Educating Generation Net—Can U.S. Engineering Woo and Win the Competition for Talent?
Identifieur interne : 000428 ( Istex/Corpus ); précédent : 000427; suivant : 000429Educating Generation Net—Can U.S. Engineering Woo and Win the Competition for Talent?
Auteurs : Daryl Chubin ; Krista Donaldson ; Barbara Olds ; Lorraine FlemingSource :
- Journal of Engineering Education [ 1069-4730 ] ; 2008-07.
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Abstract
U.S. engineering education needs to evolve if the country is to maintain its preeminence in science, technology, engineering, and mathematics fields. This paper, building on both national engineering student data and findings from the Academic Pathways Study, conjectures and reports on analyses of what matters to future generations of engineers. The paper compares the current generation of college students, Generation Net, with previous generations, explores motivations and choices along the engineering pathway (pre‐college to the workforce), examines students' knowledge and skills relative to faculty practices, and concludes with three scenarios of engineering education and the workforce, including the consequences of stasis or change.
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DOI: 10.1002/j.2168-9830.2008.tb00977.x
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This paper, building on both national engineering student data and findings from the Academic Pathways Study, conjectures and reports on analyses of what matters to future generations of engineers. The paper compares the current generation of college students, Generation Net, with previous generations, explores motivations and choices along the engineering pathway (pre‐college to the workforce), examines students' knowledge and skills relative to faculty practices, and concludes with three scenarios of engineering education and the workforce, including the consequences of stasis or change.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Daryl Chubin</name><affiliations><json:string>Center for Advancing Science and Engineering Capacity American Association for the Advancement of Science</json:string><json:string>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</json:string><json:string>E-mail: dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</json:string></affiliations></json:item><json:item><name>Krista Donaldson</name><affiliations><json:string>Department of Mechanical Engineering Stanford University</json:string><json:string>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</json:string><json:string>E-mail: dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</json:string></affiliations></json:item><json:item><name>Barbara Olds</name><affiliations><json:string>The Trefny Institute for Engineering Innovation Colorado School of Mines</json:string><json:string>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</json:string><json:string>E-mail: dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</json:string></affiliations></json:item><json:item><name>Lorraine Fleming</name><affiliations><json:string>Department of Civil Engineering Howard University</json:string><json:string>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</json:string><json:string>E-mail: dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>Gen Net</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>recruitment</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>workforce</value></json:item></subject><articleId><json:string>JEE977</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>article</json:string></originalGenre><abstract>U.S. engineering education needs to evolve if the country is to maintain its preeminence in science, technology, engineering, and mathematics fields. 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Chubin is founding director, beginning August 2004, of the AAAS Center for Advancing Science & Engineering Capacity (www.aaascapacity.org) at the American Association for the Advancement of Science in Washington, DC. His career spans 35 years in the academic, federal, and nonprofit sectors. He is the author of eight books and numerous policy reports and articles on science policy, education policy and evaluation, and careers and workforce development in science and engineering. Among his honors are: AAAS Fellow, Fellow of the Association for Women in Science, co‐recipient of the American Society for Engineering Education Wickenden Award, QEM/MSE 2006 Giant of Science, and Sigma Xi Distinguished Lecturer 2007–2009.</note><affiliation>Daryl E. Chubin is founding director, beginning August 2004, of the AAAS Center for Advancing Science & Engineering Capacity (www.aaascapacity.org) at the American Association for the Advancement of Science in Washington, DC. His career spans 35 years in the academic, federal, and nonprofit sectors. He is the author of eight books and numerous policy reports and articles on science policy, education policy and evaluation, and careers and workforce development in science and engineering. Among his honors are: AAAS Fellow, Fellow of the Association for Women in Science, co‐recipient of the American Society for Engineering Education Wickenden Award, QEM/MSE 2006 Giant of Science, and Sigma Xi Distinguished Lecturer 2007–2009.</affiliation><affiliation>Center for Advancing Science and Engineering Capacity American Association for the Advancement of Science</affiliation><affiliation>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</affiliation></author><author xml:id="author-2"><persName><forename type="first">Krista</forename><surname>Donaldson</surname></persName><email>dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</email><note type="biography">Krista Donaldson is a research associate with the Academic Pathways Study (under the Center for the Advancement of Engineering Education) at Stanford University. Prior to returning to Stanford, she was an American Association for the Advancement of Science (AAAS) Diplomacy Fellow at the U.S. Department of State, where she handled reconstruction of Iraq's electricity sector. She received her Ph.D. from Stanford in mechanical engineering and design; her research focused on product development to promote economic growth in less industrialized economies. Krista has taught at Kenyatta University (Kenya and the University of Cape Town (South Africa), and worked as an engineer and designer at IDEO in Palo Alto, California, and KickStart in Nairobi, Kenya. She is the author of the Engineering Student Survival Guide, now in its third edition.</note><affiliation>Krista Donaldson is a research associate with the Academic Pathways Study (under the Center for the Advancement of Engineering Education) at Stanford University. Prior to returning to Stanford, she was an American Association for the Advancement of Science (AAAS) Diplomacy Fellow at the U.S. Department of State, where she handled reconstruction of Iraq's electricity sector. She received her Ph.D. from Stanford in mechanical engineering and design; her research focused on product development to promote economic growth in less industrialized economies. Krista has taught at Kenyatta University (Kenya and the University of Cape Town (South Africa), and worked as an engineer and designer at IDEO in Palo Alto, California, and KickStart in Nairobi, Kenya. She is the author of the Engineering Student Survival Guide, now in its third edition.</affiliation><affiliation>Department of Mechanical Engineering Stanford University</affiliation><affiliation>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</affiliation></author><author xml:id="author-3"><persName><forename type="first">Barbara</forename><surname>Olds</surname></persName><email>dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</email><note type="biography">Barbara M. Olds is associate provost for Educational Innovation and professor of Liberal Arts and International Studies at the Colorado School of Mines. She recently returned to Colorado after spending three years at the National Science Foundation where she served as the division director for the Division of Research, Evaluation and Communication (REC) in the Education and Human Resources Directorate. Barbara is a fellow of the American Society for Engineering Education (ASEE), currently serves as the chair of the International Advisory Committee of ASEE and on the Advisory Committee for NSF's Office of International Science and Engineering, and was a Fulbright lecturer/researcher in Sweden.</note><affiliation>Barbara M. Olds is associate provost for Educational Innovation and professor of Liberal Arts and International Studies at the Colorado School of Mines. She recently returned to Colorado after spending three years at the National Science Foundation where she served as the division director for the Division of Research, Evaluation and Communication (REC) in the Education and Human Resources Directorate. Barbara is a fellow of the American Society for Engineering Education (ASEE), currently serves as the chair of the International Advisory Committee of ASEE and on the Advisory Committee for NSF's Office of International Science and Engineering, and was a Fulbright lecturer/researcher in Sweden.</affiliation><affiliation>The Trefny Institute for Engineering Innovation Colorado School of Mines</affiliation><affiliation>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</affiliation></author><author xml:id="author-4"><persName><forename type="first">Lorraine</forename><surname>Fleming</surname></persName><email>dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</email><note type="biography">Lorraine N. Fleming, Ph.D. is a professor and former chair of Department of Civil Engineering at Howard University. As Co‐Principal Investigator of the Center for the Advancement of Engineering Education, she led the structured interviews segment of the Academic Pathways Study. Her 25‐year career as an engineering educator has earned her many honors including 2006 Carnegie Scholar, QEM/MSA Exemplary Program Award and the 2008 Engineering Educator of the Year Award bestowed by National Society of Black Engineers.</note><affiliation>Lorraine N. Fleming, Ph.D. is a professor and former chair of Department of Civil Engineering at Howard University. As Co‐Principal Investigator of the Center for the Advancement of Engineering Education, she led the structured interviews segment of the Academic Pathways Study. Her 25‐year career as an engineering educator has earned her many honors including 2006 Carnegie Scholar, QEM/MSA Exemplary Program Award and the 2008 Engineering Educator of the Year Award bestowed by National Society of Black Engineers.</affiliation><affiliation>Department of Civil Engineering Howard University</affiliation><affiliation>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</affiliation></author></analytic><monogr><title level="j">Journal of Engineering Education</title><idno type="pISSN">1069-4730</idno><idno type="eISSN">2168-9830</idno><idno type="DOI">10.1002/(ISSN)2168-9830</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="2008-07"></date><biblScope unit="volume">97</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="245">245</biblScope><biblScope unit="page" to="257">257</biblScope></imprint></monogr><idno type="istex">0AA6D03BA5512A00F008243450B3352CA64747E8</idno><idno type="DOI">10.1002/j.2168-9830.2008.tb00977.x</idno><idno type="ArticleID">JEE977</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2008</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>U.S. engineering education needs to evolve if the country is to maintain its preeminence in science, technology, engineering, and mathematics fields. This paper, building on both national engineering student data and findings from the Academic Pathways Study, conjectures and reports on analyses of what matters to future generations of engineers. The paper compares the current generation of college students, Generation Net, with previous generations, explores motivations and choices along the engineering pathway (pre‐college to the workforce), examines students' knowledge and skills relative to faculty practices, and concludes with three scenarios of engineering education and the workforce, including the consequences of stasis or change.</p></abstract><textClass xml:lang="en"><keywords scheme="keyword"><list><head>keywords</head><item><term>Gen Net</term></item><item><term>recruitment</term></item><item><term>workforce</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2008-07">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><original>false</original><mimetype>text/plain</mimetype><extension>txt</extension><uri>https://api.istex.fr/document/0AA6D03BA5512A00F008243450B3352CA64747E8/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>Blackwell Publishing Ltd</publisherName><publisherLoc>Oxford, UK</publisherLoc></publisherInfo><doi origin="wiley" registered="yes">10.1002/(ISSN)2168-9830</doi><issn type="print">1069-4730</issn><issn type="electronic">2168-9830</issn><idGroup><id type="product" value="JEE"></id><id type="publisherDivision" value="ST"></id></idGroup><titleGroup><title type="main" sort="JOURNAL OF ENGINEERING EDUCATION">Journal of Engineering Education</title></titleGroup></publicationMeta><publicationMeta level="part" position="07103"><doi origin="wiley">10.1002/jee.2008.97.issue-3</doi><numberingGroup><numbering type="journalVolume" number="97">97</numbering><numbering type="journalIssue" number="3">3</numbering></numberingGroup><coverDate startDate="2008-07">July 2008</coverDate></publicationMeta><publicationMeta level="unit" type="article" position="7" status="forIssue"><doi origin="wiley">10.1002/j.2168-9830.2008.tb00977.x</doi><idGroup><id type="unit" value="JEE977"></id></idGroup><countGroup><count type="pageTotal" number="13"></count></countGroup><titleGroup><title type="tocHeading1">Original Article</title></titleGroup><copyright>2008 American Society for Engineering Education</copyright><eventGroup><event type="xmlConverted" agent="Converter:BPG_TO_WML3G version:3.1.8 mode:FullText" date="2012-10-03"></event><event type="firstOnline" date="2013-01-02"></event><event type="publishedOnlineFinalForm" date="2013-01-02"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-30"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.1.7 mode:FullText,remove_FC" date="2014-10-30"></event></eventGroup><numberingGroup><numbering type="pageFirst" number="245">245</numbering><numbering type="pageLast" number="257">257</numbering></numberingGroup><correspondenceTo><lineatedText><line>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: <email>dchubin@aaas.org</email>.</line><line>Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: <email>kmd@stanford.edu</email>.</line><line>Colorado School of Mines, Golden, CO 80401; e‐mail: <email>barbara.olds@is.mines.edu</email>.</line><line>Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: <email>lorraine.fleming@gmail.com</email>.</line></lineatedText></correspondenceTo><linkGroup><link type="toTypesetVersion" href="file:JEE.JEE977.pdf"></link></linkGroup></publicationMeta><contentMeta><countGroup><count type="referenceTotal" number="78"></count><count type="linksCrossRef" number="12"></count></countGroup><titleGroup><title type="main">Educating Generation Net—Can U.S. Engineering Woo and Win the Competition for Talent?</title></titleGroup><creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#a1" noteRef="#fn1" corresponding="yes"><personName><givenNames>Daryl</givenNames><familyName>Chubin</familyName></personName></creator><creator creatorRole="author" xml:id="cr2" affiliationRef="#a2" noteRef="#fn2" corresponding="yes"><personName><givenNames>Krista</givenNames><familyName>Donaldson</familyName></personName></creator><creator creatorRole="author" xml:id="cr3" affiliationRef="#a3" noteRef="#fn3" corresponding="yes"><personName><givenNames>Barbara</givenNames><familyName>Olds</familyName></personName></creator><creator creatorRole="author" xml:id="cr4" affiliationRef="#a4" noteRef="#fn4" corresponding="yes"><personName><givenNames>Lorraine</givenNames><familyName>Fleming</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="a1"><unparsedAffiliation>Center for Advancing Science and Engineering Capacity American Association for the Advancement of Science</unparsedAffiliation></affiliation><affiliation xml:id="a2"><unparsedAffiliation>Department of Mechanical Engineering Stanford University</unparsedAffiliation></affiliation><affiliation xml:id="a3" countryCode="US"><unparsedAffiliation>The Trefny Institute for Engineering Innovation Colorado School of Mines</unparsedAffiliation></affiliation><affiliation xml:id="a4"><unparsedAffiliation>Department of Civil Engineering Howard University</unparsedAffiliation></affiliation></affiliationGroup><keywordGroup xml:lang="en"><keyword xml:id="k1">Gen Net</keyword><keyword xml:id="k2">recruitment</keyword><keyword xml:id="k3">workforce</keyword></keywordGroup><abstractGroup><abstract type="main" xml:lang="en"><title type="main">Abstract</title><p>U.S. engineering education needs to evolve if the country is to maintain its preeminence in science, technology, engineering, and mathematics fields. This paper, building on both national engineering student data and findings from the Academic Pathways Study, conjectures and reports on analyses of what matters to future generations of engineers. The paper compares the current generation of college students, Generation Net, with previous generations, explores motivations and choices along the engineering pathway (pre‐college to the workforce), examines students' knowledge and skills relative to faculty practices, and concludes with three scenarios of engineering education and the workforce, including the consequences of stasis or change.</p></abstract></abstractGroup></contentMeta><noteGroup><note xml:id="fn1"><p>Daryl E. Chubin is founding director, beginning August 2004, of the AAAS Center for Advancing Science & Engineering Capacity (www.aaascapacity.org) at the American Association for the Advancement of Science in Washington, DC. His career spans 35 years in the academic, federal, and nonprofit sectors. He is the author of eight books and numerous policy reports and articles on science policy, education policy and evaluation, and careers and workforce development in science and engineering. Among his honors are: AAAS Fellow, Fellow of the Association for Women in Science, co‐recipient of the American Society for Engineering Education Wickenden Award, QEM/MSE 2006 Giant of Science, and Sigma Xi Distinguished Lecturer 2007–2009.</p></note><note xml:id="fn2"><p>Krista Donaldson is a research associate with the Academic Pathways Study (under the Center for the Advancement of Engineering Education) at Stanford University. Prior to returning to Stanford, she was an American Association for the Advancement of Science (AAAS) Diplomacy Fellow at the U.S. Department of State, where she handled reconstruction of Iraq's electricity sector. She received her Ph.D. from Stanford in mechanical engineering and design; her research focused on product development to promote economic growth in less industrialized economies. Krista has taught at Kenyatta University (Kenya and the University of Cape Town (South Africa), and worked as an engineer and designer at IDEO in Palo Alto, California, and KickStart in Nairobi, Kenya. She is the author of the <i>Engineering Student Survival Guide</i>, now in its third edition.</p></note><note xml:id="fn3"><p>Barbara M. Olds is associate provost for Educational Innovation and professor of Liberal Arts and International Studies at the Colorado School of Mines. She recently returned to Colorado after spending three years at the National Science Foundation where she served as the division director for the Division of Research, Evaluation and Communication (REC) in the Education and Human Resources Directorate. Barbara is a fellow of the American Society for Engineering Education (ASEE), currently serves as the chair of the International Advisory Committee of ASEE and on the Advisory Committee for NSF's Office of International Science and Engineering, and was a Fulbright lecturer/researcher in Sweden.</p></note><note xml:id="fn4"><p>Lorraine N. Fleming, Ph.D. is a professor and former chair of Department of Civil Engineering at Howard University. As Co‐Principal Investigator of the Center for the Advancement of Engineering Education, she led the structured interviews segment of the Academic Pathways Study. Her 25‐year career as an engineering educator has earned her many honors including 2006 Carnegie Scholar, QEM/MSA Exemplary Program Award and the 2008 Engineering Educator of the Year Award bestowed by National Society of Black Engineers.</p></note></noteGroup></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Educating Generation Net—Can U.S. Engineering Woo and Win the Competition for Talent?</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Educating Generation Net—Can U.S. Engineering Woo and Win the Competition for Talent?</title></titleInfo><name type="personal"><namePart type="given">Daryl</namePart><namePart type="family">Chubin</namePart><affiliation>Center for Advancing Science and Engineering Capacity American Association for the Advancement of Science</affiliation><description>Daryl E. Chubin is founding director, beginning August 2004, of the AAAS Center for Advancing Science & Engineering Capacity (www.aaascapacity.org) at the American Association for the Advancement of Science in Washington, DC. His career spans 35 years in the academic, federal, and nonprofit sectors. He is the author of eight books and numerous policy reports and articles on science policy, education policy and evaluation, and careers and workforce development in science and engineering. Among his honors are: AAAS Fellow, Fellow of the Association for Women in Science, co‐recipient of the American Society for Engineering Education Wickenden Award, QEM/MSE 2006 Giant of Science, and Sigma Xi Distinguished Lecturer 2007–2009.</description><affiliation>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</affiliation><affiliation>E-mail: dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Krista</namePart><namePart type="family">Donaldson</namePart><affiliation>Department of Mechanical Engineering Stanford University</affiliation><description>Krista Donaldson is a research associate with the Academic Pathways Study (under the Center for the Advancement of Engineering Education) at Stanford University. Prior to returning to Stanford, she was an American Association for the Advancement of Science (AAAS) Diplomacy Fellow at the U.S. Department of State, where she handled reconstruction of Iraq's electricity sector. She received her Ph.D. from Stanford in mechanical engineering and design; her research focused on product development to promote economic growth in less industrialized economies. Krista has taught at Kenyatta University (Kenya and the University of Cape Town (South Africa), and worked as an engineer and designer at IDEO in Palo Alto, California, and KickStart in Nairobi, Kenya. She is the author of the Engineering Student Survival Guide, now in its third edition.</description><affiliation>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</affiliation><affiliation>E-mail: dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Barbara</namePart><namePart type="family">Olds</namePart><affiliation>The Trefny Institute for Engineering Innovation Colorado School of Mines</affiliation><description>Barbara M. Olds is associate provost for Educational Innovation and professor of Liberal Arts and International Studies at the Colorado School of Mines. She recently returned to Colorado after spending three years at the National Science Foundation where she served as the division director for the Division of Research, Evaluation and Communication (REC) in the Education and Human Resources Directorate. Barbara is a fellow of the American Society for Engineering Education (ASEE), currently serves as the chair of the International Advisory Committee of ASEE and on the Advisory Committee for NSF's Office of International Science and Engineering, and was a Fulbright lecturer/researcher in Sweden.</description><affiliation>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</affiliation><affiliation>E-mail: dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Lorraine</namePart><namePart type="family">Fleming</namePart><affiliation>Department of Civil Engineering Howard University</affiliation><description>Lorraine N. Fleming, Ph.D. is a professor and former chair of Department of Civil Engineering at Howard University. As Co‐Principal Investigator of the Center for the Advancement of Engineering Education, she led the structured interviews segment of the Academic Pathways Study. Her 25‐year career as an engineering educator has earned her many honors including 2006 Carnegie Scholar, QEM/MSA Exemplary Program Award and the 2008 Engineering Educator of the Year Award bestowed by National Society of Black Engineers.</description><affiliation>AAAS Capacity Center, 1200 New York Avenue, NW, Room 638, Washington, DC 20005; e‐mail: .Center for Design Research, Bldg 560, Panama Mall, Stanford University, Stanford, CA 94305; e‐mail: .Colorado School of Mines, Golden, CO 80401; e‐mail: .Department of Civil Engineering, Howard University, Washington, DC 20059; e‐mail: .</affiliation><affiliation>E-mail: dchubin@aaas.orgkmd@stanford.edubarbara.olds@is.mines.edulorraine.fleming@gmail.com</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article"></genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><place><placeTerm type="text">Oxford, UK</placeTerm></place><dateIssued encoding="w3cdtf">2008-07</dateIssued><copyrightDate encoding="w3cdtf">2008</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="references">78</extent></physicalDescription><abstract lang="en">U.S. engineering education needs to evolve if the country is to maintain its preeminence in science, technology, engineering, and mathematics fields. This paper, building on both national engineering student data and findings from the Academic Pathways Study, conjectures and reports on analyses of what matters to future generations of engineers. The paper compares the current generation of college students, Generation Net, with previous generations, explores motivations and choices along the engineering pathway (pre‐college to the workforce), examines students' knowledge and skills relative to faculty practices, and concludes with three scenarios of engineering education and the workforce, including the consequences of stasis or change.</abstract><subject lang="en"><genre>keywords</genre><topic>Gen Net</topic><topic>recruitment</topic><topic>workforce</topic></subject><relatedItem type="host"><titleInfo><title>Journal of Engineering Education</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">1069-4730</identifier><identifier type="eISSN">2168-9830</identifier><identifier type="DOI">10.1002/(ISSN)2168-9830</identifier><identifier type="PublisherID">JEE</identifier><part><date>2008</date><detail type="volume"><caption>vol.</caption><number>97</number></detail><detail type="issue"><caption>no.</caption><number>3</number></detail><extent unit="pages"><start>245</start><end>257</end><total>13</total></extent></part></relatedItem><identifier type="istex">0AA6D03BA5512A00F008243450B3352CA64747E8</identifier><identifier type="DOI">10.1002/j.2168-9830.2008.tb00977.x</identifier><identifier type="ArticleID">JEE977</identifier><accessCondition type="use and reproduction" contentType="copyright">2008 American Society for Engineering Education</accessCondition><recordInfo><recordContentSource>WILEY</recordContentSource><recordOrigin>Blackwell Publishing Ltd</recordOrigin></recordInfo></mods></metadata><enrichments><json:item><type>multicat</type><uri>https://api.istex.fr/document/0AA6D03BA5512A00F008243450B3352CA64747E8/enrichments/multicat</uri></json:item></enrichments><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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