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The University of Tennessee College of Engineering 120 Perkins Hall Knoxville, TN 37996-2012 |
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Another Y2K Challenge
Honors Banquet update Homecoming '99
Spring '99
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of the UT - Knoxville College of Engineering |
Dean's Messagefrom Dr. Jerry E. StonekingIn the second edition of our redesigned newsletter, "Tennessee Engineer," we are focusing on engineering education. I felt it appropriate to have Dr. John Prados, Vice-President Emeritus and professor of chemical engineering, address this topic in a guest column. Dr. Prados was named a Fellow of the American Society for Engineering Education (ASEE) this year. Fellow member status is a distinction conferred upon individuals who have been members of ASEE for at least 10 years and who have made valuable contributions to engineering education. Only 10 members out of an organization of more than 10,000 were chosen to receive fellow member status in 1999. In addition, Dr. Prados has authored over 30 technical publications and, more recently, a number of papers on engineering education. He is also Editor-in-Chief of the "Journal of Engineering Education," published quarterly by ASEE. Dr. Prados has been instrumental in working to help establish our Engage freshman engineering fundamentals program, and he continues to be a strong advocate for new approaches to engineering education.
Another Y2K ChallengeOver the past year or so, much has appeared in the media about the so-called "Y2K Problem." This refers to the possible failure on January 1, 2000, of certain critical computer systems that control financial transactions, air traffic, etc., through incorrect interpretation of the two-digit date information embedded in many such systems. Industry and government are investing many millions of dollars to update computer hardware and software to avoid critical system failures as the year 2000 begins.
Another Y2K challenge, probably more serious than the first but far less visible, confronts the engineering profession and engineering education. As a new century approaches, engineering practice is changing profoundly and irreversibly, driven by exploding information technology, intense global competition in both manufacturing and service delivery and the imperatives of environmental protection and sustainable development. However, although today's engineering graduates have strong technical skills, we hear consistent reports that these graduates are not nearly so well prepared in other equally necessary skills--communication, teamwork, knowledge integration and understanding of the economic and social context of their work. Thoughtful employers and educators agree that a new mode of engineering education is urgently needed--characterized by active, project-based learning; horizontal and vertical integration of subject matter; introduction of mathematical and scientific concepts in the context of application; close interaction with industry; broad use of information technology; and a faculty devoted to developing emerging professionals by serving as mentors and coaches, rather than as all-knowing dispensers of information. An engineering education based on this vision should not only produce graduates better prepared to meet the needs of industry, but could also increase student motivation and interest and reduce present high dropout rates. But is such a vision realistic, given the lack of industrial experience of the great majority of today's engineering faculty and the academic culture and research-based reward system that, at many schools, discourage investment of faculty time in mentoring undergraduates and implementing educational innovations? Can Unlike the first Y2K challenge, we will not know on January 2, 2000, how well this challenge has been met. But thoughtful educators, professional societies and the National Science Foundation (NSF) are investing significant human and financial resources to find ways to implement the vision. Hundreds of engineering faculty share their experiences in educational innovation at the annual American Society for Engineering Education (ASEE) and Frontiers in Education Conferences. The Journal of Engineering Education, published by ASEE, offers a forum for scholarly, peer-reviewed papers documenting these innovations and their effectiveness. The Accreditation Board for Engineering and Technology (ABET) is completely revising its accreditation criteria and processes to encourage innovations that support the new vision. Since 1991, NSF and its cooperating agencies have invested more than $200 million in support of engineering education reform. Significant programs have included the Engineering Education Coalitions; Course and Curriculum Development; Instrumentation and Laboratory Improvement; Combined Research-Curriculum Development; Grant Opportunities for Academic Liaison with Industry; Engineering Education Scholars Workshops; and the educational components of the Engineering Research Centers. A number of UTK engineering faculty have competed successfully for awards through these programs, and the College of Engineering has become an affiliate member of one of the most successful Engineering Education Coalitions, SUCCEED. The most exciting and far-reaching engineering education innovation at UTK, however, is the Engage Program, featured on page one of this issue. Engage has just been awarded a grant under the newest NSF engineering education program, the Action Agenda for Systemic Engineering Education Reform. Engage provides UTK engineering freshmen with experiences that develop the broad range of intellectual skills needed by 21st century engineers. A critical next step will be for the individual engineering departments to revise their educational approaches to reinforce and enhance these skills throughout each of our engineering curricula. How will it all end? The pressures of traditional academic culture and the need for faculty to invest significant effort in graduate education and research will not go away. But as an incurable optimist, I believe the vision can be achieved, at UTK and elsewhere. Some of our most research-productive engineering faculty have demonstrated their commitment to educational innovation through NSF-supported projects. The Engage program is already having an impact on our students' intellectual and professional development. The Dean's office is providing strong, supportive leadership. I feel confident that UTK will meet the challenge of preparing engineers who can lead and manage the innovative technologies of Y2K and beyond! by Dr. John Prados For more information on the Engage program visit:
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engineering schools meet the challenge of preparing graduates who are not only strong technically, but who can communicate and persuade, who can lead and contribute as team players, who understand the non-technical forces that profoundly affect engineering decisions and who are committed to lifelong learning?