Abstract
This research paper describes results from an international survey of electrical and computer (ECE) educators and stakeholders about the current state and future directions of ECE education. Technological, economic, and social pressures are reshaping higher education, but there is little consensus about the future. IEEE created a Curricula and Pedagogy Committee (CPC) and charged it with forecasting the future of ECE education and to make recommendations regarding roles that IEEE will play in preparing for and crafting that future. To gather more information from members of the engineering education community, the committee conducted a global survey. Surveys were deployed in 2014 to those who (1) teach undergraduate students, (2) administer a degree program (i.e., Department Chairs), (3) serve as a top-level administrator over all engineering degree programs (i.e., Deans), and (4) work professionally in engineering. Survey items address areas including instructional strategies, instructional technologies, assessment strategies, curricula, evaluation of teaching, and preparation of graduates. With over 2100 respondents, these survey results can inform conversations about the future of ECE education. This paper focuses on responses from the over 600 academic respondents. When asked about teaching and assessing problem solving, moral/ethical reasoning, and design, respondents were most likely to teach problem solving and design. This suggests that ethics may not be getting the attention that is needed. Lecture was the most popular teaching practice employed for these three topics. Locally developed tests and instruments were used most often for assessing problem solving, design, and moral/ethical reasoning. Emphases on co-op, industry partnership, and internships tended to be relatively uniform in ranging from significant to almost none. Almost all engineering programs are presently accredited or expected to be accredited within five years. Evaluating teaching was done primarily using student evaluations but peer evaluations, self-evaluations, and administrator evaluations were also commonly used.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 122nd ASEE Annual Conference & Exposition |
| Subtitle of host publication | Making Value For Society |
| Place of Publication | United States |
| Publisher | American Society for Engineering Education |
| Pages | 1-10 |
| Number of pages | 10 |
| ISBN (Electronic) | 9780692501801 |
| Publication status | Published - 2015 |
| Event | 2015 ASEE Annual Conference and Exposition - Washington State Convention Center, Seattle, United States Duration: 14 Jun 2015 → 17 Jun 2015 https://www.asee.org/conferences-and-events/conferences/annual-conference/past-conferences/2015 (Conference website) |
Conference
| Conference | 2015 ASEE Annual Conference and Exposition |
|---|---|
| Abbreviated title | Making Value For Society |
| Country | United States |
| City | Seattle |
| Period | 14/06/15 → 17/06/15 |
| Other | The ASEE Annual Conference and Exposition is the only conference dedicated to all disciplines of engineering and engineering technology education. As the premier event of its kind, the ASEE Annual Conference and Exposition fosters an exchange of ideas, enhances teaching methods and curricula, and provides unparalleled networking opportunities for engineering and technology education stakeholders including deans, faculty members, researchers, and industry and government professionals.The conference features more than 400 technical sessions, with peer-reviewed papers spanning all disciplines of engineering education; distinguished lectures including the main plenary; award receptions and banquets; the “Greet the Stars” orientation for new ASEE members and first-time conference attendees; and the ASEE Division Mixer. The Exhibit Hall is also home to several exciting events, including the “Focus on Exhibits” Welcome Reception, Brunch, Summertime Social and Luncheon. We look forward to welcoming you to Seattle! |
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