• engagement of the engineer and professionals from different disciplines in team-based problem-solving processes;

  • the tools used by the engineer and other technical professionals;

  • interaction of the engineer with the customer and engineering managers to set agreed-upon goals; and

  • the economic, political, ethical, and social constraints as boundary conditions that define the possible range of solutions for engineering problems and demand the interaction of engineers with the public.

Similarly, one must consider the several elements of the engineering education system, to include:

  • the teaching, learning, and assessment processes that move a student from one state of knowledge and professional preparation to another state;

  • students and teachers/faculty as the primary actors within the learning process;

  • curricula, laboratories, instructional technologies, and other tools for teaching and learning;

  • the goals and objectives of teachers/faculty, departments, colleges, accreditors, employers, and other stakeholders of engineering education;

  • the external environment that shapes the overall demand for engineering education (e.g., the business cycle and technological progress); and

  • a process for revising goals and objectives as technological advances and other changes occur.

Our goal is to reengineer engineering education. This reengineering focuses not on the enterprise’s organization, but on its products and services—in the present case, what higher education would define as its outcomes. Reengineering involves asking the questions: How can we make our processes more effective, more quality conscious, more flexible, simpler, and less expensive? It begins by identifying the desired outcome, product, or service, and then designing backward, using as design criteria what the outcome is supposed to look like and the nature of the processes used to produce it. Quality is measured in terms of both

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