The Other Re‐engineering of Engineering Education, 1900–1965
The Other Re‐engineering of Engineering Education, 1900–1965
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工程教育的另一种再造，1900-1965
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
B. Seely
中科院分区：
文献类型：
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作者：
B. Seely
20世纪90年代，许多工程学院正忙于修改工程课程的风格和内容，以增加对设计的关注。其目的是纠正许多改革者认为由于过于强调工程科学的分析方法而造成的不平衡。实际上，当前的改革是对美国工程学院在第二次世界大战后几年所做的变化的回应，当时工程课程首次完全接受了工程科学的分析模式。本文探讨了如何以及为什么这种早期的工程教育的“再工程”来通过。首先对19世纪世纪后期的工程教育状况进行了概述。然后，本文讨论了欧洲出生和受过教育的工程师，如斯蒂芬·科申科，西奥多冯·卡门和哈拉尔德·韦斯特加德的作用，谁在1920年后为后来的工程课程改革奠定了基础。论文接下来讨论了所罗门·卡迪·霍利斯特和埃里克·步行者等领导人在1945年后引入变革的努力，并在结论中指出他们最初对基于工程科学的课程愿景在实施过程中如何发生变化。
Many engineering colleges in the 1990s are busily revising the style and substance of engineering curricula to provide increased attention to design. The intent is to redress what many reformers see as an imbalance caused by too much emphasis on the analytical approaches of engineering science. In effect, current reforms are responding to changes made in American engineering colleges in the years immediately after World War II, when engineering curricula first fully embraced an analytical mode of engineering science. This paper examines how and why this earlier “re‐engineering” of engineering education came to pass. It begins by summarizing the state of engineering education in the late 19th century. Then the paper discusses the role of European‐born and educated engineers such as Stephen Timoshenko, Theodore von Kérmén, and Harald Westergaard, who after 1920 prepared the ground for the later transformation of engineering curricula. The paper next discusses the efforts of leaders such as Solomon Cady Hollister and Eric Walker to introduce changes after 1945, and concludes by noting how their initial visions of curricula based on engineering science were altered during implementation.