Engineering Education: Paragon or Paradox?

Abstract

Engineering remains largely a profession based on a baccalaureate education while most other learned (and licensed) professions have some graduate education requirements based on a general undergraduate program. The model for engineering should include at least the master's degree in order to ensure inclusion of the most essential elements of education preparation. In a cultural milieu of ever increasing complexity in all its dimensions and midst a rising tide of expectations for what modern engineering can do for society, we should not be content with maintaining the status quo based on some nominal minimum standard, but seek to raise the level of educational preparation. It is the author's contention that Accreditation Board of Engineering Technology (ABET) should be the forcing function in this regard, and set the standards/criteria somewhat higher than at present. We should demand a higher educational standard for entry into practice generally, and for licensed practice in particular. To do less than our very best is not in the public interest. Further, the educational requirement for licensure should be dependent on graduation from an accredited program at the master's level, and not on some further examination (supposedly aimed at confirming the result of accreditation).