Broadening Engineering Curricula

AN insistent and steadily growing demand is evident for the broadening of undergraduate curricula in engineering. Among suggested additions are training in public speaking, report writing, business law and contracts, accounting, finance, money and banking, scientific management, economics, social and labor problems, psychology, and ethics. The demand for these subjects comes from the older engineers and from the industries that employ our graduates. Of course, many of the men who suggest such changes are influenced largely by their personal needs and contacts, but the demand is sufficiently widespread to merit serious study by educators. In fact, many educators themselves concur in the proposals for broader training. These matters were examined intensively a few years ago in an exhaustive study of engineering education. Opinion at that time was rather strongly against any profound change. Since then, however, the whole economic system has undergone violent disruption. Even if recommendations made a few years ago were appropriate to the conditions then- obtaining, the enormously changed conditions of the present make advisable a further careful study of this problem. In recent years, mergers, to reduce costs, have sharply limited the number of engineers employed and have thereby intensified the struggle to secure positions. In this stiffer competition, engineers with the most adequate training undoubtedly fare the best.