Showing papers on "Engineering education published in 1982"

Engineers and Their Profession

Abstract: PART I: THE ENGINEERING PROFESSION 1. Is Engineering Really a Profession? 2. The Brances of Engineering 3. Engineering Challenges 4. Engineering Employment 5. Engineering Education 6. Creativity 7. Design and Development 8. Salaries and Other Rewards PART II: PROFESSIONAL RESPONSIBILITIES OF ENGINEERS 9. Professional Registration 10. Management 11. Ethics and Public Responsibility 12. Engineering Societies 13. Intellectual Property: Patents, Copyrights, Trade Secrets, and Trademarks 14. Product Liability PART III: REFERENCE MATERIAL Appendix One: Definitions Appendix Two: Code of Ethics, National Society of Professional Engineers Appendix Three: Guidelines to Professional Employment for Engineers and Scientists Notes Index

Construction Education: Past, Present, and Future

Abstract: Higher education for construction managers demands increased attention by the colleges and universities, and the construction industry. The present-day programs have developed only recently because of constraints such as the industry's diversity and divisions, and differences in the backgrounds and traditions of the participants. These programs have followed three main streams: (1) Four-year programs in civil engineering; (2) five-year programs in civil engineering leading to the M.S. degree; and (3) four-year programs outside engineering. University research on construction problems is minimal. Neither of the four-year programs, which produce most of the graduates, cover the subject matter the industry says it wants, but the transition to, or development of, more five-year programs will be slow if present conditions continue. To maintain and improve construction education and launch the universities into research and in-service education will be impossible without industry attention and support far beyond the present low levels. Fortunately, there are strong signs that this attention and support is developing so that the future seems bright.

The Case for Project-Oriented Courses with "Educationally Useful" Student Design Projects

Abstract: In looking for "real life" undergraduate student design projects engineering educators may overlook projects which have a "real life" educational purpose within the University. Such "educationally useful" projects can provide the stimulus for very motivating student design experiences. In this paper the concept of "educationally useful" student design projects is formulated and three examples are included to illustrate this concept. The goal of this paper is to illustrate through these examples how the academic environment can provide the stimulus for excellent "real life" student design projects. The advantages of these projects to the student and to the educational process are described.

Teaching Decision-Making with Guided Design.

Abstract: A two-piece router bit for an earth moving unit includes adaptor part which is adapted unit includes be removably secured to the earth moving unit and a ground-engaging or wear part which is adapted to be removably secured to the adaptor part. The adaptor includes an elongated nose portion which is provided with a flat bearing surface, and the wear part is provided with an elongated recess which receives the nose portion of the adaptor and which terminates in a flat bearing surface which abuts the flat bearing surface of the adaptor. Both the nose of the adaptor and the recess of the wear part have both generally horizontally extending and generally upwardly extending portions so that the flat bearing surface of the nose can resist thrust loading on the wear part in both the horizontal and vertical directions. The parts are also equipped with cooperating hook means to resist shear forces or torque which would tend to cause relative movement between the parts. The hook means include a rearwardly extending finger on the wear part which extends over the top of the adaptor nose and prevents downward movement of the wear part relative to the adaptor and a lug in the recess of the wear part which is received in a slot in the adaptor nose to resist shear forces and to assist in restraining downward movement of the wear part. Releasable lock means hold the parts together until the wear part requires replacement.

Questionnaire design for student measurement of teaching effectiveness

Abstract: The design and use of questionnaires in course and faculty evaluation are discussed and the literature surveyed. Problems of questionnaire construction and interpretation of results are described and a questionnaire developed by the authors in the Faculty of Engineering at the University of Waterloo is given as an example.

Engineering Degree Curricula for the Future.

Abstract: Traditional engineering degree courses no longer adequately or effectively satisfy the needs of industry and society. This article investigates the needs of the engineer in the future and proposes changes. It is suggested that if engineering is to survive as a profession then engineering education must prepare engineers for much wider roles throughout society than at present.

Does Undergraduate Biomedical Engineering Education Produce Real Engineers

Abstract: This note presents the results of a study of undergraduate biomedical engineering education done during the 1980-1981 academic year. The curricula from 29 institutions offering a degree program or an option in biomedical engineering were tabulated by subject category and compared to the older discipline of electrical engineering. The object was to determine how much, if any, reduction there is in engineering course work in order to includelife sciences in the biomedical engineering programs, and if the amount of life sciences is enough to adequately provide for students' needs. An attempt is also made to correlate the purpose of the programs and the content of their curricula Course catalog information and a survey sent to the 29 universities were used to assess the information.

The other frontiers of science.

Abstract: Frontiers of science are usually considered as those areas where the boundares of human knowledge are being pushed most vigorousl into the unknown. These are the intemal frontiers. But no less important are the external frontiers. Those bordering on the federal govermment, on education, on private industry and on intemational affairs and the developing world are among the most critical and demanding. Some of the outstanding problems facing science, and scientists in these extemal interactions, are discussed within the context of our changing national and international priorities.

Iowa State University Senior Engineering Student Attitudes About Graduate Study

Abstract: A questionnaire was administered to a to ta l of over 600 Iowa State University engineering seniors who graduated at the end of Spring Quarter 1981 and a t the end of Spring Semester 1982 to determine their understanding of and attitudes toward post graduate education. of the results from these surveys. are categorized according to student grade pint average, citizenship, and major. In addition, comparisons between and trends among the class of 1981 and the class of 1982 are discussed. This paper presents some The results

An Engineering-Rhetoric Course: Combining Learning-Teaching Styles

Abstract: Universities originally were centers of learning. Ap proximately 150 years ago in the United States, the universities also assumed an increasingly stronger role in career preparation. The marriage of the two has been, at best, tentative and uncomfortable. Curricula which lead to professional careers, particularly in the sciences, dogmatically include a set number of elective humanities courses to provide the student with a liberal education. The liberal education, however, is often seen by students, instructors and administrators, as a re quirement separate and secondary to the goal of career preparation. Students feel themselves caught in a fragmented cur riculum. To provide a broad-based education, to motivate students toward the goal of a liberal educa tion, and to match educational needs as perceived by students, the humanities courses which have potential relevance to professional development should be modified to be included in a curriculum of career preparation.