Engineering programs – where rigorous math and theory classes test students’ fortitude until they either drop the major, or survive long enough to get to actually do any engineering.
That old philosophy of engineering education doesn’t serve our students, and it certainly doesn’t serve our employers, who are in need of more engineering talent than our universities are producing. We need to rethink the model, and that starts with asking ourselves, “why are some people drawn to engineering to begin with?”
Because they like to tinker and build. They like taking things apart and putting them back together. They want to understand how things work. So it stands to reason that our engineering programs should give students that opportunity to do – to apply the math and theory, early on.
At the University of Northwestern in St. Paul, Minnesota, that approach is taking shape. Here, the whir of machines and the clatter of tools blend with the hum of intense discussion as students apply theoretical knowledge to real-world problems.
Nazareth Hall, a breathtaking work of architecture taking back to the 1920s, is the centerpiece of UNW’s campus and home to the engineering programs. Downstairs at “Naz,” junior Parker Schmidt stands before a complex array of pipes and valves in the thermal fluids lab. His brow furrowed in concentration, he adjusts a control, watching intently as water flows through the system.
“I really like the hands-on more,” Schmidt explains. “You get to see the actual concepts that you’re learning come together, like physically seeing [the water] go and how much a little change can drastically change [the outcome] is something really cool that you don’t quite get to see as well on paper.”
Surrounding Schmidt is an array of equipment used to demonstrate fluid mechanics and heat and mass transfer concepts. Pumps, flow channels, hydraulic benches, pipes and turbines fill the room, while Schmidt and his classmates perform a variety of experiments.
At UNW, engineering majors can choose one of three concentrations: mechanical, electrical or civil engineering. In all cases, the university’s philosophy is to create well-rounded students who have both the theoretical knowledge and hands-on experience to become great engineers. The fluids lab is just one of several where students can apply their coursework to real-world scenarios.
Professor Mike Jacobson leads the charge in implementing this teaching philosophy: “All of our junior level students actually have a lot of lab experience and lab on learning.” Engineering, he says, “can be taught purely theoretical, but we want them to actually have some experience with hands-on learning.”
Sitting in the fluids lab, Dr. Siu-Yue Tam, Associate Professor of Engineering, gestures to the equipment surrounding her. “In one semester, we have them do 12 different experiments,” she explains. “They had to take a fluid class and then a heat and mass transfer class. This lab is essentially for both classes.”
The lab, outfitted with engineering equipment from TecQuipment in partnership with LAB Midwest, offers students a hands-on playground for applying theoretical concepts. Compact yet comprehensive, the equipment allows for a wide variety of scenarios, pushing students beyond textbook problems and into real-world challenges.
Senior Abigail Thielen leans over a hydraulic bench, adjusting a valve. “When you have the lab reports and you’re collecting the data,” she reflects, “suddenly, you see, ‘Oh, we just did this lab,’ and now you’re understanding parallel to the class content. You’re like, ‘Wow, this is what this actually means.’ And it’s a cool thing.”
Professor Jacobson adds, “Of course, theory has to be applied when you’re actually in the workforce. By having this experience, they realize that their calculations don’t always line up exactly right. There often have to be little adjustments or changes.” This hands-on approach prepares students for the realities of engineering work. As they perform experiments, make adjustments, and observe outcomes, they develop a crucial skill set that goes beyond theoretical knowledge. They learn to troubleshoot, to adapt their approach when initial calculations don’t yield expected results, and to understand the nuances of real-world applications.
These experiences cultivate a mindset of practical problem-solving that employers want to see. Graduates enter their careers not just with theoretical knowledge, but with the ability to apply that knowledge flexibly, make informed decisions based on real data, and innovate when faced with unexpected challenges. This blend of theory and practice produces engineers who can hit the ground running, adding immediate value to their employers and contributing meaningfully to their fields from day one.
On that topic of employment, UNW is seeing a fascinating shift take place in internships and beyond. Sophomores, once considered too green for real-world roles, are now landing coveted internships at an unprecedented rate.
Dr. Tam smiles, shakes her head and says with an air of disbelief coupled with pride, “It’s kind of crazy. A lot of them can get an internship in their sophomore year. That was kind of unheard of before, and now it’s not that rare.”
With a couple of years of engineering work experience under their belts by the time graduation rolls around, seniors have their pick of jobs.
Every spring Mike Jacobson gets calls from eager employers. “I get calls for internships. They will say, ‘I want to hire a soon-to-graduate senior.'” He chuckles, then continues, “And I say, ‘No, you’re dreaming. They’ve all been hired already. They’re not looking for internships. They already have jobs.'”
According to recent data from the U.S. Bureau of Labor Statistics, engineering jobs are projected to grow by 7% from 2020 to 2030, translating into over 146,000 new positions. For Northwestern graduates, this growth means more than job security; it signifies an opportunity to make an immediate impact in their fields. They have the theoretical knowledge. They have the hands-on skills. They have several years of work experience. By the time they graduate, UNW students are more than ready to tackle a full-time engineering career.
The University of Northwestern St. Paul is an example other engineering universities should follow. It’s about more than just industry demand; it’s about creating well-rounded people for our workforce and communities. “Several students have mentioned that problem-solving and creativity are fundamental to being human,” Dr. Tam adds, “You will be able to solve problems, help others, and create something beautiful in your head that you can actually bring to fruition.”
As automation and artificial intelligence reshape the workforce, the uniquely human skills of creativity and critical thinking become even more valuable. The early career success of UNW graduates illustrates the effectiveness of this model. By adopting a hands-on approach, other universities could see similar outcomes: higher employment rates, earlier internships, and graduates ready to contribute immediately. While implementing such a model requires investment in equipment and faculty training, Northwestern’s experience shows that the returns—in terms of student outcomes and industry partnerships—are substantial.
As we look to the future, it is clear that engineering education must bridge the gap between theory and practice. Universities that succeed in this endeavor will not only produce capable engineers but also shape problem-solvers and innovators who can tackle the world’s most complex challenges.
