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The author received a mini-grant from E^3 (Everyday Examples in Engineering) Organization the purpose of which is to help instructors both to use the existing examples from the organization and also to develop more examples of common interest to the students taking courses in the math, science and engineering areas. Per the information provided on the URL of this organization (http://www.engageengineering.org/?page=40), there are three types of Everyday Examples in Engineering (E3s). First are lesson plans and solutions, most of which have been prepared using the principle of the 5Es: Engage, Explore, Explain, Elaborate and Evaluate. The second type are demonstrations, including directions for building and using the demonstrations. The third type are lists of engineering ideas that could be used to illustrate engineering concepts. All of the Everyday Examples are organized by course area, which are listed on their webpage. While developing the new examples, one of the main things is to innovatively come up with ideas that every student has already seen or experienced in daily life. Based on this presumption, the students use the physics and engineering principles to formulate and to solve the problems posed in those examples using justifiable engineering assumptions. Out of the three types discussed above, the author along with the students in Solid Mechanics and Finite Element Analysis courses has mostly used the first types (lesson plans and solutions) and some of third types (development of engineering ideas to illustrate engineering concepts). The author has used some of the available examples while teaching the junior level Solid Mechanics course and the senior level Finite Element Analysis course, and asked the students to come up with new ideas and examples. One of the examples was to study various bookshelf designs and perform bending analysis that yields smallest maximum deformation. The students have to figure out the weight distributions due to books and calculate the maximum deflection of the shelf made from different materials and different cross sections. This way they know why a certain cross section and material are used for carrying heavy books in libraries. They can also come up with new designs for improving the aesthetics and life of those (although we didn?t do much in this direction). Another example is to study Van Phillips?s prosthetic leg and analyze it as a curved beam. This was also modeled in NX9.0 to compare the results. In this paper the author will enumerate different examples and present the assessment and learning outcomes of using real life examples in the classes. [ABSTRACT FROM AUTHOR]

The article focuses on the codes of ethics of several professional engineering societies and talks about the establishment of the Institute of Electrical and Electronics Engineers's (IEEE’s) first “Code of Ethics for Engineers" after the Bay Area Rapid Transit (BART) project. This project which spread light on severe problems with the project’s Automated Train Control System includes participation of three engineers including Holger Hjortsvang, Max Blankenzee, and Robert Bruder.

The American Society of Civil Engineers organized the Civil Engineering Program Criteria Task Committee in October 2012 whose charge is to determine if the current ABET Civil Engineering Program Criteria (CEPC) should be changed to reflect one or more of the 24 outcomes of the second edition of the Civil Engineering Body of Knowledge published in 2008. After over a year of conference calls and face to face meetings, the committee has drafted and disseminated a proposed CEPC. This paper chronicles the development of the proposed criteria by sharing a review of the literature, the committee's methodology and process, the key issues that emerged, the resulting proposed criteria, and the future work of the committee. [ABSTRACT FROM AUTHOR]

The engineering and technology educational continuum was formalized in a 1955 report of the Committee on Evaluation of Engineering Education as part of the American Society of Engineering Education by then chair Linton Grinter. In the report there was the recognition of a dual, yet highly integrated educational continuum spanning the engineering-technology undergraduate and graduate curriculums. Based on this report, most college and universities went on to associate under a single college or school the disciplines of engineering and technology. The curriculums were evolved with a singular focus. As time passed, theoretical instruction became more prominent and some of these colleges and schools pushed the technology portion of the curriculum to the peripheral, others simply eliminated technology altogether. The College of Engineering's Division of Engineering Professional Education (ProEd) and the College of Technology's Center for Professional Studies in Technology and Applied Research (ProSTAR) share a common purpose, mission and vision. Underlying these is the fundamental premise that both serve the graduate educational needs of professional working adult learners in the STEM disciplines; this through credit and non-credit program offerings spanning the educational continuum of engineering and technology. Both organizations, ProEd and ProSTAR, recognize the similarities of their mission and shared purpose to provide learning opportunities to those in technical professions with careers in progress. To this end, and aside from common policies, procedures and practices, both organizations recognize the significant commonality premised on space (facilities, equipment), distance infrastructure (distance classrooms, capture and delivery mediums), and the engineering -- technology educational continuum (professional short courses, business/industry educational continuum needs). This richness in overlap creates an unquestionable synergistic opportunity for efficiency gains and cost savings. While it is widely accepted the sharing of resources creates efficiency and subsequently lowers overall costs, the premise of this paper is solidly grounded in organizational design theory and practice. ProEd and ProSTAR, through collaboration, anticipate organizational cost avoidance and increased gross revenue through more efficient utilization of space, distance infrastructure and the engineering-technology educational continuum; therefore yielding increased net residual to the university, colleges, departments and faculty. In the spring of 2012, under the umbrella of a new President and renewed focus on being good stewards of taxpayer dollars and student tuition, two colleges opened discussions on collaboration. The manifestation of these many earlier discussions culminated in a more focused and targeted series of meetings to determine areas for collaboration and how that collaboration might look. Primary areas for collaboration, a result of these many meetings, centers on space, distance infrastructure and the engineering-technology educational continuum. This paper details the organizational platform for bringing two tier 1 research university colleges together for a common purpose; that being the continuing education of professional working adult learners. [ABSTRACT FROM AUTHOR]

The National Academy of Engineering, industry, educators, and professional engineering societies communicate the need for the 21st century engineer to understand the principles of leadership and to be prepared to lead in a variety of venues, including government. While many engineering schools support this proposition, many also lack an explicit functional mechanism by which to achieve it. Some schools may seek implicitly to foster leadership development in students through co-curricular group activities. Some existing engineering course curricula may contain implicit and explicit leadership components. There is interest within the engineering leadership academic community to identify opportunities within the engineering curriculum for the integration of leadership learning. A first step towards this identification is the benchmarking of existing leadership content. We propose a standardized method for identifying the presence of engineering leadership content in curricula and suggest that the search for existing leadership content in the system of engineering courses should begin with exploration of a course that is likely to support this content: project management. While leadership may exist in various other facets of engineering curricula, the American Society of Civil Engineers proposes that the civil engineering curriculum should prepare students for leadership, and civil engineering project management courses serve as a likely location to gauge the presence and prevalence of such preparatory leadership content. For the purposes of this paper, management and leadership are considered distinct yet related domains, and entry-level civil engineering project management served as a litmus test for identifying leadership elements within existing engineering curricula. It was found that a standardized method of identifying implicit engineering leadership content within civil engineering project management curriculum yielded consistent results among three independent analysts (this paper's authors). Moreover, at the ten universities graduating the largest number of civil engineering undergraduates, two (of eight) engineering leadership criterion emerged as the most widely integrated within the current curriculum: "The Ability to Conceive and Design within Realistic Constraints," and "Understand Economic, Environmental, Global and Societal Contexts and Impacts." One criterion emerged as entirely absent from the ten universities: "Reflection and Lifelong Learning." [ABSTRACT FROM AUTHOR]

Information about the several papers discussed at the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) Winter Conference that was held in Chicago, Illinois in 2009 is presented. Topics include on innovative building ventilation towards sustainable building design, measuring oil concentration in circulation and building energy labeling and certification initiatives.

This paper is the second of two papers based on research undertaken for the ICE Archive Panel book Biographical Dictionary of Civil Engineers in Great Britain and Ireland 1500-1830, which traces the development of the British civil engineering profession from the Middle Ages. It covers the era from the dawn of a mature profession in 1790 through the founding of the Institution of Civil Engineers in I 820 to the opening of the world's first railway in I 830. In addition to identifying some of the leading practitioners and their works, the paper also looks in particular at their earnings and what those figures would equate to now. [ABSTRACT FROM AUTHOR]