January 29, 2010 Vol. 3, Issue 1
A new vision for engineering education from the National Academy of Engineering includes inductive teaching and learning, the use of modern learning technologies, and just-in-time learning.
The National Academy of Engineering (NAE) gathered members of the engineering education community for a workshop to evaluate the current curricula and offer suggestions to shape a new vision of engineering education.
The need for a new vision of engineering education comes at a time when the number of engineers entering the industry in the United States has decreased and is low compared to countries in Europe and Asia. As reports such as the National Academies’ 2007 landmark study “Rising Above the Gathering Storm” have documented, this trend threatens the sustainability of America’s position as a leader in the industry.
John Houbolt, retired space engineer, explaining the Lunar Orbit Rendezvous concept in 1962. Photo Credit: NASA
Three key themes for a new vision of engineering education emerged in the workshop:
- Restructuring engineering curricula to focus on inductive teaching and learning.
- Applying just-in-time learning on relevant topics in the fields of science, technology, engineering, and math (STEM).
- The significant need to increase the use and implementation of learning technologies.
Engineering has been taught traditionally in a deductive manner, establishing general principles before particulars. Inductive learning (working from particular facts to general principles) exposes students to instructional methods such as project-based learning, case-based learning, and problem-based learning.
Just-in-time learning is a teaching method that employs the use of interactive programs with the tools and information required to solve a particular problem or task. This method offers a better way to train and educate students with differing skill sets.
The implementation of learning technologies will necessitate a substantial shift in engineering education, since most instructors disseminate information using textbooks. This approach, the workshop attendees determined, is greatly outdated. Educators need to investigate and explore a transition to virtual games, environments, and communities to better educate students.
Suggestions to realize these goals include expanding faculty and administrator communication networks, increasing faculty incentives, and enhancing interactions among stakeholders of engineering education. The workshop attendees see the next steps hinging on actions by academic leaders to take ownership of the needed reforms and to implement them.
