Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
Engineering Education: Future Trends and Advances
MARC A. ROSEN
Faculty of Engineering and Applied Science
University of Ontario Institute of Technology
2000 Simcoe Street North, Oshawa, Ontario, L1H 7K4
CANADA
E-mail: marc.rosen@uoit.ca http://www.uoit.ca
Abstract: Engineering developments and innovations are being brought forward at an increasingly rapid rate,
thereby forcing engineering educators to adapt to new realities. A reasoned response to such pressures is
essential, because engineering education, and more broadly the engineering profession, advances best if
challenges are identified early and well managed, opportunities are sought and where possible exploited
beneficially, and speculation is made on future trends, based on logical assessments and reasoned arguments.
In this article, the views of the presenter are described, based on his experiences as an engineering educator,
administrator and practitioner, on future trends in engineering education, and on many related challenges and
opportunities. This topic is of great importance because the advancement of engineering education is strongly
influenced by its challenges and opportunities, as well as by future trends. The objective of the presentation is
to improve engineering education by increasing awareness of these topics among engineering educators and
others, and promoting active consideration and debate of potential actions in response to these issues.
Keywords: Engineering, education, challenges, opportunities, trends, future
author on future trends in engineering education [1].
If challenges are to be properly addressed,
opportunities optimally exploited, and future trends
clearly anticipated, it is important that these topics
be continually debated. Since not all challenges to
engineering education can be easily predicted,
professionals involved in engineering education
need consider the possibilities regularly in order to
be prepared for unexpected challenges.
1 Introduction
Despite its numerous achievements and successes,
many challenges and opportunities face the
engineering profession. Similarly, engineering
education faces many challenges and opportunities.
The development of engineering requires that these
challenges be properly addressed and opportunities
be fully assessed and exploited beneficially where
possible, and that future trends be tracked and
speculated upon in a reasoned manner. Given the
multitude of ways that engineering education
supports the profession, it is important that
challenges and opportunities facing engineering
education, and possible future trends, be understood
and acted upon.
In this article, the author presents his views on
some of the challenges and opportunities facing
engineering education and, from them, suggests
possible future trends and developments. Although
challenges, opportunities and trends in engineering
education can be general or specific to individual
engineering programs or faculties, this article
concentrates on general factors.
The objective of this article is to contribute to
the development of engineering education by
suggesting possible future trends, and fostering
continued discussion of and appropriate action on
the challenges and opportunities facing engineering
education. The article extends previous work by the
ISSN: 1790-2769
2 Background
The engineering profession is a significant
contributor to a country’s economic development,
standard of living and societal well being.
Engineering also affects the cultural development of
a society and the environment.
Given the significance of engineering,
engineering education is important and leads to
benefits to members of the public and more
generally society.
Challenges [2-6] and opportunities [4-7] relating
to engineering education and future paths and
visions [5,8-10] have been examined for many
countries in the past, and a variety of views have
been presented. The challenges are widespread, and
often specific to the country or institution, and often
involve resources. The opportunities are similarly
varied, sometimes being of a general nature but
44
ISBN: 978-960-474-100-7
Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
refer to quality in its most general and broad sense.
Since it is desirable to avoid reducing the quality of
existing activities when embarking on new
initiatives, an appropriate balance needs to be struck
between broad and general excellence and targeted
areas of excellence. Many of other challenges and
threats discussed in this section also relate to
quality.
Pedagogical challenges regarding teaching and
facilitating learning exist, from the perspectives of
both the teacher and the student. Often student
learning is not as good as expected, rendering it
difficult to ensure all students master the material
presented. Sometimes students need varied
approaches tailored to their types of learning [3740]. Furthermore, engineering programs need to
improve student problem-solving and learning skills,
and instill an ability to continue learning throughout
a career [26]. Such a work ethic allows graduates to
adapt to challenges encountered on the job.
The relevance of engineering programs is
sometimes questioned as they are continually
challenged to update and improve. New engineering
disciplines, which will almost certainly continually
arise, must be accommodated within engineering
education. In addition, engineering curricula must
include appropriate amounts and types of technical
material such as mathematics, sciences, and
engineering sciences and design, and continually
improve to maintain relevance, effectiveness and,
where applicable, accreditation. Also, the program
environment must be well maintained, including
appropriate support personnel and well equipped
laboratories and computer facilities. Many discuss
methods for engineering curriculum development
[41].
Two further challenges and threats relating to
engineering education are worth noting. First, the
need to enhance and expand design in engineering
education is often cited [42,43]. Some programs
approach this matter by collaborating with industry
so that student design topics are real and the
industrial partner contributes expertise, while others
approach this issue by ensuring engineering design
is covered in each year of a program, with
increasing sophistication and comprehensiveness in
successive years and culminating in a capstone
experience. Second, industry’s continual call for a
wide range of non-technical skills to complement
technical knowledge must be addressed, although
this cannot be at the expense of sacrificing technical
content. For example, engineering students are now
expected to have leadership qualities, an ability to
work in teams or independently, strong
communication skills, and an understanding of
more often specific to the institution. Many
opportunities refer to advanced and novel
pedagogical approaches to teaching and facilitating
learning.
Some have described changes [11-14] and
reforms [15-17] occurring in engineering education
as well as its evolution [18]. Others have suggested
entirely rethinking engineering education [19] or
transforming it [20]. Recommendations from
different stakeholders, including students, faculty,
industry and society, have been put forward [21],
and future trends have been investigated and
predicted [22-25].
Although this article is intended to be general,
much of it is informed the situation in Canada, for
which several studies have been carried out
[4,18,23,24,26], although most of the topics
discussed are applicable in other parts of the world.
Of course, the situation in some countries is quite
different than in Canada, e.g., the developments in
engineering education have been examined in
developing countries like China [27]. Other studies
have addressed educational trends in specific
engineering disciplines, such as electrical and
computer [28], chemical [29], environmental [30],
biological
[31],
manufacturing
[32]
and
nanotechnology [33]. Although these articles are
focused on disciplines, many of the trends identified
are general in nature. Others have addressed future
trends in international education [25], lifelong
learning [26], and uses of advanced information and
communications technologies and related learning
objects in engineering education [34-36].
3 Challenges, Threats, Opportunities
3.1 Challenges and Threats
Many of the challenges that face engineering
education can be categorized into two groups. The
first relates to curriculum, teaching and learning,
while the second involves issues that are treated here
as the engineering education environment.
3.1.1 Curriculum, teaching and learning
The main challenges and threats considered here in
the areas of curriculum, teaching and learning relate
to quality, pedagogy and relevance. Details on these
are provided below.
Achieving and maintaining high-quality
engineering
education
involves
ensuring
simultaneously that excellence exists across all
existing activities in a given engineering program
and striving for excellence in new areas. Here, I
ISSN: 1790-2769
45
ISBN: 978-960-474-100-7
Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
New forms of competition must be taken into
account in planning. Alternative modes of
engineering education such as distance education are
growing, and the role of distance education will
become particularly significant in supporting
lifelong learning and continuing professional
development [26]. In addition, private schools are
now being introduced in some areas where only
public schools had previously existed.
economics,
business,
management
and
entrepreneurship. Furthermore, they are called on
increasingly to have a good knowledge or
appreciation of of environmental stewardship and
sustainable development [44,45], the socio-political
and cultural implications of engineering [44,46], risk
and safety assessment [47], and the legal and ethical
ramifications of engineering practice [46].
3.1.2 Curriculum, teaching and learning
Various challenges and threats relate to the
engineering education environment, which is taken
here to be issues other than curriculum, teaching and
learning. These include attaining sufficient
resources, establishing meaningful linkages and
strong reputation, attracting students and addressing
external competition.
A daunting challenge is embodied in attaining
the resources needed for engineering education,
including human (faculty), financial and equipment.
A growing shortage of faculty members over the
next several years is predicted by many, partly due
to competition from industry and international
universities. This will make it difficult to recruit and
retain faculty and to keep morale high, and
simultaneously require support to allow faculty to
achieve their aspirations in teaching and research.
Achieving sufficient financial resources on a
sustained basis is a critical challenge, regardless of
how much funding comes from tuition fees,
government grants and industry. Deregulation of
tuition fees in recent years has changed the
economic environment for many engineering
faculties, making it even more difficulty to achieve a
financial balance.
To attract qualified students and provide a
fulfilling education, engineering educators need to
address student concerns, including helping students
attain their highest possible academic potential [48],
improving the student experience, treating students
respectfully and fairly, and improving employment
prospects in meaningful engineering careers and coop and internship placements. The latter is becoming
increasingly difficult in fields and locations where
significant offshoring of engineering work is
occurring. Nevertheless, to improve the relevance of
engineering programs and meet industry needs, it is
important to develop and maintain strong linkages
with industry and other professional bodies. Ways to
enhance university-industry cooperation are
continually sought [49]. Additionally, to justify
support from government, industry and alumni,
engineering educators must continually enhance
their reputations and public image.
ISSN: 1790-2769
3.2 Opportunities
Governments, the media and the public understand
to some extent the importance of advanced
technology to the economy, standard of living and
societal welfare. Many governments have identified
the needs for greater advanced technology and
launched related initiatives. Appreciation of the
significance and importance of engineering
education allows the case to be put forth for support.
Some of the opportunities for engineering education
are discussed, which can permit it to build on public
and government support, are as follows:
• Enhance exisiting strengths. A degree of
excellence has been attained at most engineering
universities, providing the opportunity to build
on strengths. Collaborations between universities
with similar strengths, or among university and
industry partners with common interests, can be
exploited to permit an area in an engineering
program to be enhanced markedly. Also, existing
areas of strength often facilitate linkages with
other disciplines, e.g. the merging of a faculty
with strengths in biological and chemical
engineering with the growing area of
biotechnology could lead to innovative
interdisciplinary programs in biotechnology
and/or environmental engineering, and the
linkages between nanotechnology and medicine
could be exploited to yield new advances in
health care. In addition, linkages between
engineering and non-technical disciplines can
lead to beneficial programs (e.g., engineering
management).
• Build new areas. New areas of engineering focus
are justifiable in some instances, often by
leveraging existing strengths. Opportunities to
move into a new focus area can emerge relatively
quickly when the area is anticipated to lead to
significant impact on the economy or society
(e.g.,
mechatronics
and
nanotechnology,
computational engineering, which focuses on the
use of computational methods in various
engineering disciplines, and health engineering).
46
ISBN: 978-960-474-100-7
Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
• Adopt new methods. New pedagogies and
methods for teaching and facilitating learning are
available, that can improve the process and
outcomes of engineering education. Advances in
information and communications technologies
make it possible to use these tools in innovative
ways in delivering education and facilitating and
enhancing teaching and learning [34,35]. Ways to
exploit the opportunity these advances present
are numerous and likely to grow significantly in
the future. IT will likely play an increasingly
important role in facilitating distance education,
thereby supporting lifelong learning.
frequently offshored. These attributes can help keep
them at the forefront of the engineering profession.
Integrating innovation and continuous improvement
into engineering education is often cited as essential
[53].
I also expect the focus on increasing the design
content and quality of engineering curricula to
continue. This trend will likely be tied to an
increased focus on innovativeness and creativity in
engineering education, given those factors are
crucial to engineering design, and yield more
competent and productive engineers. Some have
advanced design engineering through various
methods, such as engineering clinics [54]. An
increased focus on engineering design will likely
increase the distinction between engineers and
applied scientists. Applied science will likely remain
more focused on science applications in a narrow
and specialized sense (e.g., forensic science and
radiation science). A difference between applied
science and engineering programs in Canada is that
only the latter are subject to accreditation
assessments and the regulations of the professional
licensing bodies.
I anticipate that engineering education will
incorporate a stronger focus on instilling in
graduates a better appreciation of interdisciplinary
and multidisciplinary engineering, especially as the
barriers between traditional engineering disciplines
become more blurred or dissolve and new
disciplines emerge. In addition, I anticipate the
development of more interdisciplinary and
multidisciplinary programs. At some universities,
programs exist like automotive engineering,
sustainable
energy
engineering,
“general”
engineering and nuclear engineering, which
incorporate elements from a range of engineering
and non-engineering fields.
Another trend based on refocusing that I expect
is an increased focus on engineering methods and
fundamentals, with a corresponding reduction on
discipline-specific
details.
Although
new
technologies in the future will motivate faculty
members to try increase discipline-specific content
in engineering programs, such a response is
unsustainable, as it usually leads to overly
compressed curricula. Thus, I expect that
engineering curriculum developers to accept that not
all discipline-specific content can ever be covered in
an engineering program, and to focus more on
fundamentals and engineering methods and
approaches, which tend to provide students with the
tools they need to address discipline-specific tasks.
Much discipline-specific knowledge will be attained
in the workplace, by networking through face-to-
4 Future Trends
Engineering education has evolved since its origins.
One of the strongest features of engineering
education, in fact, has been its resilience and
flexibility, and its ability to adapt and evolve as new
challenges, opportunities and new realities become
apparent. Some have attempted to provide pathways
to the future of engineering [50]. Despite the
appearance of confusion that sometimes seems to be
associated with engineering education, there are
discernable trends. Many of these trends are
discussed here, where they are grouped into several
categories: advancing fields, refocusing priorities,
enhancing professionalism, advancing teaching and
learning methods and increasing diversity.
4.1 Advancing Fields
Emerging engineering fields in new areas are likely
to increasingly develop in the future corresponding
to advances in science. It is not easy to predict these
areas with certainty, but based on past trends some
examples of new engineering fields that have begun
to develop, or may develop or expand, include
nanoengineering, biomaterials and biotechnology
engineering [31], computational engineering, health
and genome engineering, and engineering for
sustainable development [51] and sustainable energy
[52].
4.2 Refocusing Priorities
The main future trends around engineering
education priorities, which I anticipate may be
modified or expanded, relate to creativity,
innovation, design, engineering methods and
fundamentals, multidisciplinary
studies and
independent learning.
I expect that there will be a greater focus on
ensuring engineers are more creative and innovative,
as traditional engineering activities become more
ISSN: 1790-2769
47
ISBN: 978-960-474-100-7
Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
I anticipate a continued emphasis in engineering
programs on ensuring graduate engineers exhibit
professional attributes and behave professionally.
The respect of the engineering profession and the
trust of the public demand such professionalism.
One way a stronger sense of professionalism may be
instilled is increased use of co-op work terms and
internships. The proven practice of ensuring
engineers behave professionally by example,
through exposing them to workplaces where
professional behaviour is demonstrated, will likely
become more pervasive. Another professional
attribute that will likely receive increased attention
is communications skills. Engineers’ abilities to
communicate effectively not just with each other but
with others in companies and the public necessitate
strong communications skills, and employers
increasingly expect such skills.
I expect engineering programs to expand
coverage
of
business,
management
and
entrepreneurship. These attributes provide graduates
with improved business and management skills, so
that they can work more productively in
organizations and companies, be more effective if
they take on managerial or leadership roles, and
become entrepreneurs if they develop engineering
innovations with good potential for commercial
success. At some universities, engineering and
management programs integrate skills in business,
management and entrepreneurship. As a distinct
skill within these areas, I expect engineering
students to be provided with ancreased awareness of
globalization. Since engineering, as a science and
art, is for the most part independent of country, I do
not expect the technical bases of engineering
programs to be significantly altered due to the
effects of greater globalization. Rather, following
much work on engineering in the global context
[57], I expect engineering programs to invoke in
graduates a greater awareness of globalization
trends, especially in business, legalistic and cultural
respects, so they can be productive in international
settings.
face and virtual communities of practices and via
lifelong learning, although rudimentary disciplinespecific knowledge will remain a core component in
an engineering program. This approach will, I feel,
improve the core ability of an engineer to solve
problems and address opportunities, regardless of
the specific topic at hand. In some cases, entire
programs may focus more on fundamentals, such as
the relatively new programs in Integrated
Engineering at the University of Western Ontario in
Ontario and the University of British Columbia. A
renewed focus on fundamentals and methods may
also occur in other fields such as medicine, where
many of the same concerns are prevalent.
In a trend somewhat related to the previous
point, I expect a renewed focus on independent
learning. Engineers in the future will have to
increasingly be able to learn on the job, as not
everything can be covered in a program. To support
this ability, I expect engineering students to be
assigned more independent study in order to better
prepare them for their careers. Greater use of
information and communication technologies will
facilitate this shift in learning.
4.3 Enhancing Professionalism
Several future trends around professionalism are
likely in the future, the principal ones of which
involve the environment, ethics, professional
attributes, business, management, entrepreneurship
and globalization.
As environmental issues and concerns continue
to grow, I anticipate that, engineering education will
place a greater emphasis on ensuring engineers have
a broad awareness of the implications of their
actions on the environment, and a better
understanding of their role in environmental
stewardship
and
responsible
environmental
behaviour. I expect terms like “design for
environment,” “life cycle analysis” and “industrial
ecology” to become more common in the
engineering lexicon.
I anticipate a greater focus in engineering
curricula on ensuring engineers behave ethically and
respect their duty to protect the public, especially in
light of the seriousness of the potential dangers of
unethical practices in engineering, and the strong
public disapproval when inappropriate ethical
behaviour is revealed in public or private sector
organizations. Some have stated that new engineers
will have a better balance between employability
and social responsibility than may have been the
case in the past [55]. Concern about professional
ethics, although essential in engineering [56], is of
growing concern in many professional programs.
ISSN: 1790-2769
4.4 Advancing Teaching and Learning
Methods
The main future trends around teaching and
learning methods in engineering education are
likely to new teaching and learning methods,
information and communications technologies and
virtual and simulated laboratories.
I anticipate that there will be expanded use of
new methods to facilitate teaching and learning,
taking advantage of the many new methods being
48
ISBN: 978-960-474-100-7
Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
trends discussed are also not necessarily
independent, and exhibit some overlap and relations.
It is not possible to state with certainty what the
future holds in store for engineering education. But,
one can examine past trends and patterns, as well as
predictions about the future, and speculate on what
changes are likely to pervade engineering education.
In this section, I make several speculations,
acknowledging that, although I have communicated
with many people and examined many resource
materials on the topic, the views expressed are very
much skewed by my limited personal experience,
which includes many years as an engineering
professor, and service in a variety of university
leadership roles (founding dean of a faculty of
engineering and applied science, department chair,
school director) and as president of an engineering
society and institute.
proposed or tried to improve educational activities
and student learning. For instance, active learning
and reflection have been in various areas of
engineering education [58].
I further expect that engineering education will
evolve to make greater use of information and
communications technologies, as tools that can help
improve teaching and learning. Such developments
will increase accessibility of students to engineering
programs and allow them greater flexibility in terms
of how, when and where they study. Some
universities are adopting such tools heavily and
integrating them into the learning approach used.
This approach often provides distinct advantages
over traditional education methods.
To enhance engineering skills and to take
advantage of modern computing power, I anticipate
increased use of virtual experimentation and
computer simulation in laboratories. An additional
benefit of this trend is its ability to offset the
increasingly prohibitive costs of laboratory
equipment, although the trend is mainly motivated
by recognition of the reality that virtual design and
computer simulation will play increasingly
important roles in engineering in the future. I expect
that more laboratory experiences in engineering
curricula will utilize virtual experiments, computer
simulation and online experiments. Attempts to
improve teaching experimentation using these
techniques have been reported [36,59-61], including
the use of remote labs [62].
6 Conclusions
Many challenges and opportunities face engineering
education. These along with other factors may lead
to changes in engineering education in the future.
The views expressed by the author in this article on
some of the challenges and opportunities facing
engineering education, and possible future trends,
are intended to promote discussion of and
appropriate action on these issues. It is hoped that
this article will be beneficial since the advancement
of engineering education is strongly influenced by
challenges and opportunities and anticipated future
trends. Despite numerous challenges, engineering
education is generally strong and the outlook for
engineering education is bright.
4.5 Increasing Diversity
I expect that diversity in the engineering profession
will increase. For instance, I expect that,over time
the efforts being expended to attract women and
other minorities to the engineering profession will
pay off, and the proportions of women and minority
groups in engineering fields where they are
underrepresented will increase. I further expect that
this increased diversity will be increasingly reflected
in engineering programs, both in the student body
and faculty, in line with the objectives of many
proponents of diversity [63].
Acknowledgements
The author is grateful to his many colleagues in
teaching, research and administration for many
useful and interesting discussions on the topics in
this article.
References
1. M. A. Rosen, “Future Trends in Engineering
Education,” Chapter 1 in Innovations 2007:
World Innovations in Engineering Education
and Research, Int. Network for Engineering
Education and Research (iNEER) in cooperation
with Begell House Publishers, Arlington, VA,
2007, pp. 1-12.
5 Further Discussion
The treatment in this paper may appear overly
simplistic, since the points raised are discussed
independently. This is mainly done for
organizational purposes, and it is noted that many of
the challenges discussed above are interrelated, as
are many of the opportunities. Additionally, the
ISSN: 1790-2769
49
ISBN: 978-960-474-100-7
Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
14. E. Fromm, “The Changing Engineering
Educational Paradigm,” Journal of Engineering
Education, Vol. 92, No. 2, 2003, pp. 113-121.
15. R. M. Felder, J. E. Stice and A. Rugarcia, “The
Future of Engineering Education VI: Making
Reform Happen,” Chemical Engineering
Education, Vol. 34, No. 3, 2000, pp. 208-215.
16. “Rising Above The Gathering Storm:
Energizing and Employing America for a
Brighter Economic Future,” Report, Committee
on Prospering in the Global Economy of the
21st Century, National Academy of Sciences,
National Academy of Engineering and Institute
of Medicine, 2006.
17. P. D. Galloway, The 21st Century Engineer: A
Proposal for Engineering Education Reform,
American Society of Civil Engineers
Publications, Reston, Virginia, 2007.
18. “Evolution of Engineering Education in
Canada,” Report, Canadian Academy of
Engineering, Ottawa, 1999.
19. E. F. Crawley, J. Malmqvist, S. Ostlund and D.
Brodeur, Rethinking Engineering Education:
The CDIO Approach, Springer-Verlag, New
York, 2007.
20. C. L. Owens and N. L. Fortenberry, “A
Transformation
Model
of
Engineering
Education,” European Journal of Engineering
Education, Vol. 32, No. 4, 2007, pp. 429-440.
21. E.
Koehn,
“Practitioner
and
Student
Recommendations
for
an
Engineering
Curriculum,” ASEE Journal of Engineering
Education, Vol. 84, 1995, pp. 241-248.
22. R. W. Heckel, “Current and Emerging Statistical
Trends in Engineering Education,” ASEE
Journal of Engineering Education, Vol. 83,
1994, pp. 363-370.
23. “The Future of Engineering Education in
Canada,” Report, Canadian Council of
Professional Engineers and the National Council
of Deans of Engineering and Applied Science,
Ottawa, 1992.
24. B. Tabarrok, “Three Decades in Mechanical
Engineering
Education:
Some
Personal
Reflections,”
From
Steam
to
Space:
Contributions of Mechanical Engineering to
Canadian Development, Canadian Society for
Mechanical Engineering, Ottawa, 1996, pp. 242245.
25. T. Mazzarol, G. N. Soutar, M. S. Y. Seng, “The
Third Wave: Future Trends in International
Education,”
International
Journal
of
Educational Management, Vol. 17, No. 3, 2003,
pp. 90-93.
2. R. M. Morrow, “Issues Facing Engineering
Education,” ASEE Journal of Engineering
Education, Vol. 83, 1994, pp. 15-18.
3. S. Bahadur, “Undergraduate Curricula for the
21st Century - Issues and Development,” Proc.
Forum of the Canadian Society for Mechanical
Engineering, Toronto, 1998, Vol. 5, pp. 9-15.
4. R. D. Venter, “The Challenge and the
Opportunities of Research Structures in Schools
of Engineering,” Proc. Forum of the Canadian
Society for Mechanical Engineering, Toronto,
1998, Vol. 5, pp. 159-164.
5. D. D. Denton, “Engineering Education for the
21st Century: Challenges and Opportunities,”
ASEE Journal of Engineering Education, Vol.
87, 1998, pp. 19-22.
6. J. A. Haddad, “The Evolution of the
Engineering
Community:
Pressures,
Opportunities, and Challenges,” ASEE Journal
of Engineering Education, Vol. 85, 1996, pp. 510.
7. L. K. Monteith, “Engineering Education: A
Century of Opportunity,” ASEE Journal of
Engineering Education, Vol. 83, 1994, pp. 2225.
8. L. J. Shuman, C. J. Atman, E. A. Eschenbach,
D. Evans, R. M. Felder, P. K. Imbrie, J.
McGourty, R. L. Miller, L. G. Richards, K. A.
Smith, E. P. Soulsby, A. A. Waller and C. F.
Yokomoto, “The Future of Engineering
Education,” Proc. 32nd ASEE/IEEE Frontiers in
Education Conference, Boston, MA, 6-9
November 2002, Vol. 1, pp. T4A-1-T4A-15.
9. A. Rugarcia, R. M. Felder, D. R. Woods and J.
E. Stice, “The Future of Engineering Education
I: A Vision for a New Century,” Chemical
Engineering Education, Vol. 34, No. 1, 2000,
pp. 16-25.
10. “The Engineer of 2020: Visions of Engineering
in the New Century,” Report, National
Academy of Engineering, The National
Academies Press, Washington, DC, 2004.
11. D. Goldberg, “Change in Engineering
Education: One Myth, Two Scenarios, and
Three Foci,” ASEE Journal of Engineering
Education, Vol. 85, 1996, pp. 107-116.
12. G. D. Catalano, “Chaos, Engineering, and
Engineering Education,” ASEE Journal of
Engineering Education, Vol. 85, 1996, pp. 1114.
13. K. S. Pister, “A Context for Change in
Engineering Education,” ASEE Journal of
Engineering Education, Vol. 82, 1993, pp. 6669.
ISSN: 1790-2769
50
ISBN: 978-960-474-100-7
Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
26. “Lifelong Learning for Professional Engineers,”
Report, Canadian Academy of Engineering,
Ottawa, 1997.
27. X. Kuangdi, “Engineering Education and
Technology in a Fast-Developing China,”
Technology in Society, Vol. 30, No. 3-4, 2008,
pp. 265-274.
28. F. C. Berry, P. S. DiPiazza and S. L. Sauer,
“The Future of Electrical and Computer
Engineering Education,” IEEE Transactions on
Education, Vol. 46, No. 4, 2003, pp. 467-476.
29. J. E. Gillett, “Chemical Engineering Education
in the Next Century,” Chemical Engineering
and Technology, Vol. 24, No. 6 , 2001, pp. 561570.
30. R. Barratt, “Long-range Perspectives in
Environmental Education: Producing Practical
Problem Solvers,” European Journal of
Engineering Education, Vol. 22, 1997, pp. 167182.
31. K. A. Rosentrater and K. Muthukumarappan,
“Biorefining: a New Frontier for Engineering
Education,”
Innovations
2006:
World
Innovations in Engineering Education and
Research, W. Aung, C. Crosthwaite, R. Vasquez
Espinosa, J. Moscinski, S.-H. Ou, L. M.
Sanchez Ruiz (eds.), iNEER, Arlington, VA,
2002, pp. 119-140.
32. R. H. Todd, W. E. Red, S. P. Magley and S.
Coe, “Manufacturing: A Strategic Opportunity
for Engineering Education”, Journal of
Engineering Education, Vol. 90, No. 3, 2001,
pp. 397-405.
33. M. C. Roco, “Nanotechnology: A Frontier for
Engineering Education,” International Journal
of Engineering Education, Vol. 18, No. 5, 2002,
pp. 488-497.
34. E. Sjoer and S. Dopper, “Learning Objects and
Learning Content Management Systems in
Engineering Education: Implications of New
Trends,” European Journal of Engineering
Education, Vol. 31, No. 4, 2006, pp. 363-372.
35. J. Bourne, D. Harris and F. Mayadas, “Online
Engineering Education: Learning Anywhere,
Anytime,” Journal of Engineering Education,
Vol. 94, No. 1, 2005, pp. 131-146.
36. J. Tuttas and B. Wagner, “Distributed Online
Laboratories,” Engineering Education and
Research – 2001: A Chronicle of Worldwide
Innovations, W. Aung, P. Hicks, L. Scavarda, V.
Roubicek, C.-H. Wei (eds.), iNEER, Arlington,
VA, 2002, pp. 117-125.
37. J. E. Stice, R. M. Felder, D. R. Woods and A.
Rugarcia, “The Future of Engineering Education
IV: Learning How to Teach,” Chemical
ISSN: 1790-2769
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
51
Engineering Education, Vol. 34, No. 2, 2000,
pp. 118-127.
R. M. Felder, D. R. Woods, J. E. Stice, A.
Rugarcia, “The Future of Engineering Education
II. Teaching Methods That Work,” Chemical
Engineering Education, Vol. 34, No. 1, 2000,
pp. 26-39.
D. R. Woods, R. M. Felder, A. Rugarcia, and
J.E. Stice, “The Future of Engineering
Education III: Developing Critical Skills,”
Chemical Engineering Education, Vol. 34, No.
2, 2000, pp. 108-117.
R. M. Felder, A. Rugarcia and J. E. Stice, “The
Future of Engineering Education V: Assessing
Teaching Effectiveness and Educational
Scholarship,” Chemical Engineering Education,
Vol. 34, No. 3, 2000, pp. 198-207.
O. Rompelman and E. De Graaff, “The
Engineering
of
Engineering
Education:
Curriculum Development from a Designer’s
Point of View,” European Journal of
Engineering Education, Vol. 31, No. 2, 2006,
pp. 215-226.
V. Wilczynski and S. M. Douglas, “Integrating
Design across the Engineering Curriculum: A
Report from the Trenches,” ASEE Journal of
Engineering Education, Vol. 84, 1995, pp. 235240.
V. Koen, “Toward a Strategy for Teaching
Engineering Design,” ASEE Journal of
Engineering Education, Vol. 83, 1994, pp. 193202.
M. Installe, “How to Educate Future Engineers
Towards a Better Understanding of the
Relationships Between Technology, Society and
the Environment,” European Journal of
Engineering Education, Vol. 21, 1996, pp. 341346.
R. Duffell, “Toward the Environment and
Sustainability Ethic in Engineering Education
and Practice,” Journal of Professional Issues in
Engineering Education and Practice, Vol. 124,
No. 3, 1998, pp. 78-90.
E. J. Guilbeau and V. B. Pizziconi, “Increasing
Student Awareness of Ethical, Social, Legal,
and Economic Implications of Technology,”
ASEE Journal of Engineering Education, Vol.
87, 1998, pp. 35-46.
E. Dembe, “The Future of Safety and Health in
Engineering Education,” ASEE Journal of
Engineering Education, Vol. 85, 1996, pp. 163168.
C. Moller-Wong and A. Eide, “An Engineering
Student Retention Study,” ASEE Journal of
Engineering Education, Vol. 86, 1997, pp. 7-16.
ISBN: 978-960-474-100-7
Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION
49. K. Korhonen-Yrjänheikki, T. Tukiainen and M.
Takala, “New Challenging Approaches to
Engineering Education: Enhancing UniversityIndustry Co-operation,” European Journal of
Engineering Education, Vol. 32, No. 2, 2007,
pp. 167-179.
50. J. J. Duderstadt, Engineering for a Changing
World: A Roadmap to the Future of Engineering
Practice, Research, and Education, The
Millennium Project, University of Michigan,
Ann Arbor, Michigan, 2008.
51. J. Pritchard and C. Baillie, “How Can
Engineering Education Contribute to a
Sustainable Future?,” European Journal of
Engineering Education, Vol. 31, No. 5, 2006,
pp. 555-565.
52. C. Azzaro-Pantel, C. Gourdon, X. Joulia, J.-M.
Le Lann, S. Astier, G. Fontes, M. David and A.
Ayache, “Development of Sustainable Energy
Systems: A New Challenge for Process Systems
Engineering Education,” Computer Aided
Chemical Engineering, Vol. 25, 2008, pp. 11671174.
53. F. Jorgensen and L. Busk Kofoed, “Integrating
the Development of Continuous Improvement
and Innovation Capabilities into Engineering
Education,” European Journal of Engineering
Education, Vol. 32, No. 2, 2007, pp. 181-191.
54. J. Kadlowec, K. Bhatia, T. R. Chandrupatla, J.
C. Chen, E. Constans, H. Hartman, A. J.
Marchese, P. von Lockette and H. Zhang,
“Design Integrated in the Mechanical
Engineering Curriculum: Assessment of the
Engineering Clinics,” J. Mech. Des., Vol. 129,
No. 7, 2007, pp. 682-691.
55. E. Conlon, “The New Engineer: Between
Employability and Social Responsibility,”
European Journal of Engineering Education,
Vol. 33, No. 2, 2008, pp. 151-159.
56. L. L. Bucciarelli, “Ethics and Engineering
Education,” European Journal of Engineering
Education, Vol. 33, No. 2, 2008, pp. 141-149.
57. L. Jamieson, Engineering Education in a
Changing World, International Engineering
Consortium, Chicago, 2007.
58. A. Shekar, “Active Learning and Reflection in
Product Development Engineering Education,”
European Journal of Engineering Education,
Vol. 32, No. 2 2007, pp. 125-133.
59. H. Saliah-Hassane, P. Dumont-Burnett and C.
Loizeau, “Design of a Web-Based Virtual
Laboratory Instrument Measurement Interface,”
Engineering Education and Research – 2001: A
Chronicle of Worldwide Innovations, W. Aung,
ISSN: 1790-2769
60.
61.
62.
63.
52
P. Hicks, L. Scavarda, V. Roubicek, C.-H. Wei
(eds.), iNEER, Arlington, VA, 2002.
M. Saad, H. Saliah-Hassane, H. Hassan, Z. ElGuetioui and M. Cheriet, “A Synchronous
Remote Accessing Control Laboratory on the
Internet,” Engineering Education and Research
– 2001: A Chronicle of Worldwide Innovations,
W. Aung, P. Hicks, L. Scavarda, V. Roubicek,
C.-H. Wei (eds.), iNEER, Arlington, VA, 2002.
J.-P. Su, J.-J. Hu and Y.-J. Ciou, “Low-Cost
Simulated Control Experimentation Conducted
in Electrical Engineering Department of
National Yunlin University of Science and
Technology,”
Innovations
2006:
World
Innovations in Engineering Education and
Research, W. Aung, C. Crosthwaite, R. Vasquez
Espinosa, J. Moscinski, S.-H. Ou, L. M.
Sanchez Ruiz (eds.), iNEER, Arlington, VA,
2002, pp. 397-408.
J. V. Nickerson, J. E. Corter, S. K. Esche and C.
Chassapis, “A Model for Evaluating the
Effectiveness
of
Remote
Engineering
Laboratories and Simulations in Education,”
Computers & Education, Vol. 49, No. 3, 2007,
pp. 708-725.
J. Gill, R. Sharp, J. Mills and S. Franzway, “I
Still Wanna be an Engineer! Women, Education
and the Engineering Profession,” European
Journal of Engineering Education, Vol. 33, No.
4, 2008, pp. 391-402.
ISBN: 978-960-474-100-7