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The curricula and pedagogy of engineering disciplines face mounting pressure to change in response to the national need for engineers who can compete in the global workforce and the need to increase the racial, ethnic, and gender diversity of the profession. For over two decades, numerous organizations have issued reports encouraging greater attention to the undergraduate instruction in engineering disciplines, and yet, the curricula and pedagogy have been slow to change. Therefore, a major question is, what factors increase the likelihood that the new engineering curricula or pedagogy will be...
The curricula and pedagogy of engineering disciplines face mounting pressure to change in response to the national need for engineers who can compete in the global workforce and the need to increase the racial, ethnic, and gender diversity of the profession. For over two decades, numerous organizations have issued reports encouraging greater attention to the undergraduate instruction in engineering disciplines, and yet, the curricula and pedagogy have been slow to change. Therefore, a major question is, what factors increase the likelihood that the new engineering curricula or pedagogy will be adopted?
In order to understand the social and human dynamics that facilitate and inhibit the diffusion and acceptance of new engineering curricula and pedagogy, the Center for the Advancement of Scholarship on Engineering Education (CASEE) of the National Academy of Engineering (NAE) in collaboration with the American Sociological Association (ASA) convened a two-day workshop in April 2006. This workshop brought together sociologists and engineering faculty to discuss what is known about the acceptance and diffusion of innovations and to develop potential joint studies to address what is not known.