Strengthening U.S. Engineering Through International Cooperation Some Recommendations for Action (1987) / Chapter Skim
Currently Skimming:
3 Education for Technological Competitiveness in a World Society
3 Education for Technological Competitiveness in a World Society
Pages 21-28
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 21... ...
LANGUAGES AND CULTURE Along with the essential foundation of science and mathematics training in secondary schools, the usefulness of early study of languages and experience that reinforces language skills needs to be better appreciated by young people who wish to pursue careers in engineering and technology. The committee recommends maintaining traditional U.S.
|
From page 22... ...
Indeed, for engineers who may not have the time to acquire foreign language skills, learning about foreign cultures may still be of great value for the practice of their profession. In some cases, curriculum materials designed to help engineers learn particular languages need to be developed, but the College of Engineering and the Department of East Asian Language and Literature at the University of Wisconsin, Cornell University, and MIT have developed innovative programs in Japanese language education for technologists.
|
From page 23... ...
FIGURE 1 Foreign students in the United States by field of study, 1985/1986. SOURCE: Institute for International Education, Open Doors, 1985/1986.
|
From page 24... ...
EDUCATION FOR TECHNOLOGICAL COMPETITIVENESS IN A WORLD SOCIETY 24 • number of engineering students and faculty members involved in international programs of research, exchange, and travel; • number of guest faculty members and lecturers from abroad; • number of efforts to draw upon the knowledge of foreign-born faculty members and students about engineering education and practices abroad; • number of joint publications of faculty members with foreign authors; • ease of access to foreign technical information; • frequency of use of international engineering and science networks such as BITNET; • activities of international centers concerned with engineering and technology on campus; and • interaction of engineering groups with regional area studies programs on campus.
|
From page 25... ...
should examine the extent to which both the formal curriculum and extracurricular activities convey to students a sensitivity to the international nature of engineering and technology. Industrial recruiters are another group that could exercise constructive leverage on the international content of engineering education.
|
From page 26... ...
This situation underscores the need to include language training as part of the fellowship arrangement. Other models for exchange arrangements are the programs that the Alexander von Humboldt Foundation of the Federal Republic of Germany operates (mostly in natural sciences)
|
From page 27... ...
Stanford University is cooperating with Kyoto University in establishing two new programs in Japan for students from the United States. The Stanford Center for Technology and Innovation at Kyoto will make it possible for 30 Stanford engineering and science students to spend six months in Japan, half in classes at Kyoto and half interning
|
From page 28... ...
By way of example, technical universities in the Netherlands are developing an impressive series of one-year graduate programs focussed on specific technologies selected with the cooperation of industry and the engineering professional societies. CAREER-LONG EDUCATION AND TRAINING Education continues throughout any successful engineering career by many mechanisms, including courses and programs offered by corporations, professional societies, universities, and commercial vendors.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.