Tag Archives: education

Chemical Imbalance

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chemicalimbalance

Cover of the book to go with the film

 

 

 

 

 

 

 

 

 

 

A couple of weeks ago I blogged about population and its rapid rise (see ‘Population Control’ on September 25th, 2013).  Despite our burgeoning population many university engineering schools in the English-speaking world tend to recruit from only half the population, i.e. the male population.  Representation of females in engineering is woefully low, generally worse than in science.  To learn more how women feel about the situation in chemistry watch a short film called ‘A Chemical Imbalance’  – I highly recommend that you spare the 15 minutes to watch it at  http://chemicalimbalance.co.uk/

Go on do it now! The rest of this posting is boring stuff so watch the film which was made with support from the Royal Society.

In the film ‘the leaky pipeline’ is talked about in the context of women entering science and engineering not making it to the top.  Of course this is not unique to science and engineering; only about 20 of the Fortune 500 companies have a female CEO.  This is an important issue but the supply to the pipeline is a bigger problem.  Only 20% of the students awarded an A-level in Physics in the UK this year (equivalent to AP exams in the US) were female and since most university engineering programmes require Physics the supply of qualified women is almost decimated before it gets to the pipeline.  This year my school has taken the step of dropping the physics requirement and accepting that we will need to teach the necessary physics as part of our engineering courses; incidently we also raised the grades we require so this does not represent a lowering of standards!

Another sobering thought is that nearly half of co-education state schools in the UK had no females studying for A-level physics.  I don’t have statistics for the US but I suspect they would be the same.

Anne-Marie Slaughter, a political scientist at Princeton argues that ‘the way we view women [has] changed radically, [but] the way we view men not at all’ so that achieving further gender equality requires a cultural change about and by men, which is going to be tough in a male-dominated conservative profession like engineering but we have to do it.  So if you didn’t watch the film, do it now and think about how you can be an agent for change.

Sources:

http://www.bbc.co.uk/news/education-19603399

Eduardo Porter’s column ‘Economic Scene’ entitled ‘Is leaning in enough to fix the gender gap? in the New York Times on September 24th, 2013 see http://www.nytimes.com/2013/09/25/business/economy/for-american-women-is-it-enough-to-lean-in.html?ref=eduardoporter&_r=0

Engineering global change

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‘Engineering is the most important profession: the future of our planet, and the quality of human life upon it, depends on engineering more than it does on any discipline.’

This bold statement was made as an opening gambit by one of my colleagues, Matt during a University Open Day for potential undergraduate students.  These events are particularly important for engineering because students usually don’t study engineering at school and so have little idea about what it involves.  Matt continued to say that ‘a decision to study engineering provides you with an opportunity to make a real and lasting impact on the world’.

Medical doctors and nurses have a considerable impact on our individual health and welfare, lawyers help us to resolve disputes and administer justice, philosophers advise us on how we should think while journalists and bloggers attempt to tell us what we should think but engineers manage the conception, design, development, manufacture or construction, maintenance, recycling or disposal of everything in our man-made world, i.e. products, processes & systems.  As Theodore von Karman, the great aeronautical engineer said ‘scientists discover the world that exists; engineers create the world that never was’.  Engineers tend to supply what society wants and so have to share with society responsibility for the massive consumption of the world’s resources but engineers are also working to create solutions.  We need a massive level of innovation to create sustainable technologies that will allow everyone to enjoy the lifestyle of the average American or European.

‘If you really want to change the world then choose a career in engineering, and I mean real engineering, not financial engineering’ Lord Mandelson, March 2009

Disease of the modern age

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hot flatThomas Friedman described ‘continuous partial attention’ as a disease of the modern age in his book ‘Hot, Flat and Crowded – Why we need a green revolution and how it can renew America’ [Farrar, Straus & Giroux, New York, 2008].  Most university students suffer from this disease, which makes it difficult for lecturers to attract and hold their attention.  An NSF-funded consortium of university engineering departments in the USA has developed a strategy based on using Everyday Examples of Engineering to engage students (for exemplars see http://www.engageengineering.org/?page=161 ).

A Biological Science Curriculum Study in the 1980s developed the concept of 5Es as a framework for lecture or lesson plans based on the earlier work of Atkin and Karplus [Atkin JM, & Karplus R, Discovery or invention? Science Teacher, 29(5):45, 1962].  The 5Es are: ENGAGE, EXPLORE, EXPLAIN, ELABORATE and EVALUATE.

I have edited a series of lesson plans which combine the 5Es framework and Everyday Examples of Engineering principles [see http://www.engineeringexamples.org ], which are intended to support lecturers who want to use these examples in their teaching.  The lesson plans describe how the engineering principles can be applied and explained as well as providing worked analyses of the examples.  The worked analyses will also be useful to students although full explanations of the underlying principles are not included because it is assumed that these are well-known to the lecturer.

In my post about ‘Bridging cultures’ on June 12th, 2013, I made a commitment to write a series of posts about Everyday Examples of Engineering concepts.  When they are relevant, I intend to attached 5E lesson plans to these posts.

To quote Samuel Johnson: “the two most engaging powers of an author are to make new things familiar, familiar things new”; I aspire to this and through the lesson plans help others to achieve it in the classroom.

Bridging cultures

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cpsnowAs long ago as 1959, Sir Charles Snow identified two cultures in modern society, which could be summarised as those that understand the consequences of the second law of thermodynamics and those that don’t [see my post entitled Two Cultures on March 5, 2013].

The main aim in writing this blog is to help in bridging the gap between these cultures by commenting on and explaining engineering concepts, ideas and principles in a way that non-engineers can appreciate and might read.  One of the reasons for the gap between the cultures within our society is that ‘technology is really a way of thinking’ [see reference below].  Engineering educators spend a lot of time teaching prospective engineers how to think and, in particular, how to solve engineering problems.  However, these same educators often forget when introducing engineering students  to the principles of engineering for the first time that the students are not familiar with the language or culture.  The students are just starting to cross the gap and their educators, who are on the other side of the gap, fail to appreciate the width of the gap.  The result is that educators fail to engage the students which results in poor recruitment and retention of engineering students.  This failing is recognised by some people, see for instance http://www.engageengineering.org/

One solution to help students cross the gap is to use familiar everyday examples to explain engineering concepts.  I have made a short video about the underlying pedagogy together with some examples that you can find at http://www.youtube.com/watch?v=qAh4QHC8ya0&feature=youtu.be .  There is also a series of booklets [ http://www.engineeringexamples.org/ ] designed to support university teachers who want to teach in this way.  I plan to rewrite the examples in these booklets as periodic posts on this blog for a wider, non-technical audience.  So watch this space!

‘Technology is really a way of thinking’: http://www.atse.org.au/Documents/Publications/Reports/Education/ATSE%20Technology%20Education%20A%20Way%20of%20Thinking%202004.pdf