Including concepts of entrepreneurship in an engineering education is nothing new. It would be difficult to find a university that does not offer several courses or specific programs in entrepreneurship. However, find...
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Since October 2005, the business and engineering faculties of the Milwaukee School of engineering (MSOE) have been working on a novel effort to integrate entrepreneurship into the engineering curricula. Our methods br...
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For five generations American engineering education has rested upon a practical model of drawing a broad range of students with certain mathematical skills and wide technological interests into a large-mouthed pedagog...
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For five generations American engineering education has rested upon a practical model of drawing a broad range of students with certain mathematical skills and wide technological interests into a large-mouthed pedagogic funnel, gradually compressing their training into evernarrower frames of specific, skill-sets and acumens. The result has been to standardize the endproducts emerging from the apex of the educational funnel. Examinations and re-toolings of engineering education have usually merely redirected the funnel with recommendations of new methods and protocols for fine-tuning the relevance of contemporary technology to the classroom and laboratory. One canon remains constant: engineering education has maintained an approximately 80/201curricular equilibrium between technical/non-technical requirements and emphases. Conventional wisdom and practical experience stress that this emphasis upon technical proficiency has assured American domination of engineering education for most of the last century. A seismic shift in technology, manufacturing, and economics is occurring as we enter the new millennium. Global currents once far removed from the engineering classroom have become irrevocably intertwined with both the process and product of engineering education. A paradigmatic readjustment equal in impact is necessary to meet the global challenges faced by today's engineering students. The Challenge: The core competencies, created and honed in the 80/20 funnel of engineering education, must be retained to assure technical competency. Simultaneously, engineering education must introduce more of a 50/50 balance in the final educational outcomes of the graduate between the technical and nontechnical competencies, i.e., the educational process must embrace much broader parameters of global/professional/personal competencies without compromising up-to-date technical expertise. This can only be accomplished by adopting creative concurrencies in curricular development. Th
The abet Criteria for Accrediting engineeringprograms specifically requires design in criterion three and criterion four. These requirements stem from a fundamental need for engineers to understand and carry out the ...
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