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Core Engineering Renaissance At Rensselaer: Engineering Discovery A Pilot First Year Course
2005 Annual Conference Proceedings
Introduction and Motivation Are engineering schools meeting the needs of today's young women and men not just to study engineering, but to become engineers? Are they showing young students, even before they enter college, what it means to be an engineer and how engineers can help people and contribute to society? Do our young students share with us in the responsibility for their education and are they prepared for a process of lifelong learning necessary for the technical leadership required to face an unpredictable future? Do engineering students view the required fundamental courses in science, mathematics, and social science as disconnected courses that must be taken as part of some rite of passage into the study of engineering, or as the interrelated fundamental body of knowledge essential for the practice of engineering? These questions are being asked nationwide by students and parents, university faculty, government administrators, and industry executives. Unfortunately, the answers indicate an urgent need for a systemic change-incremental change is not an option. Recent times have seen no clear path forward and an apparent absence of focused, action-oriented leadership. New generations of students, with different backgrounds, interests, skills, and needs, must be enthused about the profession of engineering and better prepared, in both technical and non-technical areas, to creatively advance technology and solve the problems the 21 st century will present. Renaissance engineers, men and women who get involved in public policy, stand for practical and cooperative solutions, work to change the world to make it a better place, and improve the quality of life for all the people of the earth, are needed. To create them requires a new approach to engineering education. The U.S. is in a competitiveness-and-innovation struggle with the rest of the world, primarily India, China, and Japan. The U.S. is also facing a critical shortage of engineers. Several factors have contributed to this. Among them are: (a) There has been a 37 percent decline in engineering interest by college-bound high school students over the past 12 years; (b) The U.S. now ranks 17 th among nations surveyed in the share of its 18-to-24-year-olds who earn natural science and engineering degrees. In 1975, it was third. Engineering B.S. degrees peaked in 1985 at 77,572 (2.2% women), and plunged to 60,914 (1.7% women) in 1998 1 ; (c) The U.S. has become overly dependent on the global workforce while no longer dominating the global marketplace for technical talent as it once did 6. Who then will take us into the future? Science and engineering together are the engines for economic growth and national security. Universities are failing to attract women, underrepresented minorities, people with disabilities, and perhaps, most importantly, those students who were never exposed to the excitement and fulfillment of an engineering career. What are the Essential Requirements for a 1 st-Year Engineering Curriculum? The freshman year is critical for keeping promising students on the engineering track. A firstyear engineering curriculum is a bridge between high school and the in-depth study of the engineering disciplines. This bridge, at most universities, is very rickety and many students fall
Engineering the engineering program: The year of discovery
2016 IEEE Frontiers in Education Conference (FIE), 2016
Retention is an issue that has been faced by many engineering colleges due to the difficulties and lack of knowledge about what it really is to be an engineer. The first 3 years of the course are particularly intense and hard. A way to overcome this period might be achieved by implementing a new kind of course, more enticing and dynamic. That is the idea of COPEC's engineering education research team, to embed a program with a more interesting activity for students in the first year. It is what has been named after "The Year of Discovery", a short-term workshop in order to show students the possibilities of performing as engineers in a global environment-a project developed for a private university, in order to decrease the retention rate in their engineering programs.
2014
Dear Friends, As an alumnus and 19 year member of the faculty at Louisiana Tech University, I am invested and passionate about our College’s role in preparing the BEST graduates to respond to the needs and challenges of our ever-changing world. I believe my mechanical engineering degree from Louisiana Tech provided me with that preparation, and I aspire for us to continue to build and enhance our legacy of innovation and leadership in engineering and science education. We are also focused on transformative research that leverages our strengths and strategic opportunities. Both of these priorities are elevating our national recognition as evidenced by our University’s consistent rise in national, rankings despite the challenges of higher education budget cuts. While there have been many changes and challenges for our College this past year, there are still many exciting accomplishments to report. Our theme for this annual report is ”Success Beyond the Books,” as we have highlighted a...
Guest Editorial Continuing to Build Engineering Education Research Capabilities
IEEE Transactions on Education, 2006
Guest Editorial Continuing to Build Engineering Education Research Capabilities T HE engineering education research community has progressed considerably since I attended my first Frontiers in Education (FIE) Conference in 1981. The FIE conference was started by the IEEE Education Society in 1971. The Educational Research and Methods (ERM) Division of the American Society for Engineering Education (ASEE) joined as a co-sponsor in 1973, and the IEEE Computer Society joined as a co-sponsor in 1995. If you are interested in the details, Jones has provided excellent summaries of the history of FIE [1], [2], and Budny [3] keeps the FIE website up to date. The FIE conference has helped engineering faculty become more scholarly teachers. Becoming a scholarly teacher means being familiar with the best practices in engineering education, reading engineering education literature and engaging in periodic conversations about teaching and learning with colleagues, and conducting systematic assessment of their students' learning. The IEEE Education Society has provided extraordinary leadership in engineering education and is now well positioned to play a significant role in preparing engineering education researchers. Recent editorials in the Journal of Engineering Education [4], [5] argue for increasing our emphasis on engineering education research beyond the small and dedicated members of the engineering education research community who have faithfully participated in the Frontiers in Education conferences. Authors of the National Academy of Engineering study Educating the Engineer of 2020 [6] recommend the following: Colleges and universities should endorse research in engineering education as a valued and rewarded activity for engineering faculty and should develop new standards for faculty qualifications.
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Engineering Practice Magazine October 2017
Based on engineering first principles and practical real world applications our curriculum has been vetted by academic and industry professionals. Through rigorous study and examination, candidates are able to prove their knowledge and experience. This body of certified professionals engineers will become a network of industry professionals leading continuous improvement and education with improved ethics.
Innovative Engineering Technology Program In Environmental, Health And Safety
2007 Annual Conference & Exposition Proceedings
Dr. Evans has over 20 years of executive and senior technical management experience at 3M Company and IBM Corporation, primarily leading multidisciplinary, global technical organizations responsible for R&D; new business and market development; manufacturing engineering; quality; environmental, health and safety; and others. Before joining National University, he acquired 12+ years of voluntary involvement with higher education, including adjunct teaching and research in engineering at the University of Colorado and formal advisory involvement in both science and engineering at the University of Texas. Other past professional and academic activities include being a founding member and officer in the Central Texas Electronics Association; past chairman of IBM's Materials Shared University Research Committee; Ph.D. Recruiting Coordinator for IBM's Systems Technology Division; and executive sponsor for 3M division's student programs. He has published and presented widely in areas of surface science, electronic materials and processes, project management, and industry/university relations. He holds 4 patents and has received awards for excellence in technical innovation (IBM), technical authorship (IBM), teaching (University of Colorado), and scholarship (National Science Foundation). Shekar Viswanathan, National University Dr. Viswanathan is a Professor and Chair of the Department of Applied Engineering and Lead Faculty for Engineering Management and Homeland Security and Safety Engineering. He is the Lead for six full time and fifty two adjunct faculty members. His department offers three undergraduate and six graduate programs and has a student population of three hundred students. Dr. Viswanathan is an educator, researcher and administrator with more than twenty-five years of industrial and academic experience encompassing engineering and environmental consulting, research and development, and technology development. His career experience includes teaching at the University level, conducting fundamental research, and developing continuing educational courses.
Iowa NSF EPSCoR 2016 Annual Report - Year 5
2016
The vision of the Iowa NSF EPSCoR project Harnessing Energy Flows in the Biosphere to Build Sustainable Energy Systems is to establish Iowa as a leader in the world-wide transition in energy supply from mining subsurface (fossil) energy stores to harnessing renewable energy flows in the biosphere. The mission is to achieve organizational excellence, enhance Iowa\u27s research infrastructure, and prepare a diverse STEM educated workforce needed to advance Iowa\u27s competitive position in renewable energy and energy utilization. The research program is organized into four research platforms - BioEnergy, Wind Energy, Energy Utilization, and Energy Policy- and a Broader Impacts platform. Each of the five platforms has two or more Planks that focus on specific aspects of the platform and has identified various Strategic Priorities (goals) to focus efforts over this five-year project; these platforms and their Strategic Priorities (SP) are outlined below and the numbers correspond to the...