The article “How Well Are We Preparing ChE Students for Industry?” in the Update section of the April issue of CEP (pp. 4–5, 14–15) meshed with my career-long concern about engineering education. I graduated in 1968, with pride in my skills, from “a strong program” that “was about to break into the top ten,” as we were told. It was a good program in many ways, but after two years in industry, I came to realize the misdirected perspectives I had acquired as a student. After 13 years in industry and 28 in academia, I have concluded that neither the academic perception of excellence nor the tasks students are required to complete align with the perceptions and tasks that lead to success in industry.
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