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

项目摘要建议书01- 19531 John K.布朗，通识教育和ABET 2000年的综合工程教育：在新的认证指导方针和目标（EC 2000）的推动下，美国的工程学院准备进行意义深远的课程创新，特别是对新标准坚持跨课程整合，并决心融合技术和人文的回应问题研究但困难的工作才刚刚开始：教育工作者如何将EC 2000的启发性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，通识教育工作者如何在促进本科工程师真正的综合教育方面发挥领导作用？随着探索性研究（SGER）的小额赠款，该项目涉及一个规划会议，探讨实现这一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校开发的融合教育的一些非常有用的先例之上，其中一些是著名的，另一些则主要是孤立地工作的。会议将这些分散的改革努力，发展融合教育的新概念，并追溯其好处，限制和适应其他机构和环境。这次聚会借鉴了来自五个团体的领导人的专业知识，他们对当今的工程教育有着浓厚的兴趣：工程学院院长，工程技术学科的教师，通识教育工作者，在工业和政府中任职的工程师和管理人员，以及技术历史学家。每一个集团在确保2000年欧洲共同体会议的成功方面都有重大的利害关系，虽然每个人都有独特的观点，在锻造现实的计划，以实现这一成功所必需的表。这个项目的目的是作为第一步，在奠定了参数和方法，为更广泛的努力，提供信息和指导工程和通识教育和spocialscience教师寻求整合技术和非工程课程和教育经验的技术要素。

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.