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BIG
  BEACON
MANIFESTO
People of Earth…
  We live on a planet of nearly 7 billion
    people, and the growing impacts of
 technology on our lives—both positive
  and negative—become more obvious
      with each passing year. Powerful
  forces have been unleashed that are
   changing the way we communicate,
   the way we learn, the way we think,
          and how and where we work.
Concern about the
 consequences and
sustainability of our
    old-school style
   problem-solving
        approaches
            is rising.
In the coming years,
      much of the excitement of finding ways to help
        others and make a difference will come from
                                                 (one)
the mastery and marshalling of technology in service
  to people through new products, new services, new
 markets, new institutions, new situations, new places
                                                   plus
                                                 (two)
        doing so with a heightened sensitivity to and
           understanding of human values, intentions,
                        behaviors, and consequences.
These opportunities are
everywhere around us.
       They appeal to a broad spectrum of the
      curious, the adventurous, and the public-
   spirited of the next generation. They excite
     the next Steve Jobs and Max Levchin, the
    next great tech entrepreneur. They appeal
     to the next Bill Drayton and Emily Pilloton,
         the next impactful social entrepreneur.  
These opportunities resonate with those who would join
Engineers Without Borders, for example, to bring reliable clean
                   water supplies to villages in Central Africa.

They energize those who desire to create the next app, gizmo,
        process or system that we simply cannot live without.

    These aspirations are authentic and meaningful, and many
                                    would like to pursue them.

   They naturally lead to seeking an education in engineering,
 computer science, or some other technologically related field. 
But those who come to school in
       search of the excitement of
creating cutting edge technology
        or helping people through
 engineering find something else.
 They find an educational system
                      stuck in a rut,
   a rut not of the 1990s or 1980s,
            but a rut of the 1950s.
In the era of the internet and the tablet computer,
                               those who wish to be educated
                    in order to change a technological world
                 find an education system developed during
                         the heyday of manual switchboards
                                     and Hollerith keypunches.
                   In a world of collaboration and teamwork,
           they find schools with individuals learning alone.
               In a world of cool product and service design,
                      sensitivity to the voice of the customer,
and attention to the needs of those in the developing world,
 they find a math-science death march and rigid curricula,
                           taught in impersonal lecture halls,
  with an emphasis on one right (largely technical) answer.  
The practicing engineer trained in this system
                                survived its excesses,
 but he or she knows intimately how outdated it is.
     The practicing engineer today has w   itnessed a
 world shifting beneath his or her own education, a
world in which more technological change has taken
    place recently than in all of prior human history.
These practitioners love their chosen profession and
    w an education for today’s young person that
      ish
        shares the joy and passion today’s practicing
                engineer found only after graduation.  
Some courageous educators
strive to overcome this educational rut, but inertia, culture, and
 bureaucracy inside colleges and universities around the world
  keep the old system in place. However, it no longer serves the
   students it attempts to educate, the parents or governments
  who pay the bills, the employers who hire the students, or the
           society that uses the services the employer provides.
                 These courageous educators
     serve students at substantial risk to themselves and their
  careers, and they deserve support, but often their efforts are
                          isolated and, as such, unsustainable.
                                  The system needs to change,
                                              but the status quo
                   steadfastly resists effective transformation,
                        and change efforts to date have been
                               inadequate, ineffective, or both. 
The status quo will not go easily,
but go it must. 
The technological forces changing our world have illuminated
          a new path, a path leading to a whole new engineer,
     an engineer appropriate to our time and the foreseeable
  future, appropriate to the eager young people of our world,
  appropriate to those who wish to join the excitement of our
              times actively, directly, wholeheartedly, and now.
                                   Therefore, we come together,
   in the light of growing awareness and heightened urgency,
                  and shine a big beacon upon needed change. 
Here’s our
big beacon
 manifesto
   to shine
 that light.
We recognize that engineers are not
left-brained equation solvers working in isolation
                              from human needs,
                   challenges, and opportunities.
                    Engineers are whole-brained,
                     whole-bodied human beings
                        —whole new engineers—
                       who come fully assembled,
            ready for some of the most important
                collaborative action of our times. 
The whole new engineer



                  1. Finds joy in
                    engineering
                      and in life.
The whole new engineer



                    2. is open,
                       trusted,
                  and trusting.
The whole new engineer



            3. is authentically
                    connected
                   with others.
The whole new engineer



              4. is powerfully
                    present to
            possibilities in the
                      moment.
The whole new engineer



                  5. is mindful,
            observant, and an
             effective listener.
The whole new engineer



        6. has the courage to
              initiate, fail, and
                initiate again.
The whole new engineer



               7. is technically
                     competent
                      and agile.
The whole new engineer



                 8. is broadly
                educated and
                       curious.
The whole new engineer



         9. is a team player, a
           collaborator, and a
          community builder.
The whole new engineer



              10. is a designer,
                 a creator, and
                    a sustainer.
The whole new engineer



         11. is emotionally and
            socially aware and
                    competent.
The whole new engineer



             12. is a reflective
                    thinker and
               a self-directed
               and persistent
                        learner.
Engineering education is not a
                mind-numbing math-science
 death march that casts aside thousands of
capable young people who might otherwise
            have made effective engineers.
                It is a joyful, trusting process
that delights in serving student aspirations,
       learning, and growth, unleashing the
                 potential of each individual.
A whole new
engineering education


             13. is a joyful and
                    challenging
                    experience.
                                .
A whole new
engineering education


            14. trusts students,
            believing they are
                    resourceful,
                        creative,
                     and whole.
                                .
A whole new
engineering education


             15. connects with
                   students by
          fostering a sense of
                   community.
                              .
A whole new
engineering education

               16. encourages
              diverse student
              aspirations and
            increases student
                autonomy and
                       choice.
                             .
A whole new
engineering education


            17. accommodates
                        diverse
                learning styles.
                               .
A whole new
engineering education


               18. fosters agile
                      technical
              competence in a
              changing world.
                                .
A whole new
engineering education


            19. fosters concern
             for human values
                     and ethics.
                               .
A whole new
engineering education


               20. encourages
                     pervasive
             collaboration and
                    teamwork.
                              .
A whole new
engineering education


         21. celebrates action
              in the world and
            values failure that
           results in learning.
                              .
A whole new
engineering education


         22. values educators
                      who are
             servant teachers.
                             .
A whole new
engineering education


             23. listens to and
          collaborates with all
                  stakeholders
                               .
A whole new
engineering education


          24. walks the talk of
                    the whole
               new engineer.
                              .
Effective educational change
                   (educational rewire) is not
  (1) a class-by-class process of content or
                         pedagogical reform,
                                            or
  (2) something that awaits new research.
     It is an emotional and cultural process
         using known methods in a way that
practically, systematically, and sustainably
              promotes the dual vision of the
   whole new engineer and a whole new e
                       engineering education.
Educational rewire


        25. questions, listens,
             and is mindfully
               present to the
               possibilities of
             effective action.
Educational rewire

             26. engages the
                   willing, and
          embraces the once
          unwilling as soon as
            they are open to
                       change.
Educational rewire

        27. uses exemplars of
            authentic student
              engagement to
         change hearts then
                       minds.
Educational rewire

             28. is a personal,
               emotional, and
         cultural process that
               depends upon
          changing language
                     and story.
Educational rewire

          29. Uses incubators
          and pilots to permit
               innovation and
               respect faculty
                 governance .
Educational rewire

          30. is a process of
        open innovation that
              collaboratively
                     disrupts
              the status quo.
Educational rewire

                31. unleashes
          students in service
          to their education,
               and unleashes
          teachers in service
                 to students.
Big Beacon


             is a movement,
                      shining
                   a light on
                     needed
                    change.
Big Beacon

       is empowering people
             to come together,
     points of light near and
       far, large and small, to
     shine a collective beam
      seen around the world.
 Acting together,
  we are more powerful than those who
                      would act alone.
                Acting together,
we collaboratively disrupt a system that
     has defied change for many years.
 Acting together,
    we illuminate culture and emotion and
     pathways to effective change, cutting
through the fog of a broken system. Beam
    by sweeping beam, the fog lifts. In the
  clearing daylight, together we unleash a
    whole new engineering education and
we bring forth generations of
       whole new engineers
             to the benefit of
         the people of Earth.
Big Beacon Manifesto

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Big Beacon Manifesto

  • 2. People of Earth… We live on a planet of nearly 7 billion people, and the growing impacts of technology on our lives—both positive and negative—become more obvious with each passing year. Powerful forces have been unleashed that are changing the way we communicate, the way we learn, the way we think, and how and where we work.
  • 3. Concern about the consequences and sustainability of our old-school style problem-solving approaches is rising.
  • 4. In the coming years, much of the excitement of finding ways to help others and make a difference will come from (one) the mastery and marshalling of technology in service to people through new products, new services, new markets, new institutions, new situations, new places plus (two) doing so with a heightened sensitivity to and understanding of human values, intentions, behaviors, and consequences.
  • 5. These opportunities are everywhere around us. They appeal to a broad spectrum of the curious, the adventurous, and the public- spirited of the next generation. They excite the next Steve Jobs and Max Levchin, the next great tech entrepreneur. They appeal to the next Bill Drayton and Emily Pilloton, the next impactful social entrepreneur.  
  • 6. These opportunities resonate with those who would join Engineers Without Borders, for example, to bring reliable clean water supplies to villages in Central Africa. They energize those who desire to create the next app, gizmo, process or system that we simply cannot live without. These aspirations are authentic and meaningful, and many would like to pursue them. They naturally lead to seeking an education in engineering, computer science, or some other technologically related field. 
  • 7. But those who come to school in search of the excitement of creating cutting edge technology or helping people through engineering find something else. They find an educational system stuck in a rut, a rut not of the 1990s or 1980s, but a rut of the 1950s.
  • 8. In the era of the internet and the tablet computer, those who wish to be educated in order to change a technological world find an education system developed during the heyday of manual switchboards and Hollerith keypunches. In a world of collaboration and teamwork, they find schools with individuals learning alone. In a world of cool product and service design, sensitivity to the voice of the customer, and attention to the needs of those in the developing world, they find a math-science death march and rigid curricula, taught in impersonal lecture halls, with an emphasis on one right (largely technical) answer.  
  • 9. The practicing engineer trained in this system survived its excesses, but he or she knows intimately how outdated it is. The practicing engineer today has w itnessed a world shifting beneath his or her own education, a world in which more technological change has taken place recently than in all of prior human history. These practitioners love their chosen profession and w an education for today’s young person that ish shares the joy and passion today’s practicing engineer found only after graduation.  
  • 10. Some courageous educators strive to overcome this educational rut, but inertia, culture, and bureaucracy inside colleges and universities around the world keep the old system in place. However, it no longer serves the students it attempts to educate, the parents or governments who pay the bills, the employers who hire the students, or the society that uses the services the employer provides. These courageous educators serve students at substantial risk to themselves and their careers, and they deserve support, but often their efforts are isolated and, as such, unsustainable. The system needs to change, but the status quo steadfastly resists effective transformation, and change efforts to date have been inadequate, ineffective, or both. 
  • 11. The status quo will not go easily, but go it must.  The technological forces changing our world have illuminated a new path, a path leading to a whole new engineer, an engineer appropriate to our time and the foreseeable future, appropriate to the eager young people of our world, appropriate to those who wish to join the excitement of our times actively, directly, wholeheartedly, and now. Therefore, we come together, in the light of growing awareness and heightened urgency, and shine a big beacon upon needed change. 
  • 12. Here’s our big beacon manifesto to shine that light.
  • 13. We recognize that engineers are not left-brained equation solvers working in isolation from human needs, challenges, and opportunities. Engineers are whole-brained, whole-bodied human beings —whole new engineers— who come fully assembled, ready for some of the most important collaborative action of our times. 
  • 14. The whole new engineer 1. Finds joy in engineering and in life.
  • 15. The whole new engineer 2. is open, trusted, and trusting.
  • 16. The whole new engineer 3. is authentically connected with others.
  • 17. The whole new engineer 4. is powerfully present to possibilities in the moment.
  • 18. The whole new engineer 5. is mindful, observant, and an effective listener.
  • 19. The whole new engineer 6. has the courage to initiate, fail, and initiate again.
  • 20. The whole new engineer 7. is technically competent and agile.
  • 21. The whole new engineer 8. is broadly educated and curious.
  • 22. The whole new engineer 9. is a team player, a collaborator, and a community builder.
  • 23. The whole new engineer 10. is a designer, a creator, and a sustainer.
  • 24. The whole new engineer 11. is emotionally and socially aware and competent.
  • 25. The whole new engineer 12. is a reflective thinker and a self-directed and persistent learner.
  • 26. Engineering education is not a mind-numbing math-science death march that casts aside thousands of capable young people who might otherwise have made effective engineers. It is a joyful, trusting process that delights in serving student aspirations, learning, and growth, unleashing the potential of each individual.
  • 27. A whole new engineering education 13. is a joyful and challenging experience. .
  • 28. A whole new engineering education 14. trusts students, believing they are resourceful, creative, and whole. .
  • 29. A whole new engineering education 15. connects with students by fostering a sense of community. .
  • 30. A whole new engineering education 16. encourages diverse student aspirations and increases student autonomy and choice. .
  • 31. A whole new engineering education 17. accommodates diverse learning styles. .
  • 32. A whole new engineering education 18. fosters agile technical competence in a changing world. .
  • 33. A whole new engineering education 19. fosters concern for human values and ethics. .
  • 34. A whole new engineering education 20. encourages pervasive collaboration and teamwork. .
  • 35. A whole new engineering education 21. celebrates action in the world and values failure that results in learning. .
  • 36. A whole new engineering education 22. values educators who are servant teachers. .
  • 37. A whole new engineering education 23. listens to and collaborates with all stakeholders .
  • 38. A whole new engineering education 24. walks the talk of the whole new engineer. .
  • 39. Effective educational change (educational rewire) is not (1) a class-by-class process of content or pedagogical reform, or (2) something that awaits new research. It is an emotional and cultural process using known methods in a way that practically, systematically, and sustainably promotes the dual vision of the whole new engineer and a whole new e engineering education.
  • 40. Educational rewire 25. questions, listens, and is mindfully present to the possibilities of effective action.
  • 41. Educational rewire 26. engages the willing, and embraces the once unwilling as soon as they are open to change.
  • 42. Educational rewire 27. uses exemplars of authentic student engagement to change hearts then minds.
  • 43. Educational rewire 28. is a personal, emotional, and cultural process that depends upon changing language and story.
  • 44. Educational rewire 29. Uses incubators and pilots to permit innovation and respect faculty governance .
  • 45. Educational rewire 30. is a process of open innovation that collaboratively disrupts the status quo.
  • 46. Educational rewire 31. unleashes students in service to their education, and unleashes teachers in service to students.
  • 47. Big Beacon is a movement, shining a light on needed change.
  • 48. Big Beacon is empowering people to come together, points of light near and far, large and small, to shine a collective beam seen around the world.
  • 49.  Acting together, we are more powerful than those who would act alone. Acting together, we collaboratively disrupt a system that has defied change for many years.
  • 50.  Acting together, we illuminate culture and emotion and pathways to effective change, cutting through the fog of a broken system. Beam by sweeping beam, the fog lifts. In the clearing daylight, together we unleash a whole new engineering education and we bring forth generations of whole new engineers to the benefit of the people of Earth.