Frontiers of Engineering Reports on Leading Edge Engineering from the 1999 NAE Symposium on Frontiers of Engineering (2000) / Chapter Skim
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Appendix A: Break-out Session Outcomes
Appendix A: Break-out Session Outcomes
Pages 99-110
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From page 101... ...
* Recommendations and comments are those of the Frontiers participants, and publication in this volume does not indicate an endorsement by the National Academy of Engineering.
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From page 102... ...
The communication gap between engineers and the general public results in poor policy based on uninformed or irrational information · The public does not appreciate engineering and often makes uninformed decisions · Engineers need to communicate better with policymakers Dark Blue Group: 1. An increasingly broad skill set is required to avoid commodification (work being outsourced)
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From page 103... ...
Professional renewal · Continuing education · Maintaining interdisciplinary knowledge, individually and in groups (to counteract overspecialization) Teaching critical thinking rather than just handling facts and formulas .
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From page 104... ...
. Break-out Session Outcomes Verification of complex systems Interdependence of technologies Security issues · Addressing the need for interdisciplinary knowledge while retaining expertise Clarifying the mission of engineers to society as a whole ~ increasing the draw of American citizens to engineering education Increase visibility of engineering role models 2.
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From page 105... ...
· Ways to avoid uninformed public policy decisions Issue 3: Managing Complexity/Information Explosion · Implications for education Need for a systems perspective/multidisciplinary approach in engineering Effect of globalization · Industry-university partnerships Groups were given one of the issues with at least two of its related subpoints and asked to discuss concrete steps that could be taken to address them. Issue 1: Engineering Education in the 21St Century 1.1 Lifelong learning · Need formal accreditation or other reward mechanisms for short courses · Companies should freely support continuing education 1.2 Increasingly interdisciplinary nature of engineering · Students should be involved in interdisciplinary teams in introductory engineering courses, senior-level project courses, graduate-level projects/courses · Use case studies of post-hoc analysis of failures/disasters to illustrate key issues: There is a need for many disciplines (within and outside engineering)
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From page 106... ...
) · The burden should not all be on the university and formal education Require one major interdisciplinary team project as undergrad Encourage teamwork even within discipline Change the tenure value system, which discourages interdisciplinary work In industry, expose young employees to several areas of the business Promote continued learning on the job 1.3 Preparation at the K-12 level for engineering careers · Problems Many science teachers do not know science well enough to teach it adequately perhaps doing more harm than good Guidance counselors are inadequately informed about engineering ca reers US education system is oriented towards common denominator, passing everyone (unlike some in Europe, for example)
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From page 107... ...
Funding is needed to encourage interdisciplinary education, e.g., from NSF . Use Fundamentals of Engineering exam as a motivator for interdisciplinary study within engineering · Bring in outside experts to address ethics and interdisciplinary issues Issue 2: Engineering and Public Policy 2.1 Communication between engineers and the public and engineers and public policymakers .
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From page 108... ...
? 2.4 Ways to avoid uninformed public policy decisions · Identify points of contact in congressional offices and with congressmen/ senators with interests in science and technology Prepare fast response to hot issues, e.g., cloning Write to representatives Be proactive with influential politicians Take a unified stand on issues among professional societies; project the · r VOlCe OI engineering · Sponsor the Super Bowl use public service messages aimed at a general, nontechnical audience
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From page 109... ...
Return to an interdisciplinary set of core courses Encourage faculty collaboration across disciplines and joint appointments Eliminate departments Improve industry/university post-hiring education (courses, leadership · Require senior-level multidisciplinary design project · Influence ABET policy (include a complexity component) 3.3 Effect of globalization · Take advantage of communication and data sharing capabilities to work on problems with multinational teams 24 hours/day Teach second language and communication skills to engineers Use immersion programs to learn other cultures Design for global markets, but use mass customization to access all markets Promote diversity Increase machine translation of journals Utilize international/distributed design teams Consider global/environmental issues in design projects Understand human/technology interface Cultivate relationships for research exchange on a global level 3.4 Industry-university partnerships · Address intellectual property issues: Whatis fair?
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From page 110... ...
110 versa) Break-out Session Outcomes · Increase government role in funding/mandating cooperation · Increase the value of industrial research in the tenure process · Get more industrial representation on academic advisory boards (and vice · Encourage industrial and academic sabbaticals
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