January 2006

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

Spotlight On Our Sponsors:

• Autodesk - Higher Education Programs
  www.autodesk.com/education
   

• NI- Are you on a LabVIEW Campus?
  http://www.ni.com/academic
   

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

Are you on a LabVIEW Campus?

National Instruments Academic Site Licenses are the most cost-effective way to get access to all of the power of NI Software, including the latest versions of LabVIEW, modules and toolkits, Signal Express, and Measurement Studio. To find out if you are covered under a site license, visit: http://digital.ni.com/express.nsf/
express?openagent&code=aasqtu.

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

• Percentage of Women and Minority Faculty Members
• Percentage of Women Tenured/Tenure-Track Faculty Members by Level
• Percentage of African-American Tenured/Tenure-Track Faculty Members by Level
• Percentage of Asian Tenured/Tenure-Track Faculty Members by Level
• Percentage of Hispanic Tenured/Tenure-Track Faculty Members by Level

II. Congressional Hotline

• Senators Announce Bipartisan National Innovation Act
• Congress Finishes FY 2006 Appropriations, Caps a Disappointing Year for R&D

III. Teaching Toolbox

• Gaming the Curriculum

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 Naval Research Laboratory (NRL) Postdoctoral Fellowship Program

V. Call for Papers

• Call for Student Papers

I. Databytes

Percentage of Women and Minority Faculty Members, 2001 – 2004*

Women                       Afr-Amer        Asian              Hispanic

2001 – 8.9%              2.1%               17.2%             2.1%

2002 – 9.2%              2.0%               18.0%             2.1%

2003 – 9.9%              2.2%               19.4%             2.2%

2004 – 10.4%            2.3%               20.4%             2.3%

*Note: only data on women includes faculty from University of Puerto Rico, Mayaguez and Polytechnic University of Puerto Rico

Percentage of Women Tenured/Tenure-Track Faculty Members by Level, Fall 2004

            - All Faculty = 10.4%

            - Full Professor = 5.8%

            - Associate Professor = 12.4%

            - Assistant Professor = 17.9%

Percentage of African-American Tenured/Tenure-Track Faculty by Level*, Fall 2004

            - All Faculty = 2.3%

            - Full Professor = 1.7%

            - Associate Professor = 2.9%

            - Assistant Professor = 3.1%

Percentage of Asian Tenured/Tenure-Track Faculty by Level*, Fall 2004

            - All Faculty = 20.4%

            - Full Professor = 18.7%

            - Associate Professor = 18.1%

            - Assistant Professor = 26.9%

Percentage of Hispanic Tenured/Tenure-Track Faculty by Level*, Fall 2004

            - All Faculty = 2.3%

            - Full Professor = 1.7%

            - Associate Professor = 2.6%

            - Assistant Professor = 3.2%

* Does not include ethnicity data from University of Puerto Rico, Mayaguez and Polytechnic University of Puerto Rico

Back to the index.

II. Congressional Hotline

Senators Announce Bipartisan National Innovation Act

Senators John Ensign (R-NV) and Joe Lieberman (D-CT) introduced the National Innovation Act last month that focuses on research investment, increasing science and technology talent and developing an innovation infrastructure to keep the United States in the lead in innovation. 

            Highlights of the bill include:

• Establishing the Innovation Acceleration Grants Program which encourages federal agencies funding research in science and technology to allocate 3% of their Research and Development (R&D) budgets to grants directed toward high-risk frontier research.

• Increasing the national commitment to basic research by nearly doubling research funding for the National Science Foundation (NSF) by FY 2011.

• Making permanent the Research and Experimentation (R&E) tax credit with modifications expanding eligibility for incentives to a greater number of firms.

• Authorizing the Department of Defense to create a competitive traineeship program for undergraduate and graduate students in defense science and engineering that focuses on multidisciplinary learning and innovation-oriented studies.

• Authorizing funding for new and existing Professional Science Master’s Degree Programs to increase the number of qualified scientists and engineers entering the workforce.

            For more information, visit: http://lieberman.senate.gov/newsroom/release.cfm?id=249800.
 

Congress Finishes FY 2006 Appropriations, Caps a Disappointing Year for R&D Funding

On December 30, nearly three months into the fiscal year, President Bush signed the last two FY 2006 appropriations bills into law, bringing the FY 2006 appropriations process to a close. AAAS estimates that the federal R&D portfolio totals $134.8 billion in 2006, a $2.2 billion or 1.7 percent increase. But 97 percent of the increase goes to just two areas: defense weapons development and human space exploration technologies. Funding for all other federal R&D programs collectively will barely increase, and will fall nearly 2 percent after adjusting for inflation. Leaving out large federal investments in development, congressional appropriations for basic and applied research total $57.0 billion, an increase of $1.0 billion or 1.8 percent over 2005. But NASA applied research on human space flight technologies accounts for a majority of the increase, leaving most agency research portfolios with modest increases falling short of inflation, or cuts.

Many flagship federal science agencies have disappointing budgets in 2006: the National Institutes of Health (NIH) budget falls for the first time in 36 years; the National Science Foundation (NSF) wins a small increase but has less in real terms for its research portfolio than in any of the last three years; the Department of Energy (DOE) Office of Science budget declines, and despite big increases in development funding the Department of Defense (DOD)’s basic research funding declines.

For several measures of the federal R&D investment, final FY 2006 appropriations represent another year on a downward slope from the highs of a few years ago. For trend after trend, big increases leading up to 2003 flattened out more recently, and now funding is headed down in real terms.

Source:  American Association for the Advancement of Science

Back to the index.

III. Teaching Toolbox

Gaming the Curriculum

Engineering education must connect better with today’s computer generation.

By Phillip Wankat and Frank Oreovicz

It used to be that engineering students grew up fixing bicycles, building things, and hanging out with their friends. But these kinds of experiences have gone the way of the slide rule for many students today. Grand Theft Auto is as hands-on as many of them get, and instant messaging is their communication mode of choice. In their book Got Game: How the Gamer Generation is Reshaping Business Forever, authors John C. Beck and Mitchell Wade refer to this generation as “gamers” because as teenagers, many played electronic games 20-plus hours a week. If entertainment is how this group learns, perhaps we have to find new ways to connect with them.

But first we have to understand them. Reality is simplified for gamers, and becoming an expert is relatively easy. Computer games focus on problem solving and the rapid acquisition of technical skills. The problem is that games always have answers. There is little need to read manuals because trial and error is faster and one can always turn to the Internet for help. The range of options is far greater than in the real world, feedback is rapid, and consequences can be severe. If you’re wrong, you may be shot out of the sky. But not to worry, it is easy to simply hit reset and start all over.

We agree with Beck and Wade that the thousands of hours spent playing games must have an effect on how gamers think and learn. This video generation has developed intuitive computer skills, and they keep punching keys until they find the solution. Their favorite learning style is essentially inductive learning without formal instruction. They are accustomed to learning small bits delivered just-in-time with almost immediate feedback. They are hands-on, interactive learners who think doing is more fun than studying.

But how do these differences affect teaching? It may be harder for students to connect with their professors or, for that matter, to even understand what they’re talking about. And what professors think should be a relatively easy task, such as manipulating mechanical objects, students may find difficult. The curriculum needs to focus more on hands-on activities, particularly with first-year students, and concentrate less on training in computer applications and programming. Engineering professors may need to add games that teach fundamentals to their teaching repertoire.

Modern engineering practice includes heavy use of commercial simulators. This plays into the strengths of current students who are used to learning to play games with little formal instruction. However, gamers sometimes appear more knowledgeable than they really are, and live help has to be available.

We can use our knowledge of these differences to help students learn more efficiently, which will provide time to focus extra attention where students need help most.

Phillip Wankat is director of undergraduate degree programs in the department of engineering education and the Clifton L. Lovell Distinguished Professor of chemical engineering at Purdue University. Frank Oreovicz is an education communications specialist at Purdue's chemical engineering school. They can be reached by e-mail at purdue@asee.org.

Back to the index.

IV. Fellowship Programs

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

The SMART scholarship program provides students with full tuition, monthly stipend, 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.  The application deadline is February 17, 2006.  Go to:  http://www.asee.org/smart for detailed information about the program and to apply online.

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 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. Call for Papers

Call for Student Papers

The 23rd International Bridge Conference (IBC) is proud to sponsor a Student Paper Competition.  Papers are being solicited from students at every college and university within the United States offering a Civil Engineering major. The competition is open to all graduate and undergraduate students. Papers should be submitted to the Department Chairman at your school.  The Department Chairman will select one finalist from the graduate and undergraduate level and submit those to the International Bridge Conference Students Award Committee who will then make the final selections.  Department Chairs must submit their selections to the IBC by April 28, 2006.

More information including additional rules, deadlines, prize and submission details are available at http://www.eswp.com/bridge/student_aid_bridge.htm .

Back to the index.

CALL FOR PROPOSALS (due January 27, 2006)

2006 ASEE Workshop for K-12 Engineering Education

June 16, 2006, Chicago, IL

Proposals are sought for workshop presentations on engineering for K-12 teachers and engineering educators who work in K-12 outreach. Workshops should feature hands-on, classroom activities; provide take-home or classroom-ready materials for participants to use in their own teaching; and be designed to engage participants in interactive exercises.  For more information, please visit http://www.engineeringk12.org/k12workshop.

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

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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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