Globalization of Engineering, The

The EUR ENG system bases its evaluation on inputs to the educational system, such as time spent in classes and the laboratory, qualifications of faculty, and resources available. Another form of assessment is based on outputs, such as a graduate's knowledge, skills, and understanding of a wide range of scientific, engineering, and work-context issues. This system is used by several of the Washington Accord members. Other countries, such as Japan and Korea, are reported to use a hybrid of the two approaches.

A problem that is receiving much attention is setting a minimum quality for the education, first within each country and then within an MRA group. Many countries have settled this accreditation issue to where the MRAs represent groups that have mutually recognized standards. But accreditation and mutual recognition of the education of engineers should not be perceived as standardization. They deal with minimum standards that individual institutions are free to exceed. To do otherwise would deter innovation, an essential ingredient of engineering education.

The widespread activity that was reported at this meeting shows there is an influential movement in many parts of the world to effect positive changes in the way engineering education is evaluated and to work across borders to develop MRAs. However, this is still a work in progress.

Engineering Education Reform

IT IS INTERESTING to note that during the keynote addresses, both Chinese and U.S. speakers addressed many of the same issues, including globalization, liberal arts, entrepreneurship, and relationship to world. It was agreed that the engineer for the 21st century must be different from the engineer of the past. Engineering is not as simple as it once was, and the education and training of future engineers need to reflect this. Engineers need to not only solve the direct problem but also to understand its context. The awareness of the social responsibilities related to and required by the solution adds a complexity to the practice of engineering that was not there before. The future engineer needs to be aware of the different interests of people who are stakeholders in the solution and process.

Student engagement opportunities such as the program between the University of Michigan and Shanghai Jao Tong University reflect one way of designing and promoting engineering education reform. Incorporating service-learning into the undergraduate engineering curriculum is another approach to student engagement.

The balance in the core curriculum between hard or traditional engineering content with soft skills or liberal arts education is a major challenge. How can we provide the whole education without prolonging the duration of education or diluting the content? Is the development of new courses needed?

Many of the speakers also raised the issue of engineering ethics. Currently, there is very little instruction focusing on engineering ethics in the curriculum, but there is a great need. In addition, there was discussion about different engagement models for students who go to work and students who go into research and training. When is the appropriate time to split these groups apart?