The aim of this report is to encourage enhanced richness and relevance of the undergraduate engineering education experience, and thus produce better-prepared and more globally competitive graduates, by providing practical guidance for incorporating real world experience in US engineering programs. The report, a collaborative effort of the National Academy of Engineering (NAE) and Advanced Micro Devices, Inc. (AMD), builds on two NAE reports on The Engineer of 2020 that cited the importance of grounding engineering education in real world experience. This project also aligns with other NAE efforts in engineering education, such as the Grand Challenges of Engineering, Changing the Conversation, and Frontiers of Engineering Education.
This publication presents 29 programs that have successfully infused real world experiences into engineering or engineering technology undergraduate education. The Real World Engineering Education committee acknowledges the vision of AMD in supporting this project, which provides useful exemplars for institutions of higher education who seek model programs for infusing real world experiences in their programs. The NAE selection committee was impressed by the number of institutions committed to grounding their programs in real world experience and by the quality, creativity, and diversity of approaches reflected in the submissions. A call for nominations sent to engineering and engineering technology deans, chairs, and faculty yielded 95 high-quality submissions. Two conditions were required of the nominations: (1) an accredited 4-year undergraduate engineering or engineering technology program was the lead institutions, and (2) the nominated program started operation no later than the fall 2010 semester. Within these broad parameters, nominations ranged from those based on innovations within a single course to enhancements across an entire curriculum or institution.
Infusing Real World Experiences into Engineering Education is intended to provide sufficient information to enable engineering and engineering technology faculty and administrators to assess and adapt effective, innovative models of programs to their own institution's objectives. Recognizing that change is rarely trivial, the project included a brief survey of selected engineering deans concern in the adoption of such programs.
Table of Contents
|Impediments and Suggested Solutions||4-6|
|Harvey Mudd College||7-7|
|Michigan Technological University||9-9|
|The Pennsylvania State University||10-10|
|University of Idaho||11-11|
|University of Utah||12-12|
|West Virginia University||13-13|
|Grand Valley State University||14-14|
|Arizona State University||16-16|
|Massachusetts Institute of Technology||19-19|
|Santa Clara University||21-21|
|University of California, San Diego||22-22|
|University of Massachusetts||23-23|
|University of Texas at Austin||24-24|
|Virginia Commonwealth University||25-25|
|Illinois Institute of Technology||27-27|
|University of Arkansas||28-28|
|Boise State University||29-29|
|University of Wisconsin-Madison||30-30|
|Worcester Polytechnic Institute||31-31|
|University of Rhode Island||34-34|
|Infusin g Real World Experiences into Engineering Education - List of Nominated Programs||36-36|
|Inside back cover||37-37|
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