ing in the undergraduate curriculum and explore the use of case studies of engineering successes and failures as a learning tool.
Four-year schools should accept the responsibility of working with local community colleges to achieve workable articulation1 with their two-year engineering programs.
Institutions should encourage domestic students to obtain M.S. and/or Ph.D. degrees.
The engineering education establishment should participate in efforts to improve public understanding of engineering and the technology literacy of the public and efforts to improve math, science, and engineering education at the K-12 level.
The National Science Foundation should collect or assist collection of data on program approach and student outcomes for engineering departments/schools so that prospective freshman can better understand the “marketplace” of available engineering baccalaureate programs.
The report is grounded by the observations, questions, and conclusions presented by the Phase I report, The Engineer of 2020: Visions of Engineering in the New Century. That report begins with a review of the likely technological changes and challenges that will impact the world and the engineering profession. It notes that a dramatic expansion of knowledge is expected that offers exciting opportunities for engineering to develop new technologies to address the problems faced by society. It addresses the societal, geopolitical, and professional context within which engineering and its new technologies will exist. It notes that the coming era will be characterized by rapid population growth, which will contain internal dynamics that may affect world stability as well as the types of problems engineers will face. Growth will be concentrated in less developed countries where a “youth bulge” will occur, whereas in advanced countries the population will age. Issues related to improving quality of life through advanced technologies in some countries will be