What is Engineering?


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An introduction to engineering for K-12 counselors and educators. Strategies are introduced for introducing students to engineering. This presentation was designed for the educators who participate in the T-STEM Gender Equity workshops hosted by WTIF-HTHH. This specific workshop was presented on Dec 1, 2010 by Meagan Ross (mail@meaganross.com).

Published in: Business, Technology
  • thanks a lot engineer is assembly person taking the information from physics ,chemistry,math, economics.,,,,etc and than create the system in other word the engineer is puzzle solver.
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  • good very useful for new commers
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What is Engineering?

  1. 1. 01 December 2010<br />What is engineering?<br />Meagan Ross<br />Ph.D. Student <br />Engineering Education<br />Purdue University<br />Tegwin Pulley<br />Strategic Planning & <br />Diversity<br />Women of TI Fund<br />A partnership with the Dallas Women’s Foundation<br />
  2. 2. Objective <br />You will learn about engineeringin the context that appeals to students, and you will be prepared to use these messagesto introduce students to engineering according to their work values.<br />
  3. 3. In groups of 2, <br />make a list of 20 things <br />you’ve used TODAY <br />that have been <br />engineered.<br />Activity<br />
  4. 4. Can you identify ONE thing <br />that you used today <br />that wasn’t touched <br />by an engineer?<br />Activity<br />
  5. 5. Life takes engineering<br />How can you use these activities <br />to talk about engineering with <br />your students? <br />Application<br />
  6. 6. Do you know an engineer? What do they do?<br />Engineers <br />make a world of <br />difference and help<br /> shape the future<br />Discussion<br />
  7. 7. Engineers <br />make a world of <br />difference and help<br /> shape the future<br />Example<br />
  8. 8. Engineers <br />make a world of <br />difference and help<br /> shape the future<br />Example<br />
  9. 9. Tom Landry<br />Industrial Engineer<br />Engineers <br />make a world of <br />difference and help<br /> shape the future<br />Example<br />
  10. 10. The most common undergraduate degree among Fortune 500 CEOs is Engineering.<br />1 in 5 CEOs have an engineering degree.<br />Engineers <br />make a world of <br />difference and help<br /> shape the future<br />Source: Spencer Stuart <br />2005 Report<br />Example<br />
  11. 11. Mechanical<br />Civil<br />Environmental<br />Chemical<br />Electrical<br />Business Leader<br />Teacher<br />Doctor<br />Patent <br />Lawyer<br />Marketing& Sales<br />Engineers <br />make a world of <br />difference and help<br /> shape the future<br />
  12. 12. Engineers make a world of difference and help shape the future <br />How can you use real life <br />Examples to introduce engineering <br />to your students?<br />Application<br />
  13. 13. What do engineers <br />look like & how do they work?<br />Stereotype vs. Actual<br />Divide into two teams. <br />Team 1 will make a list describing the stereotypical engineer. Team 2 will make a list describing an actual engineer.<br />Activity<br />Discussion<br />Activity<br />
  14. 14. How do engineers think & work?<br />Engineering <br />Design Process<br />Engineersare creative and <br />collaborative <br />problem-solvers <br />Boston <br />Museum Of Science<br />
  15. 15. Engineersare creative & collaborative problem-solvers <br />How can you use this knowledge <br />to advocate career/education opportunities<br /> in engineering to your students?<br />Application<br />
  16. 16. Engineering is Essential to our Health, Happiness, & Safety<br />Work in groups of two, read through the matrix <br />of engineering jobs and categorize accordingto health, happiness & safety<br />Activity<br />
  17. 17. Engineering is Essential to our Health, Happiness, & Safety<br />How can you use what you learned in this activity to describe engineering to students or teachers?<br />Application<br />
  18. 18. Engineer Your Life> Videos <<br />
  19. 19. SteM Careers, Preparing Students<br />Gender Bias & Stereotypes<br />Implementation<br />Survey<br />Questions & Closing<br />What is Engineering?<br />Engineers make a world of difference and help shape the future <br />Engineering is essential to our health, happiness & safety<br />Engineers are creative & collaborative problem-solvers <br />REVIEW<br />
  20. 20. Work Values<br />White <br />females<br />African Amer.<br />African Amer.<br />Asian<br />Asian<br />males<br />Latino/a<br />
  21. 21. Divide into four groups.<br />Each group will take a quadrant from the work values table and prepare a short blurb on how to introduce engineering to a student with that value. <br />Take notes, and be prepared to share with the group.<br />Activity<br />
  22. 22. What is the student’s passion or primary interest? Relate this to a career in engineering.<br />intrinsic values typically refer to the importance placed on autonomy and interest<br />
  23. 23. Engineering is here to stay… demand for jobs!<br />extrinsic values refer to an importance to make money and have job security<br />
  24. 24. prestige values refer to an importance placed on having a prestigious and respected occupation<br />
  25. 25. social values refer to an importance placed on working with people and making contributions to society<br />Engineering makes a world of difference and is Essential to our Health, Happiness, & Safety<br />Engineering is collaborative & interdisciplinary<br />
  26. 26. Role Play<br />Practice with a partner counseling a student on engineering based on their work values. <br />Ask the student questions to determine their interests & values<br />Use what you’ve learned today to “sell” engineering.<br />
  27. 27. Strategies<br />for Introducing Students to Careers in STEM<br />Use common technology artifacts to initiate conversations (food packaging, office supplies, electronics) to introduce STEM careers.<br />Use the environment around you (construction sites, news articles, healthcare, etc.) as tools to introduce importance & value of STEM careers.<br />Connect students with mentors or host guest speakers. (DFW-STEC)<br />Take advantage of course selection conversations to navigate students toward STEM careers.<br />Talk to parents about encouraging their children to consider STEM careers. <br />Awareness<br />Interest<br />Confidence<br />Application<br />
  28. 28. 3-2-1 Reflection<br />List 3 things you’ve learned in this session <br />List 2 things you will do differently given this knowledge<br />List 1 actionable item based on what you’ve learned<br />
  29. 29. Backup<br />
  30. 30. Status<br />STEM is necessary for sustaining US capacity and global competition for technological innovations<br />
  31. 31. Approximately 50% of middle school students indicate that they do not plan to take mathematics and science courses beyond what their schools require. <br />However, the same students indicate that they would be interested in going to college, and taking college-level mathematics courses. <br />
  32. 32. 1970<br />
  33. 33.
  34. 34. C1970: <br />A survival manual for the girl who wants it all<br />Why shouldn't a girl have everything: career, husband, children, and a fascinating social life.<br />
  35. 35. Implicit bias<br />About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females<br />
  36. 36. Girls<br />In Math & Science<br />Girls earn more credits in math & science courses than boys<br />Female high school graduates have a higher combined GPA in math & science courses than boys<br />In 2009, 55 percent of AP test-takers were girls, but in STEM-related areas on 41%<br />While more females are participating in AP math & science, they are not performing at the levels of their male counterparts<br />Awareness<br />Interest<br />Confidence<br />Application<br />
  37. 37. Gender Gap in Engineering<br />Remaining steady over the past two decades, only 18.6% of undergraduate engineering students are women.<br />In the workforce, only 1 out of 10 engineers is a woman.<br />Computer Engineer <br />2010 Barbie Doll<br />
  38. 38. Leaky Pipeline<br />vs.<br />Chilly Climate<br />Attracting and retaining more women in the STEM workforce will maximize innovation, creativity, and competitiveness<br />
  39. 39. Strategies<br />strategies to <br />encourage females in STEM<br />teaching females students that success in mathematics and science is not based on innate ability<br />increasing exposure of female students to successful female mathematicians, scientists, & engineers<br />providing “prescriptive, informational feedback” <br />creating classroom environments that engage and create lasting interest in science and math<br />Have girls recruit girls: attain a critical mass <br />Emphasize usefulness and relevance<br />Start early and young<br />Application<br />
  40. 40. Objectives <br />You will be able introduce students to careers in engineering based on artifacts, news, and the environment around you<br />You will learn about the gender gap in engineering, and be prepared to address issues impeding girls’ entry into engineering<br />
  41. 41. Backup<br />
  42. 42. References<br />mail@MeaganPollock.com<br />Closing the <br />gap in engineering<br />
  43. 43. Paper Table Design Project<br />Engineersare creative and <br />collaborative <br />problem-solvers <br />Activity<br />