In a compelling call for educational reform, Adaugo Enuka, a 24-year-old American-based Nigerian Chemical and Biomolecular PhD Student at Cornell University, United States, advocates for a fundamental shift in how engineering is taught at universities worldwide.
Her proposal emphasizes the need for more practice-based learning approaches that better prepare students for real-world challenges.
“The current curriculum structure, while theoretically robust, often fails to bridge the gap between academic knowledge and practical application,” says Adaugo.
This young scholar completed her undergraduate studies at Covenant University in Nigeria before pursuing advanced degrees in the United States of America.
“We need to reimagine engineering education to develop problem-solvers who can adapt to diverse contexts and constraints”, she noted.
Adaugo’s initiative, termed “Applied Engineering Integration” (AEI), focuses on embedding hands-on projects, fostering academic-industry partnerships, and introducing real-world problem-solving scenarios into standard curricula.
Her research at Cornell University explores how these methods enhance learning outcomes by assessing both student and faculty experiences in undergraduate engineering courses. It also examines how practicing engineers collaborate across disciplines, a crucial skill in today’s increasingly interconnected world.
What inspired her to push for curriculum reform
During her transition from studying in Nigeria to the United States of America, Adaugo said she noticed that regardless of location, engineering students often struggle with the same issue, which is applying theoretical knowledge to practical problems.
She said students would refer to these courses as ambiguous with little to no practical experience.
“This universal challenge showed me that the problem isn’t necessarily with the students but with how we teach engineering courses in the classroom.
“Often, student defect after their first or second year to non-engineering programs as they feel less confident in their ability to comprehend and grasp the theory content where there are no practical illustrations to back them up.
“One might say that is the purpose of internships, but internships are short-term contracts that are highly competitive. Only a few students will get to have the opportunity to gain practical work experience.
“This problem leads to low retention of undergraduate students in engineering positions, which further leads to a global engineering workforce shortage, not just in the United States”, she added.
How these changes benefit students globally
The young scholar said engineering principles are universal, but their application varies by context.
She said by focusing on practice-based learning, students are not just taught how to solve problems, but they are learning how to adapt solutions to different environments and constraints.
Adaugo said this is crucial whether the person is working in New York, Lagos, or Tokyo.
“During my master’s program at Rowan University, I worked on the manufacturing of polymer nanofibers for piezoelectric applications. I had little background in electrical engineering, yet I had to dive in and learn through practical applications. Those challenging experiences taught me more than any lecture ever could,” she explains.
Possible challenges in implementing these changes
The biggest challenge according to Adaugo is institutional inertia. She said universities have been teaching engineering the same way for decades.
“Change requires not just curriculum updates but a shift in mindset from faculty, administration, and accreditation bodies. We also need to ensure these changes are implementable in both resource-rich and resource-constrained environments.
“Another challenge is assessing how well the integration of different engineering disciplines works in practice while also evaluating the effectiveness of applied hands-on learning approaches in engineering”, She noted.
Education experts note that Adaugo’s proposals could be particularly relevant in developing nations, where the gap between academic training and industry needs is often more pronounced.
As discussions about engineering education reform gain momentum, Adaugo continues to develop implementation frameworks for her proposals.
The goal isn’t to completely overhaul existing systems,” Adaugo explains, “but to enhance them in ways that make engineering education more relevant and effective for today’s world.”
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