Index to National Labor Relations Board determinations of professional employee status under the Taft-Hartley act, 1947-1958.

Supplement bound in at page 1.

Challenge for the future : professional schools of engineering /

Includes bibliographical references.

A reflexive course for Masters students to understand and plan their own continuing professional development

Continuing Professional Development (CPD) is seen as a vital part of a professional engineer’s career, by professional engineering institutions as well as individual engineers. Factors such as ever-changing workforce requirements and rapid technological change have resulted in engineers no longer being able to rely just on the skills they learnt at university or can pick up on the job; they must undergo a structured professional development with clear objectives to develop further professional knowledge, values and skills. This paper presents a course developed for students undertaking a Master of Engineering or Master of Project Management at the University of Queensland. This course was specifically designed to help students plan their continuing professional development, while developing professional skills such as communication, ethical reasoning, critical judgement and the need for sustainable development. The course utilised a work integrated learning pedagogy applied within a formal learning environment, and followed the competency based chartered membership program of Engineers Australia, the peak professional body of engineers in Australia. The course was developed and analysed using an action learning approach. The main research question was “Can extra teaching and learning activities be developed that will simulate workplace learning?” The students continually assessed and reflected upon their current competencies, skills and abilities, and planed for the future attainment of specific competencies which they identified as important to their future careers. Various evaluation methods, including surveys before and after the course, were used to evaluate the action learning intervention. It was found that the assessment developed for the course was one of the most important factors, not only in driving student learning, as is widely accepted, but also in changing the students’ understandings and acceptance of the need for continuous professional development. The students also felt that the knowledge, values and skills they developed would be beneficial for their future careers, as they were developed within the context of their own professional development, rather than to just get through the course. © 2005, American Society for Engineering Education

Taming the terabytes : a human-centered approach to surviving the information deluge

A fear of imminent information overload predates the World Wide Web by decades. Yet, that fear has never abated. Worse, as the World Wide Web today takes the lion’s share of the information we deal with, both in amount and in time spent gathering it, the situation has only become more precarious. This chapter analyses new issues in information overload that have emerged with the advent of the Web, which emphasizes written communication, defined in this context as the exchange of ideas expressed informally, often casually, as in verbal language. The chapter focuses on three ways to mitigate these issues. First, it helps us, the users, to be more specific in what we ask for. Second, it helps us amend our request when we don't get what we think we asked for. And third, since only we, the human users, can judge whether the information received is what we want, it makes retrieval techniques more effective by basing them on how humans structure information. This chapter reports on extensive experiments we conducted in all three areas. First, to let users be more specific in describing an information need, they were allowed to express themselves in an unrestricted conversational style. This way, they could convey their information need as if they were talking to a fellow human instead of using the two or three words typically supplied to a search engine. Second, users were provided with effective ways to zoom in on the desired information once potentially relevant information became available. Third, a variety of experiments focused on the search engine itself as the mediator between request and delivery of information. All examples that are explained in detail have actually been implemented. The results of our experiments demonstrate how a human-centered approach can reduce information overload in an area that grows in importance with each day that passes. By actually having built these applications, I present an operational, not just aspirational approach.

An investigation into increasing the extent of energy efficiency knowledge and skills in engineering education

Today, many sectors across society are recognising the need to swiftly reduce their growing energy demand, as well as meeting remaining demand with low emissions options. A key ingredient to addressing such issues is equipping professionals – in particular engineers – with emerging energy efficiency knowledge and skills. This paper responds to an identified engineering education gap in Australia, by investigating options to increase energy efficiency content for both undergraduate and postgraduate engineers. The authors summarise the findings of the multi-stage methodology funded by the National Framework for Energy Efficiency (2008-2009), highlighting identified key barriers and benefits to such curriculum renewal. The findings are intended for use by engineering departments, accreditation agencies, professional bodies and government, to identify opportunities for moving forward based on rigorous research, and then to strategically plan the transition. This process, focused on energy efficiency, may also provide valuable parallels for a range of sustainable engineering related topics.

Energy Efficiency Graduate Attributes Project: Final Report

The Energy Efficiency (EE) Graduate Attributes Project focuses on engineering as a priority profession that has a significant role to play in addressing energy demand and supply issues in Australia. Specifically, this project aims to support embedding EE knowledge and skills throughout the engineering undergraduate curriculum, to help build capacity within the Australian workforce across major sectors of the economy, from mining, manufacturing and industrial applications to design, construction, maintenance and retrofitting built environments. The resultant report is intended to assist in future consultation with key groups such as Engineers Australia (EA), the Australian Council of Engineering Deans (ACED) and the eight EA colleges, to support systemic curriculum renewal and promote the design and development of high quality EE engineering education resources. The project is based on a whole-of-program outcomes-based approach to curriculum renewal, creating a transparent framework for integrating EE. This comprises collaborative consideration by academics and professional engineers who have experience in teaching and practising EE, to identify what students should learn to be equipped with relevant competencies by the time they graduate.

Tornado Damage Assessment in the aftermath of the May 20th 2013 Moore Oklahoma Tornado

This report presents observations, findings, and recommendations from an engineering reconnaissance trip following the May 20th, 2013 tornado that struck Moore, Oklahoma. A team of faculty, research scientists, professional engineers, and civil engineering students were tasked with investigating and documenting the performance of critical facility buildings and residences, (IBC Occupancy Category II, III, and IV), in Moore, OK. The Enhanced Fujita (EF) 5 tornado created a 17-mile long damage swath destroying over 12,000 buildings and killing 24 people. The total economic loss from this single event was estimated at $3 billion. The May 20th tornado was the third major tornado to hit Moore in the previous 15 years.

Engaging a multiple-track approach to building capacity for 21st Century engineering, opportunities and challenges for rapid curriculum renewal

‘Complexity’ is a term that is increasingly prevalent in conversations about building capacity for 21st Century professional engineers. Society is grappling with the urgent and challenging reality of accommodating seven billion people, meeting needs and innovating lifestyle improvements in ways that do not destroy atmospheric, biological and oceanic systems critical to life. Over the last two decades in particular, engineering educators have been active in attempting to build capacity amongst professionals to deliver ‘sustainable development’ in this rapidly changing global context. However curriculum literature clearly points to a lack of significant progress, with efforts best described as ad hoc and highly varied. Given the limited timeframes for action to curb environmental degradation proposed by scientists and intergovernmental agencies, the authors of this paper propose it is imperative that curriculum renewal towards education for sustainable development proceeds rapidly, systemically, and in a transformational manner. Within this context, the paper discusses the need to consider a multiple track approach to building capacity for 21st Century engineering, including priorities and timeframes for undergraduate and postgraduate curriculum renewal. The paper begins with a contextual discussion of the term complexity and how it relates to life in the 21st Century. The authors then present a whole of system approach for planning and implementing rapid curriculum renewal that addresses the critical roles of several generations of engineering professionals over the next three decades. The paper concludes with observations regarding engaging with this approach in the context of emerging accreditation requirements and existing curriculum renewal frameworks.

Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.

Buckling and Postbuckling Structures: Experimental, Analytical and Numerical Studies

This book provides an in-depth treatment of the study of the stability of engineering structures. Contributions from internationally recognized leaders in the field ensure a wide coverage of engineering disciplines in which structural stability is of importance, in particular the analytical and numerical modelling of structural stability applied to aeronautical, civil, marine and offshore structures. The results from a number of comprehensive experimental test programs are also presented, thus enhancing our understanding of stability phenomena as well as validating the analytical and computational solution schemes presented. A variety of structural materials are investigated with special emphasis on carbon-fibre composites, which are being increasingly utilized in weight-critical structures. Instabilities at the meso- and micro-scales are also discussed. This book will be particularly relevant to professional engineers, graduate students and researchers interested in structural stability.

Management and engineering education in the 1950s and 1960s

The career destiny of many graduate engineers is in industry. Quite how well prepared they were for that career became a matter of political importance in the late 1950s and early 1960s as the issue of Britain's relatively poor economic performance grew in salience. This article looks at this preparation with particular reference to management training. It examines the attitudes of those parties most interested in engineering education ‐ the government, industry, the engineering institutions and the educators themselves. All of these saw management training as being part of the formation of at least a portion of professional engineers at some stage in their career. But there was no general agreement between them about what this should consist of or when it should be provided. At the same time broader changes in engineering education were taking place which cut across and to some extent militated against attempts to enhance the role of management training. The result, it is argued, is that by the end of the 1960s little progress had been achieved.

Blenkhorn and Sawle Fonds, 1946-1961, n.d. (non-inclusive)

Correspondence, flyers and clippings regarding the Blenkhorn and Sawle Company.

Framework for undergraduate engineering management studies

The importance of management to the long-term careers of practicing professional engineers has long been recognized. Undergraduate engineering education should therefore provide an exposure to the management skills required by engineers in professional practice. For the rational and effective design of undergraduate engineering management studies, it is essential to understand the nature of engineering management and to identify those management skills identified as important by practicing professional engineers. Through an investigation of the recent literature, the management skills considered important by engineering stakeholder groups are identified and ranked. This information is supplemented by recent surveys conducted by the author of stakeholders in Australia, including academic staff, mature age undergraduate students, and recent graduates of the engineering programs at Deakin University in Australia. Based on an examination of the literature and original research, a framework of ranked classified management skills is proposed. Broadly, the ranking framework is generic professional skills first, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills.

The rise and fall of management: undergraduate engineering management education in Australia

The modern disciplines of engineering and management are inextricably linked. Frederick Taylor, Henry Gantt and Henri Fayol are engineers whose names are also part of the history of the theory and practice of management. As far back as 1968 it was identified that, “In all phases of practice in the profession the technical work is coupled, to a greater or lesser extent, with engineering management.” For more than 20 years the call had been increasing for an improvement in the preparation of engineering graduates in the area of management skills. In 1989 the IEAust created the task force on management engineering with the goal of formulating a policy for management education in engineering undergraduate courses. In 1990, the Council of the IEAust approved the Policy on Management Studies in Engineering Undergraduate Courses that said, “From January 1991 the Institution will require at least 5% management content in all professional engineering undergraduate courses and that the total of all management and management related components rises to the vicinity of 10% by 1995.” A 1999 analysis of engineering programs showed that the Policy had been applied with enthusiasm by about one-third of the engineering schools, fairly well in another third, remaining responses were ineffectual. Around the same time, revisions to the IEAust accreditation requirements de-emphasised the importance of management studies, mentioning it only as a subset of ‘professional practice’. By 2004 the IEAust stage 1 competency standards for professional engineers mentioned ‘management’ in only three of 79 indicators of competency. In 2002, the IEAust established the Centre for Engineering Leadership and Management. In December 2005 CELM established a working group, “…for improving the business and management content of undergraduate courses. It appears that it’s back (about 20 years) to the future for Australian undergraduate engineering management education.

Solar energy use for energy savings in dairy processing plants

New Zealand is one of the world’s largest producers of dairy products and has a climate with high levels of solar radiation; however, the use of solar energy in the dairy processing industry has received limited attention. An examination of historical records found that the annual peak in New Zealand milk production and processing occurs at a time when solar radiation levels are increasing markedly. An F-Chart analysis was used to simulate the performance of large-area arrays of solar collectors and to determine their suitability for heating and cooling in a dairy processing environment. For the study four types of solar collectors were analysed: glazed flat plates, evacuated tubes, evacuated tubes with CPC reflectors and a building-integrated solar collector under development at the University of Waikato (UoW). It was found that of these echnologies, both flat plate and evacuated tubes with CPC reflectors could make useful heating and cooling contributions. Furthermore, the solar fraction was determined mainly by the collector area to storage volume ratio. Finally, it was found that the UoW building-integrated solar collector could make a significant contribution to energy use in dairies and may be an attractive future technology for the industry.