3.1: Engineering Curriculum
Host a workshop to examine the ways in which curricular structure, content and sequencing affect the depth of learning of
the fundamental concepts underlying engineering and how those concepts impact the teaching and learning of theory and practice
within core engineering courses.
Other Information:
The workshop will be designed to encourage speakers and attendees, thought leaders and stakeholders (i.e., industry representatives,
university faculty and administrators, and representatives of government agencies) to explore and assess the efficacy of commonly
used curricular structures and curricular content as well as alternatives. Alternative curricular models considered for the
workshop would be capable of supporting student learning of the essential skills and abilities of an engineer as defined by
ABET's accreditation criteria (ABET 2006) and the Engineer of 2020 reports (NAE 2004, NAE 2005). Potential avenues of discussion
include: Which topics and degree of emphasis are needed in order to prepare engineers to compete in a global workforce? Does
course sequencing impact student understanding, retention, and/or ability to apply concepts to engineering challenges? Who
will teach in the new model? Compared to existing models, will new models bring teaching and research closer or create greater
distinctions between "teaching faculty" and "research faculty"? Will the use of "faculty of the practice" need to increase?
Where will students learn and how will technology affect their location?
Indicator(s):
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