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PAPERBACK price:$21.00 add to cart Rights & Permissions Free PDF Access Sign in to download PDF book and chapters Free Resources PDF SUMMARY Display this book on your site! Related Titles Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics Engineering in K-12 Education: Understanding the Status and Improving the Prospects Other Related Titles Engineering Curricula: Understanding the Design Space and Exploiting the Opportunities: Summary of a Workshop (2009) Citation Manager Export the bibliographic data for this book in your chosen format Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Citation Manager . "Summary." Engineering Curricula: Understanding the Design Space and Exploiting the Opportunities: Summary of a Workshop. Washington, DC: The National Academies Press, 2009. Please select a format: Page 1   E-mail Share on facebook Facebook Share on delicious Delicious Share on stumbleupon Stumble Share on twitter Twitter More Sharing ServicesMore The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Summary In April 2009, with support provided by the National Science Foundation, the National Academy of Engineering’s Committee on Engineering Education hosted a one and one-half day workshop focused on exploring how engineering curricula could be enhanced to better prepare future engineers. The workshop included individuals from industry, university faculty and administrators, and representatives from government agencies and professional societies. Topics addressed in the workshop included (a) the rationale for the scope and sequence of current engineering curricula, considering both the positive aspects as well as those aspects that have outlived their usefulness, (b) the potential to enhance engineering curricula through creative uses of instructional technologies, (c) the importance of inquiry-based activities as well as authentic learning experiences grounded in real world contexts, and (d) the opportunities provided by looking more deeply at what personal and professional outcomes result from studying engineering. General themes that appeared to underlie the workshop attendees’ discussions included desires to (a) restructure engineering curricula to focus on inductive teaching and learning, (b) apply integrated, just-in-time learning of relevant topics across STEM fields, and (c) make more extensive use and implementation of learning technologies. During breakout discussions, many suggestions were offered for means by which to facilitate curricular innovation. These included (a) expanding faculty and administrator communication networks, (b) increasing faculty incentives, and (c) enhancing interactions among stakeholders of engineering education. Page 1 Front Matter (R1-R10) Summary (1-1) 1 Introduction (2-9) 2 General Themes (10-12) 3 Specific Observations (13-15) 4 Next Steps (16-16) Appendixes (17-18) Appendix A: Workshop Agenda (19-21) Appendix B: Workshop Participants (22-23) Appendix C: Biosketches of Organizing Committee Members and Rapporteur (24-26)

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Engineering Curricula: Understanding the Design Space and Exploiting the Opportunities, Summary of a Workshop Summary In April 2009, with support provided by the National Science Foundation, the National Academy of Engineering’s Committee on Engineering Education hosted a one and one-half day workshop focused on exploring how engineering curricula could be enhanced to better prepare future engineers. The workshop included individuals from industry, university faculty and administrators, and representatives from government agencies and professional societies. Topics addressed in the workshop included (a) the rationale for the scope and sequence of current engineering curricula, considering both the positive aspects as well as those aspects that have outlived their usefulness, (b) the potential to enhance engineering curricula through creative uses of instructional technologies, (c) the importance of inquiry-based activities as well as authentic learning experiences grounded in real world contexts, and (d) the opportunities provided by looking more deeply at what personal and professional outcomes result from studying engineering. General themes that appeared to underlie the workshop attendees’ discussions included desires to (a) restructure engineering curricula to focus on inductive teaching and learning, (b) apply integrated, just-in-time learning of relevant topics across STEM fields, and (c) make more extensive use and implementation of learning technologies. During breakout discussions, many suggestions were offered for means by which to facilitate curricular innovation. These included (a) expanding faculty and administrator communication networks, (b) increasing faculty incentives, and (c) enhancing interactions among stakeholders of engineering education.