June 23, 2010, 7:00 am
…goes to Robert Grondin of Arizona State University Polytechnic Campus, who made this remark in his talk in the Liberal Education for 21st Century Engineering session:
We do projects at the beginning of the course, because projects are fun, and we want to fool students into thinking that engineering is fun.
This was apropos of how engineering curricula usually incorporate projects — either at the beginning of the curricula via a freshman design course, or at the end via a senior design course, or both. But you can pretty much substitute any discipline and get the way we often think about how projects fit into the curriculum, right?
Prof. Grondin, on the other hand, has designed a generic Engineering degree — not Mechanical Engineering, Electrical Engineering, or whatnot… just Engineering — for ASU Polytechnic that requires only 20 hours of engineering coursework beyond the…
June 22, 2010, 7:42 pm
Yesterday at the ASEE conference, I attended mostly sessions run by the Liberal Education Division. Today I gravitated toward the Mathematics Division, which is sort of an MAA-within-the-ASEE. In fact, I recognized several faces from past MAA meetings. I would like to say that the outcome of attending these talks has been all positive. Unfortunately it’s not. I should probably explain.
The general impression from the talks I attended is that the discussions, arguments, and crises that the engineering math community is dealing with are exactly the ones that the college mathematics community in general, and the MAA in particular, were having — in 1995. Back then, mathematics instructors were asking questions such as:
- Now that there’s relatively inexpensive technology that will do things like plot graphs and take derivatives, what are we supposed to teach now?
- Won’t all that technology…
June 21, 2010, 6:21 pm
I’m currently at the American Society for Engineering Education conference and symposium in Louisville. There is a lot to process as I attend sessions on student learning, technological literacy, liberal education, and so on, all from the perspective of engineers and engineering educators. There is an entire division (a sort of special interest group) within the ASEE for Liberal Education, and I attended one of their paper sessions this afternoon.
Engineers have a quite different perspective on liberal education than those in “liberal arts” disciplines (by which we usually mean social sciences, arts, humanities) and those of us math/science people working in liberal arts colleges, but surprisingly — at least for the engineers I hung out with in the session — the two conceptions largely agree. We all conceive of liberal education as education that integrates multiple perspectives into …