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TASK FORCE MEMBERS
Paul Peercy, Dean
Steven Cramer
Amy Wendt
Jeffrey Russell
Wendy Crone
Darryl Thelen
Dan Klingenberg

TASK FORCE & ROUNDTABLE ACTIVITIES
FEBRUARY 19, 2008
Call for Proposals, Transforming Undergraduate Education in the College of Engineering
MAY 23, 2007
Funded Projects Announced
MARCH 21, 2007
Distinguished Lecture Series: "Engineering Education for the 21st Century," by William A. Wulf
FEBRUARY 9, 2007
Task Force Update
MARCH 20, 2007
Call for Proposals, Transforming Undergraduate Education in the College of Engineering
MARCH 21, 2007
Distinguished Lecture Series: "Engineering Education for the 21st Century," by William A. Wulf
FEBRUARY 9, 2007
Task Force Update
FEBRUARY 7, 2007
Roundtable Activities Summary
JUNE 2006
Development of COE 2010
JANUARY 13, 2006
All-College Meeting
DECEMBER 1, 2005
Listening Sessions Summary, October-November 2005
SEPTEMBER 16, 2005
All-College Meeting Notes

REPORTS
THE NATIONAL ACADEMIES
Rising Above the Gathering Storm
NATIONAL ACADEMY OF ENGINEERING
The Engineer of 2020
NATIONAL ACADEMY OF ENGINEERING
Educating the Engineer of 2020
WILLIAM MASSY
Honoring the Trust

Visions for the 21st Century: The College of Engineering Distinguished Lecture series. Includes a night view of the Engineering Centers Building.

The College of Engineering is creating a model for leadership in research and higher education that meets the challenges of an increasingly global and interdisciplinary environment. These lectures unite the university community with leaders in technology, education and organizational transformation whose insights transcend disciplines.

These perspectives will inspire faculty, staff and students and enrich the ongoing conversation about shaping the future of the College of Engineering and the University of Wisconsin-Madison.

ENGINEERING EDUCATION FOR THE 21st CENTURY
by William A. Wulf, President, National Academy of Engineering

Wednesday, March 21, 2007, 3:30 P.M., 1800

[Video]

William A. Wulf

Accelerating change in the global marketplace has profoundly altered how we design and deliver goods and services. The practice of engineering has changed drastically in response, but with rare exception the curriculum and the pedagogy by which it is delivered to engineering students has changed very little.

As professional engineering educators, we must address how and who we attract to engineering school, how we retain those students in the study of engineering and, once having graduated, in the profession. We must question the notion that the BS degree alone qualifies our graduates to practice engineering and examine the real-world experiences of the faculty we hire and the system of faculty rewards that sets our priorities.

With technology impacting the everyday lives of every person nearly 24/7 and global technology issues impacting the well-being of our society in such monumental and unexpected ways, we as engineers must also concern ourselves with the technological literacy of all our people and especially of those we choose to represent us in making important public policy decisions impacting our future.