion of important issues related to the advancement of science, including the presentation of minority or conflicting points of view, rather than by publishing only material on which a consensus has been reached.
Abstract: American Asociation for the Advancement of Science Science serves its readers as a forum for the presentation and discussion of important issues related to the advancement of science, including the presentation of minority or conflicting points of view, rather than by publishing only material on which a consensus has been reached. Accordingly, all articles published in Science-including editorials, news and comment, and book reviews-are signed and reflect the individual views of the authors and not official points of view adopted by the AAAS or the institutions with which the authors are affiliated.
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TL;DR: In this article, the importance of knowing "how to apply" in contrast to understanding the "scientific fundamentals" is developed as a basis for defining technology, and the current attention being given to technology management has significant fundamental implications for engineering and business education.
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TL;DR: In this article, a longitudinal study with second year Chemical Engineering students (n = 31) was conducted to detect, quantify and describe the consequences for teaching and learning of some concerns that had arisen in students as a result of the introduction of RBE.
Abstract: While the adoption of resource based education (RBE) in the teaching of individual engineering subjects is not novel, the introduction of RBE throughout an entire university department is unprecedented. The purpose of this longitudinal study with second year Chemical Engineering students (n = 31) was to detect, quantify and describe the consequences for teaching and learning of some concerns that had arisen in students as a result of the introduction of RBE. These concerns appeared to pose some formidable obstacles to the successful implementation of RBE within the academic department. 62 obstacles to effective study that were rated both serious and frequently occurring ('major problems'), were identified in conventionally taught course units and in RBE units, using personal interviews, the nominal group technique, and a modified perceived problems inventory (Cruickshank et al., 1974; Otto et al., 1979). Major study problems were isolated in each of the main learning resources provided in RBE and in conventional course units. Resource based education generated study problems for students that were quantitatively and qualitatively different from study problems encountered under conventional engineering education. Conventionally taught course units generated study problems in the lecture and student assessment components of the course, whereas RBE confronted students with new and major problems with use of the resource laboratory, with reference materials, with tutorials, and with student assessment demands.
TL;DR: A scenario of the environment that an engineer of the future will encounter is presented, and some major future trends and their impact on education are discussed.
Abstract: A scenario of the environment that an engineer of the future will encounter is presented, and some major future trends and their impact on education are discussed. Proposals for an approach to undergraduate education are made in the context of this scenario. Graduate education, continuing education, and industry-university relationship are also discussed. >
05 Sep 1990
Abstract: This report examines the representation of women and minorities in the science, mathematics, and engineering fields and addresses the sources of current trends and issues for the future. The first section, "Demographics and the Science and Engineering Talent Pool", addresses the expected shortfall of more that 400,000 science and engineering personnel by the year 2000 and the general demographic changes eroding the science and engineering workforce. A section titled "The Topography of the Educational Pipeline for Minority Students" looks at school systems and curricula, teacher perceptions of students, student attitudes, and the performance of minority students in the precollege curriculum. The third section, "Enrollment in Science and Engineering Minority Groups: Trends by Gender and Ethnicity", discusses Blacks, Hispanics, Native Americans, and women. The following section, "Participation of Minorities in Higher Education", describes factors affecting participation, shortages of minority faculty and administrators, the historically Black institutions, the major research universities, and liberal and community colleges. A section titled "Programs and Strategies for Minority Student Enrichment" covers federal and state involvement and privately sponsored programs. A final section outlines policy issues. Statistical data are presented in 8 tables and 3 graphs and 205 references are provided. (JB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Journal Article•
TL;DR: The authors analyzes the pattern of foreign student enrollment in engineering programs during the last decade; the importance of international students to engineering education; and their impact on education administration, and the effect of foreign students on professional practice.
Abstract: If the U.S. will continue to be a leader in the technological world of the 21st century, it must create a new generation of American engineers with an understanding of the world, its people and their resources. International students, in this context, make a vital contribution to American education. They help liberalize and broaden the outlook of American students and provide them with a unique and valuable perspective of the world. They also help faculty with research projects and course instruction and often remain after graduation to help avert personnel shortages in both education and industry. This essay, the winner of the Daniel W. Mead prize for student writing, analyzes the pattern of foreign student enrollment in engineering programs during the last decade; the importance of international students to engineering education; and their impact on education administration. Finally, the effect of foreign students on professional practice is addressed.
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TL;DR: The author seeks to shed light on the current debate on what constitutes an appropriate education in the humanities and social sciences to give some of its history and rationale, and to explain why there will and always should be such a debate.
Abstract: The author seeks to shed light on the current debate on what constitutes an appropriate education in the humanities and social sciences, to give some of its history and rationale, and to explain why there will and always should be such a debate. He then describes the humanities and social sciences and shows how they evolved fairly recently from philosophy. He discusses the importance of the humanities and social sciences to the education of engineers, to the engineering profession, and to the quality of life of individuals and society. Finally, he describes how the humanities and social science requirements are structured in most engineering curricula and makes recommendations for improvement. >
TL;DR: In this article, a parallel is drawn between the design of curricula for the university education of engineers and the engineering design of products and systems, with the aim of producing a fresh perspective on how to make the initial education for engineers better suited to the rapidly changing world of the future, and to improve its overall quality.
TL;DR: The survey results presented in this paper can be used as a guide by educators who wish to enhance the computing aspects of their engineering curricula and by engineering firms that are evaluating the educational profile of new graduates.
Abstract: Rapid advances in computer software and hardware have provided engineers with a powerful means of processing, storing, retrieving, and displaying data. This has made computer science a growing and essential part of nearly every engineering discipline. The effective use of computers in engineering processes and applications is recognized by many as the key to increased individual, company, and national productivity. This paper presents the results of a survey that was conducted by the ASCE Task Committee on Computing Education to assess computing needs in the civil engineering profession and to assess the current undergraduate computing curriculum in civil engineering education. The survey results presented in this paper can be used as a guide by educators who wish to enhance the computing aspects of their engineering curricula and by engineering firms that are evaluating the educational profile of new graduates. The goal is to enable students to possess, in addition to their engineering skills, both the a...