Review of “Educating the Engineer of 2020: Adapting Engineering Education to the New Century” by the National Academy of Engineering: The National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055, 2005; ISBN: 0-309-09649-9 (Paperback.) and also available in PDF format at http://www.nap.edu, ISBN: 0-309-55006-8 (PDF); 192 pp. Paperback price: $28.80.

This book stems from the Committee on Engineering Education of the National Academy of Engineering (NAE). The Engineer of 2020 Project consisted of two parts, the first of which related to the development of a vision for engineering and the work of the engineer in 2020. A report of the first phase was published in 2004. Needless to say, the Phase I report closed with a statement of bold optimism for the engineering profession, if it is willing to confront the possibilities for the future and be prepared for them. The second part, which is the subject of this book, specifically examines engineering education in its broadest context and asks what needs to be done to enrich the education of engineers who will practice in 2020.

The report is the result of the NAE’s initiative to answer the question, “What will or should engineering education be like today, or in the near future, to prepare the next generation of students for effective engagement in the engineering profession in 2020?” One underlying assumption of the work is that engineering education produces technically excellent and innovative graduates. It is also clearly delineated that the committee does not attempt to define a “core” curriculum.

The publisher proposes a simple digest that is easy to read in paperback format. A PDF version is also available online to ensure affordability and convenience. The bulk of the report is relatively short (58 pages) including the following sections: (1) Executive Summary; (2) Phase I Revisited; (3) The Past as a Prologue; (4) Getting to 2020: Guiding Strategies; (5) Guideposts to the Future; and (6) Recommendations. These sections are followed by seven papers prepared as input to the Summit in Appendix A, and four written remarks provided by Summit speakers. The Summit involved about a hundred highly ranked attendees, mostly from universities and the private sector. This “think-tank” approach provided an open forum for exchange of ideas on higher education.

The book provides a thought-provoking synthesis of this open forum. The ideas are presented in a concise manner and the text reads somewhat like a series of select abstracts or bulleted list of items. There is, nevertheless, life and blood throughout the text and plenty of material for reflection. Overall, the compounded main lines of this Summit are quite representative of the current status of engineering education.

The Executive Summary highlights the need to enrich and broaden engineering education to better prepare technically grounded graduates for work in a constantly changing global economy. It notes the importance of improving recruitment and retention of students, and making the learning experience more meaningful to them. There is also considerable emphasis on enhancing the status of the engineering profession, as well as improving visibility and public understanding of engineering.

There are many recommendations in this book. Some of the most tantalizing are with regard to: (1) articulating a better interface between engineering schools and local community colleges; (2) teaching the “essence” of engineering early in the undergraduate curriculum; (3) presenting case studies on engineering successes and failures; and (4) educating engineers to become lifelong learners. Although the primary discussion focus is on undergraduate education, the report states the importance for universities to conduct advanced basic research without neglecting the undergraduate engineering education experience. The most challenging recommendation may be to consider a B.S. degree as “engineer-in-training” and recognize the M.S. as the “engineering professional” degree. The report clearly intends to provoke its audience to stimulate lively debates.

One of the most interesting aspects of this book is with regard to the international dimension of the market place. It is clear that the rapid demographic expansion taking place in foreign countries will increase the demand for drinking water, the need for better flood and drought control, and thereby better management of water resources. This will create numerous work-related travel opportunities for hydraulic engineers. The challenges to address poverty and water-borne diseases, and meet the worldwide growing demand for drinking water will require engineers to be sensitive and better prepared to work with people of different races, religions, and beliefs in countries with different social structures and ways of thinking.

Overall, this report will unfortunately leave many readers without tangible results. Most statements are sufficiently vague and generic for readers to question the quality of the outcome. Many readers may well argue that the current engineering education system is quite good. In a way, perhaps little needs to be done to correct a system that works well. Given that most engineering students are driven by curiosity, energy, and engagement, most students will very likely fulfill their dreams despite our best efforts to plan their education. To simply create an open-minded and challenging learning environment, we may as well step back, relax, and watch the amazing outcome of the next generation of hydraulic engineers.

In summary, this book should interest all involved in engineering education. It falls short of providing direct answers or unleashing the great secrets of academic success. However, most readers should find food for thought. This affordable digest should stimulate all minds set to improve the quality and value of engineering education.