Transforming Undergraduate Education in Engineering: Mobilizing the Community for Change

美国工程教育协会（ASEE）开展的“工程本科教育转型：动员社会变革”项目旨在确定工程课程、教学法和教育文化的关键组成部分，这些组成部分是支持21世纪世纪未来几十年工程师教育所必需的。技术已经从根本上改变了我们生活的世界，工程师，科学家，数学家和技术人员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、教学法和大学文化保持相对静止，虽然有一些变化，但最常见的工程课堂仍然是被动的讲座。该项目旨在通过在工程界就工程教育未来的共同愿景建立广泛而彻底的共识来促进变革。该项目将列举实现愿景的关键步骤，并将协调整个工程教育界对每个关键步骤的追求。目前的项目将侧重于计划的四阶段进程的第二和第三阶段。在该项目的第一阶段“综合和整合行业观点”中，ASEE汇集了行业和学术代表，深入探索工程教育的主要客户当今和未来几年工程所需的知识、技能和能力，即雇主。 该小组发现，工程专业和工程专业毕业生的能力受到来自多个方向的压力，目前的培训被视为追求可能落后于2024年国家技术需求的轨道。越来越重要的领域包括：项目管理，有效的产品开发，系统集成，领导力，沟通，以及合并工程，业务和社会优先事项的能力。在这些研究结果的基础上，第二阶段将涉及来自不同工程领域的学生，代表学生群体的人口多样性，并反映卡内基分类和地理位置方面的机构多样性，以呈现工程教育的主要消费者的观点。该项目的第三阶段将吸收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提供他们对工程职业和教育计划状况的反馈和意见。所有三个阶段的结果将提供当今和未来十年工程所需的知识，技能和能力的最新评估。该评估及其所依据的调查结果将与STEM教育界更广泛地分享，最终涉及一大批受邀的利益相关者，旨在创建一个灵活的框架，促进工程课程，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.