Engineering Foundation Conference: "Realizing the New Paradigm for Engineering Education

小行星9802123 会议将探讨个别机构如何从 将其现行的工程教育方法与新的工程教育相结合。 一个旨在培养学生作为新兴的专业人士与 终身学习的动机、能力和知识基础; 帮助学生看到整个世界，并感受到表面上的耦合， 不同的领域;一个融合了多种背景和 方法;和一个提高学生建立联系的能力 在学习的世界和外面的世界之间。 会议将，必要的，包括一个简短的讨论，如何一个 从广义上描述了新工程教育。 大部分 会议将研究工程学院对 实现工程教育的新范式： * 大学如何确定自己的新范式版本？ * 在变革过程中，大学有哪些有利的步骤？ * 谁是关键角色，这样一个群体的临界质量可能是多少？ * ABE工程标准2000：新的标准是帮助还是阻碍变化？ * 学院如何使用评估过程来指导变革过程， 并确定所采取的措施取得的结果如何 预期？ * 我们可以从那些已经做出这些事情的机构那里学到什么？ 变化，范式转换者？ 会议的一个重要部分将是由那些参与的演讲， 工程教育的范式转变者分享他们做了什么/他们是如何做的 以及他们应该做什么和如何做。

9802123 Ernst The conference will explore what an individual institution does to change from its present approach to engineering education to the new engineering education. One that seeks to develop students as emerging professionals with the motivation, capability, and knowledge base for life-long learning; one that helps students see the whole world and sense the coupling among seemingly disparate fields; one that incorporates a diversity of backgrounds and approaches; and one that enhances student capability to build connections between the world of learning and the world beyond. The conference will, of necessity, include a brief discussion of how one describes, in broad terms, the New Engineering Education. Most of the conference sessions will examine what changes the engineering school makes to realize the new paradigm for engineering education: * How does a college determine its own version of the new paradigm? * What are some enabling steps for a college in the process of change? * Who are the key players and what might the critical mass of such a group be? * ABE Engineering Criteria 2000: Do the new criteria help or hinder change? * How can the college use assessment processes to guide the change process as well as to determine how well the steps taken have achieved the results expected? * What lessons can we learn from institutions who have made these kinds of changes, the paradigm shifters? An important part of the conference will be presentations by those involved as paradigm shifters in engineering education to share what they did/how they did it as well as what they should have done and how they should have done it.