Connections - A Newsletter for Engineering Education

November 2006

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

Spotlight On Our Sponsors:

An Integrated Platform for Electronics Education: A Case Study

An integrated laboratory combines design software such as National Instruments LabVIEW and Electronics Workbench Multisim with integrated prototyping and measurement hardware to provide a seamless experience for students. Through a detailed case study showing an actual experiment used in a recognized university, learn firsthand the benefits that an integrated solution provides.

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Baker Hughes

For nearly 100 years, Baker Hughes has been a technology leader in providing products and services for the oil and natural gas industry. Our success has been driven by technology innovation, and our company is a great place to advance your career.  Visit here.

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/about/publications/jee/ to read it online.

It's Time Again to Go For It!

Sponsorships are now available for the 3rd edition of Engineering, Go For It!, to be published in Fall 2007.  From now through May 2, 2007, institutions can sponsor ASEE’s guidebook to engineering for high school students by pre-ordering discounted copies in customized or standard versions.  Sponsors of 5,000 copies or more can customize a version of Engineering, Go For It! by placing artwork promoting their institution on the back cover. Customizing Engineering, Go For It! is a great way to provide effective outreach material to high school students while introducing your institution to them at the same time. Sponsors of 1,000 copies or more will receive a standard edition with an ASEE-produced back cover promoting engineering as an academic and career pathway for high school students.

 

Learn how to sponsor your copies of the 3rd edition at www.engineering-goforit.com. 

 

For more information, contact Kristen Farole, k.farole@asee.org, (202) 350-5752.
 

 

In this Issue:

I. Databytes

  • Engineering Undergraduate Enrollment by School, 2005
  • Engineering Graduate Enrollment by School, 2005
  • Engineering Teaching Personnel by School, 2005

II. Congressional Hotline

  • Election Wrap-Up
  • Appropriations Update

III. Teaching Toolbox

  • A Good Fit - As cooperative education turns 100, more and more schools are realizing that despite packed curricula, co-ops are crucial learning tools.

IV. Fellowship Programs

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

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

  • The Naval Research Enterprise Intern Program (NREIP)

  • The Naval Research Laboratory (NRL) Postdoctoral Fellowship Program

  • The Science and Engineering Apprenticeship Program (SEAP)

  • The Air Force Summer Faculty Fellowship Program (SFFP)

  • The Office of Naval Research (ONR) Summer Faculty Research and Sabbatical Leave Program

V. Professional Opportunities

  • The Department of Civil and Environmental Engineering at Michigan Tech seeks applicants for tenure-track faculty positions
     

I. Databytes

Engineering Undergraduate Enrollment by School:
   
1. Georgia Institute of Technology 6,576
2. Purdue University 5,990
3. Texas A&M University 5,975
4. Pennsylvania State University 5,433
5. Virginia Tech 5,366
6. Univ. of Illinois, Urbana-Champaign 5,313
7. Ohio State University 5,059
8. North Carolina State University 5,020
9. California Polytechnic State Univ. 4,806
10. University of Michigan 4,712
11. University of Texas, Austin 4,536
12. University of Florida 4,529
13. Univ. of Puerto Rico, Mayaguez 4,521
14. Iowa State University 4,420
15. University of California, San Diego 4,035
16. Polytechnic Univ. of Puerto Rico 3,806
17. California State Polytech., Pomona 3,737
18. University of Minnesota, Twin Cities 3,737
19. Arizona State University 3,402
20. Drexel University 3,123
21. Colorado School of Mines 3,100
22. Michigan Technological University 3,094
23. University of Central Florida 3,058
24. Michigan State University 3,044
25. University of Wisconsin, Madison 2,937
26. University of Missouri, Rolla 2,928
27. Clemson University 2,923
28. Cornell University 2,911
29. Oregon State University 2,908
30. University of California, Davis 2,889
31. Rensselaer Polytechnic Institute 2,846
32. University of Colorado, Boulder 2,739
33. University of Arizona 2,694
34. Kansas State University 2,585
35. Auburn University 2,533
36. Louisiana State University 2,520
37. Univ. of Maryland, College Park 2,488
38. Texas Tech University 2,412
39. Rutgers University  2,285
40. Univ. of California, Los Angeles 2,269
41. Rochester Inst. of Technology 2,247
42. Kettering University  2,209
43. University of California, Irvine 2,133
44. SUNY, Buffalo 2,101
45. Oklahoma State University 2,030
46. FAMU-FSU College of Eng. 2,000
47. University of Virginia 1,975
48. West Virginia University 1,955
49. Brigham Young University 1,944
50. Stanford University 1,943
   
326 schools reported  


Engineering Graduate Enrollment by School::
   
1. University of Southern California 3,528
2. Georgia Institute of Technology 3,193
3. Stanford University 3,150
4. Massachusetts Inst. of Technology 2,717
5. Johns Hopkins University 2,665
6. Univ. of Illinois, Urbana-Champaign 2,507
7. University of Michigan 2,390
8. Texas A&M University 2,187
9. Purdue University 2,125
10. University of Texas, Austin 2,059
11. University of Florida 2,004
12. University of Colorado, Boulder 1,943
13. North Carolina State University 1,858
14. Virginia Tech 1,817
15. George Mason University 1,806
16. Univ. of Maryland, College Park 1,712
17. San Jose State University 1,703
18. University of California, Berkeley 1,695
19. University of Minnesota, Twin Cities 1,631
20. University of Texas, Arlington 1,602
21. Pennsylvania State University 1,546
22. Arizona State University 1,498
23. University of Washington 1,451
24. Ohio State University 1,406
25. University of Wisconsin, Madison 1,325
26. Univ. of California, Los Angeles 1,256
27. Cornell University 1,234
28. Columbia University 1,200
29. Northwestern University 1,195
30. University of California, San Diego 1,147
31. New Jersey Institute of Technology 1,116
32. University of California, Davis 1,114
33. University of Cincinnati 1,102
34. University of Central Florida 1,071
35. University of Pennsylvania 1,064
36. Wayne State University 1,064
37. Southern Methodist University 1,028
38. Air Force Institute of Technology 979
39. University of Missouri, Rolla 963
40. Illinois Institute of Technology 959
41. SUNY, Buffalo 922
42. Polytechnic University 913
43. University of Texas, Dallas 904
44. University of Illinois, Chicago 898
45. Carnegie Mellon University 892
46. Stony Brook University 876
47. Washington University 876
48. Iowa State University 869
49. Drexel University 851
50. Syracuse University 845
248 Total Schools Reported  


Engineering Teaching Personnel by School:
   
1. Univ. of Illinois at Urbana-Champaign 440
2. Georgia Institute of Technology 431
3. Texas A&M University 370
4. Massachusetts Inst. of Technology 367
5. North Carolina State University 353
6. Purdue University 346
7. Pennsylvania State University 338
8. Virginia Tech 337
9. University of Michigan 328
10. Ohio State University 311
11. University of Florida 297
12. University of Texas, Austin 275
13. Cornell University 263
14. University of Washington 260
15. University of California, Berkeley 252
16. Iowa State University 241
17. University of Minnesota, Twin Cities 236
18. Arizona State University 223
19. Univ. of Maryland, College Park 221
20. Stanford University 217
21. University of Missouri, Rolla 210
22. Clemson University 208
23. University of Southern California 204
23. University of California, Davis 204
25. University of Colorado, Boulder 188
25. University of Wisconsin, Madison 188
27. Colorado School of Mines 186
28. University of California, San Diego 180
29. California Polytechnic State Univ. 179
30. University of Tennessee, Knoxville 170
31. New Jersey Institute of Technology 165
32. University of Kentucky 164
33. Michigan State University 163
34. Auburn University 162
35. Univ. of California, Los Angeles 161
36. Univ. of Puerto Rico, Mayaguez 160
37. United States Military Academy 158
38. Washington University 156
38. Northwestern University 156
40. University of Texas at Arlington 153
41. University of Cincinnati 148
41. University of Central Florida 148
43. Johns Hopkins University 147
43. Rensselaer Polytechnic Institute 147
45. University of Utah 144
46. George Mason University 142
46. University of Virginia 142
46. Univ. of California, Santa Barbara 142
49. Michigan Technological University 140
49. University of Arizona 140
312 total schools reported  
   
  Note: These numbers were determined by adding tenured/tenure track faculty, full-time non-tenure track faculty and full-time equivalent of part-time faculty
   

Back to the index.
 


II. Congressional Hotline

Election Wrap-Up

The outcome of the November 7 Congressional election was a sweeping win for Democrats in both Houses of Congress. Though several races remain undecided and two require runoff elections,  Democrats are guaranteed a majority in the 110th Congress, which will convene for the first time in January. According to the November 16th edition of the New York Times, the Democrats have picked up a total of 29 congressional seats. The runoff election of Democratic candidates in the 2nd District of Louisiana will assure the Democrats another pick-up. The House leadership for the 100th Congress is as follows: Nancy Pelosi (D-CA) – Nominee for Speaker; Steny Hoyer (D-MD) – Majority Leader; Jim Clyburn (D-SC) – Majority Whip; Rahm Emanuel (D-IL) – Caucus Chair; John Larson (D-CT) – Vice-Caucus Chair. The Republicans elected John Boehner (R-OH), succeeding Dennis Hastert, as Minority Leader; and elected Roy Blunt (R-MS) as Minority Whip.

The Democrats officially came out of the November 7 election holding 49 seats in the Senate. However, Senator-elect Bernard Sanders of Vermont and Senator Joseph Lieberman of Connecticut, who both ran as Independents, have said they will caucus with the Democrats in the 110th Congress. Their support will give the Senate Democrats a working majority of 51-49. Harry Reid (D-NV) was elected as Majority Leader for the 110th Congress, Richard Durbin (D-IL) was chosen as Majority Whip, and Charles Schumer (D-NY) was selected as the Deputy Head of the Democratic Caucus. On the Republican side, Mitch McConnell (R-KY) was picked as Senate Minority Leader, and Trent Lott (R-MS) was named Minority Whip.

Appropriations Update

Only two appropriations bills, those for Defense and Homeland Security, have been passed for the 2007 budget, and both were passed prior to the November elections. The main goal during the post-election session was to finish the FY 2007 appropriations process, but progress has been stalled in the Senate, where a contingent of conservative Republicans sought to hold domestic programs at 2006 funding levels rather than supporting an omnibus appropriations package replete with congressional earmarks.

 The current effort by Senate Republicans jeopardizes the funding increases for education and research requested in President Bush’s American Competitive Initiative (ACI). Though actions in both the House and the Senate have indicated full support for the funding increases called for in the ACI, it’s questionable whether these increases will be acted on when Congress returns from their Thanksgiving break on December 5.

 FY 2007, which began on October 1, will be funded until December 8 under a Continuing Resolution (CR), which freezes the entire remaining budget at FY 2006 levels. Many sources are saying that Republican leaders in the Senate have decided to postpone voting on all spending bills, leaving them for the new Democratically-controlled Congress to manage when they take control in January. In this scenario, it’s likely that the CR will be extended into the New Year, complicating planning by university officials who depend on knowing how much they will have to spend.

  Back to the index.

 

III. Teaching Toolbox

A Good Fit

In 1906, Herman Schneider, the young and first dean of the University of Cincinnati’s engineering school came up with a revolutionary idea that was barely approved by a skeptical board of trustees. He wanted to bring a select number—27 to be exact—of engineering students out into the growing mining and milling industry where they could practice the theories they were learning in the classroom. The board voted 5 to 4 to allow Dean Schneider to “try his cooperative experiment for one year, the failure of which we will not be held accountable.”

Thus the tenuous birth of cooperative education in the engineering world, which 100 years later, is a thriving global system of committed partnerships among universities, private and public industry and engineering students. Today, in some 100 engineering schools in the United States, thousands of co-op students take quarterly or semester time out from classes to take part in practical, paid work experience that may range from perfecting circuit designs in a four-person electrical engineering firm to learning production regulations in a billion-dollar biomedical engineering corporation.

“When I first learned what the co-op was, I had sort of a superficial view of the whole thing. Great, I’ll get the work experience before I graduate. But I didn’t really internalize the impact that it would have, how the co-op is essentially a wonderful symbiotic relationship with the school.” So says Calista Fisher, a senior at Northwestern University’s McCormick School of Engineering who has completed five rotations with General Electric where she worked on projects directly related to her major in environmental engineering, including wastewater, air emissions, safety and industrial hygiene.

“The school gives you the science foundation that you need, it exposes you to different types of common aspects of engineering and teaches you basically how to think, not just what to think. Then you take that and go to the co-op environment, and you get this more in-depth exposure, hands-on, learn from professionals. Every time I came back to school, I was amazed at how I was sitting in class learning about something and I had worked on a project like that. I could say this is a bona fide thing to study. It’s applicable. It’s a big circle,” says Fisher. “The corporate world is very different from the academic world, but it makes your life a little bit easier when you’re here struggling through school to know what things are important.”

While each engineering school runs its co-op its own way, some programs are more structured than others, and only a few, like Cincinnati, make co-oping mandatory. No matter how the program is run, it usually takes a co-op student five years to complete the engineering academic requirements, combined with work periods, to get a bachelor’s degree. The same is true for co-op students in graduate school: Time spent working outside automatically lengthens the time it takes to get a degree. For some students, the choice may be to take an internship, which is usually a one-shot, short-term, paid or unpaid work experience while going to school or during the summer months.

Saying “I Do”

“Cooperative education is like marriage. Internships are like dating. There’s a big difference,” says Harold B. Simmons, director of Cooperative Education, Division of Professional Practice at Georgia Institute of Technology. “I can remember dating, and I know what marriage is. And I prefer marriage.” His reasons, he says, have to do with a commitment that builds strong values and a strong society.

“It’s a commitment to the same employer,” Simmons says. “When (the co-op students) graduate, they can go wherever they want to work, but when they’re at Georgia Tech in the co-op, they need to stay in place. It takes one year longer, but in the engineering field, one year is not that much. In my mind, it’s really insignificant compared to the value of the work experience the student gets.”

Such a commitment takes serious planning. According to Robert Linsenmeier, professor of biomedical engineering at Northwestern University, any student heading for a co-op program must work closely with an adviser to map out the coming year’s schedule of classes. There can be problems when a course is offered only once a year at a time when the student expects to be out of town working, he says. It’s also a challenge taking some courses out of the ideal sequence. “The problem is not insurmountable,” Linsenmeier says, “but it is an inconvenience that the co-op students have to deal with.”

As for the teachers, co-oping is bound to affect their classroom. “Generally, our faculty at Georgia Tech comment that they love to have co-op students in their class because they bring new perspective, new ideas,” Simmons says. “Co-op students are probably more vocal in their discussion on what is being taught because they can relate it to what they’ve seen in the real work, the industry.”

Linsenmeier points out, “The other impact is when they come back and find out why they are in class. That’s a very big change. For instance, their first co-op experience is after the summer of their sophomore year. They come back sort of reenergized to pay attention in class, and they can make relationships that we as faculty, who have been on campus and not out in industry very much, can’t really make for them.”

Schools vary on how they prepare the students for the co-op experience, says Helen Oloroso, assistant dean and director of the Walter P. Murphy Cooperative Engineering Program at McCormick School of Engineering and Applied Science at Northwestern. Typically, there is some sort of half-day orientation where students learn their school’s co-op policy, such as how much time has to be committed to outside work and what to expect in accommodating required classes.

At Northwestern, says Oloroso, the process begins during the freshman year when students do their research, work on their résumés and learn interview and networking skills. By the sophomore year, the interviewing takes place and they plan to have a position by the summer before their junior year.

Some schools set up the interview schedule completely, but at Northwestern, for example, the jobs are placed on a secure Web site, and it’s up to each student to do his or her own applying. “It mirrors the job search process,” Oloroso points out. “About half, or higher, will get positions—it depends on the major. Students may also have a variety of reasons for turning down a job that is offered. They are encouraged to find their own cooperative.”

Cincinnati also has a Web site with posted jobs, leaving the initiative and follow-through up to the students. For Christopher Hummer, an aeronautical engineering student at Cincinnati, there were a couple of rejections before the perfect match was made with Wright Patterson Air Force Base, a 40-minute commute that he makes during alternating quarters.

“I had put on my résumé that I was interested in computational fluid dynamics (CFD), something they apparently were already working on,” Hummer says. “They told me later that the reason they hired me instead of others was I sounded so enthusiastic and was ready to go. The initial contact was through the school, but I like to think that landing the job was because of my interview and what I put on my résumé.”

That enthusiasm propelled Hummer into some exciting projects where he worked closely with engineers on aerodynamic measurements. “Some people complain about their co-op experience, saying the first three months, all they did was Excel spread sheets,” Hummer says. “I started out that way at Wright Patterson, but I asked them to give me something more challenging, and they did. You get out of co-op what you want to get out of it. Engineers in co-op are in their livelihood, it’s what they love to do and they’re going to share that with you. When you probe and ask, they will teach it to you.”

Experience is unquestionably the main goal of the co-op, but the fact that businesses pay for that experience is also appealing, particularly to students who have financial needs, or are weighing the economic consequence of adding a year to their undergraduate or graduate study. A salary typically begins around $15/hour and increases with time given; bonuses may include subleasing housing, worker’s compensation or transportation to and from the work site. Health benefits are rarely offered. Some companies also offer complete or partial tuition reimbursement (based on a grade point average) or scholarships toward graduate school.

To name just one generous company, L-3 Communications, Communication Systems-West, a leading defense contractor in Salt Lake City, pays full tuition to the engineering co-op students from the University of Utah who maintain a 3.0 or higher GPA while working. Students are also reimbursed for school books. Graduate students who meet the same GPA requirements are reimbursed 80 percent of tuition. “The students are dedicated employees and a key component of our staffing strategy,” says Julianne Grant, communications manager at L-3.

Clearly, co-operative education is beneficial to both the industrial world, which needs more qualified engineers, and graduating students who seek jobs in their particular field of engineering. “It’s a win-win situation,” is said enough on both sides that it could be the motto of cooperative education. According to the National Commission for Cooperative Education, more than 60 percent of co-op students nationally accept permanent jobs from their co-op employers, and 95 percent find jobs immediately upon graduation.

“Companies benefit from identifying and help produce the next generation of engineers,” Oloroso says. “Engineers want to give back to students and the university. Just this year, I’ve had three young graduates from 2005 who came back to recruit students to work for them. Barely out of school and they recognize the value of the co-op.”

Barbara Mathias-Riegel is a freelance writer based in Washington, D.C.

Back to the index.

 

IV. Fellowship Programs

Graduate and Undergraduate

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

This scholarship for service program provides students with a stipend (starting between $22,500 and $38,000), full tuition, health coverage, book allowance of $1000, and other normal educational expenses. The purpose is to promote the education, recruitment and retention of undergraduate and graduate students in science, technology, engineering, and mathematics (STEM) studies. The SMART Scholarship for Service Program is open only to U.S. citizens, and students must be at least 18 years of age to be eligible. There is an employment opportunity with the DoD with this program.  Application deadline is February, 2007. For more information and to apply, go to: http://www.asee.org/smart.

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, 2007.  Go to: http://www.asee.org/ndseg for applications and detailed program information. 

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 January 12, 2007, references are due by January 19, 2007. Go to: http://www.asee.org/nreip.

Postdoctoral

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.  The 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.  The program has a rolling admission.  Go to: http://www.asee.org/resources/nrl/ .

High School

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 January 26, 2007, references are due by February 2, 2007. Go to http://www.asee.org/seap.

 

Summer Faculty

 

The Air Force Summer Faculty Fellowship Program (SFFP).  This program is intended for U.S. citizens or permanent residents who have an earned doctorate in science or engineering and who hold full-time science or engineering faculty positions at U.S. colleges, community colleges and universities.  The duration of this summer fellowship is from 8 to 12 continuous weeks and research is performed on-site.  There is a competitive weekly stipend and relocation and daily expense allowances are available.  The application opens in August and the application deadline is November 1, 2006.  Go to: www.asee.org/sffp or email sffp@asee.org.

The Office of Naval Research (ONR) Summer Faculty Research and Sabbatical Leave Program. This program is intended for U.S. citizens who hold teaching or research appointments relating to science and/or engineering at U.S. academic institutions. A competitive stipend, relocation and travel allowances, and a pre-program site visit are offered. Application deadline is December 1, 2006. Go to: http://www.asee.org/summer.

 Back to the index.
 

V. Professional Opportunities

MICHIGAN TECHNOLOGICAL UNIVERSITY
Department of Civil and Environmental Engineering

 The Department of Civil and Environmental Engineering at Michigan Tech seeks applicants for tenure-track faculty positions beginning August, 2007.  The position(s) will be filled at the rank of Assistant, Associate, or Full Professor.  Candidates should demonstrate a strong commitment to excellence in teaching and research in one or more of the following areas: construction, geotechnical, environmental, structures, transportation, and water resources. We are seeking individuals who can contribute to Department-led initiatives related to pavements and materials, sustainability, and structural systems.  A Ph.D. in civil or environmental engineering or a closely related field is required.  To apply please go to http://www.cee.mtu.edu.

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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