[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589061-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589061-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","advances-in-engineering-education-fall-2021-three-stanford-faculty-write-about-change-engineering-education","Advances in Engineering Education - Fall 2021 - Three Stanford Faculty Write about Change & Engineering Education","","Stanford pursues educational change to address specific problems and to realize definite possibilities, using purposeful curricular innovations grounded in values tied to a broad liberal education model. The essay highlights a dual aim: disciplinary KSA alongside ways of thinking and knowledge beyond engineering specializations, benefiting students individually and enabling community and global impact. It examines the tension between exclusively disciplinary study and purely liberal arts approaches through historical and contemporary examples and a case-based view of decision-making.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/advances-in-engineering-education-fall-2021-three-stanford-faculty-write-about-change-engineering-education/589061/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/advances-in-engineering-education-fall-2021-three-stanford-faculty-write-about-change-engineering-education/589061.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What motivates Stanford’s curricular innovations in engineering education?","Question",{"text":63,"@type":64},"Reforms respond to specific problems or to realize definite possibilities, moving purposefully from what is to what might be.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the core tension discussed in the essay?",{"text":68,"@type":64},"The essay describes tension between a purely disciplinary engineering focus and a purely liberal arts orientation, and how Stanford situates engineering education within liberal education.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the elective system influence Stanford’s approach to liberal education?",{"text":72,"@type":64},"It allows students to choose pathways beyond traditional classical-language curricula, combining breadth in sciences and liberal arts with access to technical and professional studies.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589061,1792910053,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2021  \nThree Stanford Faculty Write about Change & Engineering Education  \nSHERI SHEPPARD  \nR. LANIER ANDERSON  \nTOM KENNY Stanford University Palo Alto, CA  \nABSTRACT  \nStanford has always embraced educational change, but not for its own sake. Instead, we have pursued reforms in response to specific problems or to realize definite possibilities. In that sense, our curricular innovations seek to move purposefully from what is to what might be. Such purposeful change is guided by underlying values grounded in our commitment to a broad liberal education model. We want our students to develop disciplinary knowledge, skills, and abilities (KSA), but also ways of thinking and knowledge beyond their specialized fields. We want their education to profit them individually, and also to position them to help their communities and the wider world. Our dual goal of disciplinary KSA in concert with a broad liberal education does give rise to tensions. After all, university study with an exclusively disciplinary focus (as is normal in European higher education), or with a purely liberal arts orientation (offered in many smaller U. S. colleges) could easily fill an entire undergraduate experience.  \nIn this essay, we offer some historical and contemporary examples of educational change at our University. Each illustrates the inherent tension at the heart of Stanford’s ongoing efforts to situate engineering education within liberal education—a tension that calls for innovative thinking and approaches.  \nKey words: Diversity concerns-student diversity, institutional change, accreditation-ABET  \nINTRODUCTION  \nIn this essay we consider engineering undergraduate education at Stanford in the larger context of University values and professional standards. As we illustrate, University values have historically influenced the makeup of an engineering undergraduate experience. Their influence is still present,  \nADVANCES IN ENGINEERING EDUCATION  \nThree Stanford Faculty Write about Change & Engineering Education  \nand they challenge Stanford faculty to think creatively, critically and innovatively about how a modern undergraduate engineering degree should serve an increasingly diverse set of learners who must operate in a world of expanding complexity. We begin by looking at some of Stanford’s founding principles, followed by a modern case study of an engineering undergraduate program where the faculty have attempted to balance these principles and formal professional requirements. We end with a glimpse into real-time University-level decision-making that may impact the face of undergraduate engineering at Stanford.  \nWe offer this essay as an example of engineering education innovation being intrinsically and dynamically connected to the aims of liberal education as a whole. When speaking of “liberal education,” we bear in mind both what such an education fundamentally is and the main benefits it is supposed to bring to students. On the first point, liberal education affords students freely-chosen educational pathways within a set of constraints designed to ensure a degree of breadth in their educational experiences—as opposed to higher education focused entirely on training within a specialized discipline. On the second, the broadening demands of liberal education are supposed to promote the development in our students of key capabilities in critical thinking, a more cosmopolitan outlook, and exposure to a range of disciplinary ways of thinking helpful to their formation as broad-minded citizens of a diverse modern society.  \nSTANFORD—A DIFFERENT KIND OF UNIVERSITY, EDUCATING A DIFFERENT KIND OF ENGINEER  \nFounding Ideas—Innovative Roots  \nOur founders, Leland and Jane Stanford, envisioned a different kind of university, robustly engaged with the surrounding society. Stanford’s Founding Grant aims to “promote the pub","cbCaijWF67lH20or","https://ap.wps.com/l/cbCaijWF67lH20or","pdf",546233,14,"English","# Abstract\n# Introduction\n# Advances in Engineering Education\n# Stanford—A Different Kind of University, Educating a Different Kind of Engineer\n## Founding Ideas—Innovative Roots","[{\"question\":\"What motivates Stanford’s curricular innovations in engineering education?\",\"answer\":\"Reforms respond to specific problems or to realize definite possibilities, moving purposefully from what is to what might be.\"},{\"question\":\"What is the core tension discussed in the essay?\",\"answer\":\"The essay describes tension between a purely disciplinary engineering focus and a purely liberal arts orientation, and how Stanford situates engineering education within liberal education.\"},{\"question\":\"How does the elective system influence Stanford’s approach to liberal education?\",\"answer\":\"It allows students to choose pathways beyond traditional classical-language curricula, combining breadth in sciences and liberal arts with access to technical and professional studies.\"}]","Advances in Engineering Education - Fall 2021 - Three Stanford Faculty Write about Change & Engineering Education | PDF",1792066477,35]