Holistic Engineering Education Chapter 1.pdf

Chapter 1 Beyond Technology: The Holistic Advantage Domenico Grasso and Melody Brown Burkins Domenico Grasso is Vice President for Research and Dean of the Graduate College, The University of Vermont, Burlington, Vermont, USA Melody Brown Burkins is Senior Director for Research and Strategic Initiatives, The University of Vermont, Burlington, Vermont, USA ho·lis·tic\ho?-∪lis-tik\ adj. 1: of or relating to holism. 2: relating to or concerned with wholes or with complete systems rather than with the analysis of, treatment of, or dissection into part (Merriam-Webster Online Dictionary) Today’s problems come from yesterday’s solutions. – Peter Senge We cannot solve the problems of today by thinking the way we thought when we created them. –Albert Einstein As engineered technologies become woven into the fabric of our society, engineers ignore the need for integrating valuable, nontechnical skills into their educational paradigm at the profession’s peril. The exciting future of engineering is beyond technological labels (e.g., mechanical engineer, electrical engineer, and chemical engineer) where isolated training falls to a more powerful profession of broadly educated “holistic engineers” – engineers who manage, lead, and understand com- plex, interdisciplinary systems that bring the power of engineering thought to issues spanning and connecting technology, law, public policy, sustainability, the arts, gov- ernment, and industry. The end of technology as engineering’s sole focus allows a future where the engineering profession actively grows and evolves, bringing the very best of science, technology, and innovation to serve the complex challenges of our 21st century lives. What is the holistic approach to engineering education and practice? In simplest terms, it is a more cross-disciplinary, whole-systems approach to engineering that emphasizes contextualized problem formulation, the ability to lead team-centered D. Grasso (B) College of Engineering and Mathematical Sci