History
The end of World War II marked the beginning of a movement toward increased emphasis on engineering science in engineering education. Initially, this movement enhanced the quality of engineering education. However, after decades of rising focus on science engineering, undergraduate engineering education began to lack instruction on practical engineering applications. Concurrently, the undergraduate engineering experience became increasingly fragmented. As one author described it, "Schools break knowledge and experience into subjects, relentlessly turning wholes into parts, flowers into petals, history into events, without ever restoring continuity."
In the 1980s, many different organizations, including both research institutions and professional associations, conducted studies in attempts to resolve the educational problems in the engineering field. Though they conducted their research independently, they arrived at several common conclusions. Researchers agreed that the engineering schools should continue to provide solid basic theory knowledge. However, they also called for added emphasis on synthesis and design understanding as well as increased exposure to societal context and interdisciplinary teamwork. Later reports reiterated the need for more exposure to engineering’s context as well as a need to make engineering more attractive and relevant to students. Papers also reported the need for engineering students to develop professional and interpersonal skills.
Read more about this topic: Service-learning In Engineering Education
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—Charlie Dunbar Broad (1887–1971)
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—Raymond Chandler (1888–1959)