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Suggested Citation:"Appendixes." National Academy of Engineering. 2010. Engineering Curricula: Understanding the Design Space and Exploiting the Opportunities: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12824.
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Appendixes

Suggested Citation:"Appendixes." National Academy of Engineering. 2010. Engineering Curricula: Understanding the Design Space and Exploiting the Opportunities: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12824.
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Suggested Citation:"Appendixes." National Academy of Engineering. 2010. Engineering Curricula: Understanding the Design Space and Exploiting the Opportunities: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12824.
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Page 17
Suggested Citation:"Appendixes." National Academy of Engineering. 2010. Engineering Curricula: Understanding the Design Space and Exploiting the Opportunities: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12824.
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In April 2009 a workshop was held to explore how engineering curricula could be enhanced to better prepare future engineers. The workshop, summarized in this volume, included individuals from industry, academia, government agencies, and professional societies.

During the workshop participants addressed the rationale for the scope and sequence of current engineering curricula, considering both the positive aspects as well as those aspects that have outlived their usefulness. Other topics of discussion included the potential to enhance engineering curricula through creative uses of instructional technologies; the importance of inquiry-based activities as well as authentic learning experiences grounded in real world contexts; and the opportunities provided by looking more deeply at what personal and professional outcomes result from studying engineering.

General themes that appeared to underlie the workshop attendees' discussions included desires to (a) restructure engineering curricula to focus on inductive teaching and learning, (b) apply integrated, just-in-time learning of relevant topics across STEM fields, and (c) make more extensive use and implementation of learning technologies. During breakout discussions, many additional suggestions were offered for means by which to facilitate curricular innovation.

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