Tag Archives: engineering education

The Technology Job Market is Strong

Technology: It’s Where the Jobs Are by Arik Hesseldahl, Business Week:

Here’s a hint for high school graduates or college students still majoring in indecision: Put down that guitar or book of poetry and pick up a laptop. Study computer science or engineering
…
Seattle added a net 7,800 jobs [in 2006], followed by the New York and Washington (D.C.) metro areas, which added more than 6,000 jobs apiece. The fastest-growing area on a percentage basis was the combined metro area of Riverside-San Bernardino, Calif., which saw its tech-employment figures grow by 12%.
…
The highest concentration of technology workers – 286 for every 1,000 workers – was in, no surprise, Silicon Valley. Boulder, Colo., came in second, with 230, and Huntsville, Ala.; Durham, N.C.; and Washington rounded out the top five in density.

Now for the answer to the question on everyone’s mind: Where are the highest salaries? That would be Silicon Valley, where the average tech worker is paid $144,000 a year. That’s nearly double the $80,000 national average for tech jobs.
…
More than 850,000 IT jobs will be added during the 10-year period ending in 2016, which would be a rise of 24%. Add all the jobs that will replace retiring workers, and the total increase could be a tidy 1.6 million. That means one job in every 19 created over the course of the next decade will be in technology.

And while demand for tech-savvy employees is certainly multiplying, another survey, this one from the Computing Research Assn. and released in March, found a 20% drop in the number of students completing degrees in computer-related fields, and the number of students enrolling in these programs is the lowest it’s been in 10 years, as far back as the data go.

Retooling Theory and Practice

“Education in the composites industry is haphazard at best,” admits Gregor Welpton, president of Black Feather Boats (Douglas, Alaska). Although a number of training programs for both engineers and technicians have been spawned over the years, they are essentially independent and, therefore, largely unrelated efforts. The product of universities, community colleges, regional training centers, technical institutes, private training companies and composites vendors, these offerings run a wide gamut from undergraduate and advanced degrees and technical certifications to short courses and periodic seminars. A variety of teaching methods are employed by these programs, including classroom instruction and/or video-based training, video-interactive training and, least likely, hands-on lab work.

“Currently, composites education is being driven by the individual institution,” explains Andre Cocquyt, president of GRPGuru (Brunswick, Maine) and one of the architects of a new composites training curriculum being developed in Brunswick. “There is no consistent approach, no consistent level of education, no qualification,” he adds. The unintended consequence is a dramatic variation in the competency levels of program graduates.

Speaking for many industry business owners, Welpton says the time has come for a coordinated industrywide education effort: “The industry needs an education initiative,” he says, “so that the employers know what they’re getting out of the institutions and the employees know what is expected of them when they show up to work.”

Engineering Education in India

Report recommends steps to improve engineering education in India

The number of engineering doctorates awarded in India each year is about 1,000 which is less than one per cent of the total engineering graduate degrees awarded every year. The international comparison showed that, in most countries, the number of PhD degrees awarded annually range between 5-9 per cent of the engineering graduate degrees awarded. Involvement of industry to sponsor special doctoral fellowships was one of the ways to attract good students to the PhD programme, the report noted.

Majority of engineering graduates not employable: Experts

On the other hand, tier-I and tier-II colleges, namely the IITs, IISc and the NITs produce , less than 1% of engineering graduates, 20% M.Techs and 40% PhD in India

The issue is not the best universities which are excellent. But the huge numbers of graduates are not receiving that type of education.

International Engineering Education Data: USA, China, India

Several years ago we posted about the report on the USA Under-counting Engineering Graduates. The authors, and two others, have written a new report that provides some useful additions – Getting the Numbers Right: International Engineering Education in the United States, China, and India

Since the late 1990s, the United States had a modest increase in bachelor’s degree output, from just over 103,000 in 1998–99 to more than 137,000 in 2003–04 before declining slightly to about 129,000 in 2005–06, a growth of nearly 25 percent since 1998–99. India’s expansion at the bachelor’s level was more rapid, with four-year degree holders in engineering, CS, and IT more than tripling in the last seven years, from just over 68,000 in 1998–99 to nearly 220,000 in 2005–06. The fastest growth in bachelor’s degrees, however, appears to be occurring in China. According to the Chinese MoE, the number of bachelor’s degrees awarded has more than doubled in the last four years, from 252,000 in 2001–02 to 575,000 in 2005–06.
…
While engineering, CS, and IT degree production in the United States has been stable or increasing at all degree levels over the past ten years, a sizable percentage of these degrees are indeed being
awarded to foreign nationals. Statistics collected by the ASEE on bachelor’s, master’s and Ph.D. degrees in engineering indicate that during the 2005–06 academic year, 7.2 percent, 39.8 percent and 61.7 percent of these degrees, respectively, were awarded to foreign nationals (Figure 4). As these figures indicate, the percentage of foreign nationals is significantly higher at the graduate level, especially for Ph.D. degrees.

Women Choosing Other Fields Over Engineering and Math

graph of science and engineering degrees by gender in the USA 1966-2005

The graph shows college degrees granted in the USA. This topic sets up one for criticism, but I believe it is more important to examine the data and explore the possible ideas than to avoid anything that might be questioned by the politically correct police. An import factor, to me anyway, is that women are now graduating from college in far higher numbers than men. And in many science fields female baccalaureate graduates outnumber male graduates (psychology [67,000 to 19,000], biology[42,000 to 26,000], anthropology, sociology [20,000 to 8,000]) while men outnumber women in others (math [7,000 to 6,000], engineering [53,000 to 13,000], computer science [39,000 to 11,000], physics [3,000 to 900]).

Data on degrees awarded men and women in the USA in 2005, from NSF*:

Field	Bachelors		Master’s		Doctorate
	Women	Men	Women	Men	Women	Men
Biology	42,283	25,699	4,870	3,229	3,105	3,257
Computer Science	11,235	39,329	5,078	12,742	225	909
Economics	8,141	17,023	1,391	2,113	355	827
Engineering	13,197	52,936	7,607	26,492	1,174	5,215
Geosciences	1,660	2,299	712	973	243	470
Physics	903	3,307	427	1,419	200	1,132
Psychology	66,833	19,103	12,632	3,444	2,264	211
Sociology	20,138	8,438	920	485	343	211
All S&E	235,197	230,806	53,051	66,974	10,533	17,405

What does this all mean? It is debatable, but I think it is very good news for the efforts many have made over the last few decades to open up opportunities for women. I still support efforts to provide opportunities for girls to get started in science and engineering but I think we have reached the day when the biggest concern is giving all kids better math and science primary education (and related extracurricular activities). Also continued focus and effort on the doctorate and professional opportunities for women is warranted.
Continue reading →

NSF Graduate Research Fellows 2008

photo of Sarah Lukes

The National Science Foundation’s Graduate Research Fellowship Program aims to ensure the vitality of the human resource base of science and engineering in the United States and to reinforce its diversity. The program recognizes and supports outstanding graduate students in the relevant science, technology, engineering, and mathematics disciplines who are pursuing research-based master’s and doctoral degrees.

This year NSF awarded 913 fellowships: which come with a stipend of $30,000 and $10,500 cost of education allowance. On the ASEE Science and Engineering Fellowship blog, that I manage in my full time job with the American Society for Engineering Education (the Curious Cat Science and Engineering blog is my own and not related to ASEE), we highlight awardees including: Sarah Lukes mechanical engineering graduate working on her PhD at Montana State University; Ben Safdi, engineering physics and applied mathematics dual major at Colorado University – Boulder; Henry Deyoung, computer science major at Carnegie Mellon University, Jennifer Robinson, computer science major at North Carolina State; Lydia ThÃ©, biology major at Swarthmore; and Julia Kamenetzky, physics major at Cornell College.

Fellows from previous years include: Sergey Brin, H. David Politzer and Eric Maskin.

Engineering Graduates Again in Great Shape

Once again engineering and computer science graduates are receiving the highest starting salaries. Previous posts: Lucrative college degrees (2006) – starting salaries for engineers (2005) – High Pay for Engineering Graduates 2007.

According to a survey, these are the top-paying majors for 2007-08 bachelor degree graduates:
$63,616 — Chemical engineering (up 6.5%)
$59,962 — Computer engineering
$59,873 — Computer science (up 14.7%)
$58,252 — Industrial/manufacturing engineering
$57,821 — Mechanical engineering (up 5.7%)
$57,999 — Aerospace/aeronautical/astronautical engineering

Source: Spring Survey, National Association of Colleges and Employers

Engineering Jobs Top U.S. Skills Shortage List

Engineering positions are the most difficult jobs to fill for U.S. employers, according to Manpower Inc.’s 2008 Talent Shortage Survey released April 24. Of 2,000 U.S. firms responding, 22% said they had difficulty filling positions, ranking engineers, machinists/machine operators and skilled manual trades as the top three toughest positions to fill, respectively

Grads’ job prospects weakening by degrees

In one year, the former hydraulic repairman will have a bachelor’s degree in mechanical engineering from Purdue University Calumet. And, as far as he can tell, he can write his own ticket.

“I’m finding jobs pulling at me left and right,” he said last week at a manufacturing industry job fair at the college. “The professors told us there’s such a demand, if you go to a job fair, you can walk out with a job.”

Vela, 35, happens to be in a field where demand remains strong, despite the uneven economy. Overall starting wages for mechanical engineering grads will be up 3.4 percent this year, with an average salary offer of $56,429, according to the National Association of Colleges and Employers. For many other college grads looking for a job at this time of year, the prospects are not as sweet.

Starting salaries: What the future holds (UK)
Continue reading →

$25 Million to Princeton for Engineering Education

$25 million to support innovation in engineering education

The gift builds on Princeton’s longstanding strength in educating engineers who are broadly grounded in the liberal arts and can reach beyond purely technical approaches to achieve wise and creative solutions. The new center also seeks to extend those connections by creating and supporting engineering courses that attract liberal arts students. For all students, the center emphasizes entrepreneurship, leadership and service.
…
“The quality of life for all societies is increasingly connected to our ability to understand, enhance and use technologies,” said Keller. “Since the rise of civilization, engineering has been integral to the development of societies and has helped people lead richer and more satisfying lives. More than ever, we must equip our graduates to be effective and innovative in deploying technology in the service of our nation and all nations.”

Currently, 60 percent of nonengineering students at Princeton take at least one engineering course; one of the center’s goals is to push that percentage to 100. Princeton’s School of Engineering and Applied Science currently offers more than 20 courses that engage students from outside the engineering school. These courses place technology in a social and historical context, emphasize entrepreneurship and provide substantial exposure to issues such as energy, the environment, cybersecurity and telecommunications. The gift will strengthen those courses and encourage the development of new ones. It also will support internships, entrepreneurial activities and a vibrant program of lectures and visiting professorships from leaders in business, government and academics.

“We see all students as engineering students,” said Sharad Malik, director of the newly named Keller Center for Innovation in Engineering Education. “Despite its pivotal role in modern life, engineering has often been perceived as an isolated discipline. I am extremely grateful to have the Kellers’ support in pushing hard in a new direction, shaping an education that spans engineering, the sciences and the humanities and connects academic learning to societal needs.”

FIRST Robotics in Minnesota

photo of students working on robot

Robotics: The future is now

As educators statewide push for better science and math education, the popularity of an international robotics competition has grown drastically among Minnesota high schools. The FIRST Robotics competition, where high school students build complicated robots to push a ball along and do other tasks, has 54 Minnesota teams this year, up from just two in 2006.

Area educators attribute the growth to dramatic fundraising by Minnesota technology companies desperate to encourage future engineers and a statewide push to improve science and technology education. “It’s a long-term investment,” said Dr. Stephen Oesterle, senior vice president of medicine and technology for Medtronic, who pushed other companies to donate.
…
The competition started in New Hampshire in 1992. Now, it includes more than 1,500 teams from around the world. Founded by entrepreneur Dean Kamen, the inventor of the Segway, FIRST stands for “For Inspiration and Recognition of Science and Technology.”

Photo by By Bruce Bisping, Star Tribune, from left – Mindy Blom, Schanell Gauna, Andrade and teacher Jill Johnson

Engineering Education Online Seminars

The Center for Engineering Educational Outreach has an engineering education seminar series that is available online: register for online broadcasts of all the remaining Tufts CEEO Seminar Series speakers for Spring 2008.

Some excellent seminars allow online participants are able to submit questions to the speaker via chat at the end of the seminar (time permitting). “Due to resource limitations, CEEO Spring 2008 Seminar Series are not currently being archived for later viewing or download.” That is a shame shame. They should post them on You Tube or SciVee or something. The advantage of asynchronous distribution of valuable content should be provided given the available tools today.

Seminars are at 4pm unless otherwise noted
Monday, Mar. 31 – The Robotic Fly: Innovations in very small robots. Rob Wood, Harvard University

Wednesday, April 9 (special time – 1:30 – in Nelson Auditorium) – Supporting Innovation: Engineers and Policy – Bill Wulf, University of Virginia.

Tuesday April 22 – LEGO Education: Looking Forward – Jens Maibom Vice President, the LEGO Group & General Manager, LEGO Education.

Monday, Apr 28 – Investigating Knowledge Fluency in Engineering Design– Ann McKenna, Northwestern University

Monday, May 12 – LEGO Americas – What does the future bring?- Soren Torp Laursen – President, LEGO Systems

Monday, June 2 – Conceptual Continuity: Using informal science literacies to promote students Science Learning – Bryan Brown, Stanford University,