Quality undergraduate engineering education. A critical perspective

Within the current engineering educational system, the term quality has interpretations that vary from achievable intellectual levels to the financial state of the institution. The desire for quality is inherent in academe, but its conception varies, producing varied standards and assessment practices. Concern for quality undergraduate engineering education is not unusual due to current societal trends which have resulted in declining enrollment; changing student characteristics, including those due to the percentage increase of foreign students; and changing expectations of an engineering education. In this context the definition of quality undergraduate engineering education assumes significant importance, as do the processes to achieve it. The incorporation of an integrated liberal arts core within the curriculum, co-op education and an emphasis on general intellectual development, instead of mere technical competence are seen to lead to an education of merit and worth, and thus one of quality.