Why a liberal and multidisciplinary education is needed to solve the energy crisis

Abstract

One of the grand challenges for the current generation is the need for widespread use of clean and renewable energy sources. Rapid growth in demand for energy is likely to exceed our global ability to supply it moving forward. In addition, our current energy sources often carry heavy environmental tolls. Thus our current energy trajectory is not sustainable. Research and development of alternative energy sources, including renewable sources, has made good progress, but more work needs to be done with more urgency. New technologies and significant improvements in existing technologies are needed to address the looming energy shortage. Many of these non-traditional sources of energy have different social impacts from their more customary counterparts. Engineers working in the area of energy production must understand the technical aspects of these new energy technologies, but that alone is not sufficient. They must have a deep intuition and understanding of how these technologies impact the social-cultural milieu within which they will be embedded. Thus, engineering educators must provide a broad, multidisciplinary education - one that spans not only multiple technical disciplines, but also includes a strong liberal arts component. Such broad social problems require broad solutions. Given the critical and timely nature of this topic, one would assume that it would be receiving significant attention within engineering education scholarship. But it has not. Although increasing recently, the total number of relevant papers on energy education in the literature is quite small, and almost none address the essential need for a broader, contextual education. An examination of available textbooks on energy issues demonstrates a similar gap. We conclude with several recommendations to take initial steps toward rectifying this lack of sufficient scholarship in engineering education and lack of resources for engineering educators. © American Society for Engineering Education, 2008.