Building Your Future in Engineering 2012 by Luke Clark

Building your Future in Engineering

TABLE of CONTENTS

Building Your Future in Engineering

Georgia Engineers & Land Surveyors Licensing Board

Engineering Georgia’s Future

Math Really Does Count ~ Math is key for America

Future City ~ Designing Clean Water Solutions for our Future

American Society of Civil Engineers

Georgia Society of Professional Engineers

Structural Engineers Association of Georgia

Energy Companies Develop New Program Targeting Engineering Technology

Is Engineering Right for Me?

The Engineering Snob’s Guide to Volunteering

WTS Scholarship Program

Engineering & Technology Education in Georgia Middle & High Schools

Savannah State University

Augusta Technical College

Georgia Institute of Technology

Developing an Energy Pathway

North Georgia Technical College

Introduce a Girl to Engineering at Georgia Tech

Program Management

Your Last Final, Your First Interview… What next?

Mercer University

Southern Polytechnic State University

2012 Salary Survey

Vanderbilt University

The University of Georgia

Georgia Southern University

The Georgia Engineer magazine

Publisher : A4 Inc. 1154 Lower Birmingham Road Canton, Georgia 30115 (770) 521.8877 Managing Editor: Roland Petersen-Frey e-mail: rfrey@a4inc.com

On T he Co v e r Now in its 20th 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. To learn how you can be a part of the Future City team, visit our Web site at www.spsu.edu/futurecity

Associate Editor: Daniel J. Simmons e-mail: d.simmons@a4inc.com Art Direction/Design: Pamela S. Petersen-Frey e-mail: pfrey@a4inc.com This is an annual publication of The Georgia Engineer magazine of which GEA is a part. The Georgia Engineering Alliance is an engineering association management company of which the following are members: ACEC/G American Council of Engineering Companies GSPE

Georgia Society of Professional Engineers

ASCE

American Society of Civil Engineers

ASHE

American Society of Highway Engineers

GMCEA Georgia Minority Civil Engineers Association ITE

Institute of Transportation Engineers

ITS

Intelligent Transportation Society

SEAOG

Structural Engineers Associaton of Georgia

GEF

Georgia Enginering Foundation

WTS

Women Transportation Seminar

ENGINEERS’ CREED As a Professional Engineer, I dedicate my professional knowledge and skill to the advancement and betterment of human welfare. I pledge: • To give the utmost of performance; • To participate in none but honest enterprise; • To live and work according to the laws of man and the highest standards of professional conduct; • To place service before profit, the honor and standing of the profession before personal advantage, and the public welfare above all other considerations. In humility and with need for Divine Guidance, I make this pledge. Adopted by National Society of Professional Engineers | June,1954

October 2012

ACEC/G American Council of Engineering Companies of Georgia www.ACECGA.org ASCE/GA American Society of Civil Engineers www.ascega.org GEF Georgia Engineering Foundation www.gefinc.org GMCEA Georgia Minority Consulting Engineers Association www.gmcea.org ITS/GA Intelligent Transportation Society www.itsga.org SEAOG Structural Engineers Association of Georgia www.seaog.org ITE/GA Institute of Transportation Engineers www.gaite.org WTS Women Transportation Seminar www.wtsinternational.org GSPE Georgia Society of Professional Engineers www.gspe.org ASHE/GA American Society of Highway Engineers www.ashega.org

Building Your Future in Engineering

Georgia Engineers & Land Surveyors Licensing Board By Elmo Richardson Jr., PE | Chairman | State Board of Registration for Professional Engineers & Land Surveyors

tering the respective laws efficiently, fairly, This year has been a very interesting year and judiciously. Our board members take for the Professional Engineer and Land this responsibility seriously and do not Surveyor Licensing Board. In late Januthink the responsibility should be in the ary, I received a call from Secretary of hand of staff or a director that does not State, Brian Kemp, that he planned to file have the extensive experience and training proposed changes to the Professional Liwe have. censing Boards. Essentially his proposal Our board members and staff continue to was to remove the ‘Boards’ from the operate very efficiently in how we review process of reviewing and approving appliapplications, complaints, and other issues. cations, approving licenses, and enforceThe number of applications are pretty ment of the rules and statues. It would Elmo Richardson much level over 2011. In FY 2012, we have place all the ‘authority’ in the hands of the Director of Professional Licensing and Staff. A seven mem- processed 1,467 PE applications, 1,743 Firm applications and ber board would be appointed to conduct hearings, hear ap- 1,602 EIT applications. The overall average processing time peals and review for approval rules recommended. The for an application is less than seven days. The actual issuing current professional licensing boards would become ‘Policy of licenses depends on the taking and passing of exams and other factors. Boards’ with no authority. In FY 2012, we had 353 take the PE exam with 207 Several hearings were held by Secretary Kemp and he later filed Senate Bill 445. Needless to say there was over- passing. For the FE (EIT) exam, we had 998 take the exam whelming opposition to SB 445, and he later withdrew the with 567 passing. For the FS (LSIT), we had 42 take the Bill. I would like to thank our Board and the Georgia En- exam with 23 passing. For the PS (LS) exam, we had 15 gineering Alliance for the tremendous amount of time and take the exam with eight passing. For the Structural lateral forces exam, we had 37 take the exam with 14 passing and effort to oppose the legislation. Secretary Kemp plans to submit a revised Senate Bill for the vertical forces exam, we had 39 take the exam with 12 445 in the 2013 General Assembly. Based on preliminary passing. The various passing rates for all exams pretty well information, there will be a number of provisions that we mirror the national averages. The board continues to process and administer the will oppose. However, we will have to wait and see exactly what the revised Bill contains. The Director of Professional complaints efficiently. I do not have the current statistics, Licensing Board Division would be given much stronger au- but we currently have less than 12 complaints that have not thorities in SB 445 than currently authorized under current been resolved. Your PELS Board is serious about the enlaw and would be given a very strong hand in executing the forcement of unlicensed practice and other violations of our laws and rules. We will continue to levy fines and penalties responsibilities of the licensing boards. The mission of the State Board of Registration for Pro- where appropriate. Please contact your board members with any concerns fessional Engineers and Land Surveyors is to safeguard the life, health, and welfare of the citizens we serve by adminis- or questions about the practice of our profession. v

October 2012

Engineering Georgia’s Future By Tricia Pridemore | Executive Director of Governor’s Office of Workforce Development

also lucrative. In 2011, the average salary “Engineering is a great profession. There is for a civil engineer was $76,140. Civil the satisfaction of watching a figment of the Engineers are one of the top ten trades imagination emerge through the aid of scibeing promoted by Go Build Georgia, a ence to a plan on paper. Then it moves to skilled labor initiative spearheaded by realization in stone or metal or energy. Then Governor Deal and the Governor’s Office it brings homes to men or women. Then it of Workforce Development. It is proelevates the standard of living and adds to jected that Georgia will have 1,679 civil the comforts of life. This is the engineer’s engineering positions to fill by 2016. high privilege.” ~Herbert Hoover, 31st PresRight here in our state, Georgia Tech’s ident of the United States. College of Engineering is the largest in Every morning across Georgia, people Tricia Pridemore the country and ranks in the Top 5 of engifrom all walks of life wake up to start their daily routine. But have you ever stopped to think about what neering colleges according to the US News and World Rethat routine would be like without the work of engineers? port. This college offers a vast array of engineering There would be no alarm clock screeching to signal it’s time programs. Georgia Tech’s College of Engineering awarded to greet the day. In fact, there would be no electricity to light 1,543 bachelor's degrees, 1,035 master’s degrees, and 332 your way to the shower or to keep your house at a comfort- doctoral degrees in academic year 2009-2010. These are just able temperature. As you begin your commute to school or a sample of many educated Georgians choosing the opporwork, do not even consider riding in a car over a highway or tunity to build Georgia’s future by exploring engineering. We want to see Georgians taking advantage of our strong bridge. Without engineers, your school or office building may education system and workforce systems to fill the available not be standing when you arrive. When you go to lunch and go to grab that cold Coca- jobs throughout the state. Georgia has the resources in place Cola, it would not be there without engineers. Without en- to allow our youth to become the creators of tomorrow— gineer’s handy work to create the microwave, you will sit this is Georgia’s “high privilege.” v down to cold leftovers from the night before. As you can see, engineering affects every facet of Georgian’s daily lives. It is a crucial industry to keep alive within our state. The skills of engineers keep all moving parts seamlessly functioning to allow us to work, learn, and play. When Hoover talks of the high privilege of engineers, it is a powerful message. An engineer’s work can start as a small idea jotted down on paper, and end as a development that can change the way we live forever. There is much pride to be taken in the work of an engineer. Not only is a career in engineering fulfilling, but it is

Building Your Future in Engineering

MATH REALLY DOES COUNT Math is key for America.

October 2012

er the NewsUSA, success in mathematics has been linked to success in college and future careers. Simply stated, MATH COUNTS when it comes to a bright future. The Georgia Society of Professional Engineers (GSPE) is committed to encouraging and getting youth involved in math. GSPE is dedicated to increasing the awareness of the importance of math. This is why GSPE host the annual Georgia MATHCOUNTS Competition.

MATHCOUNTS is a national math enrichment, coaching, and competition program for middle school students. In existence for over 30 years, MATHCOUNTS is one of the most successful education partnerships involving middle school students, educators, corporate sponsors, and volunteers. With a decline in students entering college to major in engineering and/or technology fields, GSPE is a strong advocate for the MATHCOUNTS program that emboldens students at the middle school level to strive for excellence in math and science. Enjoying the thrill and excitement of these core academic classes at the middle school level will lay the groundwork for youth to recognize the importance of math and science as they mature into young adults. The Georgia MATHCOUNTS program has been a huge accomplishment for GSPE. The Atlanta Metro Chapter organizes the largest MATHCOUNTS competition in the nation. The chapter welcomes five hundred students from Metropolitan Atlanta to Georgia Tech for their competition every year. GSPE host chapter competitions throughout the state of Georgia. Local chapter competitions are also held in Albany and Valdosta (South Georgia Chapter), Athens (Northeast Chapter), Augusta, Cobb, Columbus, Macon (Middle Georgia Chapter), Rome (Northwest Chapter), Savannah, and West Georgia. Work with GSPE in ensuring a bright future for our youth and country. Get middle school students involved in MATHCOUNTS. The NewsUSA provided tips to assist families in helping children overcome the fear of math: VALIDATE IT: Don’t be a parent who says, “I was never good at math.” It only sends the wrong message that ‘math is hard’ and it has null value. Instead, stress that math is something that has to be learned by putting time and effort into it—like anything else. ADD IT UP: Point out math in everyday life. Make sure your child knows that math is relevant, whether it's figuring out how long a road trip will take or making a grocery budget.

Building Your Future in Engineering

Show them how you work out math problems. MULTIPLY IT: Find online resources to help your child acquire the math skills he or she needs. There are plenty of free online resources to help teach and build math skills. You'll find everything from entertaining math tricks to multiplication shortcuts to free online practice sessions like the ones on SylvanMathPrep.com. They provide online video lessons on all sorts of math problems to help with math homework and studying. SOLVE IT: While classroom learning may be enough for one child, it may not be enough for another. Supplemental math instruction from a professional source can provide the oneon-one attention that is sometimes missing from a busy classroom. Giving a child the time and opportunity to ask questions and learn math at their own pace can open doors of understanding—and eventually provide them with the confidence they need to learn in a classroom setting. CHECK IT: If algebra is around the corner for your child, log onto www.Fit4Algebra.org, and have him or her take the Fit 4 Algebra Challenge! The free test takes 20 minutes. You'll also gain access to other free resources to help your child get in tip-top shape for algebra. For additional information on MATHCOUNTS, visit www.mathcounts.org and www.gspe.org. v

Georgia MATHCOUNTS Team Coach, Angie Harris, River Trail Middle School; 3rd Place, Pranav Rekapalli, Westminster Junior High School; 1st Place, Derek Tang, Autrey Mill Middle School; 2nd Place, Alice Lin, River Trail Middle School; Shell Representative, Michael Brown ; Fourth Place, Nilai Sarda, Westminster Junior High School

Future City Designing Clean Water Solutions

for our Future

Tony Rizzuto, PhD. Associate Professor | Architecture Department, Southern Polytechnic State University | Coordinator, Future City Competition Georgia Region

October 2012

WATER- It falls freely from the sky, and in the heat of a Georgia summer appears to hang upon the air like a shroud. But its ubiquitous nature often blinds us to its reality. Of the total amount of water on the planet, 96 percent is saline. Of the four percent that remains, 68 percent is trapped in glaciers, ice caps and permanent snow. Fresh water lakes, rivers and their tributaries, the sources of most of the world’s drinking water constitute only 0.0072 percent of the earth’s total water supply. The true rarity of this natural resource has only recently become apparent as population growth increasingly taxes regional watersheds—most notably in California’s water wars. The recent litigation over water from Lake Lanier and its downstream use along the Chattahoochee River has brought this issue closer to home. Today engineers, architects and urban planners are rethinking our relationship to the water around us, particularly stormwater, seeing it as a resource rather than a waste product. This paradigm shift is essential if we want to preserve our quality of life for future generations. Making important changes now is the first step, but educating our youth ensures our efforts are maintained. That is why Future City has taken on this pressing issue. This year’s upcoming competition is themed “Rethink Runoff: Design clean solutions to manage stormwater pollution.” Working with educators and professional mentors, teams of middle school students from around the state are being asked to identify and research an important stormwater runoff problem. Using the engineering design process they’ll work through complex problems related to how to increase infiltration, reduce impervious surfaces, improve water quality, and conserve water. 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 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 and research essay on the year’s theme) , complex problem solving and design (a virtual city design done using Simcity4 software), math and physics (a

Building Your Future in Engineering

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. Eighty-five percent of students claimed Future City helped them to learn 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 Timefor Kids along with participation at the White House Science Fair two years running have showcased this success. Now in its 20th 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

American Society of Civil Engineers (ASCE) www.ascega.org Lisa S. Woods, P.E., President The American Society of Civil Engineers (ASCE) Georgia Section has many opportunities for school age students, civil engineering students, and young engineers. For school-age students, we hold a ‘What Do Civil Engineers Do?’ contest where we urge kids to be creative and offer cash prizes; have begun partnering with STEM (Science, Technology, Engineering, and Mathematics) schools around Georgia where we participate in workshops and education; and sponsor high school age students to attend the Exploring Engineering Academy at Georgia Tech that’s put together by the Boy Scouts. We have student chapters at Georgia Tech, SPSU, Savannah

State, and Georgia Southern where we encourage students to interact with our members. Also for student members, we sponsor several scholarships every year through the Georgia Engineering Foundation (GEF). As soon as a student graduates, we urge them to become a member of our Younger Member Group (YMG). Our YMG meets several times a month and hosts events from trivia to Braves games. We support the New PE Recognition Dinner hosted by GSPE. We also participate in many activities where we need energetic volunteers—Toothpick Bridge Building, Introduce a Girl to Engineering, Mathcounts, SkillsUSA Career Expo to name a few, and various opportunities to educate the public in civil engineering. v

Georgia Society of Professional Engineers (GSPE) GSPE Is For All Professional Engineers On October 5, 1943, Colonel Michael J. Blew, P.E., called a general meeting of all registered professional engineers living in Georgia to discuss the possibility of forming an organization of registered engineers. This meeting was held at the Ansley House in Atlanta. By April 26, 1944 the Georgia Society of Professional Engineers was incorporated in the state of Georgia. Today GSPE is the leading state organization that promotes the engineering profession to protect public health, safety, and welfare. The society is made up of engineering professionals from all disciplines and promotes the ethical and competent practice of engineering, advocates licensure, and enhances the image and well-being of its members. GSPE hosts several programs and educational events to inform the engineering community, college students majoring in engineering and future engineers in middle school. Chapter meetings are held monthly throughout the state of Georgia for members and non-members. Engineers are able to earn PDHs at these informative meetings. GSPE has also been a partner in sponsoring and hosting the annual PDH Day held in Georgia. MATHCOUNTS is a program that was created to encourage middle school students in the area of math and science. GSPE is the proud presenter of the Georgia

MATHCOUNTS Competition. This annual event host students (mathletes) from various schools in Georgia. Over two hundred mathletes compete at the state level. The four mathletes that earn the top scores at the competition advance to the national event and represent the state. GSPE members, Shell, and engineering companies work together with the youth to make the competition possible. Signature events for GSPE are the annual New PE Recognition Dinner and the Engineers Week Awards Gala. The New PE Recognition Dinner honors the new engineers that pass the PE Exam. This dinner connects new PEs with their engineering colleagues. It is an elegant evening of networking, dining, and outstanding speakers. The Georgia Engineers Week has been held during the week of George Washington’s birthday in February. GSPE set this modern agenda for Engineers Week by working with students at Georgia Tech to hold a joint celebration. Today, Engineers Weeks is a collaboration of nine engineering organizations in Georgia. GSPE continues to lobby at the State Capital and make recommendations to the State Board of Registration for Professional Engineers. Advocacy for professional engineers is a major component of GSPE’s body of work in the engineering community. Are you a member of GSPE? If you are an engineer, you should be. v

October 2012

Structural Engineers Association of Georgia (SEAOG) By President Robert M. Weilacher, PE, SE, LEED APBD+C The Structural Engineers Association of Georgia serves its members in a number of roles, but chiefly through education. We conduct eight monthly membership meetings throughout the year, conveniently scheduled in the evening. These meetings center around a technical presentation of code issues, design, or specialty products. In addition, we typically have a full day seminar in the fall and spring. This year, our fall seminar is on October 18, 2012, and will be on foundation systems. SEAOG has recently added a series of seminars targeting preparation for the NCEES 16 hour structural exam. We have conducted seminars on AASHTO Design, Wood

Building Your Future in Engineering

Design, and will conduct our first Masonry Design seminar on October 10th. Seminars are typically three hours long and are held twice a year, approximately one month before the exam. Exam preparation courses on additional topics are in development. Some of our other activities are as follows: Our Structural Engineering Emergency Response (SEER) Committee is very active and meets with regularity to cover coordination with other groups and for organizational matters. We also have an awards program committee and a committee to coordinate activities for the upcoming 2013 National Council of Structural Engineering Associations convention here in Atlanta, October of 2013. v

Energy Companies Develop New Program Targeting Engineering Technology

he electric utilities in Georgia, Georgia Power, MEAG Distribution Services, Electric Cities of Georgia, and the Georgia Electrical Membership Corporations need skilled workers to meet the growing demands for electricity and the changing skill sets needed to work smart grid technology. To fill the need for highly technical positions, the Georgia Energy and Industrial Construction Consortium partnered with Lanier Technical College and Savannah Technical College to develop a comprehensive training program called the Electrical Utility Technology (EUT) Associates of Applied Science. The program is designed to provide an introduction to the utility industry, touching on every aspect from generation at power plants through transmission, substations, and distribution to the customersâ&#x20AC;&#x2122; homes and business. Students receive relevant hands-on learning with the latest tools and equipment as well as tours and industry expertise. They will be exposed to engineering, technology, basic science, math, and electrical principals. Energy employees also have an opportunity to elevate their skill sets and prepare them for future opportunities by taking the EUT Certificate program, offered online, except for two labs that are taught at each technical college across Georgia. Georgia Power has partnered with both schools, serving as active participants in developing the program and on advisory committees. This ensures the curriculum is relevant to our industry and meets current and future needs.

We have two success stories thus far: Shawn Jans, apprentice meterman at Georgia Power, attended Lanier Technical College at night after working fulltime as an apprentice lineman. Shawn said the EUT Program was the sole reason for his success in passing the SKAT test that is required before entering the meterman apprentice program. The course provided a well-rounded education of the electrical utility industry, he said. Another success: Georgia Power hired Brandon Hawk as an intern while attending the EUT Program at Lanier Technical College. Brandon was encouraged to continue his education and now attends Southern Polytechical University while working as a co-op at Georgia Power. v

October 2012

Is Engineering Right for

ME?

By Gary S. May, Dean | College of Engineering and Professor | School of Electrical and Computer Engineering

ave you ever

Built a structure out of Lego blocks? Organized a group of people? Taken something apart to see how it works? • Made a cake from scratch? • 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 creative 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. If our society was perfect and every human being had high quality of life, there would be little need for engineering. But it is not, and from the earliest beginnings, 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. • We need individuals who are ambitious and entrepreneurial. • Who are idealistic • Who represent the broad spectrum of the American population

•

So what if our popular heroes are athletes, rocks stars, and business tycoons?

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So what if our role models are the televisionm a d e doctors, lawyers, detectives, and fashion models?

•

So what if romantic novels never have an engineer as the hero or heroine?

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So what if you will never see a program called “The Real Engineers of Atlanta”?

• • •

I have discovered, and you may have too, that engineering is widely misunderstood. Everybody agrees that we live in the era of ‘high tech.’ We all know the buzz words—G3, iPad, iPod, Kindle, Bluetooth. We all want to ride the Goliath roller coaster at Six Flags or the Dragon’s Tail at White Water. We want to wear Nike Jordan’s, connect with our Facebook friends, or throw a wildcat on our snowboard. You can because of an engineer. The folks that conceived, designed, and built these things seem faceless and nameless, but engineers were behind every one of them. In many ways, engineering is invisible. And that is a problem since we need for good young people to enter the profession and we need for leaders, as well as the general public, to become knowledgeable about technological issues.

Building Your Future in Engineering

The ‘so what’ is that the quality of our lives depends on the quality of engineering. That means attracting the best to the profession. Choose engineering because you want to make a difference. Choose engineering because you will have fun and enjoy your work. Engineering is making reality out of yesterday’s science fiction; where else can you be involved in something so exciting? Engineering students today represent the next generation of innovators who dare to dream. Some have specific goals: to cure diseases, reduce pollution, or find new energy sources. Others dream of developing the next laser, labor saving device or vehicle for space travel. Engineers are inventors. Engineers are creative. Engineers shape the future. Engineers are curious, are passionate to make things better, and aspire to create completely new things. Think of all the lives you can touch by being an engineer. If these are your dreams, then engineering might be right for you. v

The Engineering Snob’s Guide to Volunteering By Gwen D. Brandon, CAE | Director of Operations | American Council of Engineering Companies of Georgia be a professional engineer. You must have here are approxiexcellent engineering technical skills and mately 20,000 regmaintain continuing education throughistered professional out your career. But being licensed and engineers in Georgia. being a ‘techie’ does not qualify you to be Prior to becoming a P.E., a an engineer snob. To be a member of college education from an this elite group, you must volunteer your ABET accredited university is earned, time and encourage others to give back several years of engineering experience to their profession. under the supervision of a professional You may be thinking, I’m a young engineer is required, and a pledge to proprofessional engineer, good at my job, tect the safety, health, and welfare of the and maintain the required professional public is promised. In addition, contindevelopment hours of continuing educauing education is mandated by law. Based upon many years of personal and Gwen Brandon tion. I want to be the best in my chosen career path. How can I too become an working relationships with engineers, I’ve engineer snob? found that the BEST engineers are engineer snobs! Most importantly, you should join and become active in Great engineers love everything about their chosen engineering discipline and they also love their profession and engineering organizations. You should join The Georgia Sowant to improve it. Because they are perceived as highly fo- ciety of Professional Engineers (GSPE) which is an individcused technical experts, engineers are often labeled ‘geeks.’ ual professional society. You should join your discipline’s Let’s take that stereotype to another level—the greatest en- technical society which may be the American Society of Civil gineers are snobs! Engineer snobs expect other engineers like Engineers, the American Society of Highway Engineers, The them to give back to the engineering profession by volun- American Society of Mechanical Engineers, among many teering. I hope that you will have a good laugh and be amused I hope that you will have a good laugh and be by this representation. I also hope that you will be a better amused by this representation. I also hope that you engineer by volunteering to serve your profession. And, if will be a better engineer by volunteering to serve you plan to build your future in engineering, remember that your profession. And, if you plan to build your futhe best are engineer snobs! ture in engineering, remember that the best are enWhat is the motivator for an individual to volunteer to gineer snobs! his profession? According to Harrison Coerver’s and Mary Byers’ book, Race for Relevance, the decision to volunteer is based on altruism, self-interest, and ego. While most peo- others that all have branches in Georgia, as well as student ple have self-interest and egos, the engineer snob has an un- chapters. As you grow in your profession you should enselfish desire to serve and advance the best interests of his/her courage the engineering company where you work to be profession. And, the engineer snob expects this from others. members and actively involved in the American Council of A very good friend of mine who has volunteered many hours Engineering Companies of Georgia (ACEC/G) which is a jokingly stated, “If there is a drug for eternal volunteers, my membership of engineering companies that focuses on the wife wants me to have a lifetime supply.” With great respect, business of engineering. Once you are connected to the engineering organizathis engineer exemplifies a snob to the highest level! To become an engineer snob, you must be or aspire to tions, attend scheduled meetings and get to know the mem-

October 2012

bers, leadership, and staff. Join a committee. This is where you will find many dedicated snobs! As you progress in your journey of becoming an engineer snob, you will realize the value in volunteering your time to your profession, and may want to serve on your engineering organization’s board of directors. In this role, you will help chart the association’s vision, value proposition, and strategic direction. The engineering association is run by the snobs who show up! The livelihood of the engineering profession is an important mission and must rely on the many hours and dedication of its professional volunteers. I’m sorry if I have offended anyone. I’m not an engineer, however I consider myself an honorary snob because I have worked with the best engineer snobs for many years. They are seriously engaged and are ambassadors of their profession. Here’s an idea—let’s volunteer! v

Established in 1956, the American Council of Engineering Companies of Georgia (ACEC/G) advances the profession of consulting engineers in private practice. ACEC/G is a member of the national American Council of Engineering Companies. Member firms of ACEC/G have their principal business in areas of consulting engineering, environmental, technical, and management services. The organization seeks to lead the business interests of firms providing professional knowledge and services for the built environment. Contact us at 404-521-2324.

WTS Scholarship Program The mission of WTS is to advance women in transportation. One of the ways the Atlanta Chapter accomplishes this is by awarding scholarships to college students who are pursuing degrees in the field of transportation. At our Annual Scholarship Luncheon, $4,000 in scholarships are awarded to graduate and undergraduate college students. These winners are then nominated for national awards, which are presented at the WTS Annual Conference. For the past two years, the Atlanta Chapter has proudly sent winners on to accept these national awards, including two Georgia Tech students this past year, Jamie Fischer (Leadership Legacy Scholarship) and Amanda Wall (Sharon D. Banks Memorial Scholarship) Mentor-Protégé Program In January 2013, WTS Atlanta will begin our sixth biannual Mentor-Protégé Program. This six-month program pairs members with one-to-five years of experience with more senior professionals to participate in monthly programs and develop relationships that will grow beyond the horizon of the program. Mentor-protégé pairs attend lunch events with speakers who discuss technical topics, leadership skills, work-life balance, and more. Mentorprotégé pairs are encouraged to interact outside of the programs and continue their relationships well beyond the official program.

Building Your Future in Engineering

Over the years, this program has developed into one of WTS Atlanta’s strongest and most anticipated programs. Many of the chapter’s current leadership have participated in the program as protégés and now, as mentors. Transportation YOU In 2011, WTS National launched a joint initiative with the USDOT, called TransportationYOU, with the purpose of promoting education and careers in the areas of Science, Technology, Engineering, and Mathematics (STEM), and for the advancement of women in the field of transportation. The WTS Atlanta Chapter is currently in the process of setting up a local TransportationYOU program, working with girls from Grady High School. The chapter plans to establish a mentorprotégé program in coordination with the school’s existing robotics program. v

Engineering & Technology Education in Georgia Middle & High Schools How Georgia schools are tackling the issue of graduating more American engineers.

“The well-being of the world largely depends upon the work of the engineer. There is a great future and unlimited scope for the profession; new works of all kinds are and will be required in every country, and for a young man of imagination and keenness I cannot conceive a more attractive profession. Imagination is necessary as well as scientific knowledge.” ~ Sir William Halcrow

The modern engineering period is characterized by an increasing focus on scientific application (Harms, Baetz, & Volti, 2004). For many of us, the term ‘engineering’ brings to mind the scientific and mathematical precision required of designing products, structures, and technical systems. Concepts related to invention and innovations, scientific reasoning and methods can also come to mind. Other knowledge areas such as human-factors engineering, ergonomics, and Nano-technology may also be an important part of the discussion (Seymour, 2008). In reality, much of the modern world has been carefully engineered for efficiency, performance, and safety. For instance, transportation planners have developed corridors that handle increasing volumes of traffic. Structural engineers have designed bridges, towers, and skyscrapers based on utility and function. Even the preparation area behind the counter of your favorite fast food establishment has been time studied to insure prompt service. That’s right, your favorite drink and sandwich were designed for efficient preparation, and dispensed to you from a service area approved through industrial engineering. Both the

October 2012

service and productive sectors are based on numerous engineering principles (Seymour, 2008). The engineering profession shares with engineering and technology education the common desire for all citizens to become technologically literate. Students can address this important literacy challenge by engaging in study that invites them to imagine, design, and construct engineered devices and processes (Lewis, & Newell, 2008). The two fields have worked together developing engineering content that is being included in K-12 schools throughout the nation. Why is the emerging of these two fields important? The importance lies in that pre-collegiate engineering education, whether it be stand-alone or infused into other content, aids in the development of an engineering habit of mind which includes â&#x20AC;&#x153;1) systems thinking, 2) creativity, 3) optimism, 4) collaboration, 5) communication, and 6) ethical considerations,â&#x20AC;? (Katehi, Pearson, & Feder, 2009a). The goal of developing engineering habits of thought and action through engineering design challenges results in multiple learning outcomes for students, one of which is improved abilities to solve ill-structured problems with a Problem-Based Learning (PBL) approach. PBL has been found to increase student motivation, performance on transfer tasks, and build a deeper understanding of content particularly in the form of long-term retention (Oliver & Hannafin, 2001; Strobel & van Barneveld, 2009). Engineering design challenges in the classroom expand on the traditional role of Problem-Based Learning (PBL), which is one of the best-researched instructional innovations. States such as Georgia, Massachusetts, Virginia, and others throughout the nation have recognized this and established K-12 education standards that now include engineering concepts and principles. These programs are tasked with the responsibilities of educating the best future engineers in the world. The other is to create a public with enough understanding of engineering and technology to be responsible citizens in a technologically sophisticated world. Engineering is about creating technologies that satisfy human needs and wants, and many, if not most, of the most pressing problems facing us require just such engineered solutions: climate change, energy independence, economic prosperity, and on and on. Solving these problems will require good engineering, but also a public that understands enough about engineering and technology to thoughtfully choose between competing claims on our public purse. The Georgia Department of Education has recognized these dual responsibilities and has begun the task of reforming their respective curricula and introducing new pedagogy.

Building Your Future in Engineering

Course titles such as Foundations of Engineering and Technology, Engineering Concepts, and Engineering Applications have been implemented in the high schools, and courses such as Exploring Engineering and Technology, Invention and Innovations, and Technological Systems are being taught in the middle schools. Integrating engineering at the secondary level (and all of P-12) is important because it meets the needs of schools that are looking for problembased, hands-on, and inquiry-related activities to integrate math and science content in a meaningful way (Carr & Strobel, 2011). Engineering, the missing E of STEM (science, technology, engineering and mathematics), allows for integration of design activities into curricula (Brophy et al., 2008). Engineering provides a meaningful context for applying math and science principles (Chae, Purzer, & Cardella, 2010) and leads to improvements in math, science, and technological literacy (Chandler, Fontenot, & Tate, 2011). With over 32,000 high school students and 38,000 middle school students engaged in engineering and technology education curricula, Georgia is leading the country in helping to prepare the engineers of tomorrow. v

Savannah State University For 122 years, Savannah State University has been an important part of higher education. As the oldest public HBCU in Georgia and the oldest institution of higher learning in the historic city of Savannah, SSU has served this community with distinction while meeting the educational needs of an increasingly diverse student population. The mission of the College of Sciences and Technology is to deliver high quality education, scholarship, and research in sciences, technology, engineering, and mathematics. The college is committed to equipping you with the knowledge and the applications of science and technology that will enable you to be competitive on a regional and national level. It is also committed to values associated with human well-being, environmental quality, and responsible citizenship. • We encourage you to aim high and to have ambitious goals and aspirations. Class sizes are small and the faculty members are ready and eager to assist you in developing your full potential. • We offer Bachelor of Science degrees in: Biology, Chemistry, Civil Engineering Technology, Computer Science Technology, Electronics Engineering Technology, Environmental Science, Forensic Science, and Mathematics. • We also offer Associate of Science degrees in: Aquarium Science, General Science and Technology, Health Science, and Pre-Physics. v

We look forward to seeing you on campus.

Savannah State University’s College of Science and Technology Facts Number of full-time faculty: 52 Interim Dean: Dr. Jonathan Lambright Number: (912) 358-3267 Undergraduates: 1200 We currently offer ABET accredited degree programs in Electronics Engineering Technology, and Civil Engineering Technology. In addition, we have a second to none four year Computer Science Technology degree program. Each one of our programs has dedicated faculty members to teach and support students along with the appropriate classroom facilities and learning laboratories. 2012-2013 ESTIMATED Undergraduate Costs Tuition & Fees: $2256 Room/Board: $1596 Personal Expenses & Transportation: $2764 Books & Supplies: $1000 Science Lab Fee: $30.00 _________________________________________ Total per semester $7646

Building Your Future in Engineering

Engineering Technology Tomorrow Nuclear for

Melissa N. Foster | Academic Advisor for Nuclear Technology Programs | Augusta Technical College

Augusta Technical College From the Masterâ&#x20AC;&#x2122;s Golf Tournament to the soulful sounds of James Brown, Augusta is rich in history. Nestled in the heart of the Central Savannah River Area (CSRA), the city also provides unique career opportunities in nuclear technology. As more focus has been placed on clean energy at the national level, we find ourselves in the midst of a nuclear renaissance. Augusta Technical College is working to meet this need for a well-trained nuclear workforce through the Nuclear Engineering Technology (NET) program. Industry Needs The NET program was developed in response to retirement within the industry and new construction. As current em-

ployees retire, a void is created for a new workforce to fill. Additionally, new builds have prompted the need for programs like NET. A little less than an hour southeast of Augusta is the city of Waynesboro, Georgia. Waynesboro is home to two nuclear reactors, Vogtle 1 and 2. In February 2012, the Nuclear Regulatory Commission (NRC) approved the construction and operating license of two additional reactors, Vogtle 3 and 4. This decision marked the first NRC construction license since 1978. Other new builds in the area include the Mixed Oxide Fuel Fabrication Facility (MOX) at the Savannah River Site and V.C. Summer Station, a nuclear reactor under SCE&G and Santee Cooper, in South Carolina.

October 2012

NET Program The NET program is a planned sequence of courses based on the nuclear utility initial training programs accredited by the National Nuclear Accrediting Board to ensure appropriate transition of graduates into the required industry training programs. The Uniform Curriculum Guide standardizes associate degree nuclear training across the nation. The curriculum consists of a total of 69 credit hours, 47 of which are occupational courses. The program covers material in mechanical maintenance, instrumentation and control, electrical maintenance, and non-licensed operations. During their tenure in the program, students have the opportunity to attain a Nuclear Uniform Curriculum Program (NUCP) certificate, as administered by the Nuclear Energy Institute (NEI). This certificate enables the holder to work at any nuclear installation across the country and may prove to be advantageous in the employment process. Augusta Technical College admitted its first cohort of 40 students into the NET program in fall 2010. Since then, the program has offered admission to two additional classes of 60 students. Entrance into the program occurs once a year. This year, the NET program is looking to accept another group of 60 students for fall 2013. Recruitment As the Academic Advisor for Nuclear Technology Programs, I joined the Augusta Technical College team in June 2011. My role is to dispel myths associated with nuclear energy and educate students on career opportunities in the field. Each year, Augusta Technical College hosts several information sessions on the NET program. We invite representatives from our utility partner, Southern Nuclear, to be a part of the sessions and answer questions specific to the company and industry. We have found these sessions to be an effective and informative tool in recruiting prospective students. Three times a year, the college also distributes The Neutron, a newsletter dedicated to topics related to nuclear energy. You can find an archive of all of the past newsletters at http://issuu.com/atcnuclear.

Building Your Future in Engineering

Graduation and Placement In April 2012, the college graduated the first class of 24 students from the NET program. The graduates went on to pursue a five-week internship at Southern Nuclear. Of the graduates, 18 students went on to work at Southern Nuclear in positions including Nuclear Technician, Instrumentation and Control Technician, and Systems Operators in Training (SOIT). One additional student is gainfully employed at the MOX facility at the Savannah River Site. Partnership The NET program would not be possible without the successful partnership between the college and Southern Nuclear. In June 2012, the company hosted a program to honor the 24 graduates of the inaugural NET class. This marked an important milestone in the partnership between Augusta Technical College and Southern Nuclear. Bill Thompson, a distinguished graduate of the NET Class of 2012, gave a speech reflecting on his experience in the NET program. Thompson summed up the partnership well when he said, â&#x20AC;&#x153;Our partnership has been characterized by stewardship, optimized by leadership, and humanized by friendship. Looking forward, there is much work left to be done. But today, we celebrate.â&#x20AC;? In August 2012, Georgia Power, in collaboration with Southern Nuclear, donated $15,000 to Augusta Technical College. The money will be used to enhance classroom technology, including new computers for current and future students. Through programs like NET, Augusta Technical College hopes to not only meet the needs of the present, but provide the community with a promising future. v For more information regarding the NET program, please visit the Web site at http://www.augustatech.edu/nuclear_engineering_te chnology.html. You can also visit the Augusta Technical College Web site at http://www.augustatech.edu.

Georgia Institute of Technology Georgia Techâ&#x20AC;&#x2122;s G. Wayne Clough Undergraduate Learning Commons, a 220,000-square-foot sustainably designed academic learning facility that opened last fall. It is intended to enrich undergraduates' academic experience and present innovative learning opportunities. Photo courtesy of Georgia Tech

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Georgia Tech’s College of Engineering is the largest of the Institute’s six colleges, enrolling more than 60 percent of the students at Georgia Tech and about half of all tenured and tenure track faculty at the Institute. CoE offers more than 50 different degree programs at the bachelor’s, master’s and doctoral levels through its main Atlanta campus and satellite campuses around the world. The college has a strong national and international reputation, and as the nation’s largest engineering program, consistently ranks high among the major producers of engineering degrees awarded to women and underrepresented minority students. CoE is an exemplary leader in engineering education, research, and service that anticipates, and meets, the needs of tomorrow’s world. CoE provides an educational experience that prepares graduates for a career not only in engineering, but other professions such as medicine, law, business, and public policy. Graduates of Tech’s engineering program are ready to contribute to the global workforce immediately upon graduation and are prepared to ‘hit the ground running.’ The average SAT score of freshmen entering the College of Engineering in the fall of 2012 was 1394. More than 12,000 undergraduate and graduate students are majoring in engineering. Last year, the college conferred 1,662 bachelor’s degrees, 1,028 master’s degrees, and 312 doctoral de-

grees. 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. CoE has 433 faculty members and boasts 24 Regents’ Professors and 105 named Chairs and Professorships, 16 Georgia Research Alliance Eminent Scholars, and 28 National Academy of Engineering members on the Georgia Tech faculty. Georgia Tech prepares students not only to succeed, but also to set the standard for tomorrow’s world. From developing renewable energy sources and models for predictive health to designing robots that replace service dogs and new materials that are capable of bonding tendons to bones, Georgia Tech engineers are leaders in shaping the way people live. v

GE ORGIA T E CH FACT S Sample salaries for 2012 graduates: Chemical engineering – $67,000 Mechanical engineering – $63,000 Electrical/electronics engineering – $66,050 Computer engineering – $65,000 Industrial/manufacturing engineering – $65,000 Aerospace engineering - $63,780

Building Your Future in Engineering

Developing an Energy Pathway Industry and Education Partners Working Together from the Beginning It’s not often you get the opportunity to get in on the ground floor of developing something that truly makes a difference in the lives of those around you. Such an opportunity presented itself in 2011 when the state of Georgia decided to develop an energy pathway for high school students. This is a story of exceptional cooperation between the energy industry partners and the Georgia Department of Education (GA DOE) and the Technical College System of Georgia (TCSG) working together to jointly develop this pathway. In the spring of 2011, the Georgia Legislature authorized the GA DOE to develop alternative career pathways above and beyond the existing federally mandated clusters. Faced with a looming critical shortage of skilled workers in the near future, Georgia’s energy industry partners, working through membership of the Georgia Energy and Industrial Construction Consortium (GEICC), decided to pursue the development of a career pathway specific to all forms of energy generation, transmission, and distribution. In July 2011, GEICC members met with Dr. John Barge, the Georgia State Schools Superintendent to propose the new pathway and offer their assistance in its development. Dr. Barge agreed, and a team of GA DOE curriculum developers were assigned to begin development of the new energy pathway. Not long after the initial meeting with GA DOE, members of the GEICC Education Committee began gathering curriculum from a variety of successful energy workforce training sources. The primary source of information came from the Center for Energy Workforce Development (CEWD) Energy Industry Fundamentals program, a curriculum developed with input from energy partners throughout the U.S. The goal was to develop energy programs that could be taught at the high school and technical college level using the same industry supported curriculum. That way, duplication of curriculum is minimized as well as enabling a more seamless transition from high school to college. Once GEICC determined the minimum competencies needed to successfully train an entry level worker in the energy field, they brought all of the education partners together again. Using the exact same reference materials,

GA DOE and TCSG curriculum developers went to work in parallel efforts. TCSG developed a seven course, 27 semester credit hour program specifically designed as a dual-enrollment program. Three of the courses could be taught at the high school level. The more advanced industrial systems courses would be taught exclusively at the technical college level. At the same time, GA DOE developed the same three introductory energy courses that make up the bulk of the new energy pathway. The result was a truly integrated set of curricula between the high school and technical college systems that is fully supported by the Georgia’s energy industry partners. While the curriculum developers were doing their work, the TCSG High School Initiatives Coordinator identified specific high schools to pilot this effort. We were careful to choose two of Georgia’s College and Career Academies, existing high school charter schools that have partnership agreements with their local technical college. Because of that unique relationship between the high school and college,

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both the high school and post-secondary components could be tested at the same time. While only two pilot schools were chosen, once approved, the energy pathway will be available to any Georgia high school that chooses to offer it to their students. Weâ&#x20AC;&#x2122;re not there yet, but we are very close to fulfilling the dream of getting high school students excited about the possibility of entering the energy industry as their first career choice. We are on track to have the curriculum finalized and approved so the energy pathway can become a reality by fall 2013. The final product will be a comprehensive program whereby high school students can obtain stackable credentials in the energy industry for either employment after high school or to continue their education at the technical college level and beyond. The new energy cluster is just the latest in a series of energy related programs currently being offered at the technical college level. It is designed to complement existing programs such as Electrical Lineworker Certificate, Nuclear Engineering Technology, Electrical Utility Technology, and an array of alternative energy programs including Wind, Photovoltaic, and Geothermal. This could not have happened without the extraordinary cooperation between the energy industry partners, high schools, and technical colleges working together to make sure Georgiaâ&#x20AC;&#x2122;s energy pathway helps supply the workforce needed for

Building Your Future in Engineering

tomorrowâ&#x20AC;&#x2122;s energy jobs. v

North Georgia Technical College ~committed to foundations for engineering North Georgia Technical College is the right place at the right time to start an engineering degree. Beginning with the ground-breaking articulation agreement between the Technical College System of Georgia and Southern Polytechnic University in 2011, NGTC has jumped in with both feet to create a successful career path for the best and brightest in the region. Beginning with 23 students, enrollment has already more than doubled by this fall. Using a multi-faceted approach, NGTC has a variety of initiatives and programs underway to fully support students with a desire to pursue engineering. In just one year, the college has hired an experienced instructor, instituted an emphasis on learning success, upgraded classrooms, and acquired resources for specialized scholarships for the engineering program. Elwin Northcutt of Toccoa was tapped early on to develop and deliver the first classes. Himself a graduate of

Southern Poly Technic, Mr. Northcutt has had a long and successful career in machine design. From co-oping at Coats & Clark of Toccoa during his college days to a 22-year stint with EIS, an international engineering supplier, he brings a wealth of real-world experience to the classroom. A campus-wide quality enhancement program focusing on student success in completing math courses as well as an overall emphasis on the importance of math in any career has resulted in a more individualized approach to teaching math. Through the use of dedicated learning labs, one-on-one instruction, and educational software, instructors can now tailor the lessons to the needs of each student. These labs augment the capabilities of the Student Success Centers which offer free tutoring in all subjects for all students. With $6M in funding from the FY 2010 bond package appropriated by the General Assembly, North Georgia Tech-

October 2012

nical College recently converted the Hoyt Coe building, constructed in 1954, from partially unusable, entirely unsightly, and energy inefficient into nearly 30,000 square feet of efficient and highly effective teaching space. This newly renovated, state-of-the-art building houses ten new classrooms, a complete biology lab, and the Student Success Center, as well as a suite of faculty offices. And, finally The North Georgia Technical College Foundation has received a donation to begin the John Dillon Engineering Scholarship at the college. The Engineering Degree is new to NGTC and is offered through an articulation agreement with Southern Polytechnic University in Marietta. The initial scholarship was awarded for the 2012 Fall Semester. To be eligible for the scholarship, a student must be enrolled in the program, have a demonstrated financial need, provide an essay outlining need and career goals, and be recommended by an instructor or employer. “Economic development is dependent on available quality education,” noted NGTC President Dr. Gail Thaxton. “We are committed to our students’ success not just here at the college, but as they move on into their careers or to further their education.” Georgia’s critical need for additional applied engineers played a major role in developing these innovative articula-

tion agreements. Although students migrate out of engineering programs at about the same rates as they leave other disciplines, far fewer students migrate into engineering. A recent study indicates that 93 percent of graduates in engineering disciplines begin college in engineering disciplines. It is therefore vitally important to have a broad range of entry points into engineering technology programs, and to have a smooth path to complete these educational programs at a variety of levels (AAS, BS, MS). The low-residency format will allow AAS graduates to continue their education while still attending local TCSG units, without disruption to families and jobs and without having to relocate to attend classes or laboratories. It is also well known that once students from rural areas move to the Atlanta area to attend college, they seldom return. North Georgia Technical College is a public, residential, multi-campus, two-year technical college whose mission is to provide quality technical education, adult education, continuing education, and business and industry training to individuals who can benefit from these programs and services. The college offers both traditional and distance learning courses that lead to the certificate, the diploma, and the associate degree. On campus housing provides affordable and convenient living options. v

North Georgia Technical College’s newly renovated Hoyt Coe building boasts ten state-of-the-art classrooms, a fully-equipped biology lab, the new Student Success Center, and a suite of faculty offices.

Building Your Future in Engineering

INTRODUCE A GIRL TO ENGINEERING at Georgia Tech By Lyndsey Lewis hether your daughter loves robots, cake baking or dinosaurs, a career in engineering could be in her future. Middle school girls can discover engineers’ exciting work this February, when the annual Introduce a Girl to Engineering (IAG) event is held at Georgia Tech. IAG is designed to spark girls’ interest in the field with games, hands-on activities, and guest speakers. e 2013 event will be held Saturday, Feb. 9, bringing students from grades six, seven, and eight to one of the country’s premier technological institutions. Participants are eligible to compete for summer camp scholarships at camps focused on science, technology, engineering, and mathematics (STEM). IAG activities in previous years have included building solar windmills, constructing marshmallow catapults, taking apart hairdryers, and controlling robotic dinosaurs. e activities are hosted by Tech’s Women in Engineering program, IBM, and several local engineering firms. Speakers will include undergraduate women from Tech who are pursuing degrees in engineering. Another IAG highlight will be a science trivia game in which girls can test their engineering knowledge with other middle school students, engineering majors, and GT alumnae. e four-hour event, to be held at Tech’s Student Center Ballroom, can accommodate about 200 girls. Attendees typically come from middle schools through the state, and homeschooled students are also welcome. Registration begins in early November, and a $15 registration fee covers costs like student materials, lunch, and a T-shirt. Parents are invited to attend a parallel program the same day, but they are responsible for their own lunches. e deadline to apply for IAG’s summer camp scholarships, meanwhile, will be sometime in mid-January. Information about the scholarship application will become available in November. For more information about the event or IAG scholarships, contact Ann Blasick, associate director of Women in Engineering, at ann.blasick@coe.gatech.edu or 404-3851862. v

October 2012

Program Management assuring project successâ&#x20AC;Ś

By Blake V. Peck, PE, CCM | President/COO | MBP Program management is the practice of professional construction management (CM) applied to a capital improvement program of one or more projects from inception to completion. Comprehensive construction management services are used to integrate the different facets of the construction process to provide standardized technical and management expertise on each project. Choosing the right Program Manager (PM) assures project success under any delivery method and should be used to facilitate all phases of a complex projectâ&#x20AC;&#x2122;s process: planning, design, procurement, construction, commissioning, and closeout. PMs can also help owners reach their goals for a successful project by focusing on everything from bonding issues to community involvement, and right

Building Your Future in Engineering

National Geospatial-Intelligence Agency New Campus East of way clearance to utility relocation. The right CM firm can help identify the best opportunities for the success of your project by pairing technical knowledge with practical experience. Construction Managers (CM) provide a program of management techniques and expertise tailored to owner and project needs and independent of the chosen contract form or project delivery method. It is this management approach that makes construction management unique. CMs apply and integrate comprehensive project controls to manage the critical issues of time, cost, scope, and quality. It is the matching of services to project/owner needs that makes construction management a cost effective approach to managing project delivery.

A significant advantage of using a CM is that the organizational structure is not dependent on a single model or set of models. Generally, CMs fall within two categories: ‘agency’ or ‘at-risk.’ In ‘agency construction management’ the CM assumes the position of professional advisor or extension of staff to the owner. The owner lets most of the contracts, and certain cost and performance risk is placed on the contractors. In these cases, the CM is in a position to offer advice unencumbered by any interests other than those of the owner and the project. The term agency infers, as is intended, a delegation of function to the CM by the owner. As a consequence, it is possible that certain tasks and responsibilities place the CM in a legal agent relationship with the owner. The necessity for openness and candor between the CM and owner is paramount. When the CM’s role includes a construction performance function, it is known as the ‘CM At-Risk’ approach. In this approach, which can often occur under a guaranteed maximum price (GMP) contract format, the CM will assume additional obligations and will undertake construction responsibilities during the construction phase. At that time, the CM is typically placed in a legal position similar to that of a contractor entering into a traditional construction agreement that provides for the completion of the construction work for an established price. A contract agreement will establish the scope of services and will also define the relationship of the parties. Construction management has been used successfully in all delivery methods by owners who do not ordinarily maintain a staff of adequate size with all of the necessary skills to deal with the complex responsibilities involved in the delivery of major capital projects. The CM frequently helps the owner identify which delivery method is best for the project. The construction management approach utilizes a firm (or team of firms) with construction, design, and management expertise to expand the owner’s capabilities temporarily, so that the owner can accomplish its program or project successfully. A CM frequently has a role in both traditional and alternative project delivery methods as a trusted advisor to the owner in oversight of the party at risk in the arrangements. In such cases, the CM may have a reduced scope of work, but participates in the decision-making process on behalf of, and in concert with, the owner. This can be particularly helpful in design-build where substantial scope definition responsibility, design quality management, and project control have been assigned to the design-builder, and the traditional oversight provided by the designer no longer exists. Construction management includes a significant component often missing from the project delivery systems—a comprehensive management and control effort applied to the project for the owner, beginning in the early program

planning stages and continuing through project completion. It involves the application and integration of comprehensive project controls to the design and construction process and generally includes the following: • Development of a written scope of work understood by all of the participants • Development of thorough design criteria for issue to the designer • Design quality assurance throughout the design process • Consideration of material, systems, and process alternatives • Constructibility review • Code compliance review • Milestone cost estimating - to ensure design is consistent with the budget • Matching construction spending to funds availability • Construction specification compliance • Continuous monitoring of the schedule The implementation of these management activities turns the planning, design, and construction process into one that maximizes the owner’s control over the project’s scope, quality, time, and cost, and adds predictability of the outcome of the project from start of programming to completion of construction. Early development of the scope of the project provides information for the establishment of a baseline budget and schedule. Because of the continuous monitoring of the schedule and project cost during the progress of the project, the impact of changes and new information on this baseline can be evaluated and corrective action taken when most effective. Well formulated and priced construction bid packages, developed during the planning and design process, are the key to minimizing changes and avoiding disputes and delays during construction. This is the owner’s most powerful tool in assuring a positive outcome for the project. The addition of a CM does not reduce the owner’s control over the project, but enhances it through the owner’s acquiring, as adjunct staff, an organization of experts in the design and construction process that will enable the owner to make informed and timely decisions as the project progresses. When an owner implements a program or project using a consultant CM, it allows the owner to make use of the expert advice available—advice that is unaffected by any potential conflict of interest. The owner is still able to obtain the advantages of the many procurement methods, but with much greater control over the outcome. v

October 2012

Your Last Final, Your First Interview… What next? By Dr. Ruth Middleton House | Westleigh D. House

underestimate the power of a kind or ou triumphed over encouraging word. your last final, you Take charge of your own developaced your first interment. In this economy, funding for edview, and you acucation and training is tight. Besides cepted your most that, many companies are scrambling to exciting job offer. do more with fewer people: that expeStill, your first job out of school may not rienced person you’d love to shadow be the dream job you have expected. may simply not have the time to give Dream job or not, you want to make the you any guidance. Neither the reduced most of it. If you follow a few imporfunding nor the time constraints stem tant guidelines now you will better prefrom malice. They stem from the curpare yourself for that first job experience rent economic reality. and set a pattern of success for the rest of The take-away? Lay out the objecyour career. Dr. Ruth Middleton House tives of your own development plan. Recognize that there’s a lot more to the business of engineering than engineering. That chal- Share it with your manager at work and see what company lenging design work that you are so eager to get to may not support is available to help you. But don’t stop there. Look be the first thing that finds its way to your desk. Before you for alternative ways to meet your objectives: read, attend get to that work, you may need to: respond to client ques- lectures at a local university, go to book signings with pretions, develop drawing standards, use the printers, prepare sentations by the author, and check for educational topics drawings, even mail your own packages. If you are in a on sites like ted.com. Stay connected. Check in with your highly regulated industry or within a traditional hierarchy professional association sites like ASME (American Society of Mechanical Engineers) and ACEC (American Council of there will also be paperwork, paperwork, paperwork. The take-away? In engineering—as in everything Engineering Companies). Talk to well-read friends about else—you need to work from the bottom up. Learn the tasks what they are learning and doing; and always network. Network, Network, Network! You never know if that at hand and do them in good faith and in good spirits. The more you learn, the more valuable you are and the more in- acquaintance you met at a ballgame or a seminar will lead to dependent you can be. Use every assignment as an oppor- opportunities down the road. Maybe a vendor you’re dealing tunity to learn the task, to learn your organization, and to with or the friend of a classmate knows someone who is looking for the skills you have. Being open to opportunities build relationships. Consistently treat other people with respect—no mat- will allow you to invest in yourself. Maybe that person you ter what. Let your own values guide your behavior—not the gave directions to at the corner will end up being the next values of ‘the other guy.’ An angry reaction to a driver who person to interview you. Never burn bridges. Networking has cut in front of you in traffic can result in a vehicular properly will allow you to further achieve your goals, and mishap on the road; an angry reaction to someone who the people you know will be your number one resource if treated you badly at work can result in a career misstep on you ever need help. Your first job out of school may not be everything you the job. The take away? When you feel anger rising, delay your dreamed of. But it can be a good experience. You increase reaction: ‘Count to ten’ just like our Moms and Dads told the odds of that when you: us. Later, when you can deal with the situation even-hand- • Recognize that there is a lot more to the business of engineering than engineering. edly, focus on the relationship going forward—not on the thing that went wrong. • Consistently treat other people with respect—no matIn addition, show respect for coworkers by giving credit ter what. where credit is due. Complement the praiseworthy work of others and acknowledge their job well done publicly. Don’t • Take charge of your own development. v

Building Your Future in Engineering

Mercer University

Mercer School of Engineering graduates are changing the world, especially in the state of Georgia. ey enter the work force equipped with solution-focused, real-world experience, and a commitment to serving their communities. “Having spent my entire career in engineering education, Mercer is by far the most unique and student-centered institution with which I’ve been associated,” said Dr. Wade H. Shaw, Kaolin Industry Chair and Dean of Engineering at Mercer. “e faculty is committed to teaching and our students are attracted to our friendly and focused atmosphere.” With a full-time faculty of 30 professors and just over 500 students, the school prides itself on an environment where everyone matters and student success is priority one. Mercer School of Engineering is one of the few engineering schools oﬀering 129-credit programs in a university setting that also oﬀers degrees in medicine, law, business, music, education, nursing, pharmacy, liberal arts, theology, and the sciences. In the early 1980s, engineering leaders from central Georgia and the U.S. Air Force approached Mercer University with an unusual request: create a school to help fill their need for engineers with a solid, multidisciplinary foundation. Dr. R. Kirby Godsey, Mercer’s current chancellor who was president at the time, garnered the support of the Mercer Board of Trustees to take a bold step in the history of en-

gineering education in Georgia. Bolstered by public and private support, financial generosity that continues to this day, the Mercer University School of Engineering opened its doors in 1985. e first students were introduced to a broad range of engineering theory and professional instruction during their studies—another ongoing tradition. In l987, the University founded the Mercer Engineering Research Center (MERC), exposing students to sponsored research and problem solving. e Mercer School of Engineering prepares students to serve the rapidly changing demands of a new century. e academic programs provide breadth and depth. Mercer graduates are equipped to deal with technical topics and with the challenges of practice in the future. Engineering professors bring insight and wisdom from many diﬀerent perspectives, practical experience, research projects, and the roles of teachers and parents. Students combine technology with community service through opportunities to serve like the popular Mercer on Mission program where students join faculty in outreach projects for under-developed places around the world. At Mercer, the Bachelor of Science in Engineering (BSE) degree takes an interdisciplinary path that's praised by employers for its comprehensive balance of technical concepts. e core curriculum includes courses in electrical, mechanical, and industrial engineering. In fact, compared with those in typical engineering programs, Mercer students actually take more engineering courses, all with a communi-

October 2012

cation—enhancing focus on the written and spoken word. Specialties can be completed in one of six engineering discipline areas: biomedical, computer, electrical, environmental, industrial, and mechanical. Mercer’s BSE program is accredited by the Engineering Accreditation Commission of ABET Inc. A major distinction between the Mercer engineering ex perience and that of a student at a large, research university is the emphasis on engineering design in the freshman year. First-year engineering students are required to work in teams to create a device which ‘competes’ against other devices in an end-of-year competition. is activity gives Mercer engineering students an experience unmatched at larger universities. Mercer is also one of the few engineering schools offering a major and minor in technical communication. is program also provides a solid communication foundation for students enrolled in a highly-technical degree program. A strong liberal arts component is a hallmark of Mercer’s undergraduate curriculum. Bachelor of Science in En gineering candidates have the flexibility to craft unique undergraduate minors, pursuing interests that vary from pre med to music to business administration, and more. Mercer engineering students take advantage of the popular ‘5th Year Program’ where juniors can apply to the 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 op erating unit of Mercer University devoted to the performance of sponsored scientific and engineering research for governmental, industrial, and commercial markets. MERC employs engineers and scientists, faculty, and students to en hance the discovery and utilization of knowledge to solve real problems. e Mercer Engineering Research Center provides Mercer students with an outstanding opportunity to learn professional practice skills and experience hands-on en gineering. For practicing engineers and full-time professionals, evening and online master’s degree classes are offered. Students can complete a research thesis, a design project or a course intensive program of study. Internships are popular options. Mercer offers Master of Science degrees in all areas: biomedical engineering, computer engineering, electrical engineering, engineering management, environmental engineering, environmental systems, mechanical engineering, software engineering, software systems, technical communication management and technical management. e School of Engineering is also one of only 19 engi-

Building Your Future in Engineering

neering programs in the United States which has received funding from the Wisconsin-based Kern Family Foundation to create an engineering entrepreneurship program. Its goal is to promote an entrepreneurial mindset in students through lectures, faculty advising, and networking. Mercer has added a Certificate of Achievement in Engineering Entrepreneurship option into the curriculum, as well as new senior design projects with local businesses and entrepreneurs. By design, the Mercer School of Engineering is distinct from other engineering schools/colleges in the region. As a private institution, the university has more flexibility to adapt to changing industry needs. In addition, the curriculum delivers exceptional value, both in the breadth and depth of its scope. Mercer School of Engineering graduates are recruited and appreciated by top companies. ese employers know that Mercer students are experienced in solving real problems and communicating with others, qualities not often stressed by many schools. Graduates have joined fellow alumni at companies such as Lockheed Martin, Georgia Power, Siemens, and Gulfstream Aerospace. e school continues to supply more entry-level engineers than any other school to the Warner Robins Air Logistics Center, Georgia’s largest employer. Each student is required to complete a senior design project with an external client, many of which are corporate/government entities. A distinction for Mercer students is that the School of Engineering provides its undergraduates with a private lab space for design projects. rough the Industrial Experience Program, students earn academic credit by working under a practicing engineer. ese short-term experiences are encouraged because they provide hands-on learning opportunities with some of the most prestigious companies in the country. v

MERCER UNIVERSITY FACTS Faculty: 30 Dean: Wade H Shaw, Ph.D, PE (478) 301-2459 Undergraduate students: 400-450 Distance Learning: Yes. DL offers hybrid and online only graduate courses and degrees Estimated undergraduate costs: Tuition & Fees: $32,466 Room & Board: $6,000 - $11,000 Personal Expenses & Transportation: $2,000 Books & Supplies: $1,200 Total: $44,666

Southern Polytechnic State University By Thomas R. Currin Ph.D., P.E., Dean, School of Engineering In the past five years, SPSU has become the second largest engineering school in the state of Georgia while maintaining its position as one of the largest and most respected engineering technology schools in the country. Emphasizing undergraduate research and preparation for service in industry through the fusion of technology with liberal arts and sciences, SPSU is producing graduates who are prepared to be leaders in an increasingly technological world. As Dean of the School of Engineering, it is my job to develop, maintain, and/or grow engineering programs which are needed in the state of Georgia and do so at the academic level to which Georgians, especially Georgia industries, have become accustomed. Yet, this needs to be accomplished in an environment of declining state funds and phenomenal growth in enrollment. It is has been and continues to be a challenge. To put this challenge in proper context, consider this. Eighteen hundred engineering students will grace the halls of SPSU this fall, 1400 more than just three years ago. In the fall of 2009 when the civil engineering, electrical engineering, and mechanical engineering programs were added to the existing four undergraduate engineering and two graduate engineering programs, the floodgates seemed to open and there doesn’t appear to be an end in sight. Currently, SPSU oﬀers the following nine engineering degrees: • Bachelor of Science in Civil Engineering • Bachelor of Science in Construction Engineering • Bachelor of Science in Electrical Engineering • Bachelor of Science in Mechanical Engineering • Bachelor of Science in Mechatronics Engineering • Bachelor of Science in Software Engineering • Bachelor of Science in Systems Engineering • Master of Science in Software Engineering • Master of Science in Systems Engineering We have sought and obtained ABET accreditation of the 36

Thomas R. Currin Ph.D., P.E. Construction Engineering (2010) and the Software Engineering (2012) degree programs. e Mechatronics Engineering program will be reviewed in 2012 while the rest of the programs will be reviewed in 2013. Obtaining accreditation is important but can’t be rushed, since a program cannot receive accreditation until it has graduates. If you review the list of degrees, you’ll notice that several of our programs are atypical. For example, Construction Engineering was established in 2006 in response to industry requests. is is a degree program that blends the best of civil engineering with the best of construction management to prepare the graduates for the large-scale construction industry. Developed in collaboration with North Carolina State University, it is now one of only 11 accredited programs of its type in the country. Similar in its interdisciplinary emphasis to the con-

October 2012

struction engineering program, the Mechatronics Engineering program was established in 2006 and blends several engineering disciplines to develop graduates who can succeed in the robotics industry and similar areas. e graduates are well schooled in electrical and mechanical engineering along with computer science and software engineering to prepare them for their future roles as interdisciplinary team leaders. With strong support from industrial partners such as Siemens, Lockheed, and Kia, SPSU has been able to create the Mechatronics Education and Research Center and provide collaborative education and research opportunities for undergraduates and industry. Systems engineering was another 2006 startup which, again, was in response to industry requests. is degree program’s generation was a little different in that the Master of Systems Engineering, an online program created with the generous support of Lockheed, actually preceded the creation of the baccalaureate. At times it has been a challenge getting the typical incoming freshman to understand what systems engineering is and what systems engineers do. However, with the addition of the options in aerospace engineering in 2010 and in nuclear power generation in 2011, this problem seems to have resolved itself. en came 2009 and the approval to offer civil, electrical, and mechanical engineering primarily as a service to those who could not attend one of the other state-supported engineering programs due to family or work-related situations. Focused on offering classes before and after normal work hours, as well as online, these programs were designed to create opportunities in Georgia which previously did not exist or could not satisfy the demand. And the response has been greater than expected. By May of 2013 all nine of the engineering programs will have graduates. In 2012, we graduated the first students from the civil engineering and electrical engineering pro-

grams and expect to graduate the first mechanical engineering and baccalaureate systems engineering students in the spring of 2013. So far, we are finding that most of our engineering graduates are staying in the state and working in Georgia industries. If all of this were not enough, during this same time period we have developed specialized engineering research centers, which focus on the education, certification, and research needs of Georgia industries. ese centers bring industry partners together with faculty and students to address realworld problems of varying scales. Some examples of centers we are growing include the Georgia Pavement Research Center, Alternative Energy Innovation Center, Center for Nuclear Power Generation, International Knowledge and Research Center for Green Building, the Center for Advanced Materials Research and Education, and the Mechatronics Education and Research Center. My apologies for being so brief, but a lot is happening and continues to happen in the School of Engineering at SPSU these days and putting it all in a short article doesn’t leave much room for details. Should you want to know more, please feel free to e-mail me at Engineering_ Dean@SPSU.edu or I’d be happy to come and tell the SPSU Engineering story to your organization. It is an exciting time to be at SPSU and be a part of the creation of the School of Engineering. v

SOUTHERN POLYTECHNIC STATE UNIVERSITY FACTS Fall 2012 enrolled students: Civil Engineering Construction Engineering Electrical Engineering Mechanical Engineering Mechatronics Engineering Systems Engineering (undergraduate and graduate programs) Software Engineering (undergraduate and graduate programs)

Building Your Future in Engineering

223 33 320 528 252 82

Fall 2012 in-state tuition for undergraduates: 12 hours $2,103 15 or more hours $2,628 Fees $711 Fall 2012 out-of-state tuition for undergraduates: 12 hours $7,482 15 or more hours $9,352 Fees $698

194

2012 Salary Survey of Northeast & South Atlantic Engineering Firms e following is the third 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. 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, Puerto Rico. mean

median

lower quartile

upper quartile

Civil Engineer Entry-level Project engineer Project manager Department manager Principal

$49,947 $65,866 $88,399 $110,097 $135,620

$51,400 $66,300 $88,580 $112,216 $135,000

$48,600 $58,500 $79,900 $94,765 $114,753

$56,680 $77,756 $103,000 $140,073 $152,700

Structural Engineer Entry-level Project engineer Project manager Department manager Principal

$52,433 $71,082 $85,893 $105,206 $125,095

$53,560 $71,500 $87,256 $106,000 $115,648

$48,400 $62,000 $78,000 $92,222 $106,704

$59,020 $77,917 $100,620 $122,720 $136,032

Electrical Engineer Entry-level Project engineer Project manager Department manager Principal

$48,907 $66,069 $78,622 $93,302 $112,295

$57,200 $67,704 $85,000 $102,232 $122,564

$47,890 $61,000 $73,580 $95,929 $106,000

$61,151 $84,073 $99,840 $108,742 $141,232

Mechanical Engineer Entry-level Project engineer Project manager Department manager Principal

$60,315 $62,057 $78,037 $106,999 $110,747

$54,792 $65,589 $83,020 $122,051 $125,450

$39,520 $57,165 $78,000 $100,000 $106,000

$59,384 $77,803 $102,216 $138,700 $147,785

Geotechnical Engineer/Scientist Entry-level Project engineer Project manager Department manager Principal

$40,996 $66,043 $79,506 $108,110 $108,861

$52,594 $67,964 $85,300 $100,672 $129,376

$47,000 $65,000 $80,080 $92,200 $89,119

$56,160 $79,872 $104,027 $130,000 $135,866

Environmental Engineer/Scientist Entry-level Project engineer Project manager Department manager Principal

$44,101 $58,247 $78,655 $98,863 $114,455

$46,600 $62,000 $83,827 $99,341 $134,680

$42,000 $56,160 $75,000 $93,000 $110,000

$49,568 $66,518 $90,334 $117,193 $138,424

October 2012

mean

median

lower quartile

upper quartile

Traffic/Transportation Engineer Entry-level Project engineer Project manager Department manager Principal

$47,142 $59,179 $83,273 $101,189 $130,350

$50,960 $62,339 $86,000 $107,702 $125,133

$48,000 $56,000 $77,000 $93,694 $116,480

$56,692 $67,610 $97,115 $123,000 $164,000

Planner Entry-level Project engineer Project manager Department manager Principal

$44,231 $56,376 $78,099 $89,345 $101,079

$48,000 $61,006 $80,080 $106,454 $112,000

$40,000 $54,704 $75,004 $91,904 $99,878

$56,638 $70,658 $98,800 $132,923 $117,000

GIS Professional Entry-level Project engineer Project manager Department manager Principal

$41,091 $60,691 $71,680 $89,290 $119,032

$44,366 $62,005 $82,000 $91,000 $136,032

$40,268 $54,000 $68,640 $74,327 $108,160

$46,384 $66,144 $89,440 $114,500 $155,000

Land Surveyors Instrument Person I Survey Technician Field Survey Party Chief Project Surveyor Survey Department Manager

$30,304 $37,087 $44,261 $52,248 $80,645

$29,692 $34,000 $47,340 $59,950 $90,480

$25,000 $29,660 $39,155 $45,000 $75,800

$45,000 $56,200 $52,254 $73,000 $99,986

Civil Engineering Technician Entry-level Mid-level Senior-level

$37,406 $49,388 $56,906

$40,000 $50,000 $62,000

$30,000 $43,853 $52,659

$48,351 $56,500 $67,080

Mechanical Engineering Technician Entry-level Mid-level Senior-level

$31,151 $40,326 $48,885

$32,100 $40,050 $58,787

$28,800 $35,100 $26,300

$37,440 $48,013 $70,000

CADD Operator Entry-level Mid-level Senior-level

$38,368 $48,674 $60,774

$40,750 $51,250 $60,528

$35,000 $43,966 $54,000

$45,103 $55,453 $71,240

Field Technician Entry-level Mid-level Senior-level

$40,437 $53,648 $67,958

$43,680 $55,000 $72,000

$33,622 $40,000 $49,674

$49,139 $65,000 $88,400

* Based on a sample too small to yield meaningful values.

Building Your Future in Engineering

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. Vanderbilt appeals to engineering students who want to put their careers and lives into a rich context. 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.

Zac Diggins, a Cornelius Vanderbilt Scholar who uses the engineering school’s summer research program to work in the Radiation Effects Research lab, likes the advantages a liberal arts university offers. The Hoover, Alabama, native says, “Vanderbilt engineering appealed to me because I like how the school fits into the university as a whole. I really like being with a variety of students instead of going to a tech school.” The strong liberal arts component is a tangible benefit for an engineering student. Vanderbilt students who go directly into engineering employment have found the liberal arts aspect of their education an asset in finding jobs and a further benefit to promotion to management positions. 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 Student Samrat Bhattacharyya and mechanical engineering professor Nabil Simaan discuss the design of a parallel robot for microsurgery.

October 2012

with subjects beyond the borders of engineering often factor 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 engineering, and energy and environmental systems may be combined with majors, as can minors offered through the College of Arts and Science. 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. 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, materials science and engineering, 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 doctorates 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. 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.

Building Your Future in Engineering

Critical health care research initiatives are ongoing in 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 leadingedge research of significant importance to critical commercial and government systems, including model-based design of trustworthy information systems, diagnostics of complex systems, and tools for the design of embedded systems. 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 August 2012: 5,378 applicants, 320 slots Average SAT score: 1488 Undergraduates: 1,302 Graduate students: 448 Percent of female undergraduates: 31% Percent of minority undergraduates: 19% Tenure/tenure-track faculty: 85 Research expenditures (FY2012): $62.8 Million Tuition: Check Vanderbilt Web site

The University of Georgia ounded in 1785, the University of Georgia prides itself as being the nation’s first state-chartered university and the birthplace for public education. Today, the University of Georgia is a national leader among public universities in the numbers of major scholarships earned by our students. UGA has had seven Rhodes Scholars and ten Truman Scholarships since 1995. In the same period, UGA students have won 43 Goldwater Scholarships. In 2008, UGA was the only public university in America with two Rhodes Scholars. In 2003, UGA scored a “grand slam,” being the only public university in America with winners of the Rhodes, Marshall, Truman, and Goldwater Scholarships in the same year.

F 42

October 2012

In 2011-2012, UGA was one of only four institutions in the nation with the maximum of four Goldwater Scholars; one of only two universities with three Udall Scholars, and one of only four universities with at least five Boren Scholars. UGA students also garnered a prestigious Marshall Scholarship and 17 Fulbright Scholarship offers, placing the University among the top tier of academic institutions with regard to national awards. We were well represented, as a UGA alumna garnered the coveted MacArthur ‘Genius’ Grant for the second time in three years. UGA also consistently ranks high on the list of top 50 public universities in the nation, tying for 23rd on the 2012 U.S News and World Report’s list and being named as sixth for overall value by Kiplinger’s Magazine in 2012. With expansive learning centers, including the recently built 100,000-square-foot Tate Center Two, award-winning food services, and exceptional recreation and health centers, UGA students receive an unparalleled college experience. In between classes, students can study on the beautiful, historic North Campus or walk the quaint streets of downtown Athens, where stars like John Mayer and R.E.M. caught their first big breaks. As a classical liberal arts university and a land grant institution, the University of Georgia has been a leader in agricultural engineering since the 1930s with degrees at the bachelor’s, master’s and PhD level. In the early 1990s, UGA’s engineering program added biological engineering to its list and in 2006 added degrees in environmental, biochemical, and computer systems engineering to respond to the growing needs for energy, human health, and technology education in today’s society. Currently, engineering undergrads at UGA can pursue bachelor’s degrees in the following disciplines: Agricultural Engineering, Biochemical Engineering, Biological Engineering, Civil Engineering, Computer Systems Engineering, and Environmental Engineering. Responding to the growing demand for an engineering

Building Your Future in Engineering

education by Georgia residents and the need for engineers by Georgia industries, UGA will begin admitting students to the B.S. Electrical and Electronics Engineering and B.S. Mechanical Engineering in 2013. To enhance its impressive array of educational offerings, UGA’s engineering program continues to add new courses and introduce innovative teaching methods such as synthesis and design courses and virtual reality educational techniques. UGA’s engineering faculty specialize in a range of leading research areas such as biophotonics, waste management, sustainable systems, bioenergy, microfluidics, nanomaterials, electrochemical systems, engineering ecology, and engineering education. Many engineering students engage in undergraduate research experiences with faculty mentors. UGA provides an engineering education in a liberal arts environment. This environment prepares graduates to be technically excellent in science, mathematics, analysis, and synthesis, to have an innovative curiosity for creative adaptation from learning, unlearning, and relearning, and to have a humanistic consciousness grounded in humanities, arts, and social sciences. Engineering academic programs encourage students to think both critically and creatively. And because the program is small, engineering students at UGA develop mentoring relationships with faculty as a part of a well rounded educational experience. Engineering undergrads at UGA benefit from a learning environment that imitates the diversity of the society in which they will live and work. Students build a network of friends and faculty that excel in every field from business to law and other science majors like infectious diseases and biology that will help them advance throughout their careers. Overall, UGA’s engineering program develops each of its students into active and engaged engineers who will be unafraid of a challenge and ready to enter practice after graduation. v

UNIVERSITY OF GEORGIA FACTS Georgia Resident

Out-of-State Resident

Tuition and Fees $9,482 Typical Residence Halls $5,088 Typical 7-Day Meal Plan $3,882 Tuition, Room & Board $18,812 Estimated Books & Supplies $848 Estimated Living Expenses $1,590 Total Cost $21,250

$28,052 $5,088 $3,882 $37,022 $848 $1,590 $39,460

PURPOSE BUILT

Georgia Southern University

When engineering classes at Georgia Southern University began in fall 2011 following approval to become the state’s newest engineering school, no one could have imagined just how quickly the programs would take off. In just more than one year, applications and enrollment have skyrocketed and the university has even established a dedicated college to house its engineering and IT programs. “The new College combines mechanical, civil and electrical engineering programs with our existing computer science and information technology programs to create an educational environment unlike any other in this region,” said Brooks Keel, Ph.D., the University’s 12th President and the man who led the charge to secure engineering programs at Georgia Southern. Keel’s background, which includes senior leadership roles at LSU and Florida State, is already helping Georgia Southern to become one of the most popular universities in the state and country. “We saw engineering as a way to address a specific need in our state and region,” he says. "An adequate supply of engineers is critical not only to the goal of fostering a statewide environment that nurtures high-tech industry, but to the future prosperity of Georgia." Interest Leads to New College Georgia Southern University, in order to continue to advance educational and economic development opportunities

in southeast Georgia, formed the Allen E. Paulson College of Engineering and Information Technology. In just over a year, the college’s programs are in high demand, and Georgia Southern is working to ensure that it is well positioned to meet the training needs of the state, region and country. “Our engineering students are going to graduate workready. Our college of Engineering and IT teaches theory, but our main focus is on providing our students with the opportunity to gain valuable practical experience that will make them extremely attractive to employers.” Pairing its engineering and information technology programs in one College was the brainchild of several different people – all who thought that the combination would offer a wide variety of benefits to Georgia Southern students. “The college is already opening new avenues of research for our faculty and students as we exploit synergies between engineering and information technology,” said Mohammad Davoud, interim dean of the college, who in addition to his university experience has served as a professor of Mechanical Engineering for more than 25 years. “Our focus is on giving our students real-world experience—hands on experience. We want them to not only learn theory, we want them to get their hands dirty.” If measuring applicants and enrollment is any indication, students (and their parents) are buying into the idea in record numbers. In just one year, applications have spiked as parents and students not only learn of the programs, but also discover they have another choice for engineering in Georgia. That’s something parents, particularly those that are focused on taking advantage of the state’s unique HOPE scholarship program, are very interested in. “Until Georgia Southern was approved, there just were not that many instate options for Georgia students interested in engineering,” says Davoud. “When they discover the hands-on approach

October 2012

we’re taking here combined with probably one of the best college campuses and experiences in the country, it’s like a light bulb going off. It’s like they’ve discovered a really wellkept secret.” Supply vs. Demand One of the key reasons behind Georgia Southern being approved to offer engineering programs was simple according to Georgia State Senator Jack Hill, “There is definitely a demand for well-trained engineers with hands-on experience, and Georgia Southern University is the perfect place to offer engineering programs. Georgia companies and those considering Georgia for their manufacturing operations or hightech businesses continue to need well-trained engineers, and supply continues to be an issue.” According to the U.S. Department of Labor, during the 2008-2018 decade, overall engineering employment is expected to grow by 11 percent. According to Georgia Southern officials, a growing number of high school juniors and seniors along with their parents are seeing this as an additional incentive to pursue a degree in engineering in-state. “Why go out of state? Why pay twice or sometimes three times the tuition for an engineering degree out-of-state when you can earn a degree from a growing and major university right here in Georgia,” says Davoud. For Georgia Southern, the numbers tell the story. In 2012, Georgia Southern was once again named one of the Top Ten Most Popular Universities in the country by U.S. News & World Report. The ranking, which is based on the number of students who apply and then attend, has Georgia Southern tied with ivy league powerhouse Yale University at number seven. “What this ranking is telling us is that when students visit campus, they choose Georgia Southern.”

ment manufacturer JCB, are providing the university and its newest crop of engineering students unique opportunities that are essential to building a renowned applied engineering program. Georgia Southern is quick to point out that engineering is an applied discipline and it is focused on not only providing opportunities for student learning, but faculty research. “The benefit is two-fold: we are not only providing companies with practical solutions to problems they may not have the manpower to solve, but also supplying the workforce with more skilled engineers,” says Keel who recently finished recognizing the university’s students on a strong performance at the recent Society of Automotive Engineers’ Formula SAE competition. “We’re testing bio-fuels, building wind turbines, working with industry representatives, and publishing peer-reviewed articles,” he says. “Our engineering programs have been purpose built. Our students have the opportunity to learn at a world-class university, gain hands on research/project experience and they are going to be extremely competitive. More importantly, they are going to be work ready and that’s a really big deal for employers and for this state.”v

Engineering a Solid Future So where to from here? Long before the university was approved to offer the new bachelor’s degrees, officials were thinking about the possibilities. In recent years, Georgia Southern has been expanding its focus on research and is including undergraduate students in projects that would normally be untouchable at many larger engineering programs. “Our faculty and students are working side-by-side on projects that not only offer hands-on learning opportunities, but are producing real-world results,” says Davoud. “The result is a great resume for our students and great research that positively impacts our state and economy.” Close relationships with major industry including Gulfstream, Great Dane, Briggs & Stratton, and heavy equip-

Building Your Future in Engineering

October 2012