November 2005

Welcome to the June issue of Connections, the American Society for Engineering Education's free e-newsletter.

Spotlight On Our Sponsors:

Autodesk logo

Autodesk - Higher Education Programs

As the world’s leading supplier of PC design software and digital content-creation tools, Autodesk wants to be your partner in preparing your students for future careers. Together we can expand the range of teaching and learning opportunities for you and your students and help build a bridge to their future. To learn more about Autodesk’s programs for higher education, visit www.autodesk.com/education

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National Instruments

Learn LabVIEW Today!

Whether you are an educator or a student, National Instruments has a training solution that meets your needs. The following instructor-led, self-paced, interactive, and online training options can help you meet your budget and time constraints.  Click here to learn now!

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Professional Publications, Inc. Logo

Helping You Build Professional Engineers

Professional Publications, Inc. understands that building a successful career takes years of education, experience and growth.

Licensure is the cornerstone of an engineer's career. For over 25 years, PPI has been dedicated to helping you help your students pass the FE and PE exams. We have the resources you need:

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  • And now your support for the FE and PE exams can be especially rewarding! Join the new PPI Sales Partner Program (www.ppipartner.com) to earn commissions or discounts just for referring students to PPI books.

Visit www.ppi2pass.com today!

 Synplicity logo

Synplify® DSP Available Through Synplicity’s University Program

Synplify DSP software is the only solution that allows you to target any FPGA device from a single Simulink model.

Because of Synplify DSP’s architecture-independent and vendor-independent blocksets, for use with Simulink, designers are not obliged to make any device implementation decisions at the algorithmic level.  This means architecting your design without thoughts to the final FPGA target device.

Because Synplify DSP is architecturally aware, the RTL generated as output is tuned to provide the best possible solution once you have determined the targeted device.

Synplify DSP Provides:

  • DSP synthesis from Simulink
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  • User-extensible DSP IP library
  • Your choice of FPGA vendor

For further information please contact university@synplicity.com or visit http://www.synplicity.com/
university.html

 
ONLINE Master’s Degree for Higher Education Professionals

Offered by Drexel University, ranked One of America’s Best Graduate School 2006, the ONLINE Master’s in Higher Education is designed to prepare students with the practical skills, knowledge, and experience to become professionals and leaders in higher education. The unique, career-oriented curriculum is designed to fit your busy lifestyle.  Classes are offered in both executive and completely online formats allowing you to choose your educational path.

Additional Master’s degrees available ONLINE include MBA, MBA in Technology Management, MS in Engineering Management, and MS in Electrical Engineering.

Now accepting applications for September 2005.  www.drexel.com/asee2

 

Printed Circuits Corp.

Norcross Ga. Call 770-648-8658

Design, Manufacturing and Assembly of Printed Circuit Boards

EM: sales@pcc-i.com Web: www.pcc-i.com

PCC is a 25,000 s.f., fully equipped high tech PCB Manufacturing and Assembly facility.  Quality is Priority One, Zero Defect is our Goal and Customer Satisfaction is our Pride. We can provide a Full Range of Services:

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Product Design (from concept to finished product)       

Data transfer via web site, e-mail, and floppy disk        

Experience client service excellence…call for a budgetary quote today!

Welcome to the world of K–12 engineering!

Introducing engineering into the K–12 classroom connects science and math concepts to the everyday engineering that surrounds us. TeachEngineering.com helps teachers enhance learning, excite students and stimulate interest in science and math through the use of hands–on engineering. With a fully searchable, digital library of standards–based lesson plans, and a myriad of “Living Laboratories” that bring real–world engineering principles into the classroom, TeachEngineering's comprehensive curricula are hands–on, inexpensive, and relevant to children's daily lives.

TeachEngineering.com is a joint effort of the University of Colorado, Worcester Polytechnic Institute, Colorado School of Mines, Duke University, Oregon State University, and the American Society for Engineering Education, and is funded in part by the National Science Foundation.

Bring the world of engineering into the K–12 classroom with TeachEngineering.com. You don’t need knowledge of engineering to use these curricula!

Search TeachEngineering.com’s digital library at
www.teachengineering.com.

New and Improved Journal of Engineering Education!

The Journal of Engineering Education is a peer-reviewed international journal published quarterly by the American Society for Engineering Education. It serves as an archival record of the leading scholarly research in engineering education. Visit www.asee.org/publications/jee/ to read it online.

In this Issue:

I. Databytes

  • Total Engineering Research Expenditures by Source
    - Fiscal Years 2001-2004
  • Total Engineering Research Expenditures by School
    - Fiscal Year 2004

II. Congressional Hotline

  • National Academies Release Report on the Future of U.S. Competitiveness
  • GAO Report Questions Success of Federal Math and Science Programs

III. Teaching Toolbox

  • Research Universities and Private Industry Can Both Benefit From a Better Relationship

IV. Fellowship Programs

  • Science, Mathematics and Research for Transformation (SMART) Scholarship Program
  • The Naval Research Enterprise Intern Program (NREIP)
  • The Science and Engineering Apprenticeship Program (SEAP)
  • The National Defense Science and Engineering Graduate Fellowship Program (NDSEG)
  • The Naval Research Laboratory (NRL) Postdoctoral Fellowship Program

V. Professional Opportunities

  • University of Kentucky Department of Mechanical Engineering invites applications


I. Databytes

Over the past four years, the total research expenditures at U.S. engineering colleges have risen by over $1 billion, from $4.26 billion in 2001 to $5.52 billion in 2004. These data were reported in the annual ASEE survey of engineering colleges. While the number of schools reporting to ASEE has increased from 175 to 191 during this time, the total growth in dollars has greatly outpaced the growth in participation. Growth from federal sources slowed over the last year, while private non-profit organizations funded almost one third more engineering research than the previous year.  With recent budget cuts at the National Science Foundation, engineering colleges will most likely pursue more funding from non-federal sources.  In 2004, 33 percent of research was funded by federal sources. 

2004

Total research expenditures by source in millions of dollars

            - Federal govt. = $3,696
            - Industry = $671
            - State govt. = $646
            - Private nonprofit organizations = $373
            - Individual = $87
            - Foreign govt. = $26
            - Local govt. = $24

Total = $5.52 billion (191 schools)

2003

Total research expenditures by source in millions of dollars

            - Federal govt. = $3,539
            - Industry = $655
            - State govt. = $629
            - Private nonprofit organizations = $281
            - Individual = $82
            - Local govt. = $24
            - Foreign govt. = $21

Total = $5.23 billion (182 schools) 

2002

Total research expenditures by source in millions of dollars       

            - Federal govt. = $3,108
            - Industry = $668
            - State govt. = $618
            - Private nonprofit organizations = $314
            - Individual = $67
            - Foreign govt. = $15
            - Local govt. = $17

 Total = $4.81 billion (180 schools)

2001

Total research expenditures by source in millions of dollars       

            - Federal govt. = $2,763
            - Industry = $608
            - State govt. = $546
            - Private nonprofit organizations = $242
            - Individual = $69
            - Foreign govt. = $17
            - Local govt. = $14

 Total = $4.26 billion (175 schools)

2004

Total research expenditures by school in millions of dollars

1. Massachusetts Inst. of Technology           $216.5
2. Georgia Institute of Technology                $205.3
3. Purdue University                                     $181.5
4. Univ. of Illinois, Urbana-Champaign          $177.7
5. Texas A&M University                             $176.6
6. University of Michigan                               $165.3
7. University of Southern California                $147.4
8. University of California, San Diego             $138.3
9. Stanford University                                    $130.4
10. Univ. of Maryland, College Park              $127.9
11. University of California, Berkeley             $119.9
12. Pennsylvania State University                   $117.4
13. Cornell University                                    $111.4
14. University of Wisconsin, Madison            $104.4
15. Ohio State University                               $102.7
16. University of Texas, Austin                       $98.8
17. University of Florida                                 $89.9
18. North Carolina State University                $86.2
19. Univ. of California, Los Angeles               $80.7
20. University of Washington                          $80.5
21. Virginia Tech                                           $68.5
22. University of Rochester                            $63.5
23. University of Dayton                                $62.3
24. Univ. of California, Santa Barbara            $61.6
25. Univ. of Minnesota, Twin Cities               $58.8

Back to the index.


II. Congressional Hotline

National Academies Release Report on the Future of U.S. Competitiveness

This week, the National Academies released its report titled “Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future.”  The report was in response to a request by Senators Lamar Alexander (R-TN) and Jeff Bingaman (D-NM) of the Committee on Energy and Natural Resources, with endorsement by Representatives Sherwood Boehlert (R-NY) and Bart Gordon (D-TN).  The Committee on Prospering in the Global Economy of the 21st Century, which produced the report, was chaired by Norman A. Augustine, retired chairman and CEO of the Lockheed Martin Corporation. 

The two key challenges identified by the committee are creating high-quality jobs for Americans and responding to the nation’s need for clean, affordable, and reliable energy.  To meet these challenges, the committee made four recommendations that focus on actions in K-12 education, research, higher education, and economic policy. 

For more information or to read the full report, visit: http://www4.nationalacademies.org/news.nsf/isbn/0309100399?OpenDocument.

GAO Report Questions Success of Federal Math and Science Programs

A report released this week by the Government Accountability Office (GAO), the investigative arm of Congress, says that little is known about the success or failure of the 207 federal programs (which cost $2.8 billion) aimed at increasing the number of students in science, technology, engineering, and mathematics in 2004.  

The GAO received comments from several agencies for this report, and only the National Science Foundation (NSF) raised questions about the report’s findings. 

Educators on several college campuses made recommendations to the GAO on how to increase participation in science and math.  The recommendations included improving teacher quality in elementary and secondary schools, more rigorous curriculum in high school and providing mentors, especially for female and minority students. 

To read the report, visit: http://www.gao.gov/new.items/d06114.pdf.

Back to the index.


III. Teaching Toolbox

A More Perfect Union

Research universities and private industry can both benefit from a better relationship

By Gary S. Was

Ties to industry are important for engineering colleges. They provide exposure to real-world problems, job opportunities for engineering graduates, an opportunity for faculty members to apply their expertise and of course, research support. But right now universities aren’t getting the research dollars from such a relationship. Of the $284 billion spent on research annually in the United States, 63 percent comes from industry and 30 percent from the federal government, according to the National Science Foundation. Yet, only 5 percent of the research expenditures at the nation’s universities come from industry. How can we be missing out on such a potentially significant source of research revenue?

The great majority of research support from industry is in the form of single contracts arranged between an individual faculty member and a scientist at the company. This type of industry-funded research is short-term, intellectually shallow, high-risk and not connected with either the university or the company’s programs. And the contracting process is unnecessarily cumbersome. While 75 percent of the 6,963 federal grants (accounting for $536 million in research in FY ’04) at my own institution were awarded using two agreement templates, the 1,173 industry contracts worth $32 million required essentially 1,173 templates. It’s not surprising that neither industry nor universities are excited about investing time and money in such sub-optimal arrangements.

The good news is that universities and industry want the same things: a sizable program, commitment by both parties, bright graduate students and a focus on the company’s core research mission. And both sides are beginning to realize that fewer, larger, deeper and more-focused research programs are to their mutual benefit. But that’s only half the battle.

The other half is figuring out how to set up the contract. Universities are accustomed to retaining title to innovations made under federally funded programs as provided by the Bayh-Dole Patent and Trademark Act of 1980 and expect similar treatment from industry. But since they put up the money, companies usually expect exclusive rights to the innovations developed by university researchers. As the Hewlett-Packard vice president for worldwide university relations put it in a speech earlier this year, “Given that negotiations with an American university can take more than a year, the idea is often valueless before an agreement can be reached, and the company often spends more in legal expenses than it would be able to pay in royalties. This can lead to a company just walking away from the negotiation and declining to sponsor any further research at that university.” In fact, many companies are seeking relationships with European universities in order to avoid the IP hassles they face with U.S. universities.

So what should universities do differently to improve their success with industry? First, they should focus more on the company’s research objectives since research programs are easier to sell to higher-ups if they address the company’s core missions. Engineering colleges also need to demonstrate the benefits of broad programs: access to renowned experts focusing on the company’s key research challenges and graduate students as potential employees. But universities shouldn’t expect industry to treat intellectual property the same way the federal government does. Universities should think about viewing the real payback as the enhanced reputation created by the exposure and the societal benefits derived from their technological achievements—both can pay handsome dividends in the long run. And companies need to respect the rights of faculty members to protect their innovations, publish their results and preserve their ability to work in the area beyond the immediate project.

As with any relationship, the path to success is paved by the mutual understanding of each party’s needs. And that makes it a win-win proposition for both sides.

Gary S. Was is professor and associate dean at the University of Michigan’s College of Engineering.

Back to the index.

IV. Fellowship Programs

Science, Mathematics and Research for Transformation (SMART) Scholarship Program

The online application will open in December 2005. This scholarship program provides students with full tuition, room and board and other normal educational expenses. The purpose is to promote the education, recruitment and retention of rising junior and senior undergraduate and graduate students in science, mathematics and engineering studies. The SMART Scholarship Program is open only to citizens of the United States, and students must be at least 18 years of age to be eligible. There is an employment obligation to DoD with this scholarship program.  For more information, please visit our Web site at http://www.asee.org/smart.

The Naval Research Enterprise Intern Program (NREIP)

The American Society for Engineering Education (ASEE) is now administering NREIP, sponsored by the Office of Naval Research (ONR). NREIP is a ten week summer research opportunity for undergraduate Juniors & Seniors, and Graduate students, under the guidance of a mentor, at a participating Navy Laboratory. The stipend amounts for the program are $5,500 for undergraduate students and $6,500 for graduate students. U.S. citizenship required; Permanent residents accepted at certain labs. The application is currently open and must be completed by February 17, 2006. Go to: http://www.asee.org/NREIP.

The Science and Engineering Apprenticeship Program (SEAP)

The American Society for Engineering Education (ASEE) is now administering SEAP, sponsored by the Office of Naval Research (ONR). SEAP is an eight week summer research opportunity at participating ONR laboratories for high school student who have completed at least grade 9, must be 16 years of age for most Laboratories, and a U.S. citizen. A graduating Senior is eligible to apply. The stipend for the summer program is $1,500 for new students; $1,550 for returning students. The application is currently open and must be completed by February 17, 2006.Go to: http://www.asee.org/SEAP.

The National Defense Science and Engineering Graduate Fellowship Program (NDSEG)

The fellowship program is sponsored by the Army Research Office, Office of Naval Research, Air Force Office of Scientific Research and the DoD High Performance Computing Modernization Program This program is intended for U.S. citizens at or near the beginning of their graduate studies in science and/or engineering programs. The fellowships are for three year tenures. The stipends begin at $30,500 for first year fellows, $31,000 for second year fellows, and $31,500 for third year fellows. Full tuition and fees and a health insurance allowance are included as part of the program. The application deadline is January 6, 2006.  Go to: http://www.asee.org/ndseg for applications and detailed program information.

The Naval Research Laboratory (NRL) Postdoctoral Fellowship Program

This program is open to U.S. citizens and legal permanent residents and offers a competitive stipend as well as insurance, relocation, and travel allowances.  This program offers one to three year postdoctoral fellowships designed to increase the involvement of scientists and engineers from academia and industry to scientific and technical areas of interest and relevance to the Navy.  This program has a rolling admission.  Go to: http://www.asee.org/nrl to learn more about the program.

Back to the index.

V. Professional Opportunities

The University of Kentucky Department of Mechanical Engineering invites applications for tenure-track faculty positions at the Lexington campus for Fall 2006. These positions require a Ph.D. in mechanical engineering or a closely related discipline.  Preference will be given to those interested in thermal fluids/experimental fluid mechanics; aerospace systems design/flight control; sensors and control/nano-devices; advanced materials processing; biomedical systems; computational mechanics; product design and manufacturing; and robotic systems design. Details in http://www.engr.uky.edu/ME/.

Potential candidates must apply online at http://www.uky.edu/ukjobs,  requisition #SL510407 by January 15, 2006. The University of Kentucky is an equal opportunity employer and encourages applications from minorities and women.

Back to the index.

ASEE Announces New User Interface for K-12 Outreach Program Database

Regular users of the EngineeringK12 Center’s outreach program database will now find the collection of K-12 and pre-college engineering, math, science, and technology programs easier to use and convenient to update.  By simply registering with the database, outreach program providers will now have access to the new user interface, allowing them to add, edit, and manage listings at anytime.  This feature will ensure that the most current information on engineering outreach programs is available to database searchers.

Home to hundreds of listings, the EngineeringK12 Center’s outreach program database is a great resource for parents, teachers, and students to search nationwide for an outreach program that matches their needs.  From lesson plans for teachers, to engineering summer camps for students, the database offers a wide variety of programs offered by universities, industry, and government.  Registration is only required to add and manage an outreach program in the database.  Registration is not required simply to search.

You can register to be an outreach program database user at: http://www.engineeringk12.org/educators/making_engineers_cool/search.cfm

Connections is brought to you by the American Society for Engineering Education.

Over 12,000 engineering and engineering technology faculty members and administrators enjoy the many benefits and services that ASEE offers. The Society's award-winning magazine ASEE Prism and academic publications (Journal of Engineering Education and Profiles of Engineering Colleges) keep members up to date with the best and latest in engineering education, engineering research trends, and academic issues, while 47 professional interest groups and a varied selection of meetings provide professional development and networking opportunities that no other society can offer within the engineering education community. Members also receive reduced rates at local and national conferences, discounts on ASEE products, money-saving members-only discounts on financial, insurance, and travel programs, plus an ever growing variety of online services. Our goal is to focus on issues that matter the most to you in our publications, meetings, and on-line services, and to enable you to interact with others who share your specific engineering and educational interests. To join online, just go to www.asee.org/members, or contact our member services department at 202-331-3520 for further information.

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