Never Forget the Basics

In a very rapidly changing world and profession, it should be emphasized that the real purpose of an undergraduate engineering education is to provide sufficiently broad background to students so that they will be enabled to continually re-educate themselves throughout their career. A number of specific objectives should be mentioned.

• An ability to visualize and think in three dimensions is cardinal to all fields of engineering.
• A thorough understanding of Mathematics (Algebra, Geometry, Trigonometry and Differential Calculus), of Physics (heat, light and sound) as well as the Engineering Sciences (Statics, Dynamics, Fluid Mechanics, Electrical Circuits and Thermodynamics) are essential parts of the engineering undergraduate experience as is the development of a sufficient skill level in the use of computer software and/or hardware.
• A criterion that would enable us to judge the year-to-year performance of our graduates should be implemented as a quality control measure. While SAT/ACT scores serve as a measure of the preparedness of our incoming students, no exit measure currently exists. I would like to suggest that our graduating seniors be required to take the FE (EIT) examination before graduation.
• The ability to communicate clearly and precisely both orally and in writing is more important for the successful engineer than detailed knowledge in a rapidly changing subfield of engineering.
• In the 21st century, engineers will have to deal with companies and colleagues from other countries and cultures. Some understanding of another culture and language is becoming an essential part of any undergraduate degree program
• It is time to recognize that the cultural mix of students in the classroom is changing to include larger numbers of Asian, African and Hispanic Americans. We need to become more sensitive to the diversity of thought and culture that this entails. Our geographic location mandates a greater awareness of this change.
• We need to study carefully and articulate the general education needs of our undergraduates. It is essential, in my opinion, that we convince the rest of academia that:
  • To practicing engineers a small core of Business courses (Marketing, Finance, Management) are indeed general education courses.
  • While it is commonly accepted that in the CSU System, Engineering Programs cannot meet ABET requirements with less than 128 semester hours, I believe that our present 139 hours is excessive.
  • All engineers should have some exposure to Molecular or Cell Biology.

In an extensive report on Engineering Education[2] the ASEE Dean's Council concluded that the curriculum should, above all else, be:-

• Relevant to the lives and careers of the students, preparing them for a broad range of careers, as well as life long learning involving both formal and hands-on experience;
• Attractive so that the excitement and intellectual content of engineering will attract highly talented students with a wider variety of backgrounds and career interests - particularly women, under-represented minorities and the disabled - and will empower them to succeed; and
• Connected through partnerships and integrated activities with K - 12 schools; community colleges; the full breadth of the university; local, regional and national communities; industry and government.