Why a 120-credit engineering degree is now possible

It is suggested that, to achieve the imperative of a 120-credit degree with more relevance, two broad changes need to be made to the engineering undergraduate curriculum: exploit a major instructional paradigm shift now possible with the computer and organize the curriculum along three major instructional stems. The paradigm shift is from problem solving to problem definition. The second change leading to fewer courses is a curriculum structured around distinct instructional stems which are readily understood by students and instructional staff. These stems are: (1) design (for synthesis skills), (2) math/science/engineering (for analysis skills), and social/business (for societal relevance)