{'fraction_non_alphanumeric': 0.01675977653631285, 'fraction_numerical': 0.0111731843575419, 'mean_word_length': 5.448, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The engineer of 2020 is here: Using innovative kinesthetic activities as tools to fulfill the NAE vision

With the arrival of the 2016 freshmen class on college campuses, the Engineer of 2020 is here. In the 13 years since the NAE's initial publication, many innovative engineering programs and initiatives have taken root across the United States. Many of these programs are rooted in experiential learning for technical mastery, and have demonstrated success in developing strong technical experts. The vision for the Engineer of 2020 goes beyond technical knowledge and deep into the human elements of engineering. We describe the use of innovative, kinesthetic activities to support the broader realization of the NAE vision. We draw from two unique courses, a communication course with a multidisciplinary engineering student enrollment, and a course for both engineering and non-engineering students that explores the implications of engineers as people. While different in context, the elective courses share a similar ideology and approach in emphasizing communication, human relationships, focus on the engineering process, opportunities for reflection, and growth mindset. Many of the activities described require students to play a role in a non-technical or abstract scenario which forms the basis for discussing engineering principles. The underlying philosophies of these non-technical courses also permeate our approaches to teaching technical material in core classes. Student feedback has been positive, with students recognizing the absence of this kind of learning in their broader education.