NDLI: A Review and Evaluation of Engineering Education in Transition

Content Provider	IEEE Xplore Digital Library
Author	Wilcox, L.C. Wilcox, M.S.
Copyright Year	2010
Abstract	This paper revisits success stories of past projects aimed at education transition through integrated curricula, multidisciplinary projects, and national/global technological issues. Successful programs depended heavily on interaction between educators and the professional engineers in the work force. Political priorities, both state and national, have played a major role in determining scope and success. Global issues are essential in most curricula since economic factors alone present major integrated components that engineers must understand. There are extraordinary opportunities, obstacles, and dangers ahead because we now are embroiled in the arena of "knowledge management," where massive information interconnections are expanding among businesses, universities, and political systems. This will create problems of privacy, ethics, and value in the absence of an honest and rigorous work force. Although we have made great progress in electrical engineering curricular transitioning, there is much to do, as Dr. Vartan Gregorian (Carnegie Corp.) predicts: "Laser communications, nuclear power, biotechnology, networked computers, and the like are precisely shaping our habits of thought and desire. They have become a dominant source of our culture, even to changing the very paradigms of knowledge. Rapidly evolving global communications are bringing social changes that are so complex and far-reaching they are not amenable to easy understanding." As education moved into the 21st century, business and society in general recognized the significance of "learning anywhere, anytime." Enabled through the powerful mechanism of communications and networking, education and industry quickly recognized the need for a new trained work force. Education saw the extraordinary advantage of combining their faculty with visiting faculty from industry, forming an integrated and multidisciplinary team. Transforming Engineering Education has been led by electrical engineering departments with support from IEEE and corporations like IBM. During this historic transition, input from students became increasingly important as they examined new careers combining fields like engineering, medicine, health care, business, science, and management, to name a few. Lifelong learning has long been a core priority for IEEE and IBM. Lifelong learning and "anywhere and anytime" courses clearly will get better because they will have the support of an extraordinary, dynamic network that is the platform for implementation. Interactions between people and programs are expanding understanding of terms like "knowledge management and computer simulations" driven by common sense evaluations and the continual search for and emphasis on the meaning or role of "wisdom" in these gigantic digital warehouses of data. Michael Crichton continually reminds us of the fragility of networks susceptible to misuse or misdirection resulting in catastrophic consequences for society. In this paper, three transition-based programs are reviewed: 1. A long-term university/corporation agreement involving technical management and product research 2. Creation of a unique College of Integrated Science and Technology at James Madison University in Virginia 3. A major governor-sponsored West Virginia technology bill aimed at statewide support of economic development and educational change implemented under Senate Bill 547. These programs had in common the following goals: • for our students - the competitive advantage for the jobs of the future. • for our educators - the technological resources for uncompromised quality of content and access.
Starting Page	1
Ending Page	24
File Size	1365594
Page Count	24
File Format	PDF
ISBN	9781424460403
e-ISBN	9781424460427
DOI	10.1109/TEE.2010.5508832
Language	English
Publisher	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Publisher Date	2010-04-06
Publisher Place	Ireland
Access Restriction	Subscribed
Rights Holder	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Subject Keyword	Electrical engineering Educational programs Privacy Ethics Educational technology Power generation economics Educational institutions Economic forecasting Knowledge management Engineering education
Content Type	Text
Resource Type	Article

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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