An integrative and holistic engineering education |
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| Authors: | Joseph Bordogna Eli Fromm Edward W Ernst |
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| Institution: | (1) National Science Foundation, 4201 Wilson Boulevard, 22230 Arlington, Virginia;(2) Drexel University, 19104 Philadelphia, Pennsylvania;(3) College of Engineering, University of South Carolina, 29208 Columbia, South Carolina |
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| Abstract: | The several reports and papers of the past decade suggesting paradigm shifts in engineering education are shown to reveal a common theme, to wit: engineering is an integrative process, and thus engineering education, particularly at the baccalaureate level, should be designed toward that end. Suggesting a change in intellectual culture, the roots of contemporary collegiate education in the United States are traced to their origin and attention is given to discussing the current emphasis on reductionism vis-à-vis integration or, said another way, a course-focused education compared to a more holistic approach in which process and knowledge are woven throughout the curriculum. A new construct for systemic change in baccalaureate engineering education is suggested in terms of a taxonomy of intellectual components connected holistically with a core focus on developing human potential, as opposed to the present system in which students are passed serially through course filters.An early version of this work appeared as  Engineering education: Innovation through integration, Journal of Engineering Education 82(1): 3–8, 1993. |
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| Keywords: | Connections education engineering holistic innovation integration |
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