Just two years after the University of Wyoming reinstated an undergraduate degree program in petroleum engineering, 12 students will receive bachelor of science degrees in the discipline. Commencement is scheduled May 10.

“That (reinstating the B.S. degree) was a good decision,” says H. Gordon Harris, who heads the Department of Chemical and Petroleum Engineering in the College of Engineering and Applied Science. “All of the graduating students have been offered positions in the oil and gas industry.”
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“We (UW students) have opportunities to learn about all phases of drilling and production,” he says, adding that he really appreciated learning from Jack Evers, a UW professor who was came out of retirement to teach in the program. Brinkerhoff has accepted a position with EOG Resources in Vernal, Utah, and will start work for the company later this month.

Brian Towler, who was the department head when the degree was reinstated, says about 10 students in the petroleum engineering program are from the Southern Alberta Institute of Technology, where they earned two-year associates degrees and then came to UW to complete their four-year degrees. He says the university has had a long history recruiting Canadian students to finish their degrees at UW.

The demand is enormous’ in energy and mining

In Alberta, provincial forecasts suggest there will be a shortage of 6,000 energy industry engineers within 10 years, says Elizabeth Cannon, dean of the Schulich School of Engineering at the University of Calgary.

The mining industry will need 92,000 more workers by 2017 and a significant chunk will be engineers and engineering technologists, says Ryan Montpellier, executive director of the Mining Industry Human Resources Council in Ottawa.

The fact is, universities alone can not cope with the huge surge in demand, says Anis Farah, director of the school of engineering at Laurentian University in Sudbury. His school will graduate just 15 to 17 mining, chemical and mechanical engineers this year, although Laurentian is now gearing up to significantly increase its class sizes.

Currently only nine universities offer mining engineering, Dr. Farah says. And those nine graduate only between 120 and 150 new mining engineers a year, says Mr. Montpellier.

“Three years ago, our first-year class for all engineering courses was just 20, last year it was 80 and this fall we will have 110 students,” Dr. Farah says.

Related: Google’s Green Energy Initiative (They are Hiring) - Engineering is #1 - High Pay for Engineering Graduates

“We find ourselves at this moment in history with the number of engineering graduates at one of its lowest levels of the past 20 years, and yet a time when the demand for young people prepared to work in America’s high-technology industries has never been higher,” wrote John Brooks Slaughter, president and CEO of the National Action Council for Minorities in Engineering, which sponsored the report through a grant from the Motorola Foundation.

Confronting the “New” American Dilemna, Under-Represented Minorities in Engineering: A Data-Based Look at Diversity has not been made available online. Remarks on the report by Lisa M. Frehill.

Related: Engineering’s New Look, Prisim 2005 - Study on Minority Degrees in STEM fields - Minority Faculty of Engineering, Prism 2002 - USA Under-counting Engineering Graduates

The National Science Foundation’s Graduate Research Fellowship Program aims to ensure the vitality of the human resource base of science and engineering in the United States and to reinforce its diversity. The program recognizes and supports outstanding graduate students in the relevant science, technology, engineering, and mathematics disciplines who are pursuing research-based master’s and doctoral degrees.

This year NSF awarded 913 fellowships: which come with a stipend of $30,000 and $10,500 cost of education allowance. On our Science and Engineering Fellowship blog we are highlighting awardees including: Julia Kamenetzky (in photo), physics major at Cornell College; Andrej Lenert, mechanical engineering major at the University of Iowa; Jennifer Robinson, computer science major at North Carolina State; Jeremy Freeman, neuroscience major at Swarthmore; and Mariela Zeledón, biological sciences major at Carnegie Mellon University.

Fellows from previous years include: Sergey Brin, Burton Richter, Steven Levitt and Frank Wilczek.

This “Engineering the Future” class is one of several efforts across the country to introduce engineering to elementary- and secondary-school pupils. The programs, which are growing in number and in some cases being established on a statewide basis, come in response to countless studies over the years that show if students encounter engineering early on in school, they are more likely to choose it as a career.
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While 37 states include some form of engineering or technology education in their curriculum standards, only Massachusetts has designed a statewide assessment in technology/engineering similar to exams now administered in biology, chemistry and introductory physics.
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Early returns suggest that K-12 engineering programs like those offered by the Museum of Science seem to be having the desired effect of boosting interest in engineering careers. Take the results from Project Lead the Way, a nonprofit group that has developed an engineering curriculum for more than 1,700 middle and high schools in 46 states and the District of Columbia. A survey of 3,700 students in the program in 20 states found that 80 percent intend to enroll in college (10 percent higher than the national average). And 60 percent of them plan to study engineering, technology, math or science (about double the national average).

Indeed, an analysis of 100 college transcripts from Project Lead the Way participants who graduated from high school in 2005 or before showed that about 75 are studying engineering or technology. Moreover, they averaged a B or better in calculus, physics and chemistry.

Additional resources on k-12 engineering education: ASEE EngineeringK12 Center - Project Lead The Way - Engineering is Elementary - Education Resources for Science and Engineering - TeachEngineering - podcast by Ioannis Miaoulis, President and Director of the Museum of Science

You cannot look into the eyes of a child who is dying from a disease caused by drinking dirty water — something that rarely, if ever, happens in the United States — and not feel changed. You cannot stand before her parents without thinking, “I’m an engineer. There must be something I can do.”
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A year later, I returned with 10 engineering students from the University of Colorado. We devised a rudimentary pumping system, bringing water to the people of San Pablo. Today, the village’s young girls go to school and are healthier.

That trip was a transforming experience, not just for the villagers, but also for me. Intuitively, we engineers like things big — expansive bridges, colossal dams, massive tunnels. My experience taught me that small-scale engineering can have the most impact on people’s lives.

When I returned to Boulder, I began building something else: Engineers Without Borders — USA. The organization was formed out of the conviction that engineers have a leadership role to play in addressing some of the world’s most serious problems: contaminated water, poor sanitation systems, expensive or harmful energy sources.

In a world focused on bigger and newer, there is growing recognition that small-scale engineering can play a major role in helping end the cycle of poverty that persists among almost half the world’s population. Studies by the World Bank and United Nations suggest the most basic technology is critical to bringing more than 3 billion people out of poverty.

Today EWB-USA counts more than 11,000 student and professional engineers as members and works in 43 countries on 300 projects involving water, sanitation, energy and shelter. Whether it’s combining sustainable technologies with advanced construction techniques to bring affordable housing to pockets of the world, drilling drinking water wells in Kenya, constructing fog collectors in the Himalayas to harvest fresh water or installing solar panels to provide energy for a remote hospital in Rwanda, we are healing communities throughout the globe, giving people dignity and hope for better lives.

Engineers without Borders is another vivid example of the benefits engineering brings to society.

Related: Engineering a Better World - Scientists and Engineers Without Borders - Kick Start Appropriate Technology - Engineering with People in Mind

don’t think there’s any doubt that the kids are well-equipped to think and problem solve, but schools are overly focused on preparing kids for their first job. The question might be how well-prepared are students for a very uncertain and diverse future. That is a question that has not been studied very carefully and I would suspect we find the answers to be less than positive.
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Just because you spent 20 years in the classroom doesn’t mean you are prepared to step on the other side of the desk and teach. I wish universities and especially the great ones would make the training of teachers a higher priority. It simply is not the case and because of that, all of us suffer in our ability to hire faculty.
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the university faculty has two primary roles, which are to expand the knowledge base and translate that to students. The need for faculty to push the boundaries of knowledge is absolutely critical.

Coolest science toy ever

Phun is without question the greatest computer toy in the history of the universe… It’s extremely easy to use. As a starter tip, turn gravity off when you’re attaching stuff to the background (right click after selecting “affix” tool).

Very cool for kids of all ages. Kids can learn a great deal just by playing around with this tool - about physics and engineering concepts. This is a great example of technology aiding learning - making it fun and easy for anyone to experiment and see what they can create. Get your Phun (2D physics software) for free. Phun is a Master of Science Theises by Computing Science student Emil Ernerfeldt.

Some other very cool stuff: Cool Mechanical Simulation System - Scratch from MIT

The primary role of engineering as a discipline is to use scientific knowledge to do useful things for society. So in academia, engineering serves as a bridge between the natural sciences on one hand and the humanities and the social sciences on the other. Engineers are, of course, involved very closely with natural scientists in seeking new scientific knowledge. But, engineers also work closely with humanists and social scientists in examining the implications of technology. At a liberal arts university, engineering plays a central role not only in research but also in teaching. It is our responsibility as engineering educators to make sure that all of our students, whether they are majoring in engineering or not, are technologically literate.
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The School of Engineering already has significant research programs related to human health, from the development of nanoparticles for drug delivery to innovative approaches for treating diabetes. But we have even bolder ambitions. As President Shirley Tilghman has often noted, biology is experiencing a revolutionary shift, one that calls for multidisciplinary collaboration. At the vanguard of this shift are unrivaled researchers at Princeton in the Department of Molecular Biology, the Lewis-Sigler Institute for Integrative Genomics and the Princeton Neuroscience Institute. While we have substantial collaborations now with our colleagues in these life sciences, by deepening, expanding and leveraging these collaborations the School of Engineering can become a world-class center for biological engineering.

The first women’s college to offer an engineering degree, Smith is forging new paths in a field that’s eager to swell its ranks in the United States. Women receive only 20 percent of bachelor’s degrees in engineering, according to a new report by the National Science Board (NSB). Like a handful of other liberal arts colleges, Smith is producing graduates who’ve had a different type of engineering education – one that goes beyond technical training to focus on a broader context for finding solutions to humanity’s problems; one that emphasizes ethics and communication; one so flexible that about half the students study abroad, which is rare, despite the multinational nature of many engineering jobs.
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Smith’s program boasts a 90 percent retention rate and high participation of underrepresented minorities. Ms. Moriarty hopes to find out which elements of the experience at Smith most contribute to students’ success. Female role models play a part (6 out of 10 engineering faculty here are women), but she says other factors are likely to be more important: “I think the methods being used here could probably translate very easily to other institutions that aren’t all women,” she says.

Ellis has done much to shape those methods. He draws on his experience teaching high school physics to bring the fun factor into his classes, for one. He has students use motion-graphing sensors to gain a deeper understanding of functions and derivatives, key building blocks in calculus.

ASEE’s Prism magazine had a cover article on the Smith’s engineering education efforts in 2005.

Related: Why Won’t She Listen - Re-engineering Engineering

Changes in the global environment require changes in engineering education. Markets, companies, and supply chains have become much more international and engineering services are often sourced to the countries that can provide the best value. Basic engineering skills (such as knowledge of the engineering fundamentals) have become commodities that can be provided by lower cost engineers in many countries, and some engineering jobs traditionally done in the U.S. are increasingly done overseas. To respond to this changing context, U.S. engineers need new skill sets not easily replicated by low-wage overseas engineers.
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Society at large does not have an accurate perception of the nature of engineering. Survey data indicate that the public associates engineers with economic growth and defense, but less so with improving health, the quality of life, and the environment.
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The third challenge for engineering education is to retain those students who are initially attracted to engineering. Attrition is substantial in engineering, particularly in the first year of college. About 60 percent of students who enter engineering majors obtain a degree within 6 years. Although this retention rate is comparable to some other fields, it is especially critical for engineering to retain the pool of entering students.

Related: Engineering for a Changing World - Re-engineering Engineering Eduction