Engineering Education in 2050/Learning Engineering by Engineering

Engineering is the application of sciences and mathematics to solve real world problems. Currently, the amount of hands-on and application based learning in engineering education is lacking. Students do not gain enough experience and skills in school to support them for their future careers. Instead, they are typically taught to receive the knowledge in a classroom setting, without being given the opportunity to apply the learned content in a meaningful way. Thus, we think that by 2050, engineering education will change to incorporate learning engineering by engineering as a way to better prepare aspiring engineers.

High School
At the high school level, all classes generally have some sort of final exam, whether it is a state level standardized test or AP/IB exams. A high score implies that the student mastered the content and can move onto more advanced classes. However, it is difficult to measure a student’s proficiency in a subject merely based on a few sheets of paper. This structure also restricts the students to only what is in the curriculum, preventing them from fully exploring the different areas in engineering.

By 2050, there would be a major restructuring in the high school engineering classes such that every class would have a lecture and a lab portion. The lectures would still be the traditional styled class like now. But, the labs would be where students can experiment with and explore the knowledge they learned. They would choose a topic of interest, which does not have to be a topic in the curriculum, and independently develop a project around it. The timespan of these projects are determined by the student. So, to allow this, students are required to take both the lab and the lecture components their first time, but afterwards, the student can choose to take the lab multiple times throughout their four years in high school. The teacher’s role in the labs is to act as an advisor, providing occasional feedback when the student needs it, and to create a professional setting, teaching the students the best practices in industry as they carry out their projects. In the end, the student will have at least one project, which will come together to form the student’s portfolio for the class. The portfolio will replace the final exams mentioned before, so it will be evaluated to score the student on their competency in the subject. The new structure allows students to gain personalized experience in engineering subjects and determine if their interests lie within the subject. This is beneficial as students have a clearer idea of their career goals and help them decide which path to take after high school graduation.

Currently, we see the portfolio idea partially implemented. For example, AP Computer Science Principles has a final exam along with a digital portfolio. Students are required to complete worksheets throughout the semester / year as well as develop an app. In IB, the student’s score in the class is based on the internal and external assessment. For the internal assessment, students are required to research a topic or complete a project depending on the class and write a report. The external assessment is like a final exam. In 2050, the portfolio would become the only component in assessing the student’s proficiency in all engineering classes, giving students the opportunity to apply the knowledge learned in the lectures to the real world.

University
In 2016, UVA opened a new laboratory called the National Instruments Engineering Discovery Lab, a $1.4 million laboratory located in the Electrical and Computer Engineering Department. Craig Benson, the UVA Engineering Dean at the time, states “young people do not become engineers by sitting in lectures.” This lab is designed for hands-on experiences and gives students a chance to solve real-life, technical problems. An example course that takes place in this laboratory in 2023 is Control Laboratory. Students learn about design, analysis, construction, and testing of electrical and electromechanical circuits and devices, such as Roomba vacuums and auto scrabble players. The skills students learn from courses like these can be used in the workforce or graduate school. Furthermore, the lab was donated very generously by National Instruments, indicating the companies' desire for students educated by learning by doing.

In addition to the National Instruments Laboratory, UVA also has Lacy Hall, a space dedicated to putting theory into practice. Currently, the UVA engineering curriculum has all first year engineering students take Intro to Engineering. This class included 3 major hands-on projects: controlling Sphero robots to escape a maze, using CAD software to design and 3D print a ring, and designing sound holes with software to make a violin out of a cigar box. These projects helped the students have fun while learning engineering in a memorable way. By 2050, UVA will have more of these hands-on spaces dedicated to learning by doing. This process of learning engineering by engineering leaves a stronger impression on students compared to memorizing content through lectures or a textbook. Currently, some of these hands-on labs have restrictions by majors, so our hope is that any engineering student who wants to benefit and learn from these labs will be able to by 2050.

By 2050, we anticipate that the types of hand-on projects offered by some clubs will be implemented into the classroom. At UVA, these clubs include Hoo Hacks, Computer and Network Security Club, Immersive at UVA, and Virginia motorsports. Allowing students to work on projects that get them to think creatively and learn through actions will be more of an active learning style in 2050 than it is now. It will not replace lecture style learning; rather, it will be a tool to use alongside the current system. Participation in hands-on clubs could be counted for credit if the students are involved in projects that incorporate learning engineering by practicing engineering. This is similar to how for some arts classes, students can earn credit by being involved in a play or something along those lines. Also, the psychology department currently requires 6 hours of study participation. The engineering school could do something similar by requiring a couple of hours of hands-on learning such as a hackathon.

As more technology is being developed and introduced to the world, it could be integrated into the curriculum to learn about them. For example, the hands-on labs could look at virtual reality and artificial intelligence. These types of technologies are rapidly developing and will be in our future, so it is important we study them. This would help to foster immersive and interactive environments. The University should supply their faculty with proper training and development to teach more hands-on and learning by engineering.

Oftentimes, the workplace is a hands-on environment, so learning engineering by engineering gives students real-world applications. Also, using tools and equipment is a common practice in engineering which helps students develop necessary skills for the workforce. STS, or Science, Technology, and Society, is one of the main ways engineering students can take classes with other engineering majors. Once we graduate and join the workplace, we work with all different types of majors. University would be a good place to practice and have interdisciplinary collaboration. There could be courses that have students learn engineering by engineering and practice it with students from other majors.

Currently, we participate in a year-long project our final year at UVA called capstone. These projects are a great example of learning engineering by engineering. We believe doing this type of project more than just one year could be a great way to really practice engineering. There could be courses as early as first year where students can get in groups and work on a big project together. This project could also be a place where engineering students work with other majors to practice that interdisciplinary collaboration.

Learning engineering by engineering also presents students with scenarios that they cannot encounter by reading textbooks or writing down notes during a lecture. Learning by engineering fosters an environment where critical thinking and problem solving skills are put to practice. These are essential skills for engineers. By learning engineering through practical experiences, professors can also teach their students about ethical dilemmas by actually facing them. Students can learn to navigate these complex issues by working with their team and the environment around them. There are multiple benefits of learning engineering through engineering including deepening students’ understanding of engineering principles and practicing real challenges that will only help them in the future.

Learning engineering by engineering will be a valuable learning tool for university students in 2050. It helps students to gain direct experience while enhancing their knowledge, skillset, and values. With this tool, students have the opportunity to completely immerse themselves in a learning environment. These ideas are feasible as we already have some of these labs open. They are also desirable because companies pay millions of dollars to UVA to fund the labs to get students to learn this way.

Transition from University
In 2023, higher education aims to create employable graduates, acknowledging high unemployment rates for those without degrees. However, the current 4-year engineering curriculum is rigid and linear, limiting exploration and delaying practical skill application until upper-level electives [Figure 1]. Also, many universities lack mandatory real-world experiences, such as internships or research, in their curriculum. By 2050, colleges aim to enhance flexibility in the engineering curriculum [Figure 2], embedding real-world experiences throughout instead of confining them to summers. This approach will intertwine classroom concepts with practical applications. The goal in 2050 is to equip engineers with niche expertise while maintaining a broad conceptual understanding of their primary field, aligning their skills with market demands.

Colleges need stronger company ties and foster collaborative training programs to reach this goal. Participating companies will provide dedicated mentors who serve as educators. This symbiosis ensures that students connect classroom concepts with real-world applications. Training and onboarding students during the semester allows them to move into a full-time experience seamlessly. Not all students need to remain with the training company; it's meant to provide initial experience for their first job. Like co-op structures, students will be paid and given official responsibilities during these experiences.

This evolution requires university transparency about industry connections, enabling students to align their choices with career goals. Companies must recognize the value of investing in education by incorporating working educators into their workforce, simultaneously fulfilling regular job functions. They should also strive to balance internships that contribute to company goals while offering valuable learning experiences for students. Post-graduation institutions must embrace flexibility, accommodating virtual engagement options and adjusting workloads and locations to meet students' diverse commitments.

Central to this transformation is the restructuring of the outdated curriculum to teach fundamental concepts and how to apply them to sub-fields. This ensures that students remain connected to the real world, seamlessly transitioning from student to engineer. Reworking the 2024 capstone or technical thesis criteria for graduation could realize this goal. The one-year-long project would be expanded to 3 years. For example in 6 semesters, a team of chemical engineering students may work with a company to scale up a process from lab scale to pilot plant scale. Each semester they would add a section to their report that applies what they learned, for example upon learning thermodynamics, adding that aspect into their design. Then over the summer, the students could work on a process similar to the one they are designing to get hands-on experience to bring back to the project. Ideally, these projects would serve the local or university communities.

In summary, the vision for 2050 involves a more dynamic and flexible engineering education model, promoting continuous real-world engagement throughout students' studies. Collaboration between universities and companies, increased transparency, and a reimagined curriculum will play pivotal roles in achieving this goal, creating a more responsive and industry-ready generation of engineers.