Approaches to the transformation of engineering education

Transformation is a challenging concept. As technology has evolved and the nature and scale of engineering has changed, we are confronted by the fact that engineering education demands nothing less than transformation. It is no longer acceptable to defend the status quo by saying that we are doing our best, or that we are improving steadily. We must face the issue: we are living in a time when there has been a paradigm shift. It has radically changed technology, the nature and values of society, the attitudes of youth, the availability of information, the practice of engineering and the tools available for the processes of education. With a paradigm shift it is necessary to change our behaviour, our thinking, our planning and our approach. To do otherwise will not be sufficient or appropriate. A paradigm shift is difficult to handle; it is challenging. However it also provides opportunity. Significant benefits can result when the new environment is acknowledged and addressed. It is necessary to question everything associated with our current engineering education programs and to rethink how the desired outcomes can be most effectively delivered. A paradigm shift requires action, action requires leadership, and leadership requires courage and conviction. [Includes: Contributed Panel No.10: Sustainable Development as a Meta-Context for Engineering Education by K. F. Mulder, C. J. Desha, K. J. Hargroves Contributed Panel No. 11: Assessment in a PBL Environment by Dr Prue Howard Contributed Panel No. 12: Remote Laboratories: Enriched Experimentation and Shared Facilities by Professor David Lowe]