Frontiers of Engineering Reports on Leading-Edge Engineering from the 2003 NAE Symposium on Frontiers of Engineering (2004) / Chapter Skim
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Appendix A: Breakout Session
Appendix A: Breakout Session
Pages 141-152
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From page 143... ...
Why should public awareness matter to engineers? Does the public have a negative view of engineering?
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From page 144... ...
People may also be influenced by what they read in the media (e.g., public outcry about biomedical engineering followed negative feedback by patients with breast implants; public praise of biomedical engineering followed the revelation that a celebrity had received hip implants)
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From page 145... ...
A higher level of public awareness of engineering can lead to an increase in the interest of students in engineering as a profession and an increase in the number, diversity, and quality of individuals who select engineering as a profession. Public awareness also contributes to the attraction of talented students from abroad, some of whom return to their home countries as positive ambassadors of the United States.
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From page 146... ...
In either case, the emphasis would be on engineering contributions that have influenced the development of society and would define engineering as a career option. All levels of engineering professions (from blue collar workers with technical certificates to research scientists with advanced degrees)
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From page 147... ...
· Engineers should educate the public about safety, which would help create market demand for safe products, which would then drive engineering design.
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From page 148... ...
Engineers might elect a panel to review and issue guidelines to clarify what should and should not be published, but this may be possible only in select industries. Group 3B The group discussed many types of information controlled in the United States, ranging from information classified or otherwise restricted by the U.S.
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From page 149... ...
Group 4A The group began by defining "engineer." According to the definition on page 6 of Raising Public Awareness of Engineering, "Engineers do applied research aimed at improving the quality of life." Many reasons were given for why the people in the group had become engineers: an early love for computers; a father who was an engineer or in a profession where he worked with engineers; a desire to learn problem-solving methods; a desire to be in a field that did not require knowledge of a foreign language; a desire to participate in the space race and a passion for space exploration; the default profession because the individual did not want to become a doctor (which parents wanted) ; prestige of the profession; appreciation for what engineers do; a desire for job security; a fascination with video games and a desire to learn how to design them; discovery of a talent for proving theorems.
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From page 150... ...
People who become accustomed to working with people from a variety of cultures become more inclusive, which is a virtue. The following can be done to make the engineering workforce more representative of the population as a whole: initiate more K-12 outreach programs; require students to take more math/science; educate teachers in presenting science/math/engineering in a way that is fun and accessible; quadruple the salaries of K-12 teachers; encourage interaction by having role models come into K-12 schools; develop a "carrot/stick" approach to encourage people to interact in a sustained way, perhaps by increasing vacation days for each K-12 visit; arrange for a K-12 teacher to do a sabbatical at a university or in a company then return to his/her school to share the lessons from the experience.
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From page 151... ...
· The European Union and Japan graduate many more engineers than the United States; something about U.S. culture discourages people from pursuing .
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