Liberal Education in Twenty-First Century Engineering : Responses to ABET/EC 2000 Criteria

David F. Ollis

ISBN 10: 0820449245 / ISBN 13: 9780820449241

Published by Peter Lang, Peter Lang, 2004

About this Item

Druck auf Anfrage Neuware - Printed after ordering - Twenty-first century engineering education must meet radically revised national accreditation standards, known colloquially as EC2000. This book shows paths forward for all faculty involved in the 'liberal education' of engineering undergraduates. Beginning with an exhortation for liberal education, it includes the EC2000 criteria and its historical origin, as well as example institutional and individual responses to these criteria - which include topics in communication, ethics and professional responsibility, contemporary issues, art and aesthetics, and the integration of engineering and the humanities. The variety of curricular responses presented indicate that this is a formative - perhaps even revolutionary - period in engineering education.

Seller Inventory # 9780820449241

Bibliographic Details

• Title: Liberal Education in Twenty-First Century Engineering : Responses to ABET/EC 2000 Criteria
• Publisher: Peter Lang, Peter Lang
• Publication Date: 2004
• Language: English
• ISBN 10: 0820449245
• ISBN 13: 9780820449241
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 225W x 150H x 21D millimeters 225 millimeters width by 150 millimeters height by 21 millimeters depth
• Weight: 541 grams

About this title

Synopsis

Twenty-first century engineering education must meet radically revised national accreditation standards, known colloquially as EC2000. This book shows paths forward for all faculty involved in the «liberal education» of engineering undergraduates. Beginning with an exhortation for liberal education, it includes the EC2000 criteria and its historical origin, as well as example institutional and individual responses to these criteria – which include topics in communication, ethics and professional responsibility, contemporary issues, art and aesthetics, and the integration of engineering and the humanities. The variety of curricular responses presented indicate that this is a formative – perhaps even revolutionary – period in engineering education.

About the Author

The Editors: David F. Ollis, Distinguished Professor of Chemical Engineering at North Carolina State University, is a past program chair and division chair of the Liberal Education Division (LED) of the American Society for Engineering Education (ASEE).
Kathryn A. Neeley, Associate Professor of Technology, Communication and Culture at the School of Engineering, University of Virginia, is past chair of both LED/ASEE and the Humanities and Technology Association, and author of Mary Somerville: Science, Illumination, and the Female Mind (2001).
Heinz C. Luegenbiehl, Head of Humanities and Social Sciences, and Professor of Philosophy and Technology Studies at Rose-Hulman Institute of Technology in Terre Haute, Indiana, is a former chair of LED/ASEE and vice president of the Humanities and Technology Association, and has held various visiting professorships, most recently at Kanazawa Institute of Technology in Japan.