Promoting Engineering Education as a Career: A GenerationalApproach

摘要

Currently, there is a fundamental paradigm shift in society with regards to attitudestowards the sciences. In higher education, this shift is especially noticeable withinengineering programs. Many educators are encouraged to shift the traditional teachingfocus and concentrate on student learning. A disturbing trend finds many young peopleare unaware what a career in engineering entails, are unaware of the job opportunitiesafforded to them with an engineering degree, or for numerous reasons decide early on intheir education that engineering is not for them. The number of earned degrees inengineering and computer sciences grew sharply in the early 1980s, peaked in 1986, andthen dropped precipitously before leveling off in the 1990s [2]. In addition, a 2001National Science Foundation/Division of Science Resources Statistics, Survey ofGraduate Students and Post-doctorates found that graduate student enrollment in thesciences and engineering fields have dropped significantly between 1994 and 2001.Clearly, engineering as a profession needs to promote itself on numerous levels. Oneavenue available is to seek to understand and promote engineering to the futuregenerations, or specifically the millennial generation (Born in the 1980’s-2000’s).The different learning styles, preferred by “Millennials” should be incorporated into theengineering curriculum and adapted for different methods of information and instructiondelivery. The new technological environment is resources-based and rich in data andinformation and promotes learning through active task performance rather than more orless passive attendance at lectures. Research has shown that Millennials respond well toanything experiential. The techno-savvy millennial generation, as a whole, will bemotivated by opportunities for creativity and challenging learning environments. Theopen-ended access to information, the ability to tailor the paths to learning, and thepossibility of continuous and instantaneous performance assessment, offer a great deal offlexibility both in the design of curricula as well as in the method of delivery.Currently, the oldest of the millennial generation is in college while the youngest isentering grade school. To be successful in promoting engineering to this cohort,educators must understand the millennial generation, appeal to their motivations whenpromoting engineering as a career choice, and offer a learning environment designed fortheir learning style. This paper will offer suggestions on promoting engineering as acareer by focusing on generational learning styles and preferences. In addition, the futureMillennial generation should be educated on engineering degrees, career choices, andfuture job opportunities. Promotion of career choices in engineering to this generation iscritical for future success.