Why is it so hard to change engineering education?

In the last two decades we have seen waves of advocacy for changing engineering education, while at the same time we have entrenched the existing model ever deeper through international standardization and accreditation models like the Washington Accord.

Our research on engineering practice, what engineers actually do, demonstrates the need for changes – see my recent blog post on Dave Goldberg’s Big Beacon site.

Students know that they will never have to solve partial differential equations as engineers, so why do we continue to teach that, and not teach them the things they will actually be doing in practice? Continue reading