21st Century Engineer, What Are the Characteristics?

Transcription

1 Can We Engineer The Perfect Engineer? Susan Hassler Editor-in-Chief IEEE Spectrum Magazine 19 June 2004

2 What Are the Characteristics of a 21 st Century Engineer? US National Science Foundation They need to know about terascale, nanoscale, complexity, cognition, and holism. They need to be astute makers, trusted innovators, agents of change, master integrators, enterprise enablers, technology stewards, and knowledge handlers. They will need more than first-rate technical and scientific skills. They need to embrace complex systems and the issues they present, and reach the right decisions about how huge amounts of time, money, people, knowledge, and technology are tasked to a common end.

3 What Are the Characteristics of a 21 st Century Engineer? The Accreditation Board for Engineering and Technology (ABET) an ability to apply knowledge of mathematics, science, and engineering; an ability to design and conduct experiments, as well as to analyze and interpret data; an ability to design a system or process to meet desired needs; an ability to function on multidisciplinary teams; an ability to identify, formulate, and solve engineering problems; an understanding of professional and ethical responsibility; an ability to communicate effectively; the broad education necessary to understand the impact of engineering solutions in a global/societal context; a recognition of the need for and an ability to engage in lifelong learning; an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

4 What Are the Characteristics of a 21 st Century Engineer? ASEE Engineering Deans Council and the National Research Council Study, Engineering Education, Designing an Adaptive System (1995) Leadership (an ability to develop and demonstrate it); An understanding and appreciation of diversity and pluralism; A commitment to quality, timeliness, and continuous improvement; Experience in undergraduate research and engineering practice.

5 These Engineers Would Do Well At Whatever They Turned To 5

6 But What About the Rest of Us? A Tale of Two Surveys Survey of IEEE member engineers and IEEE student members---what Josephine Engineer thinks (IEEE Engineer/Technology Professional Web-Based Study December 2003) IEEE Spectrum Reader Panel Surveys (2004) 6

7 What helped motivate you to become an engineer/technology professional? Wanted to invent, build or design things Wanted to solve real world problems For the prestige/job/salary opportunities A family member is an engineer To have a positive influence on the environment Friends are engineers For the scholarships that were available Other 36% 32% 4 30% 28% 32% 19% 16% 22% 14% 12% 15% 7% 6% 8% % 78% 77% 80% 7 72% 7 0% 20% 40% 60% 80% 100% Students (n=403) Engineers (n=426) Total (n=827)

8 At what age did you first think about becoming a engineer/technology professional? 10 or younger 13% 13% 13% % 38% 33% 40% 39% 40% 21 or older 12% 10% 14% 0% 20% 40% 60% 80% 100% Students (n=350) Technology Professional (n=402) Total (n=752)

9 Which of the following activities prompted you to first think about becoming an engineer/technology professional? Took courses, such as math, chemistry or physics Read a book or magazine article Watched a TV show or movie Visited a science museum Attended a science or engineering fair Met an engineer Experienced a technical advancement Visited a family member's workplace Other 4 45% 37% 28% 22% 34% 27% 28% 26% 27% 23% 3 27% 25% 28% 23% 26% 20% 16% 15% 16% 17% 20% 13% 6 58% 64% 0% 20% 40% 60% 80% 100% Students (n=393) Technology Professional (n=415) Total (n=808)

10 What courses first made you think about pursuing a technology career? Physics Mathematics 76% 79% 73% 72% 74% 70% Computer Science 30% 40% 49% Chemistry 17% 22% 28% Biology Other 8% 10% 5% 7% 6% 7% 0% 20% 40% 60% 80% 100% Students (n=248) Technology Professional (n=236) Total (n=484) Indicates a statistically higher percentage * Base = Those who took courses that prompted engineering interest

11 Who, if anyone, encouraged you to pursue a technology career? Family member Teacher Friend Engineer/Technical Professional Mentor Fictitious character (from a book or movie) Other None of these 8% 8% 7% 5% 5% 4% 6% 8% 4% 20% 16% 24% 18% 17% 20% 14% 14% 14% 43% 4 45% 64% 62% 67% 0% 20% 40% 60% 80% 100% Students (n=391) Technology Professional (n=419) Total (n=810) Indicates a statistically higher percentage * Base = Those who took courses that prompted engineering interest

12 Besides standard engineering courses, what courses should be emphasized the MOST in order for to prepare undergraduate and graduate students to work as engineers/technology professionals today? M athematics Ranked #1 5 50% 53% Physical sciences (Physics, Chemistry, etc.) 25% 27% 23% Business/ M anagement courses 10% 1 9% Interdisciplinary courses, such as nanotechnology and biotechnology 5% 3% 6% Communications courses 2% 4% Industrial proces courses 2% 3% 2% Liberal arts courses, such as phiosophy or psychology 2% Life sciences (Biology, etc.) Other 7% 1 16% 0% 20% 40% 60% Students Technical Professionals Total Indicates a statistically higher percentage *Base sizes vary

13 In general, what skills do undergraduate and graduate students need the MOST to be prepared to work as engineers/technology professionals today Ranked #1 35% Computer/Information Technology skills 33% 38% Communications skills Computational skills Modeling/Simulation skills Ability to understand how processes w ork in industrial settings 19% 23% 14% 15% 14% 15% 14% 12% 16% 13% 13% 12% Business/Management skills 2% 3% 2% Other 9% 14% 19% 0% 20% 40% 60% Indicates a statistically higher percentage *Base sizes vary Students Technical Professionals Total 13

14 What do you feel is the MOST rewarding aspect of being an engineer/technology professional? Designing, building or influencing new technologies Managing projects and programs Working with coworkers from diverse backgrounds Salary Working with customers Administrative or managerial tasks Social Status Reporting on projects Regulatory and compliance procedures Other 10% 12% 7% 6% 6% 6% 3% 3% 4% 3% 4% 2% 0% 5% 6% 4% 7 67% 75% 0% 20% 40% 60% 80% 100% Students (n=397) Technology Professional (n=423) Total (n=820) Indicates a statistically higher percentage * Base = Those who took courses that prompted engineering interest 14

15 What do you feel is the LEAST rewarding aspect of being an engineer/technology professional? Administrative or managerial tasks Regulatory and compliance procedures Social Status Salary Reporting on projects Working with customers Managing projects and programs Working with coworkers from diverse backgrounds Designing, building or influencing new technologies Other 3% 3% 2% 2% 2% 12% 1 13% 10% 12% 9% 9% 7% 10% 6% 10% 9% 1 8% 20% 19% 2 30% 35% 25% 0% 20% 40% 60% 80% 100% Students (n=345) Technical Professionals (n=382) Total (n=727) Indicates a statistically higher percentage * Base = Those who took courses that prompted engineering interest 15

16 Are technology professions are more open to women and minorities today than 10 years ago? 59% 8, 9 or 10 rating 57% 6 0% 20% 40% 60% 80% 100% Students (n=366) Technical Professionals (n=387) Total (n=753) 16

17 Where do you believe industry engineers spend most of their work time? Managing systems and processes Managing people Improving existing technology Inventing new technology Learning new things 17

18 Please indicate another area in which industry engineers/technology professionals spend their time Educating others on technology Communication with others: Documenting or describing ideas/proposals, pitching or presenting ideas, and then documenting the product for use once it is created/delivered. Manuals, documentation, etc. Paperwork and reports Coordinating between functional groups. Customer discussions to solve problems. Helping colleagues to understand engineering. Exchanging ideas. Training newer engineers. Planning and budgeting. Project management/fire fighting Maintenance/Quality control Dealing with company politics. Re-learning old skills applied in a different way. Attending meetings and more meetings which have no practical utility except for preparing Minutes of meeting.

19 Does your current job title or job description contain the words electrical engineer? Yes 23.4% NO 76.6% 19

20 Most Job Titles Are About Managing, Directing, Leading Product Manager/Program Manager Senior Advisory Engineer Analysis Director of Energy Markets President Sr. Principal Systems Engineer University Lecturer Customer Engineering Engineer Technology Programs Director Director Environmental Affairs Director, Intelligent Technologies Chief Scientist Director New Business Development Senior Research Engineer Software Engineer/Developer Deputy Director Principal Consultant Distinguished Technologist Director of IT Services Business Development Manager Distribution Design Engineer Executive Vice President Professor and Dean VP, Strategic Development

21 More Than One Type of Perfect Engineer? Most engineers/technology professional will not end up being intellectuals or inventors There is a disconnect between what is emphasized and what most engineers end up doing rank and file and students don t see this (IEEE Fellows saw things differently) College is too late, teaching engineers to be good multicultural citizens and ethical people begins in grammar school (FIRST) Diversifying the student body is not just a good thing to do it is the smart thing to do. Should undergraduate engineering be broadened (followed by graduate specialty training (as in law/medicine)? 21

22 A Measure of Excellence Too often universities define academic excellence in terms of the things they provide for students. They refer to award-winning faculty, to the number of volumes in their libraries, to faculty/student ratios or to the dollars they devote to the academic mission. These and other factors are certainly indications of how serious universities are in creating an excellent academic environment. However, the real measure of academic excellence can be found in a university s alumni and how they live their lives. A university that is academically excellent produces graduates who are intellectually capable and curious, who are humane and respectful of other people, who are people of integrity and character, and who succeed not only in elevating their own lives but also the lives of those around them William Gordon, Wake Forest College Provost