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Infusing Real World Experiences into Engineering Education (2012)

Chapter: Infusin g Real World Experiences into Engineering Education - List of Nominated Programs

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Suggested Citation:"Infusin g Real World Experiences into Engineering Education - List of Nominated Programs." National Academy of Engineering. 2012. Infusing Real World Experiences into Engineering Education. Washington, DC: The National Academies Press. doi: 10.17226/18184.

Infusing Real World Experiences into Engineering Education—List of Nominated Programs

Quality programs that infuse real world experience into engineering education can be found throughout the United States. Following are the programs nominated but not selected as models for this report, and who provided permission to be listed.

Lead Institution: Project Name, Website (if available)

Baylor University: A Multi-Faceted Strategy at Baylor University to Produce Entrepreneurial Engineers

Boston University: Societal Engineer,

Brigham Young University: Integrated Product and Process Design,

California State University, Los Angeles: Professional Practice Program,

California State University, Sacramento: The California Smart Grid Center – Helping make Smart Grid a reality,

Colorado School of Mines: YouTube Fridays,

Columbia University: Senior Design Course in Biomedical Engineering,

Columbia University: Engineering Better Human Health in Africa,

Cornell University: Integration of Simulation Technology into Engineering Curricula,

Dartmouth College: ENGS 89/90 Engineering Design Methodology and Project Initiation/Completion,

Drexel University: weServe Program,

Drexel University: PIRE: A 3-tier Infrastructure to Advance Humanoid Research,

Duke University: Engineers for International Development and the Duke Chapter of Engineers Without Borders, and

Duke University: Devices for People with Disabilities,

Duke University: Engineering World Health Summer Institute,

Franklin W. Olin College of Engineering: SCOPE (Senior Capstone Program in Engineering),

Gannon University: Scholars of Excellence in Engineering and Computer Science (SEECS),

Georgia Institute of Technology: The InVenture Prize,

Georgia Institute of Technology: Industry Focused Senior Design at Georgia Tech ISyE,

Johns Hopkins University: Longitudinal Design Teams,

Louisiana Tech University: Living with the Lab,

Michigan State University: Cornerstone Engineering / Residential Experience (CoRe),

Middle Tennessee State University: Industry projects to facilitate classroom learning,

Massachusetts Institute of Technology: The Beaverworks Program – Collaboration and Innovation in Real World Design–Build Capstone Projects

New Jersey Institute of Technology: Concrete Industry Management (CIM),

New York Institute of Technology: NYIT-Intrepid Design Competition,

Northeastern University: The Gordon Undergraduate Engineering Leadership Program,

Northwestern University: Global Health Technologies,

Ohio Northern University: Incorporation of Poverty Alleviation in Third World Countries in a First-Year Engineering Capstone Course,

Ohio University: Designing to Make a Difference,

Ohio University: Global Consulting Project-Argentina,

Penn State University - Wilkes-Barre Campus: Developing a High Altitude Balloon program at Penn State Wilkes-Barre,

South Dakota School of Mines and Technology: Back in Black: Multifaceted Curriculum Development,

St. Ambrose University: Program for Assistive Technologies for the Underprivileged,

Temple University: Senior Project I and II,

The Ohio State University: Multidisciplinary Engineering Capstone Design Program,

Suggested Citation:"Infusin g Real World Experiences into Engineering Education - List of Nominated Programs." National Academy of Engineering. 2012. Infusing Real World Experiences into Engineering Education. Washington, DC: The National Academies Press. doi: 10.17226/18184.
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The aim of this report is to encourage enhanced richness and relevance of the undergraduate engineering education experience, and thus produce better-prepared and more globally competitive graduates, by providing practical guidance for incorporating real world experience in US engineering programs. The report, a collaborative effort of the National Academy of Engineering (NAE) and Advanced Micro Devices, Inc. (AMD), builds on two NAE reports on The Engineer of 2020 that cited the importance of grounding engineering education in real world experience. This project also aligns with other NAE efforts in engineering education, such as the Grand Challenges of Engineering, Changing the Conversation, and Frontiers of Engineering Education.

This publication presents 29 programs that have successfully infused real world experiences into engineering or engineering technology undergraduate education. The Real World Engineering Education committee acknowledges the vision of AMD in supporting this project, which provides useful exemplars for institutions of higher education who seek model programs for infusing real world experiences in their programs. The NAE selection committee was impressed by the number of institutions committed to grounding their programs in real world experience and by the quality, creativity, and diversity of approaches reflected in the submissions. A call for nominations sent to engineering and engineering technology deans, chairs, and faculty yielded 95 high-quality submissions. Two conditions were required of the nominations: (1) an accredited 4-year undergraduate engineering or engineering technology program was the lead institutions, and (2) the nominated program started operation no later than the fall 2010 semester. Within these broad parameters, nominations ranged from those based on innovations within a single course to enhancements across an entire curriculum or institution.

Infusing Real World Experiences into Engineering Education is intended to provide sufficient information to enable engineering and engineering technology faculty and administrators to assess and adapt effective, innovative models of programs to their own institution's objectives. Recognizing that change is rarely trivial, the project included a brief survey of selected engineering deans concern in the adoption of such programs.

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