October 2014
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October 2014
Table of Contents Why engineering matters 4 Is engineering right for me? 6 Georgia Power Electrical Utility Technology Internship Program 8 Greetings from Secretary of State Brian Kemp 11 Engineering the future 13 Georgia‌preparing for our future 14 Future City: feeding future cities 16 Technical College System of Georgia ~ Building a skilled workforce 20 Mathcounts 22 Fostering a society of young engineers in water 24 The new faces of nuclear engineering technology 26 Students find success in Tech 28 From robotics to welding 32 Exploring Engineering Academy at Georgia Tech 34 Auburn University 36 Spelman 38 North Georgia Technical College 40 Georgia Institute of Technology 42 Engineering ethics and you 44 Mercer University 46 And then‌ 48 Southern Polytechnic State University 50 2014 Salary Survey 52 Vanderbilt University 54 Clemson University 56 University of Georgia 58 Wiregrass Georgia Tech 60
Advertisers in this book 10 19 18 5 23 9 BC IBC 49 21 31
Building Your Future in Engineering
12 25 4 9 30 62 39 IFC 15 35
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Georgia Engineer magazine Publisher : A4 Inc. | 1154 Lower Birmingham Road | Canton, Georgia 30115 (770) 521-8877 | e-mail: thegeorgiaengineer@a4inc.com Managing Editor: Roland Petersen-Frey e-mail: rfrey@a4inc.com
Associate Editor Daniel J. Simmons e-mail: d.simmons@a4inc.com
Art Direction/Design Pamela S. Petersen-Frey e-mail: pfrey@a4inc.com
Why engineering maers: A statement by the Royal Academy of Engineering Engineering underpins human progress. Engineering is about the practical delivery of scientifically informed solutions for the great challenges and opportunities in a rapidly evolving world. Engineers take scientific discoveries and apply them practically. eir work literally creates the fabric of society, whether the buildings we live and work in, the energy that powers our world or the transport networks that we use every day. Engineering is so diverse, it is sometimes hard for the public to see a common thread between its feats. At one end of the scale, engineers are responsible for the massive scale design and build of the Large Hadron Collider and, at the other, to the many applications of nano-technology. Engineering creates the breathtaking yet sustainable new buildings on the skylines of the world’s great cities as well as bringing clean water and sanitation to remote, impoverished villages. en there is the communications revolution, creating a growing sense of world community, enabling billions of people to access information and services and forging new business opportunities. So what must an engineer know and do in order to be effective and successful? e bedrock of engineering is the application of mathematical and physical theory. But engineering is far more than just about knowledge: an engineer’s core business is to turn theory into practice. As with medicine, engineering expertise only comes with practice, by means of exposure to real-world dilemmas and techniques for addressing them. It is practice that enables an engineer to learn another
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crucial core skill—to think strategically about the whole picture while keeping an eye on the detail. is whole systems thinking is what allows an engineer to juggle the competing demands of a project, managing risks, controlling costs, and keeping to time. v
October 2014
Building Your Future in Engineering
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Is engineering right f me?
By Gary S. May | Dean | College of Engineering | Georgia Institute of Technology
Have you ever •
Built a structure out of Lego blocks?
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Organized a group of people?
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Taken something apart to see how it works?
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Made a cake from scratch?
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Reprogrammed the features on your cell phone?
If you have, then you might be an engineer? Engineers are problems solvers, inventors, builders, designers, innovators, and game changers. Engineers have a unique opportunity to make our world a better place! They solve problems in innovative ways and create things that never existed before. The U.S. is in need of more engineers to remain competitive globally, as well as in need of more diverse engineering teams to create the best solutions possible.
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October 2014
From the earliest beginnings of mankind, engineers have taken on the challenge to improve the world in which we live. One of the challenges facing this country is in attracting good people to the profession.
people to enter the profession and we need for leaders, as well as the general public, to become knowledgeable about technological issues. Choose engineering because you want to make a difference. Choose engineering because you will have We need individuals fun and enjoy your work. Engineering is making reality • Who are ambitious and entrepreneurial; out of yesterday’s science fiction; where else can you be • Who are creative and idealistic; involved in something so exciting? • Who represent the broad spectrum of the American Engineering students today represent the next genpopulation. eration of innovators who dare to dream. Some have specific goals: to I have discovered—and you may have cure diseases, reduce pollution, or find too—that engineering is widely misunnew energy sources. Others dream of derstood. Everybody agrees that we live developing the next laser, labor saving in the era of ‘high tech.’ We all know device, or vehicle for space travel. Engithe buzz words—G4, iPad, iPod, Kinneers are inventors. Engineers are innodle, Bluetooth. We all want to ride the vators. Engineers shape the future. Goliath roller coaster at Six Flags or Engineers are curious and passionthe Dragon’s Tail at White Water. We ate to make things better. Think of all want to wear Nike Jordans, connect the lives you can touch by being an with our Facebook friends, or throw a engineer. If these are your dreams, wildcat on our snowboard. then engineering might be right for Gary S. May You can because of engineering. you. Think about it, no other profesThe folks that conceived, designed, sion, no other college major, has and built these things seem faceless and nameless, but more impact on the world than engineering. One engineers were behind every one of them. dream—one idea—can change the world. An engiIn many ways, engineering is not visible enough. neer will make it happen. We dream it, design it, and And that is a problem, since we need for good young do it. v Gary S. May is dean of the largest college of engineering in the country. Georgia Tech is the number one provider of women engineers and is a top producer of minority engineers.
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Gegia Power Electrical Utility Technology Internship Program By Cindy Theiler
Cornell Washington has some advice to share with others considering their future career: Don’t give up on your dreams. Washington, a former long distance truck driver for 11 years, wanted to be home more with his wife and three teen-age children. When he thought about potential career opportunities his thoughts turned to electricity—something he knew people would always need. With that in mind, he spoke with someone at Savannah Technical College who previously worked for Georgia Power and decided to enroll in the college’s Electrical Utility Technology (EUT) program. This two-year associate degree program (offered at Savannah Tech and Lanier Technical College) is a sequence of courses designed to meet the needs of students interested in attaining knowledge and skills necessary to work in an entry-level position (engineering representative/technician) in the electrical utility industry. The program emphasizes a combination of electrical utility theory and practical application necessary for employment. It also provides students with an avenue to pursue opportunities in other areas of the utility industry. Following his graduation from Savannah Tech this summer, Washington was selected for an internship in Georgia Power’s engineering and distribution office in Savannah and will be eligible (based on performance) to apply for a full-time position with the company. Washington couldn’t be happier. “Ever since the first day (at Georgia Power), my co-workers treated me like family. They were very kind to me.” Brian Dickey, engineering supervisor in Georgia Power’s Operating – Engineering department at the Savannah Operating Headquarters, is similarly complimentary of Washington. “Cornell is Georgia Power’s first intern from Savannah Tech’s EUT program. He is a team player and eager to learn. From day one, he has worked with the engineering teams and quickly learned
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what is required to meet our customers’ needs. His technical skills are sharp and he quickly picks up on the technical side of our job.” Washington believes his training in the EUT program has given him a good understanding of power distribution, including primary and secondary lines, and has prepared him well for a position as an engineering rep/tech in the electric utility industry. Dickey, Washington’s supervisor, agrees the EUT program is a good one. “Washington understands the concepts and principles that are so critical for a distribution engineer. While he is still learning “on the job,” Washington came to us with a core knowledge that was impressive. The EUT program produces nearly workready distribution team members.” “The EUT program is an excellent educational opportunity for anyone looking to join the Georgia Power team. Since the program is geared toward utility engineering knowledge, it will help set the prospective employee apart,” Dickey said. “The competition for these
October 2014
jobs is high, and having an EUT certificate will definitely increase a candidate’s appeal.” Debra Howell, Georgia Power’s workforce development manager, also knows the importance of the EUT program. “Growing a skilled workforce with 21st century skills is critical for the energy industry. The EUT program was developed to grow a local workforce that has the skills needed to be successful in our industry and others throughout the Chatham County area and beyond.” According to the Center for Energy Workforce Development, more than 28,000 technicians may be needed nationally between 2013-2017 due to potential retirements and attrition in the industry. To be successful as an engineering rep/tech, Dickey emphasizes the importance of the following skills: • Above-average analytical and mathematics skills, • Strong customer service skills (ability to relate to people) • Good communication skills (written and oral) • Strong project management skills
bilities in addition to working safely, include meeting with customers with a focus on meeting or exceeding their needs, working with multiple departments, and managing his projects. He also must be available after hours and on weekends (as necessary) to help “keep the lights on.” After completing the EUT associate degree program, Washington is so excited about his new career direction that he has already begun working on his bachelor’s degree in electrical engineering. The Charleston native who has lived in Savannah since 2006 is already proving that dreams do come true. v
In his current intern role, Washington’s job responsi-
Building Your Future in Engineering
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October 2014
Greetings from Secretary of State Brian P. Kemp’s Professional Licensing Boards Division and the State Board of Registration for Professional Engineers and Land Surveyors The Professional Licensing Boards Division provides Engineers-in-Training. In FY2014, the board staff administrative support services to 39 professional licens- processed 1,533 new applications and 29 new complaint cases. The Board has taken final action on all but ing boards that license more than 433,000 Georgians five of these cases, including four Cease & Desist Orcovering approximately 180 different license types. The various licensing boards process applications, administer ders for unlicensed practice and ten Consent Orders including $6,500 in fines and penalties. examinations and, when warranted, conduct investigaHow does a person become licensed as tions into possible professional miscona professional engineer? There are curduct and may suspend or revoke the rently four paths to licensure and none licensure of practitioners. of them are quick or easy. O.C.G.A. The Georgia State Board of 43-15-9(1)-(4) described below are the Registration for Professional Engisections of Georgia law that list the neers and Land Surveyors was estabpaths a person may follow to become lilished by legislative action in 1937 censed in this state. If you are student with the charge of protecting life, aspiring to be a professional engineer or health, and property and to promote a PE advising someone who wants to the public welfare. In order to carry pursue licensure, out this charge, the Board has the power to adopt rules, set standards for O.C.G.A. 43-15-9(1) is what is known Brian Kemp licensure, adopt mandatory standards as a Model Law Engineer. This person of professional conduct and ethics, and will have at least a four year degree from a school or colinvestigate and discipline unauthorized, negligent, unlege engineering program that has been accredited by ethical or incompetent practice. The Board reviews apthe Accreditation Board for Engineering and Technolplications, administers examinations, licenses qualified ogy (ABET), will have passed the Fundamentals of Engineering or FE exam and been certified as an applicants, and regulates the professional practice of liEngineer-in-Training, will have accumulated at least censees throughout the state. The nine-member Board consists of six professional four years of engineering experience acceptable to the engineers, two land surveyors, and a member appointed board and subsequently passed the Professional Engineering or PE exam in the discipline in which they are from the public at large, all of whom are appointed by practicing. the Governor to staggered terms of five years. Board meetings are held approximately six times each year at the Secretary of State’s offices in Macon and are open to O.C.G.A 43-15-9(2) requires that a person have a four year degree from a school or college engineering techthe public. Persons wishing to bring matters for the nology program that has been accredited by ABET or a Board's consideration should submit written notification or request to the Board office. The Board currently related science program that has been determined to be licenses over 20,000 Professional Engineers; 1,360 Land acceptable by the board, pass the FE exam, acquire seven years of engineering experience acceptable to the Surveyors; 2,900 engineering firms; and 450 land surboard and subsequently pass the PE exam in the disciveying firms. The Board also certifies nearly 15,000 pline in which they are practicing.
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a valid Certificate of Authority to practice professional engineering. You can verify these licenses at http://verify.sos.ga.gov/websites/verification/.
O.C.G.A 43-15-9(3) is the experience only code section.
This person will acquire eight years of engineering experience acceptable to the board and subsequently pass the FE exam. They will then be required to acquire seven additional years of acceptable experience and subsequently pass the PE exam in the discipline in which they are practicing. O.C.G.A 43-15-9(4) is the code section that allows exemption of the FE exam. This person will have a fouryear degree in engineering or related science acceptable to the board, they will acquire 16 years of experience in engineering work, of which at least eight years have been in responsible charge of important engineering work of a character satisfactory to the board, which indicates the applicant is competent to practice professional engineering, and subsequently pass the PE exam in the discipline in which they are practicing. Also, per Policy 04-06, this code section shall not recognize engineering technology degrees.
So what steps should a student take if they are aspiring to be a Professional Engineer? •
The first step is to make sure you choose a program that is acceptable to the board. In this case it would be an ABET accredited program, whether engineering or engineering technology. You can verify this using the search feature at www.abet.org.
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The second step would be to take the FE exam as soon as possible during your senior year. The information will never be fresher and the pass rate drops off significantly the longer a person waits to take the exam. When you have graduated and hopefully passed the FE exam, send a final transcript showing your graduation date and the EIT application to the Board office to be certified as an Engineer-inTraining.
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Step three would be to either get a Master’s degree in engineering in the same discipline as the bachelors, which would count as one year of experience or find suitable employment that will put you on the path to licensure. Suitable employment means supervision by a licensed PE in a company that has
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•
Step four: Stay in touch with all the PEs that you work under or with during the years you are gaining experience towards making application to take the PE exam. You will need the signature of three PE’s who have knowledge of your work and are willing to sign a notarized endorsement form as part of the application. You will especially want to have your most direct PE supervisors as part of the application.
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Step five will be filling out the application. You will do this when you feel that you have sufficient acceptable experience. Simple is better in the application process. Supply the information requested in the application and don’t add anything the application doesn’t ask for. There should be official transcripts from all schools, verification of FE exam if you didn’t take it in Georgia, at least five endorsement forms of which three must be PEs, a criminal history report, and all the demographic information asked for in the exam packet.
It is much better to have a plan to reach licensure when you are starting out than to get four or five years into the process and realize you are not on track to reach your goals. v
October 2014
Engineering the future By Michael ‘Sully’ Sullivan | President & CEO | ACEC Georgia
“[Engineering] is a great profession. There is the fascination of watching a figment of the imagination emerge through the aid of science to a plan on paper. Then it moves to realization in stone or metal or energy. Then it brings jobs and homes to men. Then it elevates the standards of living and adds to the comforts of life. That is the engineer's high privilege.” ~ Herbert Hoover, Engineer and 31st President of the United States At its essence, engineering is taking ideas and turning them into reality. Engineers take thoughts, abstract goals or unsolved problems and apply their specialized knowledge of the physical laws and properties which govern the universe and turn all of that into the built environment in which we live and into the machines and technology that make modern life possible. The range of what engineers do is stunning and truly no aspect of our modern world would be possible without engineers. When you turn the faucet, flip a light switch, drive your car, use your iPhone, use GPS, check your Twitter feed or send a text to your friend, you are benefiting from the work of engineers from dozens of different engineering disciplines. Engineers create technological advances that create entirely new industries. For example, engineers created the technology that makes mobile phones possible. Constant improvement and refinement of that technology combined with similar advances in computing technology enabled the modern smartphone. In the span of a couple of decades, engineers have taken mobile phones from a brick-sized item that only the wealthy could afford to a touch screen marvel that fits in your pocket and can do things that even the most advanced PC couldn’t do even a decade earlier. Apps are a billion dollar industry, and we take it for granted that we can Facetime or Snapchat with our friends, make a love connection via Tinder, post pictures to Instagram or get a ride via Uber all from our smartphone. Engineers made all of that possible. Wouldn’t it be fun to play a part in creating some future technological advance that we could scarcely imagine today? Would you like to help design buildings, roads, bridges, plumbing systems, energy systems, water systems, computer systems or aircraft? Would you like
Building Your Future in Engineering
to come up with new chemical compounds or materials or figure out better ways to manufacture things? Would you like to play a part in creating a more sustainable world? As an engineer, you can. No matter what part of the future interests you, there is an engineering discipline that will be responsible for creating that future. Environmental engineers will find new ways to create a more sustainable future. Transportation engineers will design the transportation systems that will provide our future mobility. Land planning engineers will design the way our future communities will look, and structural engineers will design the buildings within those communities in which our future selves will live, work, and play. Energy sector engineers will find new ways to power our world and all of the gizmos the computer engineers can think up. Wouldn’t it be cool if it was your job to create the future?
Engineering is a profession that takes an idea and then applies science to create a design plan for something that ultimately gets constructed, built or manufactured. Engineering schools are where you learn the scientific principles for a particular engineering discipline (such as civil engineering, computer engineering, aerospace engineering, chemical engineering or materials engineering, just to name a few). Georgia has some of the best engineering schools in the world and many of what are the most in-demand jobs of today and tomorrow are in STEM fields (STEM = Science, Technology, Engineering & Math). As a result of that high demand, graduates with STEM related degrees have exceptionally high employment placement rates after graduation and enjoy the high salaries that you would expect for such in-demand professions. But perhaps more important than job placement and pay is the opportunity to build the future; to play a part in creating a world which would seem amazing to us today but which will surely exist and which will only exist because of the dedicated and talented engineers who will have designed it all for us. As an engineer, it could be your job to create the future. v
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Georgia… preparing for our future One of Governor Deal’s top priorities to ensure Georgia have expressed the need for skilled laborers in STEM remains the No. 1 state in the nation to do business and (Science, Technology, Engineering and Math) fields. that means sustaining a workforce infrastructure that With this in view and aware of the fact that this is a supports industry. global workforce challenge, we need to do two things: To do so, all of the key players in the workforce de- communicate the promising opportunities that exist in velopment equation must work together to understand these career paths and continue to provide the resources business needs and to map out a coordiand training necessary for citizens to nated effort employing all education succeed in the field. and training entities to meet them. Currently, Georgia has multiple Here in Georgia, we are intensely foworld-class postsecondary and postcused on gearing workforce developgraduate engineering programs, as well ment efforts toward the in-demand jobs as many developing apprenticeshipof today and tomorrow and to fields and internship programs designed to such as engineering. teach applicable skills. Through initiatives such as the HDCI, Georgia is Engineering serves as a foundation committed to understanding and meetfor our daily existence, whether it’s the ing workforce needs to meet the needs skyscrapers we work in, the highways of Georgia businesses. v we travel on, or the tools we use to accomplish tasks. The varied products of Ben Hames highly-skilled, detail-oriented engineers are critical to the infrastructure of our modern world and range from concrete and glass skyscrapers to the Engineers’ Creed microwave we use to heat our lunch. In a time in which continual technological adAs a Professional Engineer, I dedicate my professional vancement is the norm, we can safely assume that the knowledge and skill to the advancement and betterneed to ‘engineer’ or ‘devise’ new products and processes ment of human welfare. is only becoming more central to our everyday experiI pledge: ence, and therefore our economy. • To give the utmost of performance; To ensure that our state’s economic development • To participate in none but honest enterprise; team has a good real-time understanding of the work• To live and work according to the laws of man and force needs of Georgia businesses, this year Governor the highest standards of professional conduct; • To place service before profit, the honor and Deal launched the High Demand Career Initiative standing of the profession before personal advan(HDCI). This initiative allows those involved in traintage, and the public welfare above all other considing Georgia's future workforce—the University System erations. of Georgia (USG) and the Technical College System of Georgia (TCSG)—to engage in conversations with the In humility and with need for Divine Guidance, I make private sector about their specific workforce needs. The this pledge. meetings serve as the formal platform for the conversaAdopted by National Society of Professional Engineers tion between business leaders and educators about any June,1954 workforce gap. Nine meetings have been held around the state at this point, and at each, multiple companies
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Building Your Future in Engineering
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Future City: feeding future cities
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Today, 54 percent of the world’s population lives in cities. By 2050 that percentage is expected to increase to 70 percent. While urbanization provides many benefits including more job opportunities, better education, increased mobility, efficiency of services and healthcare, feeding those large concentrations of people will be an important challenge. Over the past 150 years, the industrialization of agribusiness has led to increased crop production. It also means that we can get the foods we like, anytime we like, throughout the year. On the surface that sounds great! But that convenience means more of our food is not being grown locally. Some research indicates a significant percentage of our food travels 1500 miles to get to our plate. While we produce enough food to feed everyone on the planet, many go hungry for lack of access and availability. That might sound like a problem in some distance land, but the issue is a lot closer then you might think. Today in the U.S. there are many so-called food deserts, areas where residents do not have access to fresh produce. With greater distance traveled, there is more opportunity for produce to bruise and rot, resulting in increased product loss. To prevent this, produce is picked before it is ripe and then artificially ripened with chemicals, often resulting in poor texture and taste. Produce is
Building Your Future in Engineering
most nutritious when it is just picked. The increased travel time means the food we get has lost much of its nutritional value before it gets to the grocery store. We have to eat more to get the same vitamins and minerals. With greater distance traveled, come increased transportation costs that are passed on to the consumer in the form of higher prices. The cost of food is therefore subject to fluctuations in energy costs. Longer distances means our food supply is also subject to shifts in international politics, natural disasters, and terrorism. In order to feed the world in the future, we will have to come up with smart new ways to grow our food much closer to where we live. Today, engineers, architects, and planners are beginning to look at how we can reimagine our cities as places of commerce, culture, and food production. Hydroponics, urban farming, and vertical farming are all possible options. Making important changes to our cities, our infrastructure, and our technologies are an important first step, but educating our youth ensures our efforts are maintained and advanced. That is why Future City has taken on this pressing issue. This year’s upcoming Competition is themed ‘Feeding Future Cities’ and it asks our students to choose two foods (one vegetable and one protein) and design a way to grow enough of each within their future city borders to feed all of its citizens for at least one growing season. Working with educators and professional mentors, teams of middle school students from around the state are being asked to identify and research the problem taking into account their city’s size and location, and to consider the critical elements needed to grow food including light, climate, air quality, space, water, soil, and nutrients. Using the Engineering Design Process, they’ll work through complex problems related to how to improve food production while reducing the environmental impact. And they’ll tackle that task with an eye on its integration into the larger built environment. Our students explore urban planning, look at city services and management, design transportation systems, and infrastructure like power supply, renewable energy, water resources and treatment, garbage disposal and recycling, and pollution control. And they do it with an eye on sustainable growth and development as they apply their knowledge and creativity in the design of a city 150
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and appreciate everything that goes into planning and maintaining a city. Equally high percentages stated the competition gave them an outlet for their creativity and imagination while teaching them the importance of working with others to solve problems. Recent Segments on PBS, Voice of America, and Time-for Kids along with participation at the Whitehouse Science Fair two years running have showcased this success. Now in its 22th year, Future City reaches over 33,000 middle school students across the U.S. each year. Last year, close to 800 Georgia middle schoolers participated with over 425 making it to the regional competition on the campus of SPSU. We are always looking for professional engineers, architects, and planners to become mentors for our students, judges or volunteers for this fun and educational project. To learn how you can be a part of the Future City team visit our Web site at www.spsu.edu/futurecity v
years into the future. The only national engineering competition for middle school students, Future City has gained wide acclaim for its role in encouraging interest in science, technology, engineering, and math (STEM), through hands-on applications. The competition is designed to make students flex their skills in writing (a City Narrative & Research Essay on the year’s theme), complex problem solving and design (a Virtual City design done using Simcity4 software), math and physics (a Physical Model), and communication and public speaking (a Team Presentation). A study by The Concord Evaluation Group conducted in May 2012 found significant improvement in STEM core subjects of students who participated in the competition. The survey found 86 percent of teachers said that they saw improvement in the problem solving skills of those who entered the competition. 85 percent of students claimed Future City helped them to learn
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Sign up for next year’s camp at: www.atlantabsa.org Click under the EXPLORER tab for an application. Building Your Future in Engineering
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Technical College System of Georgia: Building a Skilled Workforce By Ron Jackson | Commissioner | Technical College System of Georgia
environment, life sciences, advanced manufacturing, and fields that support engineering. Programs in the ‘traditional’ fields, like electrician, plumber, welder, and heavy equipment technician, also remain a significant part of the technical college course offerings. Companies have job openings, but only Those fields are ‘traditional’ in name a limited number of applicants are only, since the technology being taught qualified to perform the highly and used today is far more advanced technical, job-specific skills that those than it was even a few years ago. positions require. As a result, from the The TCSG is so confident in the board rooms of big corporations to the quality of instruction at our colleges back rooms of small start-ups, there are that we guarantee our training. If an serious questions being raised about employer hires our graduate and then closing what has become known as the believes that he or she is deficient in a national skills gap. competency as defined in a standard For part of that answer, look no program, then the TCSG will retrain Ron Jackson further than the Technical College that person at no cost. The proof of our System of Georgia. The TCSG is where people of all success is in the numbers: out of 28,000 graduates in ages can obtain affordable, high-tech training that leads 2013, only 55 have returned to be retrained under our to great careers in many of today’s in-demand fields. warranty. The 23 TCSG colleges are widely-recognized as The affordable tuition at the TCSG colleges is even first-class institutions offering some of the best technical less when coupled with Georgia's HOPE Grant, which education programs in the nation. Even better, TCSG can be used to earn a certificate or diploma from any graduates earn a premium salary because they know TCSG college regardless of age. And now, the state of their roles and responsibilities in job positions that Georgia is offering TCSG students three great new companies need in order to profit and grow. financial assistance options for the 2014-2015 college Last year, more than 150,000 TCSG students took year: advantage of easy access to affordable training in more • The Zell Miller Grant, which will pay full tuition than 600 certificate, diploma, and degree programs. for TCSG students who maintain a 3.5 GPA or Since TCSG colleges work in close partnership with higher. their area businesses and industries, those students are on the fast-track from the classroom to the company. • An expanded Strategic Industries Workforce DevelThe TCSG places special focus on developing a opment Grant that, coupled with the HOPE skilled workforce for a wide range of industries that are Grant, covers all tuition plus most books and fees vital to keeping Georgia’s economy strong. This in seven high-demand career areas: diesel mechanic, includes program areas like aerospace, healthcare, welding, commercial truck driving, information logistics and transportation, energy and the technology, practical nursing, healthcare technoloIn today’s highly competitive job market, employers want people who are trained in the latest technology, can think critically, and possess the soft skills that are essential in a successful, world-class workforce.
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gies, and early childhood care and education. •
Georgia’s new Student Access Loan – Technical (SALT), with a nominal one percent interest rate, is now available to TCSG students in amounts from $300 to $3,000. Even better, the state will forgive the loan entirely if the student graduates with a 3.5 GPA or better.
Even high school juniors and seniors can look ahead and jump-start their college and careers through the dual enrollment programs offered at the TCSG colleges. They can attend high school and college at the same time, and the credits that they earn count toward both their high school diploma and college degree. Best of all, state funds usually pay for most of the cost of dual enrollment classes.
Building Your Future in Engineering
The TCSG is also dedicated to being a part of a better and more seamless system of higher education in Georgia. Working closely with the University System of Georgia and other private colleges and universities, the TCSG is opening new pathways for student success by creating and expanding new articulation agreements that allow for the easier transfer of college credits. Together, we’re helping people achieve their dreams of good-paying careers. It’s a fact. The 23 TCSG colleges teach the right skills for the right price, and are doing it right now when the need for specialized training is at a premium. Ron Jackson is commissioner of the Technical College System of Georgia. Find out more about the TCSG at www.tcsg.edu v
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MATHCOUNTS!
It Really Does!
There is a crucial problem that will impact America’s future. What is it you ask? MATH! Why will this impact America’s future? If America is not strong in Math, it will cause a decline in competitiveness and job growth. This means MATHCOUNTS can help shape the future. What is MATHCOUNTS? MATHCOUNTS is a national competition that strives to engage students of all ability and interest levels in fun, challenging Math programs in order to expand their academic and professional opportunities. Middle school students exist at a critical juncture in which their love for mathematics must be nurtured, or their fear of mathematics must be overcome. MATHCOUNTS provides students with the kinds of experiences that foster growth and transcend fear to lay a foundation for future success. Why is America facing a Math problem? The Wall Street Journal reported that the United States National Academies, an influential advisory organization, issued a blue-ribbon report in 2005, called “Rising Above the Gathering Storm,” warning that America was losing critical ground in Math and Science skills—“the scientific and technical building blocks of our economy.” Every-
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one in the world has heard of Apple. Apple and other American companies want to bring jobs back from overseas to the United States, producing the most popular American consumer items through American labor. This new trend, called ‘in-sourcing,’ promises to bring back hundreds of thousands of new jobs where they are needed most. There is just one problem: Americans do not have the skills these companies need in order to bring these jobs back home again. Consumer electronics companies like Apple in particular need workers with strong Math skills.
How can MATHCOUNTS strengthen American Math Skills? MATHCOUNTS cultivates talent in the nation's brightest young minds through the MATHCOUNTS Competition Series. The program brings together students from all 50 states in a series of in-person contests—the only competition program of its kind. MATHCOUNTS inspires curiosity and builds confidence in students of all levels through The National Math Club. The program helps create a space where
October 2014
learning math is fun, social, and supportive, so that every student becomes a lifelong math learner. MATHCOUNTS engages students in team-based learning that is innovative, creative, and collaborative through the Math Video Challenge. The program enables students to connect and apply math to their own lives, and teach others in the process. Does Georgia have a MATHCOUNTS program? Yes, as a matter of fact, Georgia is one of the initial states that launched the MATHCOUNTS program thirty years ago. The Georgia Society of Professional Engineers (GSPE) hosts the MATHCOUNTS program in Georgia. The Atlanta Metro Chapter of GSPE has been recognized in the past for having the largest MATHCOUNTS competition in the nation with over 500 middle school students participating. How can you get involved in MATHCOUNTS? Visit the national MATHCOUNTS Web site (www.mathcounts.org) to register for the program. Your information will be forwarded to the local chapter and state coordinators in Georgia. Georgia has thirteen local chapter competitions that are held from January through February. The local chapters advance their top Mathletes to the state competition. The Georgia MATHCOUNTS Competition is held the third week of
Building Your Future in Engineering
March at the Georgia Tech Student Center. The 2015 Georgia MATHCOUNTS Competition is scheduled for Monday, March 16th. The event starts at 8:00 AM with registration, then testing. After the testing period, it is time for the Mathletes to have lunch and fun on the college campus in the TechRec Center. After scoring is completed, everyone gathers together for the Awards Program and the infamous CountDown Round. The top ten scoring Mathletes compete on stage in a game show style format answering Math questions. At the close of the event, Georgia’s top four Mathletes are named, forming the Georgia MATHCOUNTS Team that will compete at the National MATHCOUNTS Competition. The National Competition rotates between Orlando, Florida and Washington, D.C. Help shape tomorrow’s future with MATH! Make sure you are participating or volunteering for the Georgia MATHCOUNTS Program. For additional information on this dynamic competition, contact Carolyn Jones at the Georgia Society of Professional Engineers at 404840-2542 or via e-mail at cjones@gspe.org.
Team MATHCOUNTS! v
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Fostering a society of young engineers in water By Jessica Walker, | Public Information Officer | City of Atlanta Department of Watershed Management | Office of Communications and Community Relations
Engineers are often charged with conceiving an idea and ensuring the design becomes a reality to help sustain an ever-advancing way of life. In the water industry, recruiting and retaining an abundance of water professionals that develop, design, and maintain water resources and infrastructure is almost as critical as preserving the resource itself. The city of Atlanta Department of Watershed Management’s (DWM) Engineering Cooperative and Internship programs strive to help the city amass a supply of skilled engineers by providing professional opportunities to college students. Cooperative, or co-op, and internship programs are designed to give students real-world work experience in complement with their studies. “Working to train students in the water industry is an important mission not only for the Department, but for our entire field of study and society as a whole,” says Commissioner Jo Ann Macrina. “It is their interest, passion, and vision for water that will cultivate emerging technologies to better sustain this precious finite resource for future generations.” A co-op is an academic program that allows students to gain professional experience while pursuing a degree. Students enrolled in a co-op are required to complete three alternating semesters of full-time work with a company or organization. Students that fulfill their program requirements with Watershed Management complete a paid 16-week semester during fall and spring and 12 weeks in the summer followed by a semester of classroom course work at their college or university. Although a five-year program can be a deterrent for some students, the knowledge and experience gained far outweigh the additional time spent in school. Unlike co-op students, there is no limit to the number of semesters a student can serve as interns with Watershed Management. The internship allows stu-
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dents to work part-time to accommodate their academic schedules. Sunday Aiyejorun, an engineer and director for Watershed Management’s Office of Engineering Services division of Planning and Design, leads the co-op and internship programs. For Sunday, developing a new generation of engineers in the water industry is essential. “I know that engineers currently working cannot work forever,” he says. “There will come a time when we will need young engineers to transition and take over. Teaching them what we do as students gives us the opportunity to hire them in the future.” Each year, the program awards a total of ten co-ops and internships. Many of the students are pursuing degrees in civil, environmental or chemical engineering from the Georgia Tech, Southern Polytechnic State University, Georgia State University, and other colleges and universities.
DWM civil engineer Phoxay Inthisane and intern Ermias Abate discuss plans to minimize flooding on 14th Street in Midtown Atlanta. Ermias is a chemical engineering student at Georgia Tech.
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Students can submit resumes through their schools and apply to the programs online via the atlantaga.gov Web site. A panel of engineers interview selected students for positions in the programs. Watershed Management provides several different engineering disciplines for students to develop skill sets and identify specialties, including design, modeling, capital project management and construction management, and geographic information systems. Students are also given opportunities to work in the areas of watershed protection, water distribution, and water treatment and reclamation. During their time in the programs, students are able to gain the necessary skills to obtain professional engineering certifications, master software platforms, and study under experienced engineers. Students in the project construction management division receive training in Civil 3D design software and Skire, a cost and schedule tracking program. The modeling division works with Infoworks CS for sanitary and storm sewer modeling, as well as Infowater software for drinking water modeling. Georgia Tech environmental engineering student Catherine Achukwu began her work as a co-op student
Building Your Future in Engineering
in 2012, her third year on campus. After taking a class that focused on water shortages and the limited access to clean drinking water in developing countries, Catherine knew she wanted to focus her career on being a part of the solution. “I was able to take information I learned working at the Hemphill Water Treatment Plant and apply it to my classes and also apply what I learned in the classroom at work,” says Catherine. “I encourage students to participate in co-op programs because it has helped me expand my professional background. I now know that majoring in engineering was the right decision.” Catherine completed her co-op requirements and is now an intern. After graduation in December, she hopes to continue working at the water treatment plant. Like Catherine, many students leave the programs with a sharper view of the engineering career path that is best for them, inside or outside of the water industry. Allowing the students to be actively involved and assist with engineering projects gives them insight that cannot be achieved in the classroom. They gain valued experience that employers look for in an applicant. Watershed Management is committed to building a strong and skilled workforce of future engineers. v
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The new faces of nuclear engineering technology By Lisa Chance | Communications Specialist | Plant Vogtle & Natasha Poleate | Augusta Technical College | Academic Advisor | Nuclear Programs
Kayla Smith working in a glove box at the Tritium facilities, operated by Savannah River Nuclear Solutions, LLC (SRNS) for the National Nuclear Security Administration (NNSA) Picture a nuclear worker or engineer.
Was she wearing a hard hat, safety glasses, a lab coat? Was she in front of a computer or on a construction site? You probably didn’t picture a woman at all, did you? If you take a look at most careers that involve science, technology, engineering, and math (STEM), you won’t find many women. According to the U.S. Department of Commerce’s 2011 report Women in STEM: A Gender Gap to Innovation, women represent just 24 percent of the STEM workforce. With nearly half of the nuclear industry’s workers set to retire in the next ten years, there is a need for a new generation of professionals. Recruitment of these
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types of professionals has become a major focus nationwide and presents men and women alike with enormous opportunity to pursue a career in nuclear. Identifying the need for well-trained, qualified workers, Georgia Power and Southern Nuclear partnered with Augusta Technical College to offer an Applied Associates in Science (AAS) degree in Nuclear Engineering Technology (NET). Recognizing the value of the program, Savannah River Nuclear Solutions (SRNS) recently signed an agreement to be a secondary industry partner. Recognizing the potential growth in the nuclear field is what propelled Tiffany Wiggins and Kayla Smith into Augusta Tech’s program. And both have found that being women didn’t hurt their chances of being hired. “The nuclear industry places a high value on diver-
October 2014
sity of thought,” says Bob Collins, NET department head and instructor. “As a result, companies are seeking technically savvy women in both hiring practices and promotion opportunities. The NET program provides an excellent opportunity for young women starting out their careers and more experienced women seeking an opportunity in the nuclear field.” Early on, Wiggins, who was part of the first graduating class in 2012, discovered a love for science and has always been interested in nuclear but was pursuing a technical degree in mechanical engineering at Augusta Tech when the NET program began. She decided to make the jump and hasn’t looked back. Now an employee at Southern Nuclear, she’s excited about her future. Her degree qualified her for an entry-level, nuclear technician position at Plant Vogtle in Waynesboro, Georgia. She has since moved into the plant’s Health Physics department, and she’s found her male coworkers to be open to her and interested in her ideas. “A lot of times we’ll arrive at the same answer to a problem, we just have different approaches,” Wiggins says. “I think I’ve shown them that I can be taken seriously and bring a different set of skills to the table.” Smith was once pursuing a degree in early childhood education, but having family members in the nuclear industry motivated her to pursue the NET degree. Though the STEM subjects weren’t her strong suit in high school, she has always enjoyed working with her hands. In middle school, she and her father would construct and launch model rockets. In college, she developed a love for chemistry and physics. After graduating, Smith took a job with SRNS as a production operator in the facility’s Savannah River Tritium Enterprise and has, like Wiggins, found the predominately-male workforce to be welcoming. She believes being a woman has actually helped her in her job. “Some of the hands-on activities that I do require some finesse,” Smith says. “As a woman, that tends to come easier to me.” Wiggins and Smith agree that the NET program prepared them well for a job in the nuclear field, introducing them early on to the nuclear-safety culture and giving them the fundamental knowledge needed for the job.
Building Your Future in Engineering
Krystle Haskin, one of two women now in Augusta Tech’s program, is benefitting from the knowledgeable instructors, some former nuclear workers themselves. “They are able to tie in real-world applications from past work experiences,” Haskin says. Haskins believes anyone should pursue the career of their choice regardless of gender, ethnicity or any other demographic. “In a world of innovation, problem solving, and creativity, I know that anyone can excel in the engineering industry with hard work and confidence,” she says. Augusta Technical College is one of only 34 technical schools in the country that offer the Associate of Applied Science in Nuclear Engineering Technology. The program meets the defined educational requirements of the INPO Uniform Curriculum Guide, a curriculum to standardize associate degree nuclear training across the nation. The curriculum covers mechanical and electrical maintenance, instrumentation and control, and non-licensed operations. The training is sponsored and supported by the Institute of Nuclear Power Operations, the Nuclear Energy Institute, and the Department of Energy. v
Krystle Haskin assists Augusta Tech’s Dr. Abdul Kendoush with a demonstration on thermal conductivity measurement for different metals in Nuclear Thermodynamics and Heat Transfer class.
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Students find success in Tech By Ken Wright | Business and Industry Services Director | Rome Floyd County Chamber of Commerce
Floyd County Schools College and Career Academy
With a growing number of positions in technical fields, it makes it increasingly important for students to follow an education and career path that leads to direct success in obtaining a stable, well-paying job. Earlier this year, ten local manufacturers participated in a Greater Rome Chamber of Commerce ‘Skills to Jobs’ event, which was based upon difficulty in the employers finding technically skilled employees for their company. Though unemployment is high, the solution often lies in the employee’s education and skills. During the past 15-20 years, there has been a large emphasis placed on standard secondary education (college and university); what is sometimes over looked are technical colleges. Historically, parents have guided their children away from mill jobs or performing traditional ‘blue collar’ jobs which pay lower wages. This resulted in less young people following a career path in the blue collar fields. However,
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times have changed and now the demand for these positions (i.e. – welders, pipefitters, electricians, millwrights, painters, robotics, and machinists) is on the rise. Many of these positions are high paying jobs, but require increased skill level. The ability to program or ‘reteach’ a robot (whether for welding, quality control, assembly or plasma cutting) is a skill that is in demand for many of our local industries. Wages for this skill are commensurate with the position. The College and Career Academy has recently acquired Greg Smith, who has joined forces with Bill Scoggin in the robotics and engineering division. This department includes instruction in PLC, pneumatics, and hydraulics. More and more young residents of Floyd County are following in technical career paths. Hector Cornejo
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Hector Cornejo – Maintenance/Logistics Apprentice at Profile Extrusion
was excited about the option to attend the College and Career Academy as a sophomore at Model High School. After working at a local fast food restaurant and coming home late, he decided this was not what he wanted to pursue as a permanent career path. He cites the benefits of attending the College and Career Academy for three years as paramount to the success and opportunities he has been afforded. Hector studied PLC, robotics, electricity, etc. at the academy. The instructor noticed the hard work of Hector and recommended him for an internship with Profile Extrusion. “Profile Extrusion provided me the opportunity to learn in their manufacturing environment and they gave me exposure to multiple facets of the company. “Hector attended Model High, followed by the College and Career Academy and currently works for Profile Extrusion. Hector works 20 hours per week while attending Model High, has a private office and is on a further education path to pursue either industrial or electrical engineering
Bill Scoggin and Greg Smith – Robotics and Engineering instructors at the College & Career Academy
Building Your Future in Engineering
at Georgia Northwestern Technical College. “Follow your goals and do what you really want to do in life.” One further piece of advice “Attend the College and Career Academy as early as you are allowed to attend!” “I would have never gotten started if I hadn’t attended the College and Career Academy” expressed Hector. Chris Tolbert also began an educational path through the Bill Scoggin and Greg Smith—robotics and Engineering instructors at the College & Career Academy while attending Coosa High School. Chris pursued numerous areas of study at the College and Career Academy such as CMM, electrical, CAD, construction, pipefitting, etc. During this time, he was allowed to attend plant tours of local manufacturing facilities. One of the plants he visited was F&P Georgia, for which Chris was awarded an internship. Like many high school students, Chris was uncertain of the career path he should choose and what his strengths were. “I went to high school in the morning until lunch, then the College and Career Academy, followed by working at F&P Georgia during the second shift,” said Tolbert. Chris began working in the paint department at F&P, transferred to the facilities department and is now working in accounting. Accounting became an area for which his math skills, financial experience, and accuracy are an asset to the organization. Chris was encouraged to further his education so he earned an Associate’s Degree from Georgia Highlands College and then pursued a Bachelor’s degree from Shorter College (now Shorter University). This path has successfully placed Chris (26 years old) in the position of Associate Manager of Accounting for this Tier I automotive supplier. While Chris readily admits that he didn’t follow many of the areas that he studied during his high school years, it did lead him to the internship and provided him resources which still assist him in his accounting position. These young men both represent a new path in education. Both have been open-minded to technical education and have devoted time and effort to work while attending school. They realize that education and training never ends. To grow and excel with a company means being willing to continue seeking knowledge and skills. It is simply their dedication, determination, work ethic, and the continual pursuit of increased knowledge and skills that determines their success. v
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Building Your Future in Engineering
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From robotics to welding CEC Provides Team Members with Career Skills for Today’s Growing Job Market
By Cindy Scott | Central Educational Center
When a child’s first words are VROOM, VROOM rather than mama or dada, an engineering career seems preordained. “His first sounds were car noises and he loved anything that had four wheels and made noise,” said Charmaine Goldbeck, mom to Central Educational Center (CEC) senior Cooper Goldbeck.
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Goldbeck has parlayed an early interest in LEGOs and robotics into one of Georgia’s first high-school European style apprenticeships at local German-based manufacturer Grenzebach. “We started our partnership with CEC last year with two Northgate High school engineering apprentices and this year we expanded the pro-
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gram to include Cooper’s welding-based apprenticeship,” explained Chief Operating Officer Martin Pleyer. “We’re thrilled with the work he has been doing.” Pleyer and Mark Whitlock, CEC’s Chief Executive Officer, are working together to implement a European style apprenticeship program in Coweta County. Ideally, such a partnership would train a pool of skilled, technical employees that could work in high-tech, high skill roles throughout the county, Georgia and the nation. “We’re a multi-national, family-owned company that has been in Coweta County for 26 years. We’re here for the long-term, focused on our employees and excited about this possibility,” Pleyer said. “In Germany, about 65 percent of high school students apply for apprenticeships. Then companies given them work contracts and over the next two to three years these students learn technical skills while also attending high schools much like CEC,” Pleyer said. “When they graduate, they receive certificates in fields ranging from engineering to retail and the students are qualified for jobs that are well paid and offer strong employment opportunities.” “The results of our new co-op apprenticeship program with Grenzebach are already exciting,” Whitlock said. “Germany has the lowest young adult unemployment rate in the industrialized world. In fact, their rate is half of the corresponding U.S. rate which shows that the close relationship between Germany’s business and education sectors produces a higher-skilled, more tech-savvy work force at a younger age.” “By linking business, the Coweta County School System and West Georgia Technical College to create the joint venture known as CEC, we think Coweta County is closer than many other communities to replicating the types of opportunities and results that Germany has known for decades,” Whitlock continued. Interestingly, Grenzebach’s Senior Welder George Evans realization that he was part of an aging work force was a catalyst’s for the company’s program. “A few years ago I started realizing that I’d be retiring soon and so would many of my fellow welders and it would be a domino effect. We didn’t have anyone ready to take over. I shared my concerns with Martin (Pleyer) and he suggested this internship program that Cooper’s doing.” Working with his mentor Evans since last summer, Goldbeck feels that the internship has improved his life
Building Your Future in Engineering
well beyond his welding skills. “George has taught me everything from the way metal reacts to heat, to basic bead laying to more intense blueprint reading, but he’s also taught me real life skills. We’ve really bonded and he treats me like I’m his own son.” “Cooper’s doing very well, he’s a fast learner and working with him has made me feel lucky that I’m able to give something back to my company and my community,” Evans said. Goldbeck’s parents believe that his Grenzebach internship is directly attributable to the CEC’s hands-on learning opportunities. “CEC’s approach to learning makes sense for him and a lot of boys,” his dad Ken Goldbeck said. “His classes opened his eyes to his own role in his education and gave him the opportunity to not only find a potential career, but he has also had speaking opportunities that are wonderful as well.” Since his sophomore year, Goldbeck has taken PreEngineering, Robotics I and II, JAVA Programming, BioTechnology, Introduction to Metals and dual enrollment College Welding (Certification) classes at CEC. “One of my neighbors that I worked on cars with, Cody Cordle (an ECHS 2013 graduate and CEC student), encouraged me to sign up for CEC’s Introduction to Metals class. That class gave me an opportunity to try some new skills,” Goldbeck said. “I ended tops in my class and that lead to taking welding which lead to my internship at Grenzebach.” Grenzebach’s Manufacturing and Installation Manager Roger Schultz credits Goldbeck’s outside the box thinking with opening eyes at the company. “CEC students like Cooper are extremely well-organized and have a great attitude. They are very open to learning and that it makes them easier to teach.” Cooper first learned about CEC after volunteering to help with a CEC VEX Robotics competition in 8th grade. Scott Brown, CEC’s Pre-Engineering Director said that he noticed Goldbeck’s promise early on. “That summer he participated in my YES! Summer Pre-Engineering Camp and his interest and abilities were apparent. As a sophomore, he took a leadership role, found his passion and his team competed well.” Though robotics is very tech oriented, Charmaine Goldbeck said that her son’s exposure developed other skills as well. “Robotics allowed him to work on his creative side, that side of him that likes to build things and
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figure out how they work,” she said. “Though he’s usually easily frustrated, working to stay calm, helping other teammates and having to tell others about his projects have really improved his communication skills.” Brown attributes Goldbeck’s success to both his strong work ethic and high family expectations. “He’s found his passion and his family instilled a strong work ethic,” Brown said. “Too, he works on things like his Eagle Scout project and an extensive car restoration that keep him happy and busy.” Since his pivotal 8th grade year, Goldbeck and his dad Ken have been working on a joint project that stems from his first childhood words. “My dad was a fast-car guru and we started working on a 1973 Dart Challenger back then,” he said. “It’s been a long road, but we’re making good progress,” dad Ken added. Work on this project may have to wait awhile if Goldbeck’s post high school plans include a trip to Germany. “Mr. Pleyer and Mr. Schultz have asked me about my plans after graduation and I told them that I wanted
to finish my additional welding degrees. They said that there’s a possibility that I could go to Germany (Grenzebach’s headquarters) to learn more about TIG welding and the company’s apprenticeship program and that would be amazing.” “Cooper will be my child who flies away; I can already see that,” his mom said. Cooper’s sister Candace, a 2014 Mercer University graduate, sums up her brother’s adventures best. “He’s always been smart, but traditional lecture style classes weren’t his thing. CEC was the best thing for him. Now, he’s forged his own path to fit his needs and I trust he’s found something he enjoys and that makes him happy.” From a daredevil whose first engineering challenge was to make his childhood four wheeler go faster, to a young man enjoying a unique engineering apprenticeship, Cooper Goldbeck’s work-based learning experience demonstrates that with perseverance, a career-focused high school curriculum, and a supportive family, a young man can truly speed through life. v
Expling Engineering Academy at Gegia Tech May 31 - June 5, 2015 The Georgia Engineering Foundation, The Society of American Military Engineers and the Learning for Life Division of the Atlanta Area Council of the Boy Scouts of America announce the 15th Annual Exploring Engineering Academy at Georgia Tech. The academy is open to high school students (boys and girls) in 10th, 11th and 12th grades and is under the direct supervision of professional engineers, scientists and engineering faculty. Sign up at www.atlantabsa.org/openrosters/Do cDownload.aspx?id=134246 Welcome to first day team building on the Ga Tech Campus
Learning how to create electricity from motion at the GE Matrix
The goal of the Exploring Engineering Academy is to bring talented students to the Georgia Institute of Technology campus to excite and expose them to the world of engineering in the hopes that they will
pursue an engineering career. The experience will open their minds so that they will realize that they will be able to obtain an engineering/scientific degree. Students tour stateof-the-art engineering laboratories
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on the Ga Tech campus plus research and engineering facilities of major corporations around metro Atlanta. Participants explore engineering as a career by engaging in hands-on engineering activities, touring engineering facilities, and interacting with engineers and students from all major engineering disciplines. The six day program consisted of a different engineering theme each day and has been expanded into two distinct and concurrent STEM Tracks featuring ‘traditional engineering’ or ‘technology and science.’ The program not only focuses on the important skills needed for success in the fields of engineering and technology, such as math and science, but also looks at problem solving, design and analysis, team building, project management, communications, and leadership.
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A steering committee plans this annual camp and is made up of volunteers from the engineer community in the Atlanta area and staff from the Learning for Life Division of the Atlanta Area Council of the Boy Scouts of America. Support is also provided by professional engineer mentors, sponsoring major corporations, the Society of American Military Engineers, Institute of Electronic and Electrical Engineers, Georgia Engineering Foundation, the Institute of Transportation Engineers, Institute of Transportation Engineers, the American Institute of Architects, and the American Society of Civil Engineers. The Academy receives some donations from local engineering firms throughout the metro Atlanta area which results in scholarships for need-based students. We look for-
Building Your Future in Engineering
ward to another Great Exploring Engineering Academy. Applications are available at www.atlantabsa.org/ openrosters/DocDownload. aspx?id=134246
EEA Committee Members David Smith, P.E. Transportation Committee Chair – Civil Engineering Day & ITE Transportation John (Jack) W. Seibert, III, PE Foundation Chair Exploring Engineer Academy Kim Mullins, P.E. Program Committee Member – Volunteers & Member Coordinator Amy Hudnall Program Committee Member – Aeronautical Engineering Day
Jim Remich, P.E. Program Committee Member Electrical Engineering Day Randy & Diane Brannen Program Committee Member Electrical Engineering Day & Photographer Tony Belcher, P.E. Program Committee Member – GaDOT Jason Bowlin, EIT Program Committee Member Mechanical Engineering Day John McDonald, P.E. Program Committee Member Electrical & Energy Day Hamilton Holmes Program Committee Member Aerospace Engineering Day Angie McDaniel, Program Director, BSA Learning for Life
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Auburn University Education at your fingertips
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October 2014
It’s a fast-paced world filled with work, family, friends, and activities. Although days are jam-packed, that doesn’t mean you’ve lost your desire to learn new things and take on challenges. Auburn University’s Samuel Ginn College of Engineering Online Graduate and Continuing Education Programs offer convenient and affordable ways to continue your education and advance professional development. Quality classroom experience from a distance
Auburn Engineering’s Online Graduate Program combines traditional instruction with the latest electronic delivery methods to offer educational opportunities beyond the classroom. Students can pursue an advanced degree or credential in engineering at home or work while continuing full-time employment. Classes may be accessed anywhere, anytime, through streaming video that is accessible with a variety of devices—PCs, Macs, iPads and MP3s. Distance graduate students receive the same lectures, assignments, and professors as their oncampus peers. U.S. News and World Report’s Best Online Education Programs recently ranked Auburn Engineering sixth among online graduate engineering programs. The graduate computer information technology program, housed in Computer Science and Software Engineering, was ranked seventh among online graduate computer information technology programs. “Auburn Engineering is well known for providing one of the nation’s top engineering graduate distance degree programs,” said Chris Roberts, dean of the Samuel Ginn College of Engineering. “These rankings confirm that our program offers strong graduate instruction with a leading-edge delivery system that ensures our distance students receive an experience comparable to that of their on-campus peers. Our online graduate programs are vital to our overall educational mission, and we are proud to take our place among the finest programs in the country.”
neering Professional Development Courses which are designed to meet state licensure board’s continuing education requirements for professional engineers, land surveyors, and other certified professionals. “Engineers are lifelong learners, and our Engineering Professional Development Program offers more than 100 online courses that are available anytime and anywhere,” says Wanda Lambert, marketing director of Auburn’s Graduate Engineering Online and Continuing Education. “This puts the continuing education credits (CEUs) that professionals need to earn right at their fingertips.” About Auburn University
Established in 1856, Auburn University was the first land-grant college in the South. Today, it is one of the few universities to carry the torch as a land, sea, and space grant university, and is setting the standard for education excellence in the state of Alabama and the region. With an enrollment in excess of 25,000 students, the university offers more than 140 degree options in 13 schools and colleges at the undergraduate, graduate, and professional levels. Auburn University’s Samuel Ginn College of Engineering, the largest and most prestigious engineering program in Alabama, produces more than one third of the state’s engineering graduates according to the American Society for Engineering Education. U.S. News & World Report recently ranked the college 30th among public universities offering doctoral programs, while its graduate programs were ranked 40th among public universities. With a dynamic and innovative research program, as well as 12 undergraduate and ten graduate degree granting programs, the college is recognized as a significant contributor to the region’s economic development and industrial competitiveness. v
SAMUEL GINN COLLEGE OF ENGINEERING FACTS
Enhance your professional skills
The college’s Continuing Education Program offers a wide variety of workshops, seminars, conferences, and short courses to enhance professional development or meet license renewal requirements. Many of these programs provide Continuing Education Credits (CEUs). There are three specialized training areas at Auburn University: Alabama Technology Transfer, Southern Regional Radon Training, and the distance learning Engi-
Building Your Future in Engineering
Undergraduate students: 4,294 Graduate students: 883 Faculty: 146 Continuing Education Units: yes Tuition: http/www.auburn.edu Starting salary range for graduates with bachelor’s of engineering degree: $50,000-$80,000
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Spelman
DDEP alumnae voices: Attracting and Retaining Engineering Talent
By Jennifer Stanford Johnson | Spelman College STEM Education Outreach
This August, Spelman College welcomed over 500 members of the Class of 2018 to its 39-acre campus located in Atlanta's West End Historic District. There are, on average, 16 first-time, first-year dual degree engineering majors in every incoming class. This year, 28 first-year students declared the dual degree engineering major. The Dual Degree Engineering Program (DDEP) averages roughly 100 participants from all classifications including the fourthand fifth-year students who have transferred to one of 15 partnering engineering institutions to complete a Bachelor of Science in an engineering discipline. At the completion of five years (three academic years at Spelman and two at a partner institution), DDEP participants also receive a Bachelor of Science in a STEM major (chemistry, computer information systems, environmental science, mathematics, or physics). This year, the engineering curriculum will be supported by the newly created Spelman Innovation Lab. Equipped with a 3D laser printer, laser cutter, and CNC router, this space will allow these future engineers to prototype designs for class as well as explore their own personal creations. Under the leadership of Associate Provost Dr. Carmen Sidbury and Computer Science Lecturer Dr. Jerry Volcy, Spelman’s Innovation Lab affords students access to cutting edge technology and design experiences typical in the engineering field. “The newly established innovation space,” says Dr. Volcy, “puts the ability to design new products within reach of ordinary people because the cost of design iteration, and therefore innovation, is low. This is a benefit to incoming DDEP students because the software tools have matured to the point that students can begin engineering new concepts and products from Day 1.” Having this Maker-type space on campus leverages the known impact that hands-on experiences have in attracting and retaining dual degree engineering majors. Based on a 2013 survey of Spelman DDEP alumnae, two key factors emerged as having influenced their decisions
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to pursue engineering—prior hands-on engineering involvement and influences from family and educators. Middle and high school participation in science camps, robotics competitions, engineering summer programs, and pre-engineering classes were the early exposure that cemented alumnae interest in engineering. The support of parents and family members (some of whom were engineers), high school teachers and counselors, and friends also guided their decision to pursue engineering. K-12 STEM outreach at Spelman is informed and guided by the knowledge of these influences and factors. Ensuring Prior Hands-On Engineering Involvement
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Spelman STEM Ambassadors Program – A STEM outreach program in which Spelman undergraduates majoring in biology, chemistry, computer information systems, environmental science, dual degree engineering, mathematics, and physics volunteer their time to inspire students by leading interactive demonstrations and workshops.
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Spelman STEM Girls Leadership Institute – An annual on-campus event to expose middle school girls to the various STEM fields of study and related STEM careers. Students participate in fun, handson activities that present the underlying math and science concepts behind common technologies.
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Junior SpelBots – Mentoring and outreach program for local middle and high school robotics teams to support engineering and computer science exploration.
Informing Parents and Educators about STEM
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Spelman College STEM Teacher Education Pipeline – STEM secondary teacher preparation program for undergraduate Spelman students with the goal of increasing the number of women and minorities who teach in STEM education.
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Spelman College 360° STEM Roundtable – Discussion group to enable educators (K-12 and postsecondary), parents, and professionals to connect and exchange resources which foster science and technology exploration and persistence.
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STEMQuest (http://stemquest.blogspot.com/) – A STEM blog for parents and educators desiring to engage students in STEM. The blog was created to share info about STEM enrichment activities in the local Atlanta area. It is an open forum to exchange ideas and address the concerns of parents and educators.
sources and exchange knowledge and ideas. Innovative partnerships become critical in that they draw the STEM community closer, highlight best practices, and leverage the strong suit of each organization. Strategic partnerships are key to attracting and retaining female talent and synergistically advance the STEM workforce. For information about programs described, please contact Jennifer S. Johnson, jjohn134@spelman.edu. Spelman College, a historically Black college and a global leader in the education of women of African descent, is dedicated to academic excellence in the liberal arts and sciences and the intellectual, creative, ethical, and leadership development of its students. Spelman empowers the whole person to engage the many cultures of the world and inspires a commitment to positive social change v
Strengthening the engineering pipeline also requires the local STEM community to band together to share re-
Building Your Future in Engineering
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North Georgia Technical College For more information on programs of study at North Georgia Technical College, contact 706-754-7700 or visit www.northgatech.edu.
Pictured (l-r): Nathan Greene and Elwin Northcutt examine Nathan’s model of a Cave Spider.
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October 2014
Engineering Technology program connects with the future When passion ignites at a young age, the calendar for learning never stops. The Engineering Technology Program at North Georgia Technical College is quickly building a reputation for excellence, and enrollment has increased dramatically since the first students began classes in 2011. Hands-on training, long the hall-mark of NGTC’s classes, is augmented by outreach to the community, particularly in the engineering program. Meet Nathan Greene. In 2013, as an 8th grader at North Hall Middle School, Greene worked all summer on a school project only to be fully realized recently at North Georgia Technical College. Nathan, a student in Ms. Kathy Mellette’s Directed Studies class, had a summer project to collect arthropod specimens. Though the actual collection and display turned out to be a family affair involving brother Brennan (the bug catcher), and parents Bill and Amy, the next part of the project, modeling, was where things became interesting. For his project, he wanted to do a 3-d model on the computer. As president of his school’s Programming Club, Nathan was well-versed in searching out applications and learning how to use them on his own. But writing computer code is one hurdle; implementing it is another. Enter NGTC’s Engineering Technology Instructor Elwin Northcutt.
“I was very impressed with what Nathan had done by himself and thought that it would be a great learning opportunity for him and for my students,” said Northcutt. “The technology is still new, and we’re working through the process of writing the code, compiling the rendering, and transmitting it to the 3-d printer.” NGTC student Chris Anderson worked with Nathan as they finished compiling the program in Solidworks and Makerware to send to the Maker Bot Replicator 2 printer. Together they worked through the process of calibrating the equipment to .005 inch tolerance. Though the actual ‘printing’ took about an hour, both Nathan and Brennan spent time analyzing the mechanics of the printer.
Building Your Future in Engineering
“What I drew was a model of a cave spider which isn’t actually a spider. It is from the scorpion family; it has a vestigial tail,” Nathan related. He further described the printing process as it was happening. “The plastic extruder moves on an X and Y axis [side to side and back to front respectively] while the plate is on the Z axis [up and down],” Each time the printer finished a layer, the plate dropped a tiny fraction of an inch and the next layer was put on making it look as if the Cave Spider was rising bit by bit as it was being created. Later in the year, another group of young students also gained hands-on experience with computer-aided design. A highly successful new summer camp called, “Nuts, Bolts, and Thingamajigs,” was held for 12-15 year olds. In one action-packed week, students designed and built a product, experiencing the start-to-finish satisfaction of creating something they could show off with pride. In the process, they learned how to do take their CAD and operate various kinds of manufacturing machinery including computer numeric controlled (CNC) equipment under the close supervision of expert manufacturing trainers. In addition, campers had hands-on activities with robotics, lasers, machining, and fabrication of metals, plastics, and other materials. “Whether your son or daughter dreams of working in manufacturing or medicine, law or any other field, having a basic understanding of how things are made and how businesses develop will make them more appreciative of the world around them and the ‘tools’ they will use in their adult life,” said Engineering Instructor Elwin Northcutt. During the session, campers also toured local manufacturing facilities to learn what types of careers exist, what skills and training are required, and how those businesses developed. They had the opportunity to hear directly from local manufacturing company owners how they started their businesses, applying basic entrepreneurship principles to understand how a single product idea becomes a business. This camp is part of a national manufacturing summer camp program designed and sponsored by Nuts, Bolts & Thingamajigs, the Foundation of the Fabricators & Manufacturers Association. Plans are already underway to create a ‘Girls in Manufacturing’ camp next year.v
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Geî?‰gia Institute of Technology
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October 2014
Located in one of America's most vibrant cities, the College of Engineering (CoE) combines the resources of a major university with the benefits of an urban campus, giving students the tools they need to chase their ambitions. With dozens of degree programs across eight schools, the College has built a strong reputation in the United States and abroad, and graduates leave with skills, knowledge, and global savvy for a world increasingly dependent on engineering. The College has a strong national and international reputation ranking near the top in both undergraduate and graduate programs, and as the nation's largest and most diverse engineering program, consistently ranks high among the major producers of engineering degrees awarded to women and underrepresented minority students. Here's what else makes CoE special: Preparing Tomorrow's Leaders CoE prepares its students not just for jobs in engineering but for the responsibilities of leadership. Its focuses on innovation and entrepreneurship give students an edge, allowing them to create inventions, start businesses, and design solutions to global problems—all before graduation. Alumni go on to careers across all walks of engineering, as well as in professions like law, medicine, business, and public policy. Educating Global Citizens
Georgia Tech sends more than 1,200 students abroad each year through exchange programs and faculty-led trips, meaning CoE students have dozens of opportunities for international travel. They can also pursue internships and co-ops abroad, earning work experience and foreign-language skills that will stand out on resumes. Additionally, Georgia Tech boasts a satellite campus in France and several joint degree programs with other universities (some created just for engineers).
Building Your Future in Engineering
Giving the Best Return on Investment
Engineering is constantly ranked among the highest-paying college majors, and Georgia Tech is one of the best universities at which to study it. The Institute offers excellent returns on investment to all its students, whether they come from Georgia or elsewhere. The average SAT score of freshmen entering the College of Engineering in the fall of 2014 was 2140. More than 13,000 undergraduate and graduate students are majoring in engineering. Last year, the College conferred more than 3,400 bachelor’s degrees, master’s degrees, and doctoral degrees. Degrees are offered in Aerospace Engineering, Biomedical Engineering, Chemical and Biomolecular Engineering, Civil and Environmental Engineering, Electrical and Computer Engineering, Industrial and Systems Engineering, Materials Science and Engineering, and Mechanical Engineering. v
GEORGIA TECH FACTS Sample Engineering Salaries for the 2014 grads: Aerospace engineering $62,000 Biomedical engineering $65,000 Chemical engineering $72,500 Civil engineering $55,500 Computer engineering $72,750 Electrical engineering $65,000 Industrial engineering $63,500 Mechanical engineering $65,000
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Many of you have dealt with the topic of ethics and engineering through curriculum course requirements and continuing education courses for licensure renewal. Its importance has no doubt been emphasized through these mediums, and continues to be viewed as an integral part of the practice of engineering—and not just by professors and continuing education course providers. Indeed, even state legislatures have recognized its importance, so much so that bills have been drafted and passed officially requiring engineers to obtain continuing education credit hours on the subject. This article will cover the development and implementation of such laws, with an emphasis on Florida and Georgia.
Engineering ethics & you
By Edwin A. Bayo Esq. | Grossman, Furlow & Bayo LLC
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October 2014
Most recently in 2014, Florida Senate Bill 692 was passed quirement for biennial renewal. In 2011, New Jersey into law. That bill revised the statute governing the con- added a two (2) hour ethics requirement of the 24 PDHs tinuing education requirements for engineers in Florida. required for biennial renewal. In 2010, Indiana required Among other changes, it revised the requirements for li- its engineers to complete one hour in ethics among the cense renewal for engineers by increasing professional de- thirty (30) hours required for biennial renewal. Other velopment hours needed during a two-year renewal states with recent continuing education ethics requireperiod from eight (8) to eighteen (18). For our purposes, ments include Texas, New York, Louisiana, Mississippi, one of the most significant changes was the requirement and New Mexico. New Mexico actually requires the most that at least one of those hours relate to professional ethics hours, at four (4) hours, during its two-year reethics. Prior to this amendment, a licensee was required porting period. to complete four hours of continuing education in the Ten states out of fifty may not seem significant. But area of laws and rules, and another four hours in the li- consider the fact that seven of those ten states implecensee’s area of practice. mented ethics course requirements in only the last ten Although the law only requires one hour in ethics, years, not to mention how many other states may curthis change should not be taken lightly. It is incredibly rently have proposed bills in their legislatures. difficult to amend a statute, and just the introduction of What does this all mean? It means this topic is not a proposed bill requires a considerable amount of lobby- going away, and it is incumbent on you, as the licensee, ing by interested parties. The fact to remain abreast of the ever changthat this measure became law means ing renewal requirements in your juthat it had to pass both the House risdiction. As the old saying goes, and Senate, and had to be signed by “Ignorance of the law is no excuse.” the Governor. In short, this amendIn many jurisdictions, failing to adment is proof positive that ethics in here to continuing education reengineering is a significant topic quirements for licensure renewal can Edwin A. and an integral part of the practice bring about serious consequences. Bayo is a former of engineering. Depending on the severity of the liCounsel to the Georgia does not currently Florida Board of Profescensee’s failure to obtain the rehave an ethics in engineering course sional Engineers. He is quired hours, his or her state board requirement. According to the gov- Board Certified in State can discipline his or her license in a erning laws and rules, every profes- and Federal Government myriad of ways—from a written sional engineer is required to obtain and Administrative Practice reprimand to fines, costs, suspenthirty (30) professional develop- by the Florida Bar sion, and even revocation. ment hours (PDHs) each twentyThe best way to stay informed four (24) month (biennial) renewal period. Those hours about your renewal obligations is to do just that, stay inmust be relevant to the profession of engineering and may formed. Many continuing education courses will cover include technical, ethical, or managerial content. recent laws and rules changes in your jurisdiction. Also, This does not mean, however, that an ethics course joining your local engineering society, association, or requirement will not someday be in the works in Georgia. chapter can be an invaluable tool, as many release Indeed, many states are amending their continuing edunewsletters on current events, new requirements, and procation or PDH requirements. For example, in 2013, posed changes to existing laws and rules in your state. Delaware passed a law requiring its engineers to complete not less than three (3) and no more than six (6) PDHs in Such information can also help you stop (or support) a the area of professional ethics. Delaware currently requires proposed law or rule change before it passes. For example, its engineers to complete 24 PDHs each twenty-four (24) by finding likeminded engineers in your jurisdiction and month renewal period. In 2012, Wisconsin added two joining forces, your voice becomes all the more heard by (2) hours in professional conduct and ethics to its re- your legislators and board members. v
Building Your Future in Engineering
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Mercer University
Mercer Engineering is about changing the world through teaching, learning, creating, discovering, inspiring, empowering, and serving. Our graduates enter the work force equipped with real-world education and experience, and a commitment to serving their communities. With a full-time faculty of 32 professors and over 700 students, the school prides itself on an environment where everyone matters and student success is priority one. e School of Engineering is one of twelve colleges and schools within Mercer University that also include medicine, law, business, music, education, nursing, pharmacy, health professions, liberal arts, and theology. In the early 1980s, engineering leaders from central Georgia and the U.S. Air Force approached Mercer Univer-
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sity with an unusual request: create a school to help fill their need for engineers with a solid, multidisciplinary foundation. Bolstered by public and private support—financial generosity that continues to this day—the Mercer University School of Engineering opened its doors in 1985. Teaching and Learning Mercer Engineering offers an ABET-accredited BS degree in engineering with six specialties: Biomedical, Computer, Elec-
October 2014
trical, Environmental, Industrial, and Mechanical. BS degrees in Industrial Management and Technical Communication are also offered. e BS in Engineering features a core curriculum model where all students complete foundation courses in computer programming, technical communication, statics, dynamics, electronic circuits, probability and statistic, thermodynamics, engineering economics, and introduction to design. ese engineering courses are coupled with courses from science, mathematics, and our General Education Program in the first two years to prepare students for study in each of our specialization sequences. e junior and senior years are devoted to a combination of required and elective courses within the specialties to prepare students for professional practice as engineers. Creating and Discovering As our engineering students complete their coursework, they become actively engaged in design and production of components and systems starting in the freshman year. We believe in hands-on learning and letting students create designs that can be tested. Students ‘discover’ engineering in numerous laboratory exercises, and seniors complete a full-year design project by working in teams to resolve a real client’s needs. Seniors are given private laboratory space for their projects and share their work publically in our annual Engineering Expo each April. Mercer Engineering students take advantage of the popular ‘5th Year Program’ where juniors can apply to our graduate school to complete their undergraduate and master’s degree in engineering in a total of five years. Research is a vital component of Mercer’s engineering program and its partner is the Mercer Engineering Research Center (MERC), an operating unit of Mercer University devoted to the performance of sponsored scientific and engineering research for governmental, industrial, and commercial markets. Inspiring and Empowering Mercer Engineering uses case studies, simulations, course projects, field projects, senior design, and student organizations to tackle design challenges. We look for students who are willing and able to master modern engineering knowhow and then engage in efforts to design and test a solution. We look for outstanding high schools seniors across the US and invite them to compete for valuable scholarships each fall in our annual Scholarship Challenge event. We offer an Honors Program to our top students where they can begin
Building Your Future in Engineering
design projects as freshmen using laboratories, tools, and equipment supplied by faculty advisors. An internship with industry is a popular option for our students so that they experience engineering in a real industrial environment. Serving Frequently, our design projects are focused on meeting the needs of people in our community or developing countries. Providing core engineering skills to help communities with housing, drinking water, electric power, prosthetics, and similar needs gives our students an opportunity to serve and grow as individuals. Our popular ‘Mercer on Mission’ program sponsors service trips to locations around the world each summer where groups of students team up with faculty to meet the needs of a developing community. Looking Forward It is an exciting time to study engineering, and the last three years brought the largest freshman classes in our history. Students want to master technology and then use it to establish themselves professionally as well as to serve their communities. Mercer Engineering has the key ingredients—faculty, staff, and students—who translate the needs of clients into design problems that challenge our skills as engineers. v
MERCER UNIVERSITY FACTS
Faculty: 32 Dean: Wade H. Shaw, Ph.D, P.E. (478) 301-2459 Undergraduate students: 550 Graduate students: 175 Distance learning: Yes Estimated undergraduate costs: Tuition Housing, and Meals: $44,458 Books & Supplies: $1,200 Transportation and Personal Expenses: $2,810 Scholarships: Mercer offers scholarships that can
cover up to full tuition. Over 90 percent of our students receive scholarships each year.
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And en.... By Dr. Ruth Middleton House & Wes House
You were accepted by the college of your choice or you were offered the great job you were looking for; and then....
The last half of that sentence reads differently now than it did when the college or the job was only a dream. What happened? Change. What you expected and what you are experiencing now just don’t line up. Perhaps the college of your choice has surprised you. You didn’t really need to study that hard in high school; here you feel like you’re doing nothing but study. In high school it seemed like somebody was watching your every move; here no one seems to notice where you are or what you are doing. Uh-oh! That means it’s all up to you to show up where you are supposed to be when you are supposed to be there. You’ve known for years what career you wanted. Until now: your major as it is taught here doesn’t seem as exciting as it did before. And you surely do miss hanging out with the friends you left behind or who went to other universities. Or perhaps your surprises come from your new employer. Your dream didn’t change after you started your job; but the job did. Before you were really settled in at work, the rumors started. The company was being bought out and to keep their jobs many people would need to relocate. The company lost an anticipated project to an upstart competitor; some people (most likely the newcomers) would get laid off. All this before you did any work on your first assignment. And that first assignment? How does this resemble the work in the position description you were hired to do? What next? How do you handle it when what you got isn't what you expected?
Know who you are and keep being that person. Even if you didn't choose these circumstances, you still choose your own behavior under these circumstances. What do you value most about yourself? Keep valuing those
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things and acting on them. Perhaps you value your cando attitude. Well, you can do this, too. How you focus your attention, the language you choose, the behavior you exhibit—you still own all these things. They are powerful; and no person nor any circumstances can take these powers away from you. Instead of being distracted by all the things you don’t control, focus on the one thing you do control: yourself. Take it all in. Learn everything you can about the ground rules in this organization. What is OK or not OK to know? Make note of the reports you can read, the meetings you can attend, the data you can access. What is OK or not OK to do? Some tasks you can complete on your own; others will need approval. You’ll be expected to interact with some people but steer clear of others. You can talk about some things; you’ll need to keep quiet about others. What is OK or not OK to feel? It’s no surprise that you’re better off venting anger away from the job. There are ground rules, too, for what you laugh about and—possibly--how loud you laugh! Some of what you learn may not be consistent with who you are and what you value. The time may come when you need to share that sentiment at the office. For now, though, talk it through with someone away from work that you trust not to discuss it with others— someone who can acknowledge your concerns and show understanding but who will not feed your frustration or your disappointment. Some of what you learn may suggest some challenges in what you know or know how to do right now. Suit up! Learn how to learn on your own as many of these things as you can. Find out where and how to get support in learning the rest. Show up and make the difference that you can. You can change the space that you touch for the better, whether it’s the space you expected to be in or not. Whether you would have chosen this assignment or
October 2014
not, you’ll do an outstanding job on it without complaint; you’ll learn what you can and offer help to others whenever possible. Not only are you building technical skills, you are building organizational knowledge and relationships at the same time. Your assignment could require way more work than you know how to fit into the work week. On the other hand, it may not offer you enough meaningful work for you to feel productive. Either way, organization will be key: a plan, milestones, a schedule. If the work is demanding, you’ll have the documentation to project and (we hope) to get help. If the work is light, you’ll see when you can fill in with development activities and what type of activities will be useful. Stay connected and keep connecting. Keep networking and keep connecting. Who that you know seems the most resilient when disappointed? See what you can learn from that person. What organizations provide skills training, mentoring, and encouragement to people in work or industries similar to yours? How
Building Your Future in Engineering
about Web sites, LinkedIn Groups or other online resources? You’ll get more value out of networking if you are connecting at the same time. Not only reach out to others; help the others you meet connect with each other. Be mindful of what you say when you are networking with others. Keep your tone positive—no putting down your employer, your boss or your coworkers. You can positively talk about your personal and career goals without those negatives. You can do this. Whether the surprises came from your university or from your employer, you can handle this. To do that, you will: • Know who you are and keep being that person. • Take it all in • Show up and make the difference that you can. • Stay connected and keep connecting. v
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Southern Polytechnic State University Applied knowledge | Employed Graduates
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October 2014
Why do students choose to study engineering? Is it because they love theory, calculus, or physics? Rarely. Students choose engineering because they want to solve problems, make the world better, create new products, or do something important. Why do employers hire engineers? Is it for their theoretical knowledge base? Rarely. Companies need engineers to make their product(s) faster, better, more efficient, more durable, or more economical. At Southern Polytechnic State University, students are able to pursue their academic goals—and to graduate with the knowledge and experience that makes them successful in the workforce. Whether in engineering or engineering technology, students apply their knowledge of theory and practice to solve important problems facing the world. ey explore alternative sources of power generation that are clean and efficient. ey discover the many ways to use robots or robotic systems to accomplish tasks that previously were not thought possible. ey design faster computers, stronger and lighter concrete, more environmentally-friendly building techniques, and so much more. With an SPSU degree, graduates get jobs. Given the affordability of attending SPSU and the strong job prospects for alumni, SPSU is consistently ranked high in terms of return on investment. As a public university, this return on investment serves the state of Georgia well. Over the last five years, about 90 percent of SPSU graduates have chosen to live and work in Georgia, where they reinvest their experience in their jobs, their families, and their communities. Another reason students choose engineering at Southern Polytechnic State University is because it is fun! rough projects and student competition teams, students design, SOUTHERN POLYTECHNIC STATE UNIVERSITY FACTS
In-state tuition: $6,233 per year Out-of-state tuition: $20,363 per year Housing rates: spsu.edu/housing Students: 6,787 from 36 states and 104 countries Middle 50 percent SAT scores: 540-640 Math, 500600 Critical Reading Largest majors: mechanical engineering and mechanical engineering technology, information technology, computer science, electrical engineering, and architecture.
Building Your Future in Engineering
build, and race a formula racecar and a concrete canoe. ey develop a programmable, autonomous helicopter and underwater vehicle. ey compete to build a stronger and lighter bridge made of steel. All of this is done with the guidance of faculty who have real world, industry experience. Students learn how to apply what they have learned in the classroom and laboratory, and they have the excitement of pitting their knowledge and skills—successfully—against those of students at other universities across the region, the country, and the world. SPSU has more than a dozen competition teams, including the Aerial Robotics Team, American Society of Civil Engineers Steel Bridge Team, Autonomous Underwater Vehicle Team, Electric Vehicle Team, Southern Poly Motorsports, and the Extreme Gravity Racing Team. Southern Polytechnic is a residential, co-educational member of the University System of Georgia. Located on 203 acres of naturally wooded landscape in the historic and vibrant city of Marietta, we are just 20 minutes from downtown Atlanta. On November 1, 2013, the Board of Regents of the University System of Georgia announced plans to consolidate Southern Polytechnic State University and Kennesaw State University into a new university known as Kennesaw State University. Pending approval by the accrediting body, SACSCOC, and the Board of Regents, consolidation will take place in January of 2015. e educational experience that currently makes both universities so special will be preserved, with enhanced opportunities on both campuses. e engineering and engineering technology for which SPSU is known will continue to be offered, as it is now, on the Marietta campus of Kennesaw State University. Undergraduate offerings in engineering and engineering technology at Southern Polytechnic include B.S. degrees in civil, computer, construction, electrical, environmental, industrial, mechanical, mechatronics, systems, and telecommunications. Southern Polytechnic also offers graduate programs in civil engineering, engineering technology, and systems engineering, as well as an undergraduate concentration in aerospace engineering and a minor in nuclear engineering. v
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2014 Salary Survey of Northeast & South Atlantic Engineering Firms Welcome to the fourth edition of ZweigWhite’s Salary Survey of Northeast & South Atlantic Engineering Firms, which combines what previously consisted of two reports on salary trends in the Northeast and South Atlantic regions. î “is report shows base salaries for employees in engineering firms throughout Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, District of Columbia, Virginia, West Virginia, North Carolina, South Carolina, Georgia, Florida, and Puerto Rico. mean
median
lower quartile
upper quartile
Civil Engineer Entry-level Project engineer Project manager Department manager Principal
$51,711 $71,236 $94,579 $119,393 $147,470
$52,705 $71,985 $93,512 $120,000 $135,000
$45,800 $62,712 $80,800 $100,000 $123,580
$57,200 $79,200 $108,000 $137,488 $175,000
Structural Engineer Entry-level Project engineer Project manager Department manager Principal
$53,275 $74,707 $97,714 $123,716 $132,201
$54,350 $75,000 $95,000 $118,997 $127,500
$50,000 $69,160 $86,000 $108,389 $108,300
$58,760 $80,889 $101,750 $140,000 $150,000
Electrical Engineer Entry-level Project engineer Project manager Department manager Principal
$53,887 $76,028 $96,003 $117,930 $141,352
$52,520 $72,682 $98,010 $119,759 $136,500
$52,000 $70,000 $88,885 $109,200 $125,000
$57,322 $84,000 $102,960 $125,000 $161,809
Mechanical Engineer Entry-level Project engineer Project manager Department manager Principal
$56,074 $78,748 $89,599 $109,912 $130,119
$54,672 $72,384 $87,568 $107,744 $135,000
$54,600 $70,000 $81,167 $100,000 $129,000
$60,089 $97,068 $92,302 $112,871 $142,012
Geotechnical Engineer/Scientist Entry-level Project engineer Project manager Department manager Principal
$50,424 $71,256 $89,132 $110,898 $145,497
$51,881 $73,600 $97,540 $115,000 $148,164
$48,639 $62,913 $75,000 $107,780 $142,210
$54,739 $75,000 $102,279 $121,842 $152,797
Environmental Engineer/Scientist Entry-level Project engineer Project manager Department manager Principal
$46,138 $67,340 $85,270 $112,321 $139,108
$47,480 $66,976 $88,794 $108,313 $143,434
$43,500 $57,169 $77,000 $89,113 $105,019
$50,356 $78,140 $96,500 $135,000 $167,700
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October 2014
mean
median
lower quartile
upper quartile
Traffic/Transportation Engineer Entry-level Project engineer Project manager Department manager Principal
$49,531 $70,211 $94,964 $124,875 $143,540
$52,000 $69,688 $94,534 $124,800 $133,190
$45,000 $62,896 $81,668 $112,663 $122,100
$53,716 $76,400 $103,708 $140,000 $170,000
Planner Entry-level Project engineer Project manager Department manager Principal
$48,084 $62,167 $83,521 $126,663 $155,248
$46,010 $61,500 $88,688 $126,006 $158,000
$40,518 $56,160 $68,600 $111,780 $134,680
$55,924 $78,416 $96,290 $141,272 $185,860
GIS Professional Entry-level Project engineer Project manager Department manager Principal
$44,534 $62,167 $71,369 $79,155 $162,167
$40,747 $61,500 $80,704 $70,139 $161,500
$40,020 $56,160 $69,888 $70,139 $156,160
$51,730 $78,416 $81,619 $87,298 $178,416
Land Surveyors Instrument Person I Survey Technician Field Survey Party Chief Project Surveyor Survey Department Manager
$35,302 $41,408 $48,097 $72,375 $95,332
$36,700 $40,468 $49,920 $72,904 $97,000
$27,200 $36,400 $45,000 $65,728 $85,977
$43,534 $47,450 $53,914 $81,127 $104,936
Civil Engineering Technician Entry-level Mid-level Senior-level
$37,639 $51,363 $60,027
$40,000 $51,000 $56,531
$32,000 $42,307 $56,531
$48,000 $55,000 $65,000
Mechanical Engineering Technician Entry-level Mid-level Senior-level
$38,460 $45,295 $69,891
$40,000 $44,740 $67,200
$36,920 $40,941 $58,787
$41,000 $50,794 $82,500
CADD Operator Entry-level Mid-level Senior-level
$37,842 $50,437 $64,351
$36,000 $52,000 $63,079
$32,240 $42,000 $56,000
$44,866 $57,713 $70,600
Field Technician Entry-level Mid-level Senior-level
$38,415 $43,510 $57,947
$40,000 $44,138 $56,971
$26,062 $35,013 $47,000
$42,789 $51,064 $66,185
* Based on a sample too small to yield meaningful values.
For more information about our other publications, newsletters, seminars, and/or consulting services, please contact us. ZweigWhite | 321 Commonwealth Road | Suite 101 | Wayland, MA 01778 Tel: 508-651-1559 | Fax: 508-653-6522 | E-mail: info@zweigwhite.com | Web: www.zweigwhite.com
Building Your Future in Engineering
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Vanderbilt University School of Engineering
Vanderbilt is an internationally recognized, privately supported research university and its hometown of Nashville, Tennessee is ‘Music City U.S.A.’ The university’s students frequently cite Nashville as one of the perks of Vanderbilt, with its 330-acre campus located a little more than a mile from downtown.
Engineering is a particularly tough choice to make for students about to enter college since preparation at the high school level seldom gives the opportunity to study engineering subjects, or even to see what engineers do. The School of Engineering’s unique first-year program allows students to examine various engineering majors from multiple perspectives before declaring a specific major. For Vanderbilt students, the juxtaposition between the school and the College of Arts and Science provides appropriate information and time for making a wise career choice. Last fall the school launched an Alumni Mentor Program to create productive one-on-one or one-to-small group relationships between alumni and students. Mentoring relationships involve an initial, year-long commitment that may be renewed throughout the student’s undergraduate career. “At the onset of their career in the School of Engineering, undergraduate students are assigned a faculty member who serves as their primary academic adviser. We believe our students also could benefit from a complementary form of support offered through our talented and loyal alumni network,” says Dean Philippe Fauchet. “The number of undergraduates and alumni who have signed up for the new mentorship program shows that this initiative will be successful going into its second year,” Fauchet says. Vanderbilt engineering students enjoy a rich quality of life on campus. With more than 450 campus student organizations, choices are plenty for extracurricular involvement. In the School of Engineering, students can
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participate in the Vanderbilt Aerospace Club, which won the NASA Student Launch Competition an unprecedented two times in the past two years. Vanderbilt Engineering along with two partners qualified to compete in the Solar Decathlon competition sponsored by the Department of Energy. The student chapter of ASCE also is very active, and the Vanderbilt Motorsports team is increasing is competitiveness with innovations in Formula Racecar design. Many engineering and technology employers choose managers from their ranks of technical personnel. The decision to promote someone from a technical post into management is based on more than technical abilities. Oral and written communication skills, leadership abilities, and familiarity with subjects beyond the borders of engineering are often factors in a promotion decision. The School of Engineering offers bachelor of engineering degrees in biomedical, chemical, civil, computer, electrical, and mechanical engineering. A bachelor of science degree is offered in computer science and engineering science. Many engineering students choose double majors, minors, or concentrations in complementary disciplines. Minors in engineering management, computer science, scientific computing, materials science and engineering, nanoscience and nanotechnology, environmental
October 2014
engineering, and energy and environmental systems may be combined with majors, as can minors offered through the Blair School of Music, College of Arts and Science, and Peabody College of Education and Human Development. In addition to training in engineering science, mathematics, physics, and chemistry, students explore the opportunity to round out their undergraduate academic experience with an honors program or an accelerated degree program through which both bachelor’s and master’s degrees in engineering are earned in five years. Many engineering students find study abroad to be an integral part of their undergraduate experience. This year, 20 percent of engineering seniors will have had at least one study abroad experience at more than 30 international program locations. The School offers the master of engineering (M.Eng.) degree, with emphasis on engineering design and practice, in most areas of study. The Vanderbilt Graduate School, through the School’s departments, offers the research-oriented Ph.D. degree in eight major fields: biomedical, chemical, civil, computer science, electrical, environmental, interdisciplinary materials science, and mechanical engineering. All engineering students study in state-of-the-art classrooms and labs in Vanderbilt’s multimillion dollar engineering complex—in a student-centered environment. Featheringill Hall, the centerpiece of the complex, features a three-story atrium that serves as a gathering place for all in the School. Featheringill Hall also contains more than 50 teaching and research labs, a design studio, model shop, and a project room to showcase student ideas from concept to prototype to final product. All full-time faculty members hold terminal degrees in their fields and teach undergraduate students. And, all programs leading to the bachelor of engineering degree at Vanderbilt are accredited by the Engineering Accreditation Commission of ABET Inc. The program leading to the bachelor of science degree in computer science is accredited by the Computing Accreditation Commission of ABET Inc. Faculty and students collaborate across disciplines to address four critical research initiatives that characterize the School’s commitment to help solve real-world challenges with worldwide impact. They are health and medicine, energy and natural resources, security, and entertainment. Critical health care research initiatives are ongoing in
Building Your Future in Engineering
cellular dynamics in immunology, cardiology, cancer, as well as MRI and imaging systems to guide surgery. Other research efforts include laser-tissue interaction, biomedical optics, bionanotechnology, and robotics. The School of Engineering is recognized as an international research leader in the areas of nuclear waste management, structural reliability and risk, and teaching assessment approaches to environmental decision making. A large number of faculty and students engage in leading-edge research of significant importance to critical commercial and government systems. Our Institute for Software Integrated Systems is the only academic member of the Industrial Internet Consortium created to write the security standards for the Internet of Things. A particular strength of the School is the depth and breadth of its multidisciplinary capability. Through programs funded by the National Science Foundation, the National Institutes of Health, the Department of Defense, the Department of Energy, and others, the School participates in collaborations with many top-25 universities and national laboratories. Vanderbilt engineering graduates are valued for their expertise, intellectual independence, communication skills, and leadership ability. Graduates are actively recruited not only for engineering careers but also for careers as diverse as consulting, medicine, law, and finance. At Vanderbilt, engineering students learn to be creative thinkers and problem solvers—skills that are valuable throughout life, not only when they are solving engineering problems. v VANDERBILT UNIVERSITY SCHOOL OF ENGINEERING FACTS (As of Sept. 11. Numbers finalized on official census day.)
August 2014: 6,813 applicants, 320 slots Average SAT score: 1513 (99th percentile) Undergraduates: 1,308 Graduate students: 525 Percent of female undergraduates: 32% Percent of minority undergraduates: 22% Undergraduates receiving financial aid: 61% Tenure/tenure-track faculty: 90 Research expenditures (FY2013): $71.9 Million Tuition: admissions.vanderbilt.edu/financialaid/facts.php Web site: engineering.vanderbilt.edu/
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Clemson University
Transforming knowledge that creates a high impact on society
Clemson University’s College of Engineering and Science is transforming lives through research, education, and scholarship that has a global impact. The College’s unique and integrated engineering and science structure and world-class STEM experiences attract top talent. Known as Creative Inquiry (CI), Clemson’s undergraduate research offers global engagement programs and community- and service-learning opportunities. Two CI research teams were recognized recently for work that is transforming lives around the world. Healthier Lives Here and Abroad
Clemson University students have developed new medical
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equipment that could dramatically slash the cost of bloodsugar testing for diabetics and help prevent potentially fatal complications, especially in developing nations. Tyler Ovington, Alex Devon, and Kayla Gainey were on the team that won a Lemelson-MIT “Cure it!” prize in the undergraduate category for their GlucoSense project. The prize rewards students for working on technologybased inventions that can improve health care. The work is part of the bioengineering department’s broader effort to improve lives in Tanzania, where students and faculty are working to introduce several lowcost medical devices, including an infant warmer and grass-woven neck braces. The latest inventions are test strips and a glucometer that are more affordable than commercial products and
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The GlucoSense team was mentored by bioengineering professors (from left to right) John DesJardins and Delphine Dean. Student members included Alex Devon, Kayla Gainey and Tyler Ovington. can be made from readily available parts. That’s key because when medical equipment breaks in Tanzania, it can be tough for engineers to find replacement parts. Engineering a solution
The Institute of International Education recognized Clemson Engineers for Developing Countries (CEDC) with its 2014 Andrew Heiskell Award in the study-abroad category. It’s one of the top awards in the world of international education. The system that Clemson students designed and helped build provides clean water for about 10,000 residents of Cange, Haiti, and the surrounding area. It was the first chlorinated municipal water system in Haiti’s Central Plateau. Clemson Engineers for Developing Countries originated with the package of disciplines known as STEM—science, technology, engineering, and mathematics. Once started, the program quickly spread to other disciplines, now involving 30 majors across the university. The total number of students who have participated in the program has grown to 375 since 2009.
Building Your Future in Engineering
Clemson research drives economic development, sustainability, and competitiveness, while making our curriculum highly relevant. The college is engaging in projects with a range of organizations, including nonprofits, businesses, technical colleges, federal agencies, and the K-12 school system. Working together, we build on each other’s strengths to develop world-changing innovations while creating a better academic experience for faculty and students. v CLEMSON COLLEGE OF ENGINEERING & SCIENCE 5,771 Undergraduates Average SAT: 1293 Over 20 undergraduate degree programs 15 academic departments 6 seniors won the prestigious National Science Foundation Graduate Research Fellowship in 2014.
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University of Gegia Mission Statement The College of Engineering is using an interdisciplinary approach for preparing students to engage in critical issues through careers in leadership and professional practice, and addresses the challenges facing society with collaborative research in technologies and concepts that will transform Georgia, our nation, and our world.
COLLEGE OF ENGINEERING DEGREE PROGRAMS Undergraduate degrees • BS Biochemical Engineering • BS Agricultural Engineering • BS Biological Engineering • BS Civil Engineering • BS Computer Systems Engineering • BS Electrical & Electronics Engineering • BS Environmental Engineering • BS Mechanical Engineering Graduate degrees • MS Agricultural Engineering • MS Biochemical Engineering • MS Biological Engineering • MS Engineering • MS Environmental Engineering • PhD Engineering • PhD Biological/Agricultural Engineering
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Enrollment
1317 Students
• Undergraduates • Freshmen • 3 Dual Enrollment • 1 Post Baccalaureate • Continuing • Transfers Graduate Students • Doctoral • Masters
1239 410
764 66
77 49 28
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University of Georgia College of Engineering Soars to the Top e University of Georgia College of Engineering is the newest college at UGA and one of the fastest growing engineering programs at a public institution in the nation. e College of Engineering is proud to be part of a Top 20 comprehensive, public, land-grant, research university. Offering a diverse array of undergraduate and graduate degree programs, the college prepares students for careers in engineering or advanced degrees of study. Faculty and students perform use-inspired fundamental research that addresses societal challenges in health care, energy, the environment, education and more. Finally, the college fulfills UGA’s land-grant mission through service that positively impacts the state of Georgia, the nation and the world. Rich in History While the college is newly established, engineering as a course of study at UGA is not. In fact, the university has granted engineering degrees since 1868. Originally a strong departmental program focused on agricultural engineering and biological engineering, the College of Engineering was founded in July, 2012, to provide a top-tiered engineering education, address the needs of the citizens of Georgia, and impact the greater societal good with new and advancing technologies. Since its formation, the college has grown to an enrollment of more than 1300 undergraduate and graduate students, making it the sixth largest program at the University of Georgia. Offering a Rigorous and Distinct Educational Experience What makes the College of Engineering unique in its approach to education, research and service? • Collaborative fields of study and research that leverage the University of Georgia’s strengths as a liberal arts, land-grant institution, such as physics, chemistry, public health, pharmacy, computer science and agriculture.
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Unique programs of study in Georgia in agricultural engineering, biochemical engineering and biological engineering.
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An innovative organizational structure that promotes interdisciplinary education across traditional disciplines
Building Your Future in Engineering
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Experiential learning opportunities for co-ops and internships Students Are the Heart of the College Faculty and staff are dedicated to helping future engineers achieve academic success, gain leadership skills and develop a sense of civic responsibility. Students hail from almost every county in Georgia, several states in the country and every corner of the globe. Recent statistics indicate the diversity and caliber of the typical student entering the college:
First Year Class Profile 2014 – 410 Students • • • • • • • •
Male 302 (74%) Female 108 (26%) Asian 59 (14.4%) African American 38 (9.3%) American Indian or Alaska Native 2 (0.5%) Hispanic/Latino(a) Ethnicity 23 (5.6%) Multi-racial 19 (4.6%) White 258 (62.9%)
• Not Identified 11 (2.7%) • Georgia Residents 370 (90%) • Out-of-State Students 36 (9%) • International Students 4 (1%) • Average High School GPA 3.89 • Average SAT Score 1260
Along with the college’s academic rigor, students gain valuable professional experiences in internships and co-ops at more than 60 companies and firms. e college also offers study abroad programs in such countries as Costa Rica, Germany, England, Australia and New Zealand. In addition, many students are engaged in 14 engineering professional and service clubs and organizations. v
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Wiregrass Gegia Tech Facilitates School and Industry Partnerships for STEM Careers
David D’Amico talks with the engineering pathway students at Brooks County High School. During spring semester 2014, Mr. Don Morgan’s engineering class at Brooks County High School in Quitman, Georgia was visited by Wiregrass Georgia Technical College recruiting staff and David D’Amico, a Georgia Power Company Supervisor. D’Amico is also a part of the Wiregrass Engineering Workforce Alliance Committee cur-
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rently working to increase awareness about careers in engineering that can be filled through the college’s programs. Wiregrass currently offers an associate degree in Computer and Electrical Engineering and Wireless Engineering along with a high school dual enrollment program in Mechatronics.
October 2014
D’Amico talked to Morgan’s class about careers in engineering and secondary education options. During the nearly two hour visit, D’Amico informed the students about a serious issue in the industry. The students stated they would like to work together with D’Amico and his team to find a solution for this particular project that Georgia Power was working to address. D’Amico proceeded to present the students with in-depth details of the project which involved safely moving a 300 lb cable used in the field in order to reduce the risk of injury to the workers. He brought the class samples of the cable and arranged a class field trip to one of Georgia Power’s substations to see the actual material as workers worked with it. From there, the students, under the direction of Mr. Morgan, began working on a possible solution. A few weeks later, Wiregrass staff along with D’Amico and the project committee members from Georgia Power went back to the class to hear their presentation. They were extremely impressed with the proposed solutions the students presented. Georgia Power came back a week later to film the presentations (http://bcove.me/ 1l7o7ntb). The film was shared with other members of the Georgia Power leadership team and plans to build prototypes of the students’ solutions began to take place. D’Amico has already presented the Brooks County HS class with a second project for the 2014-2015 school year and is in talks to offer several co-op/internships to students at Brooks High. Taking this beginning project as an example, Wiregrass has formalized a plan to increase these types of partnerships between the college, a local high school class, and industry. Through the Wiregrass Engineering Workforce Alliance Committee, the college has rolled out a project outline for industries to present real life scenarios to area high school programs in technical/industrial fields and provide them support in the form of mentors, supplies, etc., to work on solutions for the projects. The goal is that these projects will build stronger connections with local industries and the school systems as well as Wiregrass in an effort to increase the available skilled workforce needed for industries to be successful and provide higher wage jobs to graduates. Wiregrass Georgia Technical College is part of the Technical College System of Georgia. The college is accredited by the Southern Association of Colleges and Schools Commission on Colleges to offer technical certificates, diplomas, and associate degrees. The college of-
Building Your Future in Engineering
fers 35 associate degrees with many being STEM related fields including the new engineering pathways. In addition, the college currently serves more than 1200 high school students in 19 high schools through early college credit programs. Wiregrass offers early college enrollment options at most schools in their service area of eleven South Georgia counties. Students can enroll in occupational programs or complete degree level core courses through the ACCEL program. Tuition for Dual Enrollment and ACCEL are funded through the HOPE Grant and ACCEL Grant. Wiregrass exempts fees for high school students, and in most cases, supplies and books are provided. During the last school year, high school students earned 9,132 college credits through these programs. These students and their parents saved $1,311,472 in tuition and fees. To find out more about the high school and industry project or early college credit programs at Wiregrass, contact the Department for Community and College Relations at 229-333-5365 or visit www.wiregrass.edu. v Wiregrass Georgia Technical College Fast Facts Faculty: Program Areas:
Campuses:
230 part-time and full-time Allied Health, Arts & Sciences, Business & Computer Sciences, Professional Services, Technical and Industrial Ben-Hill Irwin Campus (Fitzgerald), Coffee Campus (Douglas), Cook County WDC (Sparks), Valdosta Campus
Average Enrollment: 6000 annually Average Cost for a Full Time Student: Tuition for 12 Credit Hours = $1068.00 Fees = $249 (some programs have additional fees) Wiregrass Foundations North and South provided more than $86,000 in scholarships and assistance in FY 13
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Building Your Future in Engineering
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