| Abstract Scope |
Training engineering students is challenging, and this challenge is reflected on both the student and teacher side of the learning relationship. The US National Academy of Sciences (2018) has concluded that “engineering education must continuously adapt,” and identified several shortcomings of the current engineering education paradigm. Students, teachers and industry leaders should all ask “What is the purpose and what are the desired outcomes of an engineering education?” A second question in Welding engineering specifically might be “How can industry leaders and organizations collaborate with Universities to ensure a strong pipeline in welding engineering?” Furthermore, these basic questions are being asked in the midst of an environment in western culture with measured declines in interpersonal connection and corresponding increases in anxiety, depression, loneliness and despair (CDC Youth Risk Behavior Survey, Harvard Study of Adult Development, Loneliness and Social Connectedness Study – European Commission Joint Research Centre JRC).
The paper outlines a model for educating engineers that addresses these issues and frames them across the three key areas that should be developed for a modern engineer: a strong technical foundation, a varied and comprehensive exploration of those skills necessary to build relationships with other people (e.g. communication, leadership, grit, motivation, ethics, etc.), and finally an appreciation for the meaning and purpose behind engineering and design decision making. It also describes ways that industry leaders and organizations can directly influence the formation of engineers – what are the best ways to encourage young professionals and ensure that they successfully make it through the engineering education pipeline?
Note: This paper could form a portion of a panel discussion on this topic – I’d be happy to lead… |