THE ninth annual report of the president and the treasurer of the Carnegie Foundation for the Advancement of Teaching, for the year ending September 30, 1914, shows a total endowment of 2,850,000l., a surplus of 249,000l., an annual income of 149,200l., and an annual expenditure of 143,200l. Of this 9400l. was spent in administration, 9400l. in educational inquiry, and 126,800l. in retiring allowances and pensions. During the year twenty-nine retiring allowances and fifteen widows pensions were granted, the average grant being 329l. 10s., The total number of allowances now in force is 332, the total number of widows' pensions 100, the general average grant being 319l. The total number of allowances granted since the beginning of the foundation is 595, the total expenditure for this purpose being 710,200l.

/pdf/the-carnegie-foundation-for-the-advancement-of-teaching-4bul5i3ivn.pdf

The Carnegie Foundation for the Advancement of Teaching

This paper offers and tests an approach to conceptualizing the global competency of engineers. It begins by showing that the often-stated goal of working effectively with different cultures is fundamentally about learning to work effectively with people who define problems differently. The paper offers a minimum learning criterion for global competency and three learning outcomes whose achievement can help engineering students fulfill that criterion. It uses the criterion to establish a typology of established methods to support global learning for engineering students. It introduces the course, Engineering Cultures, as an example of an integrated classroom experience designed to enable larger numbers of engineering students to take the critical first step toward global competency, and it offers a test application of the learning criterion and outcomes by using them to organize summative assessments of student learning in the course.

/pdf/the-globally-competent-engineer-working-effectively-with-44e6i4zjo7.pdf

The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently

In our increasingly flat and connected world, skills in innovation and creative design have emerged as key attributes for graduating engineering designers. Metaphors and analogies are commonly voiced as key tools for enhancing creative design yet little research has been performed on their relation to each other and their use within the design process. In this paper we discuss the relationship between metaphor and analogy use in the design process, with a focus on engineering education. We support our discussion with results from interviews and experiments with student designers. Our results highlight that both metaphor and analogy are spontaneously used by student designers and that metaphor dominates as the design tool for early problem-framing design phases whereas analogy dominates as a tool for concept generation. We also present an analysis of the metaphors for our understanding of design in use within Germany, the UK and Mexico. We found an 85 per cent overlap between textbook usages of metaphors in conceptual design in these countries as compared to textbooks authored in the United States, suggesting that cross-cultural differences in design understanding are relatively small in higher education. We close by presenting a design by analogy method to promote and enhance the use of analogy as a skill for graduating engineering designers.

/pdf/analogies-and-metaphors-in-creative-design-1dk4iv0vk0.pdf

Analogies and metaphors in creative design

For over two centuries, the competencies that engineers have been expected to gain from engineering education have been associated with countries. Increased mobility in the workplace is generating pressure to expand competencies beyond countries. A key indicator of changing expectations is found in efforts by engineering education organizations to extend themselves beyond countries. This article compares the transformation of engineering education organizations in the United States with those in Europe and Latin America. In the U.S., organizations are attempting to expand directly from the country to the globe, relying upon prior acceptance of a redefinition of required competencies. In Europe, the redefinition of engineering competencies is taking longer to develop as participating organizations have worked first to define a new regional identity in terms of continental mobility and economic competitiveness. Finally, in Latin America, the redefinition of competencies awaits a resolution of a competition between alternative models of the region. This study of the expected competencies of engineers contributes to the research area of engineering epistemologies. Overall, the contemporary re-definition of competencies in engineering education is not a universal phenomenon but depends upon success in defining identities that extend beyond the country.

Competencies Beyond Countries: The Re‐Organization of Engineering Education in the United States, Europe, and Latin America

This book, Engineering and Sustainable Community Development, presents an overview of engineering as it relates to humanitarian engineering, service learning engineering, or engineering for community development, often called sustainable community development (SCD). The topics covered include a history of engineers and development, the problems of using industry-based practices when designing for communities, how engineers can prepare to work with communities, and listening in community development. It also includes two case studies -- one of engineers developing a windmill for a community in India, and a second of an engineer "mapping communities" in Honduras to empower people to use water effectively -- and student perspectives and experiences on one curricular model dealing with community development. Table of Contents: Introduction / Engineers and Development: From Empires to Sustainable Development / Why Design for Industry Will Not Work as Design for Community / Engineering with Community /...

https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1354&context=esence

Engineering and Sustainable Community Development

What does it mean for engineers to engage in global problem solving? What forms of knowledge or sets of capabilities characterize the effective global problem solver? What sorts of learning experiences are involved in gaining such knowledge and capabilities? The purpose of this paper is to present the design, initial steps, and preliminary assessment of the 'Engineering Cultures: Building the Global Engineer' project which seeks to address the above questions through the development of a new undergraduate course called 'Engineering Cultures.' The first section of this paper briefly outlines ongoing efforts to internationalize engineering curricula, followed by a discussion of how the Engineering Cultures project connects to existing work while also attempting to extend the opportunity to become global problem solvers to a broader population of students. The final section presents an initial set of outcomes from ongoing assessment efforts.

/pdf/engineering-cultures-expanding-the-engineering-method-for-2lvvepr7mc.pdf

Engineering Cultures: Expanding the Engineering Method for Global Problem Solvers

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The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently

Engineering Cultures: Expanding the Engineering Method for Global Problem Solvers