It Takes The Whole University To Instruct The Whole Engineer: Narratives Of Collaboration

Collaborations between engineering faculty and skilled experts outside of engineering proper build strong undergraduate engineering curricula that clearly emphasize professional skills and ABET program outcomes (Criteria 3 d, f, g, h, i,). With shared goals of providing undergraduates with a rich educational experience in which research, communication and critical thinking are central to achievement and to the development of integrity in engineering, such collaborations produce an instructional program that readies students for the requirements of continuous learning and complex analysis essential to a successful, principled engineering career. This paper will describe the contributions to undergraduate engineering education that nonengineering faculty and academic departments have brought to the Pitt Experience. We will emphasize the process of designing curriculum with multiple learning outcomes that address a broad range of professional and academic goals, and we will provide examples of assignments and tools, developed by instructors and librarians from across curricula, that support research, communication, and critical thinking towards educating the “whole engineer.” "When students leave the university unable to find words to render their experience, they are radically impoverished.”