Judy’s enthusiasm paid off. A few months later, the IKEA engineer asked her to design a children’s play mat. Judy was thrilled and soon found herself in IKEA headquarters in Sweden, where she worked with a team of engineers and product developers. It was at this moment that she realized her ideal job was one that truly offered a balance between creativity and problem solving.

Designing for IKEA
Judy began her new project by thinking about the way kids play. “I realized that kids today play indoors a lot. Maybe because the world seems a little more dangerous and parents are more protective. So I knew that this mat had to incorporate some kind of physical play element.” Rather than a static mat, Judy designed one resembling a giant lazy Susan that kids could spin around on. “Once I had the concept, the mechanical engineer in me took over. I needed something simple. Simplicity is awesome. My mat is basically two injection-molded pieces of plastic that spin on a set of interior wheels.”

Judy will never forget the experience of seeing her mat in an IKEA store. “It was incredible,” she recalls, “and it was such important validation for me that my ideas matter, they’re good, and they’re marketable.”

Dream Job at IDEO
Today, Judy has found her dream job in Palo Alto, California, at a company called IDEO, one of the country’s most innovative design firms. IDEO hires engineers, designers, psychologists, and businesspeople who work in teams to develop cutting-edge products (they created Apple Computer’s first mouse, for example). Judy designs children’s toys, pet products, and packaging for over-the-counter drugs and food. “I feel pretty lucky to have such a creative and interesting job. I’m surrounded by brilliant people. It doesn’t really seem like work. It’s just plain fun!”

“Illinois is to be commended for embarking on a serious initiative to demonstrate scalable innovation at a large land-grant school,” Miller stated. “Olin has pioneered many innovations in its multi-disciplinary, project-based engineering curriculum, but we still don’t know how widely applicable these reforms are. Through this partnership, Olin and Illinois will be able to explore how to diffuse innovation more broadly throughout the engineering education community. The partnership is a true collaboration, offering Illinois access to Olin’s unique educational Petri dish, and offering faculty and students at Olin special access to Illinois’ quality researchers and facilities, recognized as among the best in the world.”

Cressman joined nine fellow graduates of the elite science and technology magnet program every day for six weeks to create top-flight engineering courses for high school students. The class at the Greenbelt, Maryland, school will teach the latest in computer programming and drafting with software used by college professors and professional engineers. And since engineering teachers can be hard to find, the curriculum is designed to be taught by a non-expert.
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All freshman in the science and technology magnet program are already required to take two introductory engineering classes, but the curricula for those classes were originally designed in 1976. “There has been some revamping through the years, but we knew we needed a major overhaul. Things have changed so much,” explains Jane Hemelt, coordinator of the science and technology program, which serves about 900 of the school’s 2,700 students. The problem was that there wasn’t an easy way to get the expertise to fix it.

Hemelt talked about the problem with Rocco Mennella, a mathematics professor at Prince George’s Community College and Catholic University who teaches science and math at Roosevelt. For several years, Mennella had been recruiting Roosevelt graduates as tutors for his summer precalculus class, and he told Hemelt that his recruits—who were science, math, and engineering majors—might serve double duty by redesigning the engineering curriculum.

Mennella’s college recruits came from Caltech, MIT, Brown, Johns Hopkins, Georgia Tech, and the University of Maryland, where they have been exposed to some of the best science and engineering teachers in the country. In addition, Cressman contacted about 80 engineering professors at universities and colleges around the country to find out what they would like their incoming students to know; almost 50 responded.
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For example, all agreed that the classes should focus on the practical aspects of engineering, including computer-aided design and computer programming, while exposing the high school students to electrical, civil, and mechanical engineering. But the curriculum designers also wanted their younger peers to have fun while learning, so they put in many hours on computers creating lessons that would challenge students to redesign the Taj Mahal, build an SUV, or guide a robot.
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Eleanor Roosevelt High School will test some of the modules as part of other classes this fall, which will reach 30 students or more, and the team hopes to roll out the other classes full time in coming years. The Prince George’s school district’s other two science magnet schools, Oxon Hill and Charles Flowers, also plan to use the curriculum. But Mennella and Hemelt hope it will spread even wider, including to schools that don’t specialize in science and math. Those schools might just use parts of the curriculum, or spread a semester-long class out over a year. “Who knows, this could become a model for the state and maybe a model for the country,” Hemelt says.

a Mathematics and Science Honors Scholarship program for students who are earning baccalaureate or advanced degrees in science, mathematics, or engineering and who agree to serve for five consecutive years in a field relevant to such degree; (2) a Mathematics and Science Incentive program under which the Secretary assumes the obligation to pay the interest due on FFELs and DLs by individuals who agree to serve for five consecutive years as highly qualified teachers of science, technology, engineering or mathematics within high need LEAs, or as mathematics, science, or engineering professionals

Germany’s shortage of engineers has become so acute that some of its leading companies are turning to kindergartens to guarantee future supplies.

Groups such as Siemens and Bosch are among hundreds of companies giving materials and money to kindergartens to try to interest children as young as three in technology and science.

Many European countries from Switzerland to Spain suffer shortages of graduates. But the problem is especially acute in Germany, renowned as a land of engineering. German companies have 95,000 vacancies for engineers and only about 40,000 are trained, according to the engineers’ association.

“It is a new development in that we have seen we need to start very early with children. Starting at school is not good enough - we need to help them to understand as early as possible how things work,” said Maria Schumm-Tschauder, head of Siemens’ Generation21 education programme.
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Siemens has provided about 3,000 “discovery boxes” filled with science experiments for three- to six-year-olds to kindergartens throughout Germany, at a cost to the company of €500 (£395) a box. It also trains kindergarten teachers on how to use them as well as providing similar boxes around the world to pre-schools from China and South Africa to Ireland and Colombia.

This gift brings the Russes’ total giving to at least $100.7 million. Prior to this gift, the couple had contributed more than $8.9 million to Ohio University, the majority of which is held in endowments that support engineering.

The Russes’ generosity has made them the largest donors in the university’s history. Another engineering family — C. Paul and Beth K. Stocker — are next on the list with contributions totaling $31.9 million. The proceeds will support engineering education and research at Ohio University.
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The Russes believe in putting support where it would have significant impact. In addition to supporting Russ College students, faculty and facilities, they established the Russ Prize to recognize how engineering improves the human condition. One of the top three engineering prizes in the world, the Russ Prize is awarded bi-annually in conjunction with the National Academy of Engineering.
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The planning will take cues from the college’s strategic research areas: avionics; biomedical engineering, energy and the environment; and smart civil infrastructure. Planners expect that, in addition to supporting research, funds from the estate will support scholarships and leadership incentives for engineering students.

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
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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%.
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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.
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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.

“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.”

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.

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

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.
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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.

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

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.

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.
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“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.”