SGER: Liberal Studies and the Integrated Engineering Education of ABET 2000 -- A Planning Conference at the University of Virginia, Fall 2001

john K. Brown，博雅教育与ABET 2000的综合工程教育：弗吉尼亚大学规划会议在新的认证指南和目标（EC 2000）的推动下，美国的工程学院准备着手进行影响深远的课程创新，特别是响应新标准对课程整合的坚持以及它们对技术和人文研究合并的决心。但困难的工作才刚刚开始：教育者如何将EC 2000的激励目标转化为综合课程、整体设计经验和综合学位课程？特别是，通识教育教育者如何在培养真正的一体化本科工程教育中发挥领导作用？借由小额探索性研究奖助金（SGER），这个计画包含一个计划会议，探讨达成这个课程革命的具体障碍、目标和模式。EC 2000的整体方法建立在一系列工程学院开发的综合教育的一些非常有用的先例之上，其中一些是众所周知的，另一些则在很大程度上是孤立的。会议采纳了这些分散的改革努力，发展了整合教育的新概念，并追溯了它们的好处、局限性以及对其他机构和环境的适应性。这次会议汇集了来自五个对当今工程教育有重大兴趣的团体的领导人的专业知识：工程学院院长、工程技术学科的教师、通识教育工作者、受雇于工业和政府的工程师和管理人员，以及技术历史学家。每个小组都对确保EC 2000的成功至关重要，而每个小组都有独特的观点来制定实现这一成功的现实计划。本项目旨在为更广泛的努力奠定参数和方法的第一步，为工程和自由研究以及寻求整合工程课程和教育经验的技术和非技术元素的社会科学教师提供信息和指导。

Project AbstractProposal 01-19531John K. Brown, Liberal Studies and the Integrated Engineering Education of ABET 2000: A Planning Conference at the University of VirginiaUnder the impetus of new accrediting guidelines and goals (EC 2000), America's engineering colleges are poised to embark on far-reaching curricular innovation, responding especially to the new standards' insistence on integration across the curriculum and their determination to merge technical and humanistic studies. But the difficult work has barely begun: How will educators translate the inspired goals of EC 2000 into integrated courses, holistic design experiences, and comprehensive degree programs? In particular, how can liberal studies educators take a leadership role in fostering a truly integrated education for undergraduate engineers?With a Small Grant for Exploratory Research (SGER), this project involves a planning conference that explores specific obstacles, goals, and models in achieving this curricular revolution. The holistic approach of EC 2000 builds upon some highly useful precedents in integrative education developed at a range of engineering schools, some well known and others that have worked largely in isolation. The conference takes these scattered reform efforts, develops new concepts for integrative education, and traces out their benefits, limits, and adaptability to other institutions and contexts. The gathering draws upon the expertise of leaders from five groups with a vital interest in engineering education today: engineering school deans, faculty from the technical disciplines of engineering, liberal studies educators, engineers and managers employed in industry and government, and historians of technology. Each group has a vital stake in assuring the success of EC 2000, while each comes to the table with unique perspectives necessary in forging realistic plans to achieve that success.This project is intended as the first step in laying out the parameters and approaches for a broader effort to provide information and guidance for engineering and liberal studies and spocialscience faculty seeking to integrate the techical and non-technical elements of engineering curricula and educational experiences.