Engineering Education in Canadian Universities

TABLE OF CONTENTS

TABLE OF CONTENTS

SUMMARY

KEY RECOMMENDATIONS

1. - INTRODUCTION

1.1. - The Role of the Academy in Engineering Education

1.2. - The Current Ferment in Engineering Education

1.3. - What is Engineering?

1.4. - Goals of Engineering Education

2. - UNDERGRADUATE ENGINEERING EDUCATION

2.1. - Curriculum Content

2.2. - Educational Approach

2.2.1 - The Traditional Approach

2.2.2 - An Applications-based Approach

2.3. - Teamwork and Leadership

2.4. - Practical Experience

2.5. - Length of Undergraduate Programs

2.6. - Accreditation

3. - POSTGRADUATE EDUCATION and RESEARCH

3.1. - Professional Master's Programs

3.1.1 - Master's in Engineering Design

3.1.2 - Master's in Engineering Management

3.1.3 - Master's in Engineering Research and Development

3.2. - Doctoral Studies in Engineering

3.3. - Engineering Research, Development and Design

4. - LIFELONG PROFESSIONAL EDUCATION

4.1. - Programs for Engineers in Training

4.2. - Continuing Education for Professional Engineers

5. - STEPS TOWARD IMPLEMENTATION

5.1. - Evaluation Criteria and Practices

5.2. - The Influence of Research Policy

5.3. - Incentives and Policies in Teaching

5.4. - Professorial Experience and Interaction

5.5. - Professorial Workload and Time Allocation

6. - RESOURCES FOR ENGINEERING EDUCATION

6.1. - Public Investment in Engineering Education

6.2. - Funding by and for Students

7. - CONCLUDING REMARKS

REFERENCES

LISTING OF RECOMMENDATIONS