Document Type


Publication Date



Many colleges and universities are actively renewing their commitment to service and to the transmission of knowledge for the public good. Students, faculty and administrators alike recognize the need to synthesize academic proficiency with responsible citizenry, in order to effectively participate in a diverse democracy.

As societal needs change, disciplines change as well. The field of engineering is no exception. A competitive, diverse, global market has forced vast changes in accreditation standards, which heavily impact the university and college engineering programs that tailor instruction to meet accreditor's requirements. In response to the evolving demands of industry, the field of engineering requires qualified candidates who will work collaboratively in diverse groups, excel at technical skills and can effectively communicate how their discipline impacts society. However, the current culture of engineering programs thrives on individualism, competition and male dominated discourse. Women and non-Asian minorities are severely underrepresented in the profession. In order to meet the great need for science and engineering graduates, engineering programs must adapt to find ways to recruit those populations, while also retraining and retaining its current populations (Thorn, 2001).