Transforming Undergraduate Education in Engineering: Mobilizing the Community for Change

由美国工程教育学会(ASEE)开展的“改造工程本科教育：动员社会变革”项目旨在确定工程课程、教学方法和教育文化的关键组成部分，以支持21世纪未来几十年的工程师教育。技术从根本上改变了我们生活的世界，工程师、科学家、数学家和技术专家一直是这些发展的核心。技术也改变了典型的工程工作场所和实践。今天工作的实践工程师几乎不需要十年前必不可少的许多事实和方法，现在需要以前没有预料到的技能和知识。工程教育没有跟上技术带来的变化。内容、教学方法和大学文化都保持了相对静态，虽然有了一些变化，但最常见的工科课堂仍然是被动授课。该项目旨在通过在工程界内就工程教育未来的共同愿景达成广泛和彻底的共识来促进变革。该项目将列举实现这一愿景的关键步骤，并将协调整个工程教育界对每一关键步骤的追求。目前的项目将侧重于计划的四阶段进程的第二阶段和第三阶段。在该项目的第一阶段，“综合和整合行业观点”，ASEE将业界和学术界的代表聚集在一起，深入探索工程教育的主要客户--即雇主--目前和未来几年在工程领域所需的知识、技能和能力。该组织发现，工程专业和工程毕业生的能力面临着来自多个方向的压力，目前的培训被认为是在追求一条可能落后于2024年国家技术需求的轨道。日益重要的领域包括：项目管理、有效的产品开发、系统集成、领导力、沟通以及融合工程、商业和社会优先事项的能力。在这些调查结果的基础上，第二阶段将吸收来自不同工程领域的学生，代表学生群体的人口结构多样性，并反映卡内基分类和地理位置方面的机构多样性，以反映工程教育的主要消费者的观点。该项目的第三阶段将涉及专业协会和选定的联邦机构的投入。代表专业组织的个人将被邀请就工程职业和教育计划的状况提供反馈和意见。所有三个阶段的结果都将提供对当今和未来十年工程学所需知识、技能和能力的最新评估。这项评估及其依据的结果将在STEM教育界得到更广泛的分享，一大批受邀的利益攸关方将参加一项最终的活动，以创建一个灵活的框架，促进对工程课程、教学方法和学术文化的变革。

The "Transforming Undergraduate Education in Engineering: Mobilizing the Community for Change" project carried out by the American Society for Engineering Education (ASEE) seeks to identify the critical components of engineering curricula, pedagogy, and educational culture necessary to support the education of engineers over the next decades of the 21st century. Technology has radically changed the world we live in and engineers, scientists, mathematicians, and technologists have been central to these developments. Technology has also transformed the typical engineering workplace and practice. Practicing engineers working today have little need for many of the facts and methodologies that were essential just a decade ago and now require skills and knowledge not previously anticipated. Engineering education has not kept pace with changes caused by technology. Content, pedagogy, and university culture have remained relatively static, and although there have been some changes, the most common engineering classroom is still a passive lecture. The project intends to catalyze change by building broad and thorough consensus within the engineering community on a shared vision of the future of engineering education. The project will enumerate critical steps for the vision to be achieved and will coordinate the pursuit of each critical step throughout the engineering education community. The current project will focus on Phases II and III of a planned four-phase process. In Phase I of the project, "Synthesizing and Integrating Industry Perspectives," ASEE brought together industry and academic representatives for an intensive exploration of the knowledge, skills, and abilities needed in engineering today and in the coming years by the primary customer of engineering education, namely employers. This group found the engineering profession and the abilities of engineering graduates under pressure from several directions, with current training viewed as pursing a trajectory that may lag behind the technological demands of the nation in 2024. Areas of growing importance include: project management, effective product development, system integration, leadership, communication, and the ability to merge engineering, business, and societal priorities. Building on these findings, Phase II will involve students from diverse fields of engineering, representing the demographic diversity of the student body, and reflecting institutional diversity in terms of Carnegie classification and geographical location, to render the perspective of the primary consumer of engineering education. Phase III of the project will then involve input from professional societies and selected Federal agencies. Individuals representing professional organizations will be invited to provide their feedback and observations on the state of engineering careers and educational programs. Results from all three phases will provide an up-to-date assessment of the knowledge, skills, and abilities needed in engineering today and in the next decade. That assessment and the findings on which it is based will be shared more widely with the STEM education community in a culminating activity involving a large group of invited stakeholders convened to create a flexible framework that fosters transformative changes to engineering curriculum, pedagogical approaches, and academic culture.