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2014 Ranking of the World’s Best Research Universities

Posted on February 28, 2015  Comments (1)

Shanghai’s Jiao Tong University produces an annual ranking of research universities. The methodology values publications and faculty awards (Nobel and Fields) which belies the focus on ranking research not for example the quality of education provided.

You could argue one measure does partially address teaching as the Nobel and Fields prizes to alumni are created to the institution (that is separate from a measure of faculty that receive those honors). I would agree it partially measure the education though it also measures the ability of that school to attract the absolute best candidates (whether they would have been just as successful going elsewhere is a fair question).

Results from the 2014 rankings of top 500 universities with the number of schools by country:

location Top 100 % of World
Population		 % of World GDP % of top 500
USA 52     4.5%   22.2%  29.2%
United Kingdom   8  0.9  3.5 7.6
Germany   4  1.1  5.0 7.8
Canada   4  0.5  2.4 4.2
France   4  0.9  3.8 4.2
Japan   3  1.8  7.8 3.8
Australia   4  0.3  1.5 3.8
China   0  19.2  11.7 8.8
Netherlands   4  0.2  1.3 2.6
Sweden   4  0.1  0.8 2.2
Switzerland   5  0.1  0.8 1.4
South Korea   0  .7  1.7 2.0
India   0  17.0  1.9 0.2

The top countries for top 100 and top 500 schools are listed above, but I skip over many after the top 7 or 8 to include a few countries I like to watch, see the ranking site for the full list. Country population and GDP data were taken from the World Development Indicators 2013, by the World Bank.

There is little change in top 100 since 2008, which I think is a good sign, it wouldn’t make much sense to have radical shifts quickly in this type of ranking. The USA lost 2 schools in the top 100, UK lost 3, Germany lost 2, Switzerland gained 2, Netherlands gain 2…

There is more change in the top 500 where changes are more sensible (there is probably not much separating schools ranked in the 300’s from those in the 500’s so variation and strong pushes (from countries like China) can have an impact. China gained 14 more schools in the top 500. China’s GDP also increased from 6.6% of global GDP to 11.7%.

University of Wisconsin – Madison is 24th, it was 17th in 2008 My father taught there while I grew up.
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STEM Graduates in the USA: 465,000 Women and 451,000 Men

Posted on October 4, 2014  Comments (1)

STEM baccalaureate degrees in the USA in 2010 (reported by NSF in 2014):

Field Women
Men
Science (including math) 442,000 343,000
Engineering 23,000 108,000
Health 193,000 36,000
Total 658,000 486,000

If you exclude health, women still lead 465,000 to 451,000.

The same data for master’s degrees:

Field Women
Men
Science (including math) 86,000 72,000
Engineering 14,000 49,000
Health 97,000 22,000
Total 197,000 147,000

Excluding health the totals are: women 100,000, men 125,000.

In 2005, 235,197 women received undergraduate science and engineering degrees, compared to 230,806 for men. In 2005, 53,051 women received masters science and engineering degrees, compared to 66,974 men. All increased a large amount from 2005 to 2010 and degrees awarded to women increased much faster than the increase seen for men.

As I predicted in 2008 (Women Choosing Other Fields Over Engineering and Math) the trends continued and resulted in large imbalances in favor of women at the undergraduate level for science related degrees.

At the masters level women continue to increase degrees (nearly doubling from 2005 to 2010 excluding health). The relative gains (compared to men) at the masters level are small in that 5 year period, but it seems to me the news is mainly good. I expect women will show relative gains at the masters and PhD levels going forward, though those gains may well be slower than they were at the undergraduate level.

STEM fields continue to show large gender imbalances (with women and men dominating certain fields and being relatively rare in others). Continuing to provide opportunities for talented and interested students to explore their field of choice is important for the students well being and for the well being of society. We want to take advantage of the great minds we have and not have people excluded from pursuing their dreams.

Related: Alternative Career Paths Attract Many Women in Science Fields – The USA is Losing Scientists and Engineers Educated in the USA

Human Gene Origins: 37% Bacterial, 35% Animal, 28% Eukaryotic

Posted on February 17, 2013  Comments (3)

The percent of human genes that emerged in various stages of evolution: 37% bacterial, 28% eukaryotic, 16% animal, 13% vertebrate, 6% primate. The history that brought us to where we are is amazing. Eukaryotes include animals, plants, amoebae, flagellates, amoeboflagellates, fungi and plastids (including algae). So eukaryotic genes are those common to us and other non-animal eukaryotes while those classified as animal genes are shared by animals but not non-animal eukaryotes.

We are living in a bacterial world, and it’s impacting us more than previously thought by Lisa Zyga

Bacterial signaling is not only essential for development, it also helps animals maintain homeostasis, keeping us healthy and happy. As research has shown, bacteria in the gut can communicate with the brain through the central nervous system. Studies have found that mice without certain bacteria have defects in brain regions that control anxiety and depression-like behavior. Bacterial signaling also plays an essential role in guarding an animal’s immune system. Disturbing these bacterial signaling pathways can lead to diseases such as diabetes, inflammatory bowel disease, and infections. Studies also suggest that many of the pathogens that cause disease in animals have “hijacked” these bacterial communication channels that originally evolved to maintain a balance between the animal and hundreds of beneficial bacterial species.
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Scientists have also discovered that bacteria in the human gut adapts to changing diets. For example, most Americans have a gut microbiome that is optimized for digesting a high-fat, high-protein diet, while people in rural Amazonas, Venezuela, have gut microbes better suited for breaking down complex carbohydrates. Some people in Japan even have a gut bacterium that can digest seaweed. Researchers think the gut microbiome adapts in two ways: by adding or removing certain bacteria species, and by transferring the desired genes from one bacterium to another through horizontal gene transfer. Both host and bacteria benefit from this kind of symbiotic relationship, which researchers think is much more widespread than previously thought.
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We want badly for the message in ‘Animals in a bacterial world,’ to be a call for the necessary disappearance of the old boundaries between life science departments (e.g., Depts of Zoology, Botany, Microbiology, etc.) in universities, and societies (e.g., the American Society for Microbiology, etc.). We also want the message disseminated in college and university classes from introductory biology to advanced courses in the various topic areas of our paper.”

Very cool stuff. This amazing facts scientists discover provide an amazing view of the world we live in and how interconnected we are to other life forms in ways we don’t normally think of.

Related: People’s Bodies Carry More Bacterial Cells than Human Cells – Microbes Flourish In Healthy People – Tracking the Ecosystem Within Us – Foreign Cells Outnumber Human Cells in Our Bodies – Bacteria Beneficial to Human Health

Many Great, Free, Online Courses in Science, Engineering and More

Posted on January 16, 2013  Comments (8)

The video, above, provides an overview of an online course, Calculus: Single Variable, via coursera from the University of Pennsylvania. This course provides a brisk, entertaining treatment of differential and integral calculus, with an emphasis on conceptual understanding and applications to the engineering, physical, and social sciences.

Robert Ghrist is the Andrea Mitchell University Professor of Mathematics and Electrical & Systems Engineering at the University of Pennsylvania. Coursera offers many courses in all sorts of disciplines including: Introduction to Genetics and Evolution (Duke), Scientific Computing (University of Washington), Principles of Economics for Scientists (California Institute of Technology), Game Theory (Stanford University and The University of British Columbia), A Beginner’s Guide to Irrational Behavior (Dan Ariely, Duke University), The Modern World: Global History since 1760 (University of Virginia), Microeconomics for Managers (University of California, Irvine), Data Analysis (Johns Hopkins University), Fundamentals of Human Nutrition (University of Florida), Algorithms, Part I (Princeton University), The Ancient Greeks (Wesleyan University), Astrobiology and the Search for Extraterrestrial Life (University of Edinburgh) and Epigenetic Control of Gene Expression, (University of Melbourne).

All the classes are free. These courses, and many more, are extremely appealing. I signed up for 2. I would be interested in signing up for much more but I worry about having the time to commit to keeping up with the coursework. I hope the first two go well and I can sign up for more in the future.

Related: Top Online Graduate Engineering Programs in the USA – Open Source Education Curricula – Science and Engineering Education Resources – Exploring Eukaryotic Cells

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2012 Gordon Prize for Innovation in Engineering and Technology Education

Posted on January 10, 2013  Comments (0)

I have posted on the Olin College of Engineering several times. I really like what they are doing. Innovation in engineering education will pay high dividends, especially providing a focus on the nexus of engineering and entrepreneurship.

Olin College of Engineering’s three founding academic leaders, Richard Miller, David Kerns and Sherra Kerns, received one of engineering’s highest honors – the Bernard M. Gordon Prize. The $500,000 prize is awarded by the National Academy of Engineering to recognize innovation in engineering and technological education.

“This team of educational innovators has had a profound impact on society by improving the way we educate the next generation of engineers,” said NAE President Charles M. Vest. “Olin serves as an exemplar for the rest of the engineering world and a collaborative agent for change.”

Armed with one of the largest gifts in the history of higher education, the F. W. Olin Foundation recruited Richard Miller as Olin’s first employee in 1999. To help build the college from scratch, Miller recruited the founding academic leadership team including David Kerns and Sherra Kerns later that year. Together, they developed a vision for an engaging approach to teaching engineering and a new culture of learning that is intensely student centered.

To insure a fresh approach, Olin does not offer tenure, has no academic departments, offers only degrees in engineering, and provides large merit-based scholarships to all admitted students.

Perhaps the most important contribution the Gordon prize recipients made was the creation of a profoundly inclusive and collaborative process of experimentation and decision-making involving students in every aspect of the invention of the institution. This is illustrated by the decision in 2001 to recruit 30 young students to spend a year as “partners” in residence with the faculty in conducting many experiments together before establishing the first curriculum.

“As entrepreneurs, we learn to listen to our customers. Olin’s innovative approach was co-created by enterprising faculty, inspired students, and a dedicated staff, as well as collecting and integrating innovative approaches from more than 30 other institutions worldwide,” said David Kerns, current faculty at Olin and founding provost and chief academic officer of the college from 1999 to 2007.

With the extensive help of a collaborative team of faculty and students, and the guidance of the late Dr. Michael Moody, a novel academic program emerged. Some of the features include a nearly gender-balanced community, a strong focus on design process throughout all four years, extensive use of team projects, a requirement that students repeatedly “stand and deliver” to the entire community at the end of every semester, an experiential requirement in business and entrepreneurship, a capstone requirement outside of engineering, and a year-long corporate-sponsored design project in which corporations pay $50,000 per project.

Related: Illinois and Olin Aim to Transform Engineering Education – Webcast: Engineering Education in the 21st Century – Improving Engineering Education – How the Practice and Instruction of Engineering Must Change

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Harvard Steps Up Defense Against Abusive Journal Publishers

Posted on April 24, 2012  Comments (1)

For a decade journals have been trying to continue a business model that was defensible in a new world where it is not. They have becoming increasing abusive with even more outrageous fees than they were already charging. As I said years ago it has become obvious they are enemies of science and should be treated as such. The time to find mutual beneficial solution past years ago.

Harvard University says it can’t afford journal publishers’ prices

Exasperated by rising subscription costs charged by academic publishers, Harvard University has encouraged its faculty members to make their research freely available through open access journals and to resign from publications that keep articles behind paywalls.

A memo from Harvard Library to the university’s 2,100 teaching and research staff called for action after warning it could no longer afford the price hikes imposed by many large journal publishers, which bill the library around $3.5m a year.
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he memo from Harvard’s faculty advisory council said major publishers had created an “untenable situation” at the university by making scholarly interaction “fiscally unsustainable” and “academically restrictive”, while drawing profits of 35% or more. Prices for online access to articles from two major publishers have increased 145% over the past six years, with some journals costing as much as $40,000, the memo said.

More than 10,000 academics have already joined a boycott of Elsevier, the huge Dutch publisher, in protest at its journal pricing and access policies. Many university libraries pay more than half of their journal budgets to the publishers Elsevier, Springer and Wiley.
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Research Libraries UK negotiated new contracts with Elsevier and Wiley last year after the group threatened to cancel large subscriptions to the publishers. The new deal, organised on behalf of 30 member libraries, is expected to save UK institutions more than £20m.

These journals have continuously engaged in bad practices. Scientists should publish work in ways that enrich the scientific community not ways that starve the scientific commons and enrich a few publishers that are doing everything they can to hold back information sharing.

In 2008 Harvard’s liberal arts faculty voted to make their research open source.

Related: Fields Medalist Tim Gowers Takes Action To Stop Cooperating with Anti-Open Science Cartel – Science Commons: Making Scientific Research Re-useful – MIT Faculty Open Access to Their Scholarly Articles – Merck and Elsevier Publish Phony Peer-Review Journal – Open Access Journal Wars

Top Online Graduate Engineering Programs in the USA

Posted on January 11, 2012  Comments (2)

Online degree programs are growing quickly in popularity in the USA. Over 6 million students took online courses in 2011. The costs of traditional education continue to rise at extremely high rates – schools have done a horrible job of dealing with this. I personally, don’t understand how they have done so horribly on this measure. Administration costs have exploded. Building vanity projects that costs tens of millions of dollars add little to student achievement and waste limited resources driving up costs.

We really need to find administrators that will reduce administrative staffing levels and costs. Let some schools continue on the ego driven spiraling costs, but let us at least find some who will focus on reducing education costs and providing good education at reasonable costs. For engineering, more than maybe any other discipline, I can excuse some of the costs. But given the universal failure to manage costs I think the failure to manage costs is the primary issue (the extra demands for spending on engineering education, I understand).

The failure to stop the lavish spending has greatly increased the demand for online education. Given the unreasonable cost increases for traditional education many are priced out of considering that option. Given how unable schools have proven to be at providing good education for reasonable rates the last few decades it is reasonable to assume online education will continue to gain popularity. I don’t see the top tier schools facing much competition from online efforts (even if some students are drawn away there are plenty wanting to upgrade their school choice at whatever the cost – as the administrators know as they continue to drive up costs).

One danger is that online education is hardly a proved commodity yet. Both in terms of what you learn and the acceptance and desirability of degrees. So right now students are having to make guesses that are more challenging with online programs than the traditional choices. US News and World Report has selected 3 online engineering master’s programs for the honor roll.

Related: Engineering Education in the 21st Century – How the Practice and Instruction of Engineering Must Change – Global Engineering Education Study

Bill Dietrich Gives Carnegie Mellon University $265 Million

Posted on September 8, 2011  Comments (0)

Carnegie Mellon is one of the crown jewels of engineering in the USA. While we are busy squandering the economic gains gained through science and engineering investments in the 1950’s, 60’s and 70’s a few universities are continuing to provide huge economic benefit: MIT, Stanford, CalTech, Harvard, University of Wisconsin – Madison… Schools unfortunately seem to be wasting lots of money (on vanity projects and ever increasing administration, and huge pay to overpaid executives), but even so they provide much much more benefit than the costs. Funding from rich, successful businesspeople (Bill Dietrich was a steel executive) is now a huge reason these shiny lights of the American economy continue to shine. On Bill Dietrich’s donation:

This fund, which will become operational upon Dietrich’s passing, will serve as a catalyst for the university’s global initiatives and for its fusion of left-brain and right-brain thinking, such as studies connecting technology and the arts, as well as support future academic initiatives across the university, including undergraduate and graduate programs, scholarship, artistic creation and research.
The gift furthers the university’s ability to educate students in strong interdisciplinary problem-solving and supports the unique recipe for education offered by Carnegie Mellon’s seven schools and colleges, all of which are leaders in their fields.
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Dietrich’s gift, among the 10 largest in the United States, is believed to be the 14th largest gift to higher education worldwide.

Related: Board of Trustees gets new chairperson: Dietrich (July 2001 article) – $400 Million More for Harvard and MIT – Economic Strength Through Technology Leadership – Stanford Gets $75 Million for Stem Cell Center – Great Engineering Schools and Entrepreneurism

Career Prospect for Engineers Continues to Look Positive

Posted on August 12, 2011  Comments (11)

As I have written previously the career prospects for engineers are bright around the globe. Many countries realize the importance of engineering and have taken steps to compete as a center of excellence for engineering. It is a smart economic policy. Ironically, the USA, that did such a great job at this in the 1960’s and 1970’s, has been falling down in this regard. A significant reason for this is the USA can only fund so many things and a broken health care system, military complex, bailouts to bankers (trust fund babies and others) cost a lot of money. You chose what to fund, and those are taking much of the available USA funds. There are also non-economic reasons, such as the turn in the last decade in the USA to make the barriers for foreigner engineers (and others) to go through to go to school, visit and stay in the USA have all increased dramatically.

Back to the prospects for engineers: their are shortages of good engineers all over (and the future projections don’t show any reason to believe this will change). Germany Faces a Shortage of Engineers:

In June, the Association of German Engineers (VDI) reported that there were 76 400 vacant engineering jobs—an all-time high.
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Policymakers in Berlin have responded to the shortage of skilled workers with a number of measures, including changes in immigration rules that allow German companies to hire engineers from other countries, including those outside of the European Union. Among them: The annual salary that companies must pay foreigners has been lowered from 60,000 Euro (US $95,000) to 40,000 Euro, which is roughly the starting salary of an engineering graduate in Germany…

To make it easy for engineers to move around Europe, engineering associations and other groups across Europe are working with the European Commission (the executive arm of the European Union) to launch the new Engineering Card. The card, which German engineers can apply for now and other countries are planning to launch, provides standardized information about the engineer’s qualifications and skills for greater transparency.
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“We don’t expect many engineers will come, because among other reasons, there is a shortage of engineers across Europe,”

Related: Engineering Again Dominates The Highest Paying College Degree Programs – S&P 500 CEO’s: Engineers Stay at the Top – China’s Technology Savvy Leadership – Engineers: Future Prospects – Economic Strength Through Technology Leadership

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MIT Engineering Design Workshop for Boston High School Students

Posted on August 7, 2011  Comments (3)

This summer, a few dozen Boston-area high school students chose to spend their mornings toiling away with a variety of materials to create working marvels of engineering in the Engineering Design Workshop, a month-long program that gives teenagers a hands-on experience with the joys and challenges of engineering.

None of the activities are prescribed; instead, students take part in brainstorming sessions on the first day, and things develop from there. Typically, the “counselors” — a mix of undergraduate and graduate students from MIT and other local universities — present a few ideas, and the high school students decide which projects they’d most like to work on. I really like the idea of involving the college students.

This year, the 22 students divided themselves into five projects: a modified Razor scooter, equipped with a motor and brakes; a sound system of giant tower speakers; remote-controlled “anything” (which ended up including cars, fish, birds and even a flying turtle); a mosaic tiger meticulously assembled from pieces of stained glass; and an electric cello.

Each student is allotted $100 to spend on materials for his or her group’s project; this way, projects that attract more students have a larger budget to work with. Counselors help them purchase supplies online and work with them on the construction from the ground up.

There are probably thousands of similar type activities throughout the year to help engage students in engineering. I think it is great, but we need to do more. We need to let young students know what they are missing. If people know the wonders of engineering and choose something else for their career path, that is fine. It is a shame when people don’t get to decide, because they never experience what engineering has to offer.

Read the full press release.

Related: Infinity Project: Engineering Education for Today’s Classroom – Rutgers Initiative to Help Disadvantaged Children – Inspirational Engineer – What Kids can Learn on Their Own

Increasing the Undergraduate Study of Programing and Software

Posted on June 12, 2011  Comments (3)

There is a role for computer science. It also seems to me there is a much larger role for some study of computing (programing, databases, software, technology) that isn’t actually computer science. Where exactly this should go into an undergraduate school, I am not sure. But it seems to me, an understanding of computing is extremely important to those that want to lead in the next 40 years and we should be able to put more of that into undergraduate studies.

Computer Studies Made Cool, on Film and Now on Campus

The number of computer science degrees awarded in the United States began rising in 2010, and will reach 11,000 this year, after plummeting each year since the end of the dot-com bubble in 2004, according to the Computing Research Association, which tracks enrollment and degrees. Enrollment in the major peaked around 2000, with the most degrees — 21,000 — awarded four years later. The number of students who are pursuing the degree but have not yet declared their major increased by 50 percent last year.

To capitalize on the growing cachet of the tech industry, colleges nationwide, including Stanford, the University of Washington and the University of Southern California, have recently revamped their computer science curriculums to attract iPhone and Facebook-obsessed students, and to banish the perception of the computer scientist as a geek typing code in a basement.

Even universities not known for computer science or engineering, like Yale, are seizing the moment. The deans of the Ivy League engineering schools recently started meeting to hatch ways to market “the Ivy engineer.”

The new curriculums emphasize the breadth of careers that use computer science, as diverse as finance and linguistics, and the practical results of engineering, like iPhone apps, Pixar films and robots, a world away from the more theory-oriented curriculums of the past.

I think the basic thrust of this move is good. I am not sure if it is really right to expand computer science to make it more attractive or to instead create something else. Computer engineering would seem to be one option, but I am not sure that is really right either. We do need computer scientists, but frankly we need maybe 100 or 1,000 times more programmers. And we need many other UX designers, program managers that understanding technology and programing, database administrators, system administrators… and really these people don’t need computer science backgrounds.

On a separate topic we also need better ways for everyone to understand technology better. We need good course for those majoring in economics, business, philosophy, English, political science… Understanding technology and how it works is fundamental to managing in the world we live in today and will live in.

Related: Programming Grads Meet a Skills Gap in the Real World – How To Become A Software Engineer/Programmer – Engineering Again Dominates The Highest Paying College Degree Programs – Want to be a Computer Game Programmer? – software programming posts on my management blog