Changes

*<span style="font-size:small"><span style="font-family:tahoma,geneva,sans-serif"><span class="Apple-style-span"><span class="Apple-style-span" style="color: rgb(0, 0, 0)">&nbsp;Connect technology with society</span></span></span></span>

<span style="font-size:small"><span style="font-family:tahoma,geneva,sans-serif"><span class="Apple-style-span" style="color: rgb(0, 0, 0);">The five components of the Grand Challenge Scholars Program that will prepare future engineers include:</span><br/><br/><span class="Apple-style-span" style="color: rgb(0, 0, 0)">1. ''Project or research activity engaging a GC theme or challenge.''&nbsp;Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.</span><span class="Apple-style-span" style="color: rgb(0, 0, 0)">&nbsp;</span><br/><br/><span class="Apple-style-span" style="color: rgb(0, 0, 0)">2. ''Interdisciplinary curriculum.''&nbsp;Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.&nbsp;</span><br/><br/><span class="Apple-style-span" style="color: rgb(0, 0, 0)">3. ''Entrepreneurship.''&nbsp;Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.&nbsp;</span><br/><br/><span class="Apple-style-span" style="color: rgb(0, 0, 0)">4. ''Global dimension.''&nbsp;Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component.</span><br/><br/><span class="Apple-style-span" style="color: rgb(0, 0, 0)">5. ''Service learning.''&nbsp;Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.</span></span></span>

= Distinct Differences From Other Offerings =