the case for liberal engineering prof. jonathan colton · 08/12/2006 · fabrication engineering...
TRANSCRIPT
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The Case for Liberal Engineering
Prof. Jonathan ColtonZeigler Outstanding Educator AwardZeigler Outstanding Educator Award
LectureFebruary 26 2008February 26, 2008
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Jack M Zeigler (ME 1948)Jack M. Zeigler (ME 1948)• Thanks for supporting this award and lecture.• Mr. Jack M. Zeigler received his bachelor's degree in
mechanical engineering after interrupting his education with 3½ years of service in the U.S. Army. Whil t G i T h h t d t tWhile at Georgia Tech, he was a co-op student at two companies, where he worked primarily as a draftsman. In one company he earned $1.25 an hour; this was a raise from $0 55 per hour at the otherthis was a raise from $0.55 per hour at the other company.
• Mr. Zeigler is the retired President and Owner of Fabrication Engineering Service Company IncFabrication Engineering Service Company, Inc. (FESCO). FESCO specializes in the made-to-order fabrication business using high quality alloy steels to produce tanks for the chemicals industry and p ypressure vessels for textile manufacturers.
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Previous winnersPrevious winners
• William Black• Said Abdel-Khalik• Farrokh Mistree• Robert Fulton• Robert Fulton• James Hartley• David McDowell • Robert Nerem
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AcknowledgmentsAcknowledgments
• My students• Ray Vito – Georgia TechRay Vito Georgia Tech• James Duderstadt – U. Michigan
Ch l V t MIT• Charles Vest – MIT
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Bully Pulpity p
• Current UG engineering education is g gincreasingly outmoded and irrelevant.
• We need a new paradigm inWe need a new paradigm in engineering education to produce future technological leaders.future technological leaders.
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Liberal EngineeringLiberal Engineering
• Prepares students for lives that go beyond short-term, practical problem y , p psolving.
• Provides students with critical skills andProvides students with critical skills and interests in the larger problems of living in societyin society.
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The World is Flat
• Perception – jobs going to India and China due to lower costs
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Engineering Degree Production in S l t d C t iSelected Countries
Thousands
China
JapanS KoreaUSAUKGermany
NSF
Germany
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Disturbing TrendsDisturbing Trends
• Commoditized engineering jobs are being lost overseasg
• Reduced production of US engineers– due to lack of interest?– due to lack of interest?– due to lack of careers opportunities?
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The World is Spiky - PatentsThe World is Spiky Patents
The Atlantic Monthly, October 2005
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Scientific Citations
The Atlantic Monthly, October 2005
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Where is the New Science in Corporate R&D?
Science, Vol 314, 8 December 2006, 1547
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Characteristics of Non-fungible, On-shored Jobs
• Very high value-added contributions• Idea generatorsg• Define problems within the context of
the local societythe local society
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U.S. Goals for GraduatesEducating the Engineer of 2020
• Technically Proficient• Broadly EducatedBroadly Educated• Think of Themselves as Global Citizens
C b L d i B i d P bli• Can be Leaders in Business and Public Service
• Ethically Grounded
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GT Strategic PlanGT Strategic Plan
Georgia Tech will define the technological research university of the 21st century and educate the leaders of a technologically
driven world.
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So, what are we doing to educate these leaders?
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1 f bi ti f ll l l• 1 year of a combination of college level mathematics and basic sciences
• 1½ years of engineering topics, consisting of engineering sciences and engineering design
• A general education component g p• A curriculum culminating in a major
design experiencedesign experience
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ME RequirementsME Requirements
Chemistry Calculus DifferentialChemistry, Calculus, Differential Equations, Linear Algebra, Physics, English Humanities Social ScienceEnglish, Humanities, Social Science, Electrical Engineering, Materials Engineering Ethics StatisticsEngineering, Ethics, Statistics, Economics, Engineering Economics, Computing History WellnessComputing, History, Wellness
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ME RequirementsME Requirements
Engineering Graphics, Computing, Dynamics, Design, Mechanics, DefBods, y , g , , ,Fluids, Thermodynamics, Heat Transfer, Controls, Machine Design, Thermal , g ,Design, Experimental Methods Lab, Systems Lab, Manufacturing, Capstone y , g, pDesign…
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Educational ExperienceEducational Experience
• Over-loaded with (technical) courses• Over-loaded with (technical) courses– Average time to graduate 4.5+ years– Hold-over from quarter-system– Hold-over from quarter-system
• No time to explore without delaying graduationgraduation– Personal interests (sleep)– MinorsMinors– Double majors– Junior year abroadJu o yea ab oad
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Five Minute University
Father Guido SarducciFather Guido Sarduccihttp://www.youtube.com/watch?v=kO8x8eoU3L4
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ME Five Minute UniversityME Five Minute University
• MechanicsMechanics– Free-body diagram
Fluids• Fluids– Bernoulli
• Thermodynamics– Control volume
• Dynamics– Rotation about a fixed axis
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Technological leaders are produced in spite of what we do
Students somehow find the time
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Today’s Engineering EducationToday s Engineering Education
• 21st century students• 20th century curriculum20 century curriculum• 19th century institutions
• Changes one grave at a time• Hasn’t changed much in 100 years
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What Should We Do?What Should We Do?
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Nothing things are fineNothing, things are fine
• Engineers are valuable because they• Engineers are valuable because they know how to think.– Set up problemsSet up problems– Solve problems
• We teach students how to thinkWe teach students how to think.• It works: 25% of S&P 500 CEOs have
an UG degree in engineeringan UG degree in engineering.– But, what are their advanced degrees in?
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Things aren’t fineThings aren t fine
W ’t ti t t• We can’t continue to create commoditized, plug-and-play graduates
h il l d b lwho are easily replaced by lower-wage, overseas engineers.
• We can teach thinking in better ways.
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New Paradigm NeededNew Paradigm Needed
Liberal Engineering
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Charles William EliotProfessor at Harvard & MIT
President of Harvard
“The student in a polytechnic school has a practical end constantly in view Thispractical end constantly in view….This practical end should never be lost sight of by student or teacher in a polytechnicby student or teacher in a polytechnic school, and should seldom be thought of or alluded to in a college ” (1869)or alluded to in a college.” (1869)
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J.S. CoonP f f M h i l E i iProfessor of Mechanical Engineering
“It will be conceded that it is not sufficient for a course in engineering to turn out technical experts, if it can hope to do even this. But it must do much more; it must turn out menmust do much more; it must turn out men. While the schedule of subjects in this course does not indicate it, it is the prime object to send out young men to engage in the commercial work of the world with high ideals, and a keen sense of moral responsibility Goodand a keen sense of moral responsibility. Good character is of more importance to the young engineer than engineering ability.”
GST Catalog 1906-07
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J.S. CoonProfessor of Mechanical Engineering
“The purpose of a course in engineering is not so much in the line of imparting p gfacts and information as it is to enable the student to form the habit of logical greasoning, to depend upon his own resources, to draw correct conclusions ,from given premises--in short, to think.”
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Charles VestPresident of MIT
“Making universities and engineering schools exciting, creative, adventurous, g, , ,rigorous, demanding, and empowering milieus is more important than specifying p p y gcurricular details.” (2007)
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What is Liberal Engineering?What is Liberal Engineering?
A liberal education prepares students for lives that go beyond short-term, practical g y , pproblem solving. It leaves them with critical skills and interests in the larger gproblems of living in society.
Source: a Harvard undergraduate
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Why do we need it?Why do we need it?
• To keep engineering relevant– to studentsto students– to employers– to the worldto the world
• Responds to societal needs
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What have others done?What have others done?
• DartmouthDartmouth– A.B. (engineering science) – not accredited – B.E. (engineering science) – one more year, ( g g ) y
accredited• Harvard
– A.B. (engineering science) – not accredited– S.B. (engineering science) – accredited
WPI• WPI– B.A. (liberal and engineering studies)
Not accredited– Not accredited
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Open Engineering DegreesOpen Engineering Degrees
• CornellCornell– Independent Major
Not accredited– Not accredited• MIT
C– Course 2A– ABET accredited– S.B. in Engineering
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COE Strategic PlanCOE Strategic Plan
E l ti i tiExplore creating a new, innovative, rigorous and flexible bachelor’s degree
th t ill f d ti fthat will serve as a foundation for advanced study in professions other than,
d i l di i iand including, engineering.
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Proposed Mission ShiftProposed Mission Shift
Produce leaders of a technologically driven world by producing a liberally educated and technologically literate
population.
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Desired Characteristics of GT GraduatesDesired Characteristics of GT Graduates
Broad range of nderstanding and kno ledge• Broad range of understanding and knowledge– Liberal arts
Technical arts– Technical arts• Problem identification and solving skills
– Define problems within societal contextsDefine problems within societal contexts– Develop multiple solutions
• Decision making skillsDecision making skills• Leadership skills
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Desired Characteristics of GT GraduatesDesired Characteristics of GT Graduates
• Operates in global environmentU d t d i i i l b l t t– Understands engineering in a global context
– Knows foreign languages and cultures• Prepared for career changesPrepared for career changes
– Self-learner (life-long learner)– College is just the beginning
• Ideas person– Symbol manipulator
I d d t thi k• Independent thinker• Innovative, Entrepreneurial, Commercially
savvysavvy
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Operate at ExtremesOperate at Extremes
• Nano FemtoNano, Femto• National, global
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Operate at FrontiersOperate at Frontiers
BioMacroEnergy
E i tInfoNano
EnvironmentHealth Care
ManufacturingBio-based MaterialsBiomimetics g
CommunicationsLogistics
Personalized, PredictiveMedicine
Synthetic BiologySynthetic BiologyBiofuels
Charles Vest
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Technologically Literate PopulationTechnologically Literate Population• Informed decisions on technical matters –
balanced views– Political – Personal
Business– Business• Examples
– Frankenfoods– Nanotechnology
or
gy
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Educational PhilosophyEducational Philosophy• Attract larger numbers of diverse students• Undergraduate education
– Technical literacy– Liberal education– Exposure
• Graduate education– In-depth technical understanding
P f i l ti– Professional practice– Life-long process– Required for future success– Required for future success
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Undergraduate EducationUndergraduate Education
• Mass customization, rather than mass ,production
• Flexible degrees– Accredited– Non-accredited– Create your own
• Multiple paths– Multiple entry points– Multiple graduation points
Self paced and self directed– Self-paced and self-directed
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Flexible CurriculumFlexible Curriculum• Options
– Traditional majors– Allow for student interests
Explore various “majors”– Explore various “majors”– Create your own “majors”– Easy to change “majors”y g j
• Time available to explore other pursuits• International experience
– Semester or year overseas• Foreign language competency
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Increase Technological LiteracyIncrease Technological Literacy
• GT attracts very smart studentsGT attracts very smart students• Increasing numbers are not engineering
majorsmajors• Many don’t have the mathematics and
science background needed to enterscience background needed to enter engineering immediatelyW d b f• We need to attract greater numbers of students to technology
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Teaching Technological Literacy• Take in smart students
Teaching Technological Literacy
– Show the necessity for technological literacy for every career
• Teach them the material– Preliminary material (pre-calc, basic y (p
science)– Engineering
• Minors, such as Eng & Mgt, don’t address this issue
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New Undergraduate TriviumNew Undergraduate Trivium
• Basic knowledge• Engineering knowledgeEngineering knowledge• Liberal knowledge
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Basic KnowledgeBasic Knowledge
• Mathematics• Science• Written and oral communication• Leadership• Leadership• Humanities• Social Science• Wellness☺☺
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Engineering Knowledgeg g g
• Common COE Core Courses – Design– Systems modeling and dynamics– Mechanics and materials– Thermodynamics and fluidsy– Computing– Etc.Etc.
• Taken early enough, ABET requirements can still be metrequirements can still be met
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Liberal KnowledgeLiberal Knowledge
• Management • Public Policy y• Modern Languages• International Affairs• International Affairs• Science, Technology and Society• Economics• Etc.
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ImplementationImplementation
• Four-hour classesFour hour classes– Fewer classes– Deeper level of understandingDeeper level of understanding
• Team taught - integrated coursesUnified rather than specialized– Unified, rather than specialized, fragmented, seemingly unrelated
Experiential learning• Experiential learning– Engineering is observation-based and
hands onhands-on
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Departmental EraDepartmental Era
Di h t i th A d• Dichotomy in the Academy• Undergraduate education
– Disciplinary– Book learning
• Graduate education– Trans-disciplinaryTrans disciplinary– Experiential learning
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Post Departmental EraPost-Departmental Era
“U it ” i th A d• “Unity” in the Academy• Undergraduate education
– Trans-disciplinary, experiential learning• Graduate education
– Trans-disciplinary, experiential learning
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Quo Vadis Engineering Education?Quo Vadis Engineering Education?
• Recognition of need to change – Time for evolutionary changes has passed– What will my children do for jobs?
• Revolutionary change needed
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Quo Vadis Undergraduate Engineering Education?Engineering Education?
Liberal Engineering
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Thank you for yourThank you for your attentionattention
Questions?