Challenges of engineering education

Some time ago, I received an e-mail from my former student, Joe Watkins (name changed), who after 18 years since his graduation, become one of the pillars of the local BAE System Division. He told me that his son is interested in becoming an engineer and asked if I had any previous experience in teaching two generations of the same family. I easily recalled Joe who used to come to my home and we both, young and not-so-young perfectionists, worked on polishing his MS thesis. His first child had just been born and he was sharing sleepless nights of parenting with his wife. I was touched by Joe’s question. I replied that I am proud and willing to deal with the father, son and Holy Spirit (hopefully not too soon with the latter). I look forward to introducing Watkins Junior to the wonderful world of engineering. As a matter of fact, I would like to make such an introduction to most graduates of American high schools. Herein lies a problem I wish to address and discuss possible solutions.
            We are aware of the ever-increasing societal role of engineering in providing the ways and means for the creation of a comfortable habitat for modern humanity. Unlike “natural sciences” that discover laws of nature, engineering deals with the man-made world utilizing mathematics to address the properties of matter in quantitative terms and “bending” these properties for the benefit of mankind. As a species, we are departing further and further from the natural world of forests, caves, and bonfires, and moving deeper into the man-made world of skyscrapers, automobiles, computers, and air-conditioned areas. Consequently, the role of engineers becomes increasingly important, and engineering education becomes an increasingly assured way to obtain guaranteed employment and the means to provide for your family – in spite of inherent ups and downs of the globalized economy.
            Unfortunately, in our society, the role of engineers is taken for granted, and, in competition for the hearts and souls of the brightest American youth, the engineering profession does not offer much glamour and income potential. Engineering is not a popular choice of American high school graduates and “Watkins Junior” is just an exception. In America, engineering has increasingly become the “profession of immigrants” who not necessarily will continue, and formally are not obligated to continue, pioneering traditions of American engineers set forth by Edison and the Wright brothers. The undermining effect of this tendency on our society should not be underestimated.
            Let us examine some factors responsible for this reality. In addition to income and glamour issues, engineering programs are notorious for scaring potential students by the rigors of math. Many high school math teachers, who often had chosen teaching careers because of the same “math scare”, perpetuate this phobia among their students. “Math scare” does not end in the university either. Calculus, as a necessary part of the engineering curriculum, is often presented not as a general-purpose tool that enables us to understand laws of nature and get access to engineering methodologies, but as a combination of formulas, derivations, and theorems that are difficult to memorize. Indeed, instead of a screwdriver that belongs to a professional toolbox, pragmatic American engineering students are often offered a kind of “soap bubble” that they have to carry intact until the day of the final exam. And only those who manage to prevent this bubble from bursting before taking circuits, signal processing and  controls realize, to their amazement, that it is not a bubble after all but a very useful instrument.
            Is there a way to address the “Math scare”? I cannot offer any constructive suggestions at the level of public high schools that would survive the steamroller of the powerful teacher’s union. Sorry. But what we can and ought to do at the university level is quite doable. Mathematics for undergraduate engineering students must be taught not by mathematicians, but by engineers. Only engineers can address the pragmatism of an American engineering student by starting from the problem that must be solved and then offering necessary mathematical and computer tools for its solution. It is time to realize that for many reasons, including but not limited to liability, industry does not and would not rely on derivations made by an engineer; consulting mathematicians exist for this purpose. A practicing engineer is expected to use computer tools implementing the most advanced mathematical techniques and providing scrupulous documentation of the initial and final results for possible legal complications. I have no intention to offend bright, witty, theoretical, and highly intellectual members of the mathematical priesthood. Yes, you are still indispensable in any scientific environment and graduate school, but your involvement in the undergraduate engineering education should be limited by the development of the most advanced software tools with symbolic computations and phenomenal graphic interfaces for the young and pragmatic users. Give our students a chance to mature. Some will still come to you for the wisdom and power of real math!
            How does a graduate of an American high school decide to apply to an engineering program? In our experience, it happens primarily because of the personal influence of an engineer, relative, mentor, friends – seldom a teacher. Too often American high schools are not capable of familiarizing their students with modern engineering concepts. Popular TV shows glorify doctors, lawyers, cops, and firefighters; much less often scientists; but virtually never engineers. A high school graduate, especially from a rural area and/or a minority group, has very little chance to get the motivation to become an engineering student. Is there a way out of this unhealthy trend for our nation, other than funding Hollywood to produce a soap opera about engineers and/or doubling engineering salaries (which, on second thought, is not such a bad idea, after all!)?
            The Internet era presents an interesting solution to the above-mentioned problem. The Internet successfully competes against TV for the time of our youth. It facilitates many novel ways to shape the new generation of Americans. I believe that it is time to explore the power of the Internet to offer a new approach enabling both teachers and students at high schools to get valuable insight into the world of engineering. The most intelligent and pragmatic part of high school students could be attracted to engineering by presenting, in popular form, modern engineering concepts and technologies. The effect would be multiplied by the free access to modern high-tech equipment that could not only be viewed from a distance, but also operated by the students. Unfortunately, modern technical systems are too expensive and could be easily damaged by future Edisons and Fords. Installation and maintenance of such equipment is often well beyond the reach of high schools and even universities.
            This is exactly the situation where Internet-accessible engineering laboratories could be very effective. The realization of this concept, developed at Binghamton University, has been funded by the NSF at the proof-of-concept stage, and later was funded under the Major Research Instrumentation (MRI) program. It includes the development of several remotely operated laboratory setups featuring one of the state-of-the-art technologies. The choice of this technology is quite purposeful; it allows for the demonstration of various concepts in communication, lasers, satellites, robotics and systems. During the experimental implementation of the system prototype approximately 1000 users worldwide were able to access this, otherwise inaccessible, equipment through the Internet, conduct specially designed experiments, and download experimental data for further analysis.
            Yes, we would love to continue getting funding for the further development of the Internet-accessible laboratories, but this is not why I write. For the sake of preserving the endangered species – indigenous American Engineers – we propose a massive effort, jointly funded by government and industry, aimed at the development of Internet technologies demonstrating advanced engineering concepts thus promoting early interest in engineering careers among American youth. The social and societal impact of this effort could be quite dramatic. Offered in high schools nationwide, it would reach all social groups of population, teachers, students, and parents, stimulating interest in science and engineering. Ultimately, it will help to increase the involvement of talented American youth in university engineering programs.

This paper was published in the IEEE Aerospace and Electronic Systems Magazine,  March 2008, V.21, N3, p.CF2