Title of Keynote Lecture: Engineering the Inclusive Mindset for the Future: A Blueprint for Systemic Change in Undergraduate Engineering & Engineering Technology Education

Bio: Dr. Gary R. Bertoline is a Distinguished Professor of Engineering Technology and Computer & Information Technology at Purdue University.  He earned his Ph.D. at The Ohio State University and was on the faculty in the College of Engineering for three years before coming to Purdue University in 1990.  

As Dean at Purdue, he led the development of the Polytechnic Institute at Purdue, a significant effort to transform students' learning experience to better prepare graduates for life and work in the digital age by adopting student-centered, high-impact educational practices.  Gary was the visionary co-leader for the Purdue Polytechnic High Schools in Indianapolis and South Bend, IN, with more schools planned.  

He has authored and co-authored seven computer-aided design and engineering design graphics textbooks, with one, Fundamentals of 3D Solid Modeling and Graphics Communications, soon to be in its 8th edition.  

Gary is PI for an NSF grant in collaboration with the National Academy of Engineering (NAE) and the American Society of Engineering Education (ASEE).  This grant will develop a curriculum framework for an innovative, adaptive, robust, diverse, and inclusive engineering and engineering technology education model relevant to the 21st century.  

Abstract: The world's challenges today demand systemic change in engineering education and a growth mindset of the engineer.  The rich history of the nation’s engineers' extraordinary accomplishments brings hope that today’s challenges to humanity can be addressed with systemic changes in engineering education based on a growth mindset in the classroom.  This approach builds on the scientific and analytical mindset established by the Grinter Report and modernizes it to include known effective student-centered success practices. 

With the threefold framework of 1.) challenges facing humanity, 2.) increasing the diversity of the engineering profession, and 3.) developing a student-centric mindset in the preparation of engineers, the American Society for Engineering Education (ASEE) and the National Academy of Engineering (NAE), through the support of the National Science Foundation (NSF) have undertaken the task of reviewing the current state of engineering and engineering technology education to make recommendations that will advance the discipline of engineering education.  A diverse group of people interested and dedicated to improving engineering education came together to define a Call to Action to imagine and make recommendations for a new future of engineering education.  This multi-year effort will guide engineering and engineering technology faculty and leaders through specific recommendations for changing curricula, pedagogy, and mindsets.  The preliminary findings of this Call to Action will be presented.