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While the title of this talk is the one that was assigned, it is unlikely that there is anything that could be identified as representing any over-all ASTM view on engineering education. After all, ASTM is made up of over 10,000 members. It is likely, therefore, that there are over 10,000 views on engineering education within the ASTM membership. Under the circumstances, all that can be done by this speaker is to present his own views and hope that they will prove to be tolerable to a majority of the members of the ASTM and of some help to those charged with the responsibility of plotting the future course of engineering education. At the outset, it is necessary to deal with some basic considerations. These include an appreciation that the person being educated is at least as important as the educational process to which he is to be subjected. It is necessary, therefore, that any over-all scheme of education be adaptable to the abilities and the interests of each student. These abilities and interests will encompass a broad spectrum from a prime interest in almost pure science at one end to a complete preoccupation with the practical aspects of engineering at the other. More or less in parallel with this is the concept that engineering education itself must cover a similar spectrum extending from the fundamental sciences at one end to practical training at the other. The reference to spectra here is a deliberate attempt to emphasize that there is a gradual shading from one aspect to another rather than a series of steps. If well defined steps or boundaries existed, it would be much easier to plan educational programs to suit sharply defined interests and needs.
LaQue, F. L.
Vice-President and ManagerVice-President of ASTM, The International Nickel Co., Inc., New York, N. Y.