In 1955, the Committee on Evaluation of Engineering Education, headed by respected educator Linton Grinter, issued a call to modernize engineering education in the United States. During World War II, scientists—not engineers—had been responsible for developing such technological advances as radar and nuclear fission. When it came to the origination of big, new ideas, it seemed to many, including Grinter’s committee, that engineering was in danger of being left behind. The Grinter Report, as it has come to be known, established the need for a comprehensive shift in the undergraduate engineering curriculum: “Engineering Education must contribute to the development of men who can face new and difficult engineering situations with imagination and competence” (Grinter et al. 1955 Grinter, L. E., et al. 1955. Summary of the report on evaluation of engineering education. Engineering Education 45:25–60. Reprinted in Journal of Engineering Education 83(1) [January 1994]: 74–94.
https://www.asee.org/papers-and-publications/publications/The-Grinter-Re..., p. 74). Specifically, the report called for, among other things, “A strengthening of work in the basic sciences, including mathematics, chemistry, and physics” (p. 74).
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Volume 60, Issue 1, January-February 2017