Grasso / Burkins Holistic Engineering Education

Beyond Technology
1. Auflage 2010
ISBN: 978-1-4419-1393-7
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 301 Seiten

Holistic Engineering Education: Beyond Technology is a compilation of coordinated and focused essays from world leaders in the engineering profession who are dedicated to a transformation of engineering education and practice. The contributors define a new and holistic approach to education and practice that captures the creativity, interdisciplinarity, complexity, and adaptability required for the profession to grow and truly serve global needs. With few exceptions today, engineering students and professionals continue to receive a traditional, technically-based education and training using curriculum models developed for early 20th century manufacturing and machining. While this educational paradigm has served engineering well, helping engineers create awe-inspiring machines and technologies for society, the coursework and expectations of most engineering programs eschew breadth and intellectual exploration to focus on consistent technological precision and study. Why this dichotomy? While engineering will always need precise technological skill, the 21st century innovation economy demands a new professional perspective that recognizes the value of complex systems thinking, cross-disciplinary collaborations, economic and environmental impacts (sustainability), and effective communication to global and community leaders, thus enabling engineers to consider 'the whole patient' of society's needs. The goal of this book is to inspire, lead, and guide this critically needed transformation of engineering education. 'Holistic Engineering Education: Beyond Technology points the way to a transformation of engineering education and practice that will be sufficiently robust, flexible, and systems-oriented to meet the grand challenges of the 21st century with their ever-increasing scale, complexity, and transdisciplinary nature.' -- Charles Vest, President, National Academy of Engineering; President Emeritus, MIT
'This collection of essays provides compelling arguments for the need of an engineering education that prepares engineers for the problems of the 21st century. Following the National Academy's report on the Engineer of 2020, this book brings together experts who make the case for an engineering profession that looks beyond developing just cool technologies and more into creating solutions that can address important problems to benefit real people.' -- Linda Katehi, Chancellor, University of California at Davis 'This superb volume offers a provocative portrait of the exciting future of engineering education...A dramatically new form of engineering education is needed that recognizes this field as a liberal art, as a profession that combines equal parts technical rigor and creative design...The authors challenge the next generation to engineering educators to imagine, think and act in new ways. '   -- Lee S. Shulman, President Emeritus, The Carnegie Foundation for the Advancement of Teaching and Charles E. Ducommun Professor of Education Emeritus, Stanford University

Autoren/Hrsg.

Grasso, Domenico

Burkins, Melody

Inhaltsverzeichnis

1;Biographical Sketch;7
2;Forewords;9
3;Contents;14
4;Contributors;16
5;1 Beyond Technology: The Holistic Advantage;19
6;2 Holistic Engineering;29
7;3 Engineering for a Changing World;34
7.1; The Challenges to American Engineering;34
7.1.1; Engineering Practice;35
7.1.2; Engineering Research;35
7.1.3; Engineering Education;36
7.2; A Framework for Change;38
7.2.1; Transforming the Profession;40
7.2.2; Expanding the Engineering Knowledge Base;41
7.2.3; Transforming Engineering Education;42
7.3; Concluding Remarks;49
7.4;References;51
8;4 K-12 Engineering the Missing Core Discipline;53
8.1; The Missing Core Discipline;53
8.2; Why Should Engineering Be Part of the Core Curriculum?;55
8.2.1; Technological Literacy is Basic Literacy;55
8.2.2; Engineering Promotes Problem Solving and Project-Based Learning;55
8.2.3; Engineering Makes Math and Science Relevant;56
8.2.4; Engineering as a Career;57
8.2.5; Navigating in a Three-Dimensional World;59
8.3; The Transformational Moment;60
8.4; Expanding to the National Level;61
8.4.1; Advocacy and Support;61
8.4.2; Curriculum Development;62
8.4.3; Professional Development;62
8.5; Challenges;62
8.6; Moving Forward;63
8.6.1; Standard Development and Assessment;64
8.6.2; Funding;64
8.6.3; Teacher Preparation;64
8.6.4; Facilities;64
8.6.5; Textbooks;65
8.6.6; Changing the Culture;65
8.7; Conclusion;65
8.8;Suggested Reading;65
9;5 Liberal Arts and Engineering;68
9.1; Introduction;68
9.2; Personal Story;70
9.3; Engineering and the Liberal Arts Colleges;73
9.4; Smith and Union Colleges;76
9.5; Engineering as a Liberal Art;80
9.6; Conclusion;80
9.7;References;81
10;6 What Is Happening in Liberal Education?;83
10.1;Works Cited;93
11;7 Holistic Engineering and Educational Reform;94
11.1; Introduction;94
11.2; Background;98
11.3; Educational Innovation;101
11.4; Summary;104
11.5;References;105
12;8 Beyond Systems Engineering Educational Approaches for the 21st Century;106
13;9 The Education of an Engineer in a Holistic Age: A Latin American Perspective;111
13.1; Models for Engineering Education in Latin America;113
13.2; Creating the Holistic Engineer;114
13.3; The Future of Engineering Education: Holistic Approaches, Life-Long Learning, and the Importance of Design;115
13.3.1; Curriculum Proposal;116
13.3.2; The Need for Core Competencies;119
13.4; Beyond the Students Holistic Engineering Professors;122
14;10 On the Cultivation of Innovative Engineering Talent;124
14.1; Fundamental Characteristics of 21st Century Engineering;124
14.1.1; Engineers and Innovation;125
14.1.2; Achieving Balance;126
14.1.3; The Importance of Design;126
14.2; Existing Challenges in Engineering Education;127
14.2.1; The Challenge of Implementing a Comprehensive Curriculum;128
14.2.2; The Challenge of Promoting Innovation;128
14.2.3; The Challenge of Early Overspecialization;129
14.2.4; The Challenge of Creating Successful University--Industry--Government Partnerships;129
14.2.5; Opportunities;130
14.3; Best Practices to Train and Cultivate Engineering Talent in China;130
14.3.1; ''Mixed Class'' Program;130
14.3.2; Zhukezhen Honors College;131
14.3.3; ''Advanced Class of Engineering Education'';131
14.3.4; ''Intensive Training Program on Innovation and Entrepreneurship'';131
14.3.5; Long Schooling and Flexible Schooling;132
14.3.6; Four-Term Academic Years;133
14.3.7; Continuing Education Leadership;133
14.3.8; International Experience;134
14.3.9; Real-World Project Experience and Co-operatives;134
14.4; Conclusion;135
15;11 International Education and Holistic Thinking for Engineers;136
15.1; Some Important Models;137
15.2; The WPI Model;138
15.3; The Global Perspective Program;139
15.4; Some Model Global Projects;141
15.5; Requirements and Challenges for this Type of International Program;144
15.6; Conclusion;145
15.7;References;146
16;12 Engineering Value Propositions: Professionaland Personal Needs;147
16.1; Engineers Are Value Creators;147
16.2; The Challenge and the Opportunity: The New Economy Engineer;148
16.3; Engineering Customer (Professional) Value Propositions;149
16.4; Engineering Personal Value Propositions;150
16.5; Closing Thoughts: The New Academy Engineer;153
16.6;References;153
17;13 The Missing Basics and Other Philosophical Reflections for the Transformation of Engineering Education;155
17.1; Introduction;155
17.2; Cold War Curriculum Meets Senior Design;156
17.3; Seven Failures of Engineering Education and the Missing Basics;157
17.4; Removing Conceptual Hurdles to the Missing Basics;159
17.4.1; A Cold War Curriculum in an Internet World;159
17.4.1.1; The Forces Shaping the Cold War Curriculum After World War II;160
17.4.1.2; The Missed Revolutions;160
17.4.1.3; Our Creative Era;160
17.4.2; Kuhn, Paradigms, and all That;161
17.4.3; Is Engineering Merely Applied Science?;162
17.4.3.1; Engineering Academics Do Believe That Engineering Is Merely Applied Science;163
17.4.3.2; An Analysis of the Term ''Merely'';163
17.4.3.3; A View from Engineering Practice;164
17.5; Why Philosophy? Why Now?;165
17.6;References;167
18;14 Dispelling the Myths of Holistic Engineering;169
18.1; The Myth of a Watered-Down Education;170
18.2; The Myth of Technological Supremacy;171
18.3; The Myth of Specialization;172
18.4; The Myth of Public Peril;173
18.5; The Myth of Institutional Inertia;173
18.6; The Holistic Advantage;174
19;15 The Practice of Systems Engineering: A Foundationfor Technical Leadership;176
19.1; What Is Systems Engineering?;177
19.2; An Analogy to Business Leadership;177
19.3; Why Do We Care About Systems Engineering and Technical Leadership?;178
19.3.1; Case: Project Establishment for the Global Positioning System;179
19.3.2; Transformational Effect;179
19.3.3; Advocacy and Leadership;180
19.3.4; Consensus Building and Decision-Making;180
19.3.5; Uncertainty and Cost Risk;181
19.4; Architecting as Systems Engineering and Technical Leadership;181
19.4.1; Case: Modernizing Ground Systems That Support Satellite Operations;182
19.4.2; Evolving System Architectures;184
19.4.3; Backwards Compatibility;184
19.4.4; Architecting for Transformational Effect;185
19.4.5; Case: Improve Timeliness of Weather Data;185
19.4.6; Non-technical Solutions;186
19.4.7; Innovation and Project Origination;187
19.5; Technical Leadership in Guiding Projects to Their Ultimate Aim;187
19.6; Systems Engineering Tools for Addressing Program Risk;190
19.6.1; Conceptual Design Tools and the Concept Design Center;191
19.6.2; Mission Assurance Tools;194
19.6.3; Software Process Modeling;197
19.7; Engineering Ethics Realities of an Imperfect World;199
19.8; Where Are the Next Systems Engineering Challenges?;200
19.9; Conclusion;202
19.10;References;203
20;16 Holistic Systems Integration;205
20.1; Introduction;205
20.2; Broadening the Scope of Systems Integration Implications for Systems Engineering;207
20.2.1; Complex Adaptive Systems;208
20.2.2; Understanding Complex Systems Engineering Environments;209
20.2.2.1; Profiler Structure;209
20.2.3; Addressing Uncertainty and Complexity;213
20.3; Building Systems That Work Together;214
20.3.1; Layered Architectures, Loose Couplers, and Bowties;215
20.3.2; Composable Capabilities on Demand;218
20.4; Enterprise-Scale Skills;220
20.4.1; Enterprise Systems Engineering;221
20.4.2; Engineering Skills for the 21st Century;222
20.4.3; Applying Enterprise-Scale Skills;223
20.4.4; Enterprise Engineering Leadership;224
20.4.5; Impacts on Engineering Skill Development;227
20.5; Governance;227
20.5.1; Grant Authority and Assign Accountability;228
20.5.2; Define Expectations;229
20.5.3; Verify Performance;230
20.5.4; Good Governance Enables Program Management;231
20.6; Conclusion;231
20.7;Bibliography;232
21;17 Engineers of Tomorrow: Holistic-Thinking System Engineers;234
21.1; Introduction;234
21.2; Background;234
21.3; Defining the Issues;236
21.3.1; Issue 1 -- Filling the Pipeline;236
21.3.1.1; Current Situation;236
21.3.1.2; Integration of the Factors;238
21.3.2; Issue 2 -- Need for Holistic Engineers;238
21.3.2.1; Current Situation;238
21.3.2.2; Systems Engineering and Holistic Engineers;240
21.4; Proposed Solutions;241
21.4.1; Recommendations for Issue 1: Filling the Pipeline;243
21.4.2; Recommendations for Issue 2 -- Need for Holistic Engineers: Preparing Enlightened, Holistic System Engineers;245
21.5; Concluding Remarks;247
22;18 Collaborative Innovation and Service Systems;249
22.1; Introduction: Growth and Collaborative Innovation;249
22.2; Implications for Institutions: Nations and Businesses;250
22.2.1; The Three Drivers;250
22.2.2; The Changing Nature of Innovation;252
22.2.3; The Innovation--Commoditization Cycle Dilemma;253
22.2.4; Professions in a Knowledge-Intensive Service Economy;254
22.2.5; Higher Education in a Knowledge-Intensive Service Economy;256
22.2.6; R&D Investment in a Knowledge-Intensive Service Economy;257
22.2.7; Succeeding in Collaborative Innovation;259
22.3; Implications for Disciplines: Science and Engineering;263
22.3.1; Growing Number of Disciplines;263
22.3.2; Reasoning About the ''Shape'' of Professionals;265
22.3.3; Understanding Terminology Related to Disciplinary Relationships;266
22.3.4; Service Science;268
22.3.5; Holistic Engineering;271
22.3.6; Succeeding in Collaborative Innovation;272
22.4; Concluding Remarks;273
22.5;References;274
23;19 Technology and Policy;276
23.1; Building and Sustaining a Program in Technology and Policy;277
23.2; Undergraduate Programs in Technology and Policy;280
23.3; Graduate Education and Research in Technology and Policy;282
23.4; Jobs for Students in Technology and Policy;283
23.5; Key Programs and Their Evolution in Technology and Policy;284
23.6; Impacts;285
24;Subject Index;287