Engineers of the Future

Abstract

The education of science and engi neering students has for too long been merely technical, often ne glecting human complexity in order to achieve quantifiable correctness. Col leges and universities that focus too nar rowly on specialization produce gradu ates who are neither professional nor personal successes. More and more edu cators argue that science and technology students must be more liberally edu cated; recent reports on education are cases in point. And things are changing. The Massachusetts Institute of Technol ogy, for example, has announced a new curriculum that requires more hours in humanities and social sciences. One critic, George Seiler (1987, 37) argues, achieve the good life, soci ety needs more than bigger and better technically trained experts; it needs in telligent who can make the ap propriate decisions on how to use tech nology and evaluate the assumptions on which the technological development of western man has been predicated.'' To help form such intelligent people has been the goal for the past eight years of the Colorado School of Mines' McBride Honors Program. Recently, the pro gram entered a new phase by instituting an international curriculum. In our increasingly global society, a