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The American Society for Engineering Education (ASEE), founded in 1893, champions excellence in engineering education across all disciplines and activities, including teaching, research, and public service. With a mission to promote high-quality education in engineering and technology, ASEE connects academic institutions with business, government, and NGOs, fostering technological innovation and collaboration. ASEE actively addresses contemporary challenges in engineering education while supporting initiatives that enhance student engagement and broaden access to diverse populations, ensuring the future of engineering education remains robust and inclusive.
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Innovations in USEngineering Education Norman L. Fortenberry, Sc.D. Executive Director ASEE
ASEE History Founded in 1893, ASEE uniquely • Spans all engineering disciplines • Encompasses all activities of academic engineering and lifeline learning (teaching, research, and public service) • Links academic engineering to stakeholders in business, industry, government, and NGOs • Advances global awareness and collaboration in engineering education
ASEE Mission Advancing education in engineering and engineering technology education by • Promoting excellence in instruction, research, public service, and practice; • Exercising worldwide leadership; • Fostering the technological education of society; and • Providing quality products and services to members
ASEE Membership • 448 Colleges (including 89 2-year) • 164 Corporations • 27 Non-profits • 11,709 individuals • 82.3% professional, life, retired, and global • 6.1 % student • 1.1% K-12 educator
ASEE Influence • Key reports – Grinter (1955), Green (1994), Creating a Culture for Scholarly and Systematic Innovation in Engineering Education (2009) • Policy Influencers • ASEE Board of Directors • Engineering Deans Council • Corporate Member Council • Engineering Research Council
Challenges in Engineering Education • 1960’s – The Soviet “threat” • 1970’s – The Japanese “threat” • 1980’s – The demographic “threat” • 1990’s – The global “threat” • 2000’s – The environmental “threat” • 2010’s – The Chinese “threat”
Responses to Challenges in Engineering Education • 1960’s – The scientific engineer • 1970’s – The transactional engineer • 1980’s – The managerial engineer • 1990’s – The global engineer • 2000’s – The holistic engineer • 2010’s – The elite engineer
Responses to Challenges in Engineering Education • Focus on finding and retaining students • Focus on “fixing” students • Focus on “understanding” students • Focus on “learning” • Focus on educational systems
Broader Challenges in Education • STEM Education for ALL (including returning Service Members) • Overcoming Impediments to Engaging Diverse Populations (including returning Service Members) • Large-Scale Faculty Development
Innovations in Engineering Education • Experiential Learning • Internships/Contests/Service/Venturing/Clinics • Inductive Learning • PBL, Inquiry, Case-based, JIT, etc. • Design before fundamentals • Real engineering, real early • Deployment of education research • Engineering in K-12 (stand-alone, and in S,M, & T) Note overlaps in the elements above
Challenges in Sustaining Innovations in Engineering Education • Achieving Institutionalization • Linking education to practice • Recognizing global commonalities
Possible Areas of Collaboration • Support consensus building activities for sustaining current undergraduate innovations and advancing to new innovations • Sustain resources in support of faculty-led efforts • Support exploration of recognition of promising K-12 engineering materials and programs.
