ASEE 2011 Survey
The primary goal is to surface information about how universities worldwide define the “Future Engineer” and uncover hurdles to overcome and success factors to build-in so these ideals can be effectively and sustainably integrated into curriculum.
The secondary goal is to surface people who could help facilitate small group discussions – we hope to have a diverse profiles of universities both domestic and international as well as a diversity of experience that they would bring.
Two segments of people with demonstrated interest in education:
- Those in academia which includes heads and deans but also relevant faculty and staff
- Those outside of academia – predominantly industry
Invitation Email Text
Purdue University is hosting two sponsored sessions at the 2011 Annual ASEE conference in Vancouver to pursue a clearer understanding of how Colleges of Engineering in the US and globally are managing curriculum change implied by reports such as the US National Academy of Engineering’s 2004 “The Engineer of 2020” and 2005 “Educating the Engineer of 2020.”
The following questionnaire attempts to gather details on the nature of changes in process, as well as barriers to progress and factors of success. This information will be compiled and analyzed in a compendium to be distributed at the ASEE conference and it will provide the fuel for facilitated discussions about change management in the academy.
Section I: Participant Background
1. What is your institution’s name?
2. What is your job title?
3. Please provide contact information.
Section II: Curriculum Change
4. Is your institution engaged in a significant program of change in its curriculum (especially involving multiple departments)?
If you answered NO to 4, please skip questions 5-12
5. Please describe its primary goals or objectives
6. At what level is your institution engaged in curriculum change?
7. What is your role in the change process?
8. On a scale of 1-10 with 10 being most successful, how would you rate the effectiveness of your curriculum change?
9. What are the 3 most significant barriers that you had (or have) in the change process?
10. What are the 3 most critical success factors that you had (or have) in the change process?
11. Do you have a website or document that describes your curriculum change project/process?
12. Please supply the website URL or upload the document.
Item III: Knowledge, Skills and Abilities of a 21st Century Engineer
In the table below is a list of 20 skills and attributes that Purdue has selected as key points of focus to guide future change in our engineering curricula. Your institution may share some of these but not others, or may have entirely different ideas about what should be included.
For each item, please
a. Indicate in the second column if the item is or is not a focus for your institution
- If you answer NO, ignore the last two columns
- If you answer YES, please fill in the 3rd and 4th columns:
b. Rate the level of IMPORTANCE of the attribute to your institution
3 = High; 2 = Medium; 1 = Low
c. Rate the level of SUCCESS you feel you have had in integrating the attribute into your curricula:
3 = Complete; 2 = Moderate; 1 = None
d. Please enter any focus areas your institution has adopted that are not listed in the table,
Focus for you?
Level of IMPORTANCE
Level of SUCCESS
- Strong work ethic
- Decision making
- Managing change
- Ethical awareness
- Global competency
- Life- long learner
business, & social factors
- Strong science and math foundation
- Strong engineering fundamentals
- Analytical skills
- Open-ended design and problem-solving skills
- Multidisciplinarity within and beyond engineering
- Integration of analytical, problem-solving, and design skills
Section IV: ASEE Conference
13. Will you be attending ASEE 2011 in Vancouver?
14. Are you interested in participating in a roundtable discussion regarding curriculum change at one of the hosted sessions?
We look forward to seeing you in Vancouver.
End of Survey
Thank you for your time.