TY - JOUR
T1 - Visioning transition
T2 - 2000 ASEE Annual Conference and Exposition: Engineering Education Beyond the Millenium
AU - Chen, Degang
AU - Krishnamurthy, K.
AU - Langari, Reza
AU - Martinelli, Luigi
AU - Nejhad, Mehrdad Ghasemi
AU - Radcliffe, David F.
AU - Riley, Linda Ann
AU - Taghavi, Ray
AU - Takach, Margarita D.
AU - Twomey, Janet M.
AU - Zhao, Yiyuan J.
N1 - Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.
PY - 2000
Y1 - 2000
N2 - Tomorrow's engineers will look nothing like the engineers of the past. Aside from a proficiency in core, technical knowledge, tomorrow's engineers will require a collection of non-engineering skills and competencies to successfully function in a dynamic, global environment. Technical competency will always be viewed as an integral skill; differential advantage however, will be gained by those individuals that can communicate effectively, and participate fully in an organization's different functional realms. What has motivated this vision and rethinking of the engineering discipline? Where are we in the journey to prepare our students for an engineering working environment characterized by a global, integrated and multi-disciplinary nature? And finally, is it possible, or should it be necessary, for traditional engineering education systems to fundamentally change to meet corporate requirements? These are but a few of the compelling issues discussed in this paper.
AB - Tomorrow's engineers will look nothing like the engineers of the past. Aside from a proficiency in core, technical knowledge, tomorrow's engineers will require a collection of non-engineering skills and competencies to successfully function in a dynamic, global environment. Technical competency will always be viewed as an integral skill; differential advantage however, will be gained by those individuals that can communicate effectively, and participate fully in an organization's different functional realms. What has motivated this vision and rethinking of the engineering discipline? Where are we in the journey to prepare our students for an engineering working environment characterized by a global, integrated and multi-disciplinary nature? And finally, is it possible, or should it be necessary, for traditional engineering education systems to fundamentally change to meet corporate requirements? These are but a few of the compelling issues discussed in this paper.
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M3 - Conference article
AN - SCOPUS:8644282079
SP - 6785
EP - 6794
JO - ASEE Annual Conference Proceedings
JF - ASEE Annual Conference Proceedings
SN - 0190-1052
Y2 - 18 June 2000 through 21 June 2000
ER -