Session: 10-03-01: Globalization of Engineering, Study Abroad Education, Engineering Accreditation, Curricular Reforms and Revisions, ABET Programs Assessment, Continuous Education and Ethical Dimensions

Paper Number: 166071

Creating an Engineering Education Model for Those Who Are Left Behind 

The current structure of engineering education is inherently exclusionary, designed more to filter students out than to welcome them in. This exclusivity is deeply embedded in our culture, beginning as early as high school, where students are often told, “If you’re good at math and science, you should consider engineering.” While this advice may encourage those who excel in these subjects, it inadvertently excludes students who demonstrate engineering aptitude through hands-on experiences—such as tinkering, robotics, or kinetic learning—rather than through traditional academic metrics.

Once admitted, students encounter early mathematics courses like Calculus, which are notorious for acting as gatekeepers rather than gateways. Many students enter college aspiring to be engineers but leave the program before ever taking an actual engineering course. In our effort to make students “college-ready,” we are losing countless talented individuals who could have been outstanding engineers. This attrition disproportionately affects women and underrepresented minorities, which is why, despite nationwide efforts, their participation in engineering remains largely unchanged. Instead of trying to mold students to fit an outdated system, we must redesign the system to be more “student-ready.”

We are not the first to recognize this problem. The 2024 ASEE Engineering Mindset Report [1] — developed in collaboration with the ASEE community, NSF, and NAE—calls for a transformation of the engineering education ecosystem to better meet the needs of our evolving world. The report outlines six key recommendations to address pressing challenges in diversity, inclusivity, pathways, and mindset within engineering education.

At University of Detroit Mercy, we are acting by launching a pilot project to reimagine the first-year engineering experience. This transformation will integrate math, physical sciences, and engineering coursework into a cohesive, studio-style learning environment. Instead of rigidly structured sequences, topics will be introduced when and as needed. Assessment will shift from traditional exams to competency-based evaluation, allowing students to progress at their own pace rather than being constrained by a standardized timeline. By breaking down conventional syllabi and restructuring topics in meaningful ways, we aim to create a more inclusive, flexible, and student-centered learning experience.

This paper explores the foundational themes driving this transformation. By prioritizing equity, adaptability, and inclusive support structures, we seek to redefine engineering education—opening doors for students from marginalized and underserved backgrounds while aligning outcomes with the evolving needs of industry. In doing so, we aim to cultivate a dynamic, diverse, and thriving engineering workforce for the future.

References

[1]   The Engineering Mindset Report: The Vision for Change in Undergraduate Engineering and Engineering Technology Education, ASEE, 2024, https://mindset.ASEE.org.

 

Presenting Author: Shuvra Das Univ Of Detroit

Presenting Author Biography: Dr. Shuvra Das started working at University of Detroit Mercy in January 1994 and is currently Professor of Mechanical Engineering. Over this time, he served in a variety of administrative roles such as Mechanical Engineering Department Chair, Associate Dean for Research and Outreach, and Director of International Programs in the college of Engineering and Science. He has an undergraduate degree in Mechanical Engineering from Indian Institute of Technology, Kharagpur, and Master’s and Ph.D. in Engineering Mechanics from Iowa State University. He was a post-doctoral researcher at University of Notre Dame and worked in industry for several years prior to joining Detroit Mercy.

Dr. Das has taught a variety of courses ranging from freshmen to advanced graduate level such as Mechanics of Materials, Introductory and Advanced Finite Element Method, Engineering Design, Introduction to Mechatronics, Mechatronic Modeling and Simulation, Mathematics for Engineers, Electric Drives and Electromechanical Energy Conversion. He led the effort in the college to start several successful programs: an undergraduate major in Robotics and Mechatronic Systems Engineering, a graduate certificate in Advanced Electric Vehicles, and a thriving partnership for student recruitment with several universities in China. He has also been the dissertation advisor for and graduated many Ph.D. students.

Dr. Das’s areas of research interests are modeling and simulation of multi-disciplinary engineering problems, modeling multi-physics problems in manufacturing, engineering education, and curriculum reform. He has worked in areas ranging from mechatronics system simulation to multi-physics process simulation using CAE tools such as Finite Elements and Boundary Elements. He has authored or co-authored five books on these topics.

Authors:

Hiba Assi University of Detroit Mercy
Shuvra Das Univ Of Detroit
Prasad Venugopal Universitiy of Detroit Mercy
Dawn Archey University of Detroit Mercy
Kirstie Plantenberg University of Detroit Mercy
Mark Steffka University of Detroit Mercy
Darrell Kleinke University of Detroit Mercy