Tag: Engineering

  • Misinformation Course Teaches Ethics for Engineering Students

    Misinformation Course Teaches Ethics for Engineering Students

    Nearly three in four college students say they have somewhat high or very high media literacy skills (72 percent), according to a 2025 Student Voice survey by Inside Higher Ed and Generation Lab. Students are less likely to consider their peers media literate; three in five respondents said they have at least somewhat high levels of concern about the spread of misinformation among their classmates.

    When asked how colleges and universities could help improve students’ media literacy skills, a majority of Student Voice respondents indicated they want digital resources on increasing media literacy or media literacy–related content and training embedded into the curriculum.

    A recently developed course at the University of Southern California’s Viterbi School of Engineering teaches students information literacy principles to help them develop tools to mitigate the harms of online misinformation.

    The background: USC offers an interdisciplinary teaching grant that incentivizes cross-campus collaboration and innovative teaching practices. To be eligible for the grant, applications must include at least one full-time faculty member and faculty from more than one school or division. Each grantee receives up to $20,000 to compensate for applicants’ time and work.

    In 2023, Helen Choi, a faculty member at USC Viterbi, won the interdisciplinary teaching grant in collaboration with Cari Kaurloto, head of the science and engineering library at USC Libraries, to create a media literacy course specifically for engineering students.

    “By focusing on engineering students, we were able to integrate a component of the course that addresses a social issue from an engineering perspective in terms of technical know-how and the professional ethics,” Choi said, which helps students see the relevance of course content to their personal and professional lives.

    What’s the need: Students tend to receive most of their news and information on online platforms; Student Voice data found a majority of learners rely on social media for news content (72 percent), and about one in four engage with news apps or news aggregator websites (27 percent).

    Choi and Kaurloto’s course, titled Information Literacy: Navigating Digital Misinformation, builds academic research skills, teaches information literacy principles and breaks down the social issue of online misinformation.

    “Students examine ways they can navigate online information using their research skills, and then extend that knowledge by considering how they, as prospective engineers, can build technologies that mitigate the harms of online misinformation while enhancing the information literacy of users,” Choi explained.

    USC faculty aren’t the only ones noticing a need for more education around engagement with digital information; a growing number of colleges and universities are making students complete a digital literacy course as a graduation requirement.

    In the classroom: Choi and Kaurloto co-teach the course, which was first offered in this spring to a class of 25 students.

    The students learned to develop effective search strategies and critically examine sources, as well as ethical engineering principles and how to apply them in designing social media platforms, Kaurloto said. Choi and Kaurloto employed active learning pedagogies to give students hands-on and real-life applications including writing, speaking and collaborative coursework.

    One assignment the students completed was conducting library research to develop a thesis paragraph on an information literacy topic with a short, annotated bibliography. Students also presented their research to their peers, Kaurloto said.

    Learners also engaged in a group digital literacy project, designing a public service campaign that included helpful, research-backed ways to identify misinformation, Choi said. “They then had to launch that campaign on a social media platform, measure its impact, and present on their findings.” Projects ranged from infographics on Reddit to short-form videos on spotting AI-generated misinformation and images on TikTok and Instagram.

    The impact: Student feedback said they found the course helpful, with many upper-level learners saying they wished they had taken it sooner in their academic career because of the library research skills they gained. They also indicated the course content was applicable in daily life, such as when supporting family members “who students say have fallen down a few internet rabbit holes or who tend to believe everything they see online,” Choi said.

    Other librarians have taken note of the course as a model of how to teach information literacy, Choi said.

    “We’ve found that linking information literacy with specific disciplines like engineering can be helpful both in terms of building curricula that resonate with students but also for building professional partnerships among faculty,” Choi said. “Many faculty don’t know that university librarians are also experts in information literacy—but they should!”

    This fall, Choi and Kaurloto plan to offer two sections of the course with a cap of 24 students per section. Choi hopes to see more first- and second-year engineering students in the course so they can apply these principles to their program.

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  • Marine, geoscience, engineering students get hands-on experience aboard CSIRO ship

    Marine, geoscience, engineering students get hands-on experience aboard CSIRO ship

    CSIRO staff Dr Ben Arthur, Ian McRobert and
    Matt Kimber in front of the RV Investigator. Picture: Richard Jupe



    By: NCA Newswire

    in On Campus, Top Stories


    March 12, 2025

    Students from 16 Australian universities set sail from Hobart on Saturday for a unique scientific adventure aimed at developing the country’s next generation of marine experts.

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  • Students Explore STEM with Engineers

    Students Explore STEM with Engineers

    Middletown, PA – Phoenix Contact engineers head back into the classroom this week to teach sixth-grade science class at Middletown Area Middle School in Middletown, Pa. The classes are part of Phoenix Contact’s National Engineers Week celebration.

    Phoenix Contact has worked with the school every February since 2007. The engineers lead hands-on lessons that make science fun. The goal is to inspire young people to consider careers in science, technology, engineering, and math (STEM).

    The lessons include:

    • Building catapults
    • Racing cookie tins down ramps
    • Building an electric motor
    • Learning about static electricity with the Van de Graaff generator

    “Our engineering team created this outreach program many years ago, and the partnership with Middletown Area School District has stood the test of time,” said Patty Marrero, interim vice president of human relations at Phoenix Contact. “National Engineers Week is a special time for them to share their passion for technology with students. It’s also our chance to thank our engineers for the creativity and innovations that drive our company forward.”

    About Phoenix Contact

    Phoenix Contact is a global market leader based in Germany. Since 1923, Phoenix Contact has created products to connect, distribute, and control power and data flows. Our products are found in nearly all industrial settings, but we have a strong focus on the energy, infrastructure, process, factory automation, and e-mobility markets. Sustainability and responsibility guide every action we take, and we’re proud to work with our customers to empower a smart and sustainable world for future generations. Our global network includes 22,000 employees in 100+ countries. Phoenix Contact USA has headquarters near Harrisburg, Pa., and employs more than 1,100 people across the U.S.

    For more information about Phoenix Contact or its products, visit www.phoenixcontact.com, call technical service at 800-322-3225, or email info@phoenixcontact.com.

    eSchool News Staff
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  • Ask not what you can do for engineering…

    Ask not what you can do for engineering…

    • Professor Beverley Gibbs, Director of the Dyson Institute for Engineering & Technology, and Chair or the Engineering Professors’ Council’s Education, Employability & Skills Committee; and Johnny Rich, Chief Executive of the Engineering Professors’ Council
    • Last Thursday 13 February 2025, HEPI published One Step Beyond: How the school and college curriculum in England can prepare young people for higher education. This piece considers how the school curriculum can be adapted to develop creativity, practical skills, and inclusive, real-world learning.

    Engineering is a UK powerhouse sector, growing in all UK regions and impacting all economic sectors. Engineers design, build and maintain the infrastructure, products and services that our economy and society depend on, provide life-saving medical devices, and are the drivers in our transition to a more sustainable world.

    It might be reasonable then to suppose that the school curriculum would be designed to prepare pupils for a sector that accounts for a fifth of UK jobs and a quarter of vacancies.[i] On the contrary, engineering is almost entirely absent from the school curriculum. To the age of 16, a pupil can pass through education blithely unaware that engineering exists, let alone what it entails. Its closest correspondent is the Design & Technology GCSE. But due to costs, equipment needs and teacher shortages, even that declined by two-thirds between 2011 and 2023.

    Post-16, the BTEC pathways are also under threat. In the past they have provided a critical entry route into engineering for a diversity of students, particularly those from lower socioeconomic groups or who were keen to give engineering a try.

    They are being displaced by the Engineering T-level route – courses which, because they cannot be combined in the same way as BTECs, require a full-time commitment to a single subject and subsequent career. That’s quite an ask to make of a 15-year-old with no prior educational experience in engineering.

    Moreover, as a recent study by the Engineering Professors Council found, many universities feel that the mathematical content of T levels fails to meet the entry requirement for undergraduate Engineering courses.[ii]

    But Professor Francis’s review of the curriculum and assessment is not about engineering. No doubt every discipline and sector would want to make its own special pleading, and while few would have as good a case as engineering might, we want to focus on wider benefits to the education system (that would also happen to serve engineering better).

    Engineers are creative, but practical; analytical, but hands-on; dreamers, but problem-solvers. They often work in teams, crossing disciplines, especially with business and design. And often, their driving passion is to make the world a better place. Are these not traits we’d want to instil in every school-leaver?

    One of the reasons engineering is neglected in the school curriculum is perhaps because it is (wrongly) considered analogous to applied sciences and mathematics. That’s a deeply reductive view. The approaches adopted by contemporary engineering have much to offer the school curriculum, with implications far broader than engineering’s own interests.

    Creativity

    Ours will not be the only voice calling for more creativity in schools. This would, of course, support the UK’s creative arts economy, but engineers also use their creativity to imagine, design, solve problems and challenge the status quo. Creativity in the school curriculum nurtures resilience and a healthy ability to be comfortable with subjectivity.

    A skills-based curriculum

    The tide towards a ‘knowledge-rich curriculum’ in recent years has set up a false dichotomy with the development of skills. What is lost is the conscious focus on that development, and so the acquisition of skills becomes an accidental and devalued by‑product rather than a deliberate outcome.

    For example, no one doubts the cardinal importance of mathematics and the sciences, but in learning about them, engineers synthesise these concepts to create reality.  In an information-rich age it is critical that future generations can turn knowledge into know-how, discriminate between good and bad sources, and develop subject-specific and transversal skills along the way. This is not about becoming engineers, but twenty‑first‑century citizens.

    One of the most effective ways to develop and assess skills-based approaches is through problem- (or project-) based learning (PBL) strategies. PBL comprises a spectrum of active learning techniques that ground (ideally, cross-subject) knowledge in relevant, real-world situations with students working in teams, learning to collaborate, reflect and accommodate one another’s strengths and weaknesses. Long‑standing critiques of the ‘work-readiness’ of engineering graduates have stimulated a growing implementation of PBL approaches in engineering courses, championed by professional bodies, employers and faculties alike.

    We would encourage schools to consider what it would look like to adopt a similar approach: active learning focused on a project, acquiring the interdisciplinary knowledge to address the challenge. Could we replace pupils pleading, “Why do I have to learn this?” with stimulating their curiosity?

    Assessment

    Examinations are, generally, a poor imitation of the way in which knowledge is put to use in modern life and they rarely even attempt to assess skills or behaviours – except, of course, one: the ability to perform recall under high-stakes pressure. This shouldn’t be regarded as life’s pre-eminent performance metric, especially given the inherent sexism it involves.[iii]

    In engineering education, we take inspiration from a raft of professional artefacts to create interesting and diverse assessment formats. Alongside tutorial sheets and examinations, we use designs, proposals, plans, specifications, portfolios, presentations, debates, and creative media. Students are assessed individually but also in teams, because teamwork in itself is a valuable attribute. This approach is not merely fairer and less anomalous, but we are also discovering how much more inclusive it is to draw on a varied assessment regime. Different intelligences are given the opportunity to shine, and diversity becomes an asset, not an incongruity.

    It is not coincidental that these approaches that are common in engineering – creativity, skills-based orientation, learning through application, and diverse ‘authentic’ assessment – are also approaches that are inclusive of neurodiverse minds. Engineers are more likely to suffer from the symptoms of autism-related disorders than any other profession, and dyslexia is thought to be three times more prevalent amongst engineers than in the general population (30% compared to 10%). We know the great contributions neurodiverse minds make to engineering and recognise this diversity of thinking as the strength it is. 

    A school curriculum and assessment strategy that is overly compartmentalised and rigid is in danger of disenfranchising large groups of young people, kettling them into narrow career paths, when, given the right opportunities, they would become leading thinkers, doers, makers and entrepreneurs.  

    [i]  EngineeringUK: https://www.engineeringuk.com/media/319071/euk-key-facts-and-stats-sept23.pdf

    [ii] Makramalla, M., Atkins, C., and Rich, J., Engineering Professors Council, 2024: Maths for Engineering: Do T levels add up? https://epc.ac.uk/article/maths-for-engineering-do-t-levels-add-up/

    [iii] During an exam period of around a month, half the students are likely to have to sit between a fifth and a quarter of their exams while menstruating. Two-thirds of girls report feeling less able to perform in time-limited assessments during their period (Plan International 2021, https://www.hepi.ac.uk/2024/01/22/period-poverty-in-uk-higher-education-addressing-stigma-and-empowering-students/) and accommodations are challenging to secure for an eventuality that – despite its ubiquity – carries much stigma.

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  • More engineering applications don’t make for more engineers

    More engineering applications don’t make for more engineers

    The latest UCAS data (applications by the January ‘equal consideration’ deadline) suggests a 14 per cent increase in applications to engineering and technology courses.

    It’s the second double-digit surge in two years.

    Good news, right? Sadly, it’s mostly not.

    STEM swing

    The upsurge in interest in engineering can be seen as part of a “swing to STEM” (science, technology, engineering, and medicine).

    As higher education has shifted to a reliance on student debt for funding, many people suspect applicants have felt greater pressure to search for clear, transactional returns which, it may seem, are offered most explicitly by STEM – and, most particularly, by engineering, which is not just STEM, but vocational too.

    Certainly, there’s a keen labour market for more engineers. Engineering UK has suggested the shortfall is around 29,000 graduates every year. According to the British Chambers of Commerce, it’s pretty much the largest skills gap in the UK economy.

    Engineering is also a key driver of the growth that the government is so keen to stimulate, adding £645b to the UK – that’s nearly a whopping third of the entire value of the economy. And – unlike financial services, say – engineering is a powerhouse of regional development as it is spread remarkably evenly throughout the country.

    And it drives that other key government mission, opportunity. An engineering degree confers a higher and more equal graduate premium than almost any other discipline.

    The downside

    So with all these benefits, why is the increase in engineering applications not good news?

    The answer is because it reveals the extent of the lost opportunity: most of these extra potential engineers will be denied places to study, dashing their hopes and the hopes of the country.

    Last year’s rise in applications did not lead to a rise in the number of UK engineering students. Absolute student numbers have more or less stagnated since 2019.

    It used to be that the number of engineering applications broadly aligned with places because it was a highly regarded discipline with great outcomes that universities would expand if they felt they could. The limiting factor was the number of able students applying.

    Now that demand outstrips supply, universities cannot afford to expand the places because each additional UK engineering student represents an ever-growing financial loss.

    Engineering courses are among the most expensive to teach. There are long contact hours and expensive facilities and materials. The EPC estimates the average cost per undergraduate to be around £18,800 a year. Even allowing for top-up funding that is available to many engineering degrees on top of the basic fee income, that leaves an average loss of £7,591 per year.

    It used to be that the way to address such losses was to try to admit more students to spread the fixed costs over greater numbers. That did run the risk of lowering standards, but it made financial sense.

    Now, however, for most universities, the marginal cost of each additional student means that the losses don’t get spread more thinly – they just keep piling up.

    Cross-subsidy

    The only way out is to bring in ever more international students to directly subsidise home undergraduates.

    Although the UCAS data shows a glimmer of hope for recovering international demand, at undergraduate level, there are only a few universities that can make this work. Most universities, even if they could attract more international engineering students, would no longer use the extra income to expand engineering for home students, but rather to shore up the existing deficits of maintaining current levels.

    The UCAS data also show higher tariff institutions are the main beneficiaries of application increases at the expense of lower tariff institutions which, traditionally have a wider access intake.

    What this means is that the increased demand for engineering places will not lead to a rise in engineering student numbers, let alone in skilled engineers, but rather a narrowing of the access to engineering such that it becomes ever harder to get in without the highest grades.

    High prior attainment correlates closely with socioeconomic advantage and so, rather than engineering playing to its strength of driving social mobility, it will run the risk of becoming ever more privileged.

    What about apprenticeships?

    Not to worry, suggests Jamie Cater, head of employment and skills at trade body Make UK, a university degree is not the only option available for acquiring these skills and “the apprenticeship route remains highly valued by manufacturers”.

    That’s small comfort, I’m afraid. The availability of engineering higher apprenticeships suggests competition is even fiercer than it is for degrees and, without the safeguard of fair access regulation, the apprenticeship access track record is poor. (And don’t get me started on drop-outs.)

    This is why I haven’t unfurled the bunting at applicants’ rising enthusiasm for engineering.

    Of course, it is wonderful that so many young people recognise engineering as a fulfilling and forward-looking discipline. An estimated £150m has been spent the last decade trying to stimulate this growth and there are over 600 third sector organisations working in STEM outreach in schools. It would be nice to think this has not been wasted effort.

    But it’s hard to celebrate a young person’s ambition to be an engineer if it’s likely to be thwarted. Similarly, I struggle to summon enthusiasm about kids wanting to get rich as TikTok influencers. Indeed, it’s all the more tragic when the country actually does need more engineers.

    This is why the Engineering Professors’ Council has recently called on the government to plug the funding gap in engineering higher education (and HE more widely) in the forthcoming Comprehensive Spending Review.

    Asking for nearly a billion pounds may seem ambitious, but the ongoing failure to fill the engineering skills gap may well be costing the country far more – possibly, given the importance of engineering to GDP, more than the entire higher education budget.

    Johnny Rich is Chief Executive of the Engineering Professors’ Council, the representative body for UK Engineering academics.

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  • Engineering College Management Software: Features

    Engineering College Management Software: Features

    Engineering college management software is an essential tool that automates the higher education sector from admission to graduation and beyond. It helps institutions achieve their mission and goals, increase student enrollment, and streamline college administration. For engineering colleges and higher education institutions, this software provides a comprehensive suite of features across web and mobile platforms, enabling them to manage records, enhance the student learning experience, improve operational efficiency, and reduce costs.

    The program is customizable, scalable, and versatile. It provides accurate administrative and academic information to college leadership, improving decision-making. Administrative, professor, and student communication is improved by this program, improving efficiency and effectiveness.

     

    Why Choose Engineering College Management Software?

    Managing admissions, academic progress, and finances are just a few of the many hats an engineering college administrator must wear. By providing a unified, user-friendly platform, Engineering College Management Software streamlines operations, increases productivity, and keeps campuses one step ahead of the competition. This allows institutions to concentrate on what’s important—providing a high-quality education and boosting student success—by automating laborious operations and providing real-time insights.

     

    Why Is It Game-Changing? Benefits of Engineering College Management Software

     

     

    • Reduces Difficulty: From enrolling students to keeping tabs on their classes, you may do it all from a central location.
    • Access Data Effortlessly: Make better decisions and respond faster with access to real-time analytics.
    • Efficient Communication: Facilitate the easy connection of staff, students, and professors to encourage collaboration.
    • Preparing for the Future: It is designed to be easily expanded to accommodate your growing institution.
    • Saves Money and Time: Reduces human effort and administrative burdens by automating routine tasks.
    • Tracking progress and offering timely interventions can greatly enhance student support, leading to better outcomes.

    The engineering college management software isn’t just software—it’s a smarter way to run your campus.

     

    Key Features of Engineering College Management Software

    The strong features of Engineering College Management Software simplify operations, improve student experience, and improve engineering institution decision-making. These characteristics, from pre-registration to placements, help engineering colleges compete in a competitive academic environment. See it closer:

     

    top-15-features-of-engineering-college-management-software

     

    1. Streamlined Pre-Registration Process

    • Use simple web forms to manage inquiries and registrations.
    • Gather students’ personal, contact, and course information.
    • Receive real-time status updates and automatic follow-up reminders.
    • Use dashboards and reports to keep track of inquiries and encourage student enrollment.

     

    2. Simplifying Admissions, One Click at a Time

    • Let students apply online and breeze through the admissions process.
    • Break it down: Create multiple phases for a clear, step-by-step journey.
    • Use entrance tests and ratings to admit the best-fit students effortlessly.
    • Offer flexible, personalized tuition payment options.
    • Keep everyone in the loop with instant email, SMS, and push notifications.
    • Say goodbye to manual work—generate admission forms, letters, and templates in a snap.

     

    3. Streamlined Counseling, Smarter Decisions

    • Automatically assign requests to counselors for faster, smoother processing.
    • Dive deep into admission standards and rules to guide applicants better.
    • Set clear fee discount policies for specific student groups.
    • Simplify seat allocation for government and management quotas with ease.

     

    4. Hassle-Free Course & Batch Planning

    • Easily set up lesson plans and manage courses across batches without the stress.
    • Create class schedules that actually work—no conflicts, no headaches.
    • Keep tabs on course progress and student performance in real-time, effortlessly.

     

    5. All-in-One Student Management Hub

    • Centralize student demographics and enrollment details in one place.
    • Automate emails and notifications to keep everyone informed.
    • Schedule personalized meetings and check-ins to support student success.
    • Monitor progress and learning outcomes to foster academic growth.

     

    6. Stress-Free Timetable Scheduling

    • Auto-generate timetables that work like magic—no conflicts, no chaos.
    • Juggle faculty and classroom availability with ease.
    • Get a clear picture of faculty workloads across programs and subjects.
    • Create classroom-specific timetables without breaking a sweat.

     

    7. Simplified Attendance & Leave Tracking

    • Track attendance for students and staff on the go—web or mobile, your choice.
    • Use RFID or biometric systems for attendance that’s automatic and hassle-free.
    • Generate detailed attendance and leave reports in seconds.
    • Streamline leave applications and approvals without manual back-and-forth.

     

    8. Exams & Report Cards Made Easy

    • Run online exams and assessments without the usual stress.
    • Let the system do the math—automate mark calculations with predefined weightages.
    • Create professional marksheets and report cards with built-in approval steps.
    • Manage result announcements for students and parents with zero fuss.

     

    9. Hassle-Free Fee Management

    • Choose from multiple invoicing options for tuition and other charges.
    • Automate recurring invoices to simplify scheduled payments.
    • Collect fees effortlessly with integrated online payment gateways.
    • Send students automated fee reminders so no deadlines are missed.

     

    10. Streamlined Library Management

    • Search the catalog like a pro with advanced search and barcode/QR integration.
    • Reserve and renew books on the go using a mobile app.
    • Automate issuing, returns, renewals, and fines with smart rules.
    • Get all the library stats you need with detailed reports and dashboards.

     

    11. Placement Made Simple

    • Plan placements with ease—set criteria, schedule assessments, and more.
    • Keep students updated with placement trends and training notifications.
    • Organize tests, interviews, and group discussions without the hassle.

     

    12. Smart Alerts via Email & SMS

    • Set up automated email and SMS alerts in just a few clicks.
    • Schedule reminders and updates to go out like clockwork.
    • Use an internal mailbox to keep communication streamlined and organized

     

    13. Interactive Online Notice Board & Forum

    • Schedule and share event updates and important announcements effortlessly.
    • Spark instant discussions and engage students and faculty in lively forums.
    • Post images, collect feedback, and keep the conversation flowing with comments.

     

    14. Smarter Dashboards, Sharper Insights

    • Dive into everything you need with one-click reports and dashboards.
    • Keep an eye on attendance, leaves, exams, fees, and more—all from one spot.
    • Stay on top of your finances with clear, detailed income and expense reports.

     

    15. Convenient Mobile App Access

    • Keep everything at your fingertips—access data on the go.
    • Mark attendance, approve leave, and manage student information anytime.
    • Create assessments, check grades, and send instant notifications with ease.

     

    Ready to Revolutionize Your Engineering Campus?

    Ready to take your engineering college to the next level? Creatrix Campus is the ultimate cloud-based education management system for managing everything from admissions to campus operations, designed with your unique needs in mind. Whether it’s simplifying administrative tasks, enhancing student engagement, or keeping faculty workloads in check, we’ve got it all covered. With real-time data, seamless integrations, and an intuitive interface, your institution will be equipped to tackle the challenges of today and embrace the opportunities of tomorrow.

    So, why wait? Let’s talk about how Creatrix Campus can streamline your operations and drive your institution’s success, all while giving you the flexibility and control you need to thrive. Your engineering campus deserves the best—let’s make it happen!

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  • A Novel Approach to Intro Engineering

    A Novel Approach to Intro Engineering

    Reading Time: 2 minutes

    The new first edition of “Discovering Engineering Design in the 21st Century: An Activities-Based Approach” is a practical and applied introduction to the engineering needs of today’s world. By integrating practical activities, sustainability principles, and cross-disciplinary insights, this companion guide prepares students to think critically and creatively about the challenges they will face as engineers in the modern era.

    A Hands-On Approach to Learning

    Research shows that engineering students learn best when they can connect theoretical concepts to real-world applications. Written by Professor Brad Striebig of James Madison University, this curriculum-based intro engineering text bridges the gap between foundational knowledge, traditional engineering skills, and hands-on experiential learning. The author focuses on applying engineering principles to real-world design and problem analysis. It includes specific step-by-step examples and case studies for solving complex conceptual and design problems in several different engineering fields.

    This textbook applies the principles of sustainable design with real-world issues in both developed and developing countries, serving as a companion guide for students as they embark on their exploration into the engineering profession. It emphasizes key steps in engineering solutions, including translating societal needs into infrastructures, products, practices, and processes. It also communicates the long-term impacts of these solutions to society and works to prepare the next generation of engineers with the breadth of skills needed to address complex environmental problems.

    Through integrative analysis and sustainable design methods, students will engage with these essential concepts chapter by chapter, as they engage with the pressing issues facing this generation of engineers.

     

    Meet the Author

    Professor Brad Striebig, Professor of Engineering, James Madison University, Harrisonburg, Virginia

    Dr. Striebig earned his PhD from Pennsylvania State University. He is a founding professor of the engineering program at James Madison University and previously taught engineering at Gonzaga University and Pennsylvania State University. Dr. Striebig has served as editor on major journals in environmental engineering and sustainable development. He has led major, funded, award-winning research activities focused on working with developing communities and natural treatment systems. He has published two textbooks on sustainability and engineering and has authored over 100 technical publications, including several book chapters, numerous peer-reviewed journal articles, and peer-reviewed conference proceedings.

     

    Contributing Authors

    The collaborative effort behind this text features contributions from esteemed colleagues at James Madison University. Together, these authors bring a multidisciplinary perspective, ensuring that the text addresses the diverse and interconnected challenges facing today’s engineers.

    Daniel Castaneda, Assistant Professor of Engineering: focuses on the sustainable use of infrastructure materials within diverse societal contexts.

    Jason Forsyth, Associate Professor of Engineering: specializes in wearable computing and safety systems that continuously monitor and protect human life.

    Shraddha Joshi, Assistant Professor of Engineering: explores engineering design, education, and the development of connected products and systems.

     

    Preview Brad Striebig’s first edition intro engineering textbook, “Discovering Engineering Design in the 21st Century: An Activities-Based Approach,” in the Cengage Instructor Center.

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