Numerous new educational delivery systems are described, discussing effective applications of such hardware and software systems designed to impact the curriculum. Interaction with industry is particularly important, and methods for industrial involvement and interaction are reviewed. Educational outreach to other institutions is discussed, reviewing both domestic and international activities and their benefit to the centers. Finally, a summary is provided to capture some of the lessons learned in the development of ERC education programs. Since the mid-1980s, when concerns about U.S. industrial competitiveness were prevalent, it has been widely believed that baccalaureate programs in the Nation's engineering schools have tended to produce engineers who need more training before they can meet the basic needs of industry.
Most engineering students obtain little practical experience during their education.
Industrial employers place a high value on teamwork, but most graduating engineers have limited experience in working as part of a team. ERCs are designed to address these issues and produce graduates who excel in areas where other current graduates fall short. The centers endeavor to bring to engineering education a new culture based on goal-oriented values, complementing the theoretical science base long predominant in academic engineering. Most of those involved in the ERCs have come to recognize that education may actually be the principal means of improving the Nation's industrial competitiveness. While the ERCs have made substantial progress in this area, there is still a need for more multidisciplinary, systems-oriented engineering education, as well as for greater demographic diversity among engineering students.