Engineering Inc. - November/December 2009 - 17

E ven if not every pupil gets his or her engineering degree, teaching math and science within a practical realworld context like engineering is more likely to generate student interest in those other subjects. GreG PeArson NatioNal academy of eNgiNeeriNg engineering groups are competing with the science groups, which are competing with math groups for students, we could ultimately destroy the whole process, and all of us will lose.” Grassroots Efforts Alan Joch is a business and technology writer based in Francestown, N.H. NovEmbER / DECEmbER 2009 The American Council of Engineering Companies is the business association of America’s engineering industry, representing more than 5,700 engineering companies engaged in the development of transportation, environmental, industrial, and other infrastructure nationwide. Choosing Engineering as Your College Major www.acec.org/engineeringcareers ACeC has produced a compelling, 32-page brochure on engineering careers geared toward middle and high Choose Engineering school students. our College Major as Y The brochure also features a state-by-state listing of all colleges and universities, including their UrLs, offering Bachelor of science programs in traditional engineering disciplines. This brochure is a great resource for firms interested in actively promoting engineering as a desirable career choice to students. ENGINEERING INC. www.acec.org/engineeringcareers 1015 15th Street, NW 8th Floor Washington, DC 20005 www.acec.org While laws such as America COMPETES and the Higher Education Opportunity Act might one day provide a shot in the arm for the industry’s talent pool, there are other ways science and engineering are being emphasized. “There are intermediate steps that we can take, and in many ways that’s already happening,” says NAE’s Pearson. He points to local efforts such as Project Lead the Way, a nonprofit education effort that organizes public schools, universities and professional organizations to bring preengineering courses to middle and high schools. In addition, some schools that don’t teach engineering directly are weaving engineering concepts into standard science and math courses. “Even if not every pupil gets his or her engineering degree, teaching math and science within a practical real-world context like engineering is more likely to generate student interest in those other subjects,” explains Pearson. Other organizations are working to show K–12 students that the path to an engineering career is about much more than figures and equations; it can be exciting, fulfilling work. The National Science Foundation (NSF), which is responsible for managing some of the funds allocated under America COMPETES, sponsors a public television program called “Design Squad.” Patterned after reality-TV shows, “Design Squad” shows teams of ninth- and tenth-graders racing to solve real-world design problems, such as how to build a compost system for an urban farm, or building a 10-foot kayak out of PVC pipe. The weekly series reaches an audience of about 400,000 students, according to Allen Soyster, director of NSF’s Engineering Education and Centers division. Similarly, the American Society for Engineering Education (ASEE) recently launched a new website called eGFI (for Engineering, Go For It!) to complement its educational magazine of the same name. Both resources are aimed at middle and high school students and teachers. “The purpose is to get kids in the United States excited about engineering and how it can do wonderful things,” says Bob Black, ASEE deputy executive director. How do these resources generate excitement for a profession that young people might otherwise see as nerdy? The society profiles projects in developing nations that bring clean water to cities and towns or describes how engineers are at the heart of efforts in this country to reduce air and water pollution. “It takes a lot of hard work to become an engineer, so you have to show students what the payoff is,” Black says. “Engineers can help make the world a better place; that really resonates with kids, especially the young women.” All of which is important for today— and the future. “The economy is going to grow again,” says ACEC’s Hall. “And when we get back on our feet, we’re going to desperately need more engineers.” n W hat can working engineers do to encourage young people to explore a career in the profession? A good first step is to arrange visits to local middle and high schools to showcase real-world examples of engineering projects. A number of organizations also are working to spread the word by helping teachers infuse engineering principles into traditional math and science curricula. These groups include: City Technology http://citytechnology.ccny.cuny.edu/ educators.html Created by the City College of new York with help from professional engineers, this resource offers k–12 instructional materials and project ideas aimed at teaching the basics of design technology. Engineering is Elementary (EiE) www.mos.org/eie/ This Boston Museum of science project shows how to integrate engineering and technology concepts into elementary science and social studies instruction. The Infinity Project www.infinity-project.org/infinity/infinity_ hist.html Created with help from professional engineers, the project helps bring engineering studies to local high schools. Engineers in The Classroom

http://citytechnology.ccny.cuny.edu/Educators.html http://www.mos.org/eie/ http://www.infinity-project.org/infinity/infinity_hist.html http://www.acec.org http://www.acec.org/engineeringcareers

Engineering Inc. - November/December 2009

Table of Contents for the Digital Edition of Engineering Inc. - November/December 2009