FRONTIERS OF ENGINEERING EDUCATION SYMPOSIUM

美国21世纪的劳动力需要受过良好教育的工程师的技术专长，他们能够在推动经济、创造就业并为解决国家和世界面临的重大问题做出贡献的行业工作、创造和领导这些行业。为培养这样一支劳动力队伍，需要在工程教育方面进行动态和适应性的改进。高等工程教育必须通过创新、改进和实施最佳实践来发展，为美国学生在日益激烈的全球竞争中领导和繁荣做好适当的准备。工程教育的这些关键改进需要一个在美国工程学校传播创新的机制，并建立一个集体承诺，致力于在工程教育中达到新的卓越水平和效率。美国国家工程院(NAE)一年一度的工程教育前沿(FOEE)研讨会就是这样一种机制，该研讨会旨在将工程课程和教育的创新带给美国各地的大学。通过FOEE，NAE表彰和鼓励那些推动工程原理、流程和领导力的教与学的个人。FOEE培养了美国工程教育创新的能力，提高了年轻的工程教育创新者的地位，促进了与会者的教育创新和战略在他们自己的校园之外的传播，并刺激了新的教育研究和实践，促进了工程学习的知识体系。它正在为当地和广泛实施的创新奠定基础，以提高工程专业学生的招生、留住和职业成功，并鼓励更多的美国学生参与工程职业生涯。有证据表明，教育创新促进了本科工科教育的多样性和包容性，因此更多的女性和代表性不足的少数民族学生将进入并坚持工科专业。FOEE的影响持续并随着每次会议的举行而积累，扩大了全国各地的FOEE社区和每个校区不断增长的FOEE校友群体，他们可以相互支持，支持他们持续的教育创新。FOEE的独特使命是组织一个研讨会，表彰成就，促进学习，扩大合作，并促进工程教育中开创性实践的传播。它的愿景是通过催生一个充满活力的新兴工程教育领袖社区来加强国家的工程和创新能力和能力。第八届FOEE年度研讨会将于2016年9月25日至28日在加利福尼亚州欧文的美国国家科学院、工程和医学研究院阿诺德和梅贝尔·贝克曼中心举行。参加该课程的工程学教员必须由其院长或NAE成员提名，完成申请，并由FOEE咨询委员会挑选，该委员会从竞争激烈的申请者池中挑选和邀请参与者。受邀与会者、演讲者、委员会成员和NAE官员在一个类似静修的环境中会面；日程安排包括集体聚餐和长时间休息，以及有组织的小组讨论和小组讨论，允许进行多次互动和建立网络。这不是一个讲课和听众的项目；它是一个高度互动的论坛，与其他工程教育工作者和实践者分享跨学科的教学创新。FOEE的与会者来自不同的工程学科、机构和学术生涯阶段，包括终身教职和非终身教职。参加FoEE使他们能够彼此分享他们的创新，接收详细的反馈，并进一步改进其他环境中没有明确提供的机会。与会者描述了他们可以立即使用的外卖，新的能量和动力，或者用来框定他们未来工作的广泛想法。许多人称赞这种会议结构，以及找到一个志同道合的新同事社区的好处。这些教育工作者回到他们的大学，与同事和管理人员分享信息，改进他们的教育创新并开发新的教育创新，每年共同影响数千名学生。

America's 21st century workforce requires the technical expertise of well-educated engineers capable of working in, creating, and leading the industries that drive the economy, generate jobs, and contribute to solutions for major problems faced by the nation and world. Preparation of such a workforce requires dynamic and adaptive improvement in engineering education. Higher education in engineering must evolve by innovating, improving, and implementing best practices to properly prepare US students to lead and prosper amid increasing global competition. These crucial improvements to engineering education require a mechanism for propagating innovations throughout US engineering schools and for building a collective commitment to new levels of excellence and effectiveness in engineering education. The annual Frontiers of Engineering Education (FOEE) Symposium of the National Academy of Engineering (NAE), which aims to bring innovations in engineering curriculum and education to universities across the US, is one such mechanism. Through the FOEE, the NAE recognizes and encourages individuals who advance the teaching and learning of engineering principles, processes, and leadership. FOEE nurtures US capacity for engineering education innovation, enhances the prominence of young innovators in engineering education, facilitates the dissemination of attendees' educational innovations and strategies beyond their own campus, and stimulates new educational research and practices that advance the body of knowledge on engineering learning. It is laying the foundation for local and widespread implementations of innovations to enhance the recruitment, retention, and professional success of engineering students and to encourage increased participation of US students in engineering careers. Evidence indicates that educational innovation promotes diversity and inclusion in undergraduate engineering education, and so more women and underrepresented minority students will enter and persist in engineering. FOEE's impacts continue and accumulate with each meeting, broadening both the FOEE community around the country and the growing groups of FOEE alumni on each campus, who can support each other and bolster their continued educational innovation.FOEE's unique mission is to organize a symposium that recognizes accomplishment, facilitates learning, broadens collaboration, and promotes dissemination of pioneering practice in engineering education. Its vision is to strengthen the nation's engineering and innovation capacity and capability by catalyzing a vibrant community of emerging engineering education leaders. The eighth annual FOEE Symposium will be held September 25-28, 2016, at the Arnold and Mabel Beckman Center of the National Academies of Sciences, Engineering, and Medicine in Irvine, CA. Engineering faculty members who attend must have been nominated by their dean or an NAE member, completed an application, and been chosen by the FOEE Advisory Committee, which selects and invites attendees from the highly competitive pool of applicants. Invited attendees, speakers, committee members, and NAE officers meet in a retreat-like setting; the schedule includes group meals and long breaks in addition to structured panel and small group discussions, allowing for numerous interactions and network building. This is not a program of lectures and an audience; it is a highly interactive forum for sharing teaching innovation across disciplines with fellow engineering educators and practitioners. FOEE attendees are from a variety of engineering disciplines, institutions, and academic career stages, both tenure track and non-tenure track. Attendance at FOEE allows them to share their innovations with one another, receive detailed feedback, and improve further, opportunities not explicitly provided in other settings. Attendees have described takeaways they can immediately use, renewed energy and motivation, or broad ideas to frame their future work. Many praise the meeting structure and the benefit of finding a new community of like-minded colleagues. These educators return to their universities and share information with colleagues and administrators, improve their educational innovation and develop new ones, and together impact thousands of students annually.