ERIC Number: ED028705
Record Type: RIE
Publication Date: 1968
Reference Count: N/A
Liberal Learning for the Engineer. Report of the ASEE Humanistic-Social Research Project.
American Society for Engineering Education, Washington, DC.
There is widespread dissatisfaction with the engineering student's education in the humanities and social sciences. This study, conceived as both a fact-finding and policy-formulating project, aimed to: establish goals in social science and engineering study which are relevant to the changing social role of the engineer; examine the resources and new directions within the humanities and social sciences that could affect planning, staffing and teaching of engineering courses and programs; gather information concerning changes in the humanistic social education of engineering students in the last decade and identify trends, situations, programs and courses which appear to achieve certain goals; draw up guidelines for teachers, administrators, and policy makers to help achieve selected goals in specific institutional situations. Primary data for the study were gained from visits to 27 selected campuses at which interviews were conducted with liberal arts and engineering personnel and from a questionnaire sent to 185 engineering school deans. Secondary sources include published materials (listed at the end of the report) and data from institutional reports collected during other studies. The committees that made the study were composed of equal numbers of engineers and liberal arts faculty members associated with engineering education as well as 5 liberal arts advisers from outside the field. Reference materials and recommendations are included. (JS)
Descriptors: Course Objectives, Curriculum, Engineering Education, Higher Education, Humanities Instruction, Innovation, Instructional Improvement, Social Change, Social Studies
American Society for Engineering Education, 2100 Pennsylvania Avenue, N.W., Washington, D.C. 20037 ($2.00; $1.50 each in lots of 10 or more to ASEE members)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Society for Engineering Education, Washington, DC.