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Abstract

Specialization is an agent of separation, both between competing specialists and between technology and society. Specialization is not an agent of integration. In the problem conception phase of the engineering design process, the emphasis must be on formulating and developing the questions that will frame the ultimate design solution. Using specialists in this phase often leads to biased questions based on the specialists’ areas of expertise. Rather, what is needed is a suspension of commitment to particular solutions and to ask questions without preconceived biases. This study takes a critical look at engineering education as now practiced versus the practice of 40 years ago and concludes with a recommendation for more broadly educating future engineers.

Keywords

design specialization curriculum engineering sciences engineering education

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