I miss homework.

In less than a month, I will complete my final exams at Swansea University, finishing my semester abroad. Two of these exams are worth 100% of my final grade. One exam is worth 90% of my final grade. My final exam, the only multiple choice test I will receive this semester, will be 50% of my final grade. To be honest, the thought of all my grades relying on one test performance terrifies me.

Dr. Sheldon Cooper demonstrates how I feel about studying notes without practice homework problems.

I would have less of a problem with the ways grades are determined in the United Kingdom if I had more of an opportunity to practice what I’m learning. Over the past three and a half months, I have had only five homework assignments to work on and turn in promptly. My classes which rely on finals alone to determine final grades have not even offered optional homework problems. Old exams from past years are the only study tools I have and the answers are not included.

I’ve truly realized the true value of homework and I can’t wait to return to the United States where the value of homework problems as a learning method is more fully realized. I know I will eat my words in no time upon returning to Illinois, but let me share with you the reasons why homework is actually kind of really awesome.

5 Reasons Why You Should Stop Complaining About Your Homework

  1. You have the opportunity to develop your problem solving skills. Since elementary school, teachers expect students to solve problems, but students receive little instruction on proper problem solving techniques. No, I don’t count the scientific method we learned at the beginning of every junior high science class because I remember memorizing the steps for a quiz and never consciously using the scientific method again. This teaching failure causes a deficiency in these skills. The best remedy is to use homework problems to become a better problem solver.
  2. You have the ability to practice and apply what you’re learning. Here in Wales, my only opportunity to apply knowledge is with past exam papers which cover all of the class material in a mostly non-linear fashion. I’ve had very little opportunity to check my knowledge and understanding of concepts as I go. Homework, no matter how tedious, ingrains habits and methods to complete complicated problems into your brain. Last semester, I complained about how tiresome solving matrices became after the fifth homework problem, but now I actually miss it.
  3. You’re forced to study the material. It’s easy to say you understand something after reading it, but the truth comes out when you try to apply what you’ve learned. Homework makes you think beyond the words on the page. Learning does not mean understanding. Understanding comes from applying what you learned and making connections. Homework is the catalyst that turns learning into knowledge.
  4. You receive feedback on your work so you know what you don’t understand. In the UK, professors aren’t supposed to post exact answers to their past exams, even though these exams are all we have to study. In the US, my heart always dropped to see a red line slashed through the last half of a long homework problem. But this also told me how to fix it. For that, you should be grateful.
  5. You’re making major mistakes on small homework problems instead of the exam. In retrospect, homework is worth a mere fraction of your grade, no matter your education system. However, most of my grades result from homework and my reaction to graded homework. I practiced concepts in my assignments, understood what I needed to study more, and focused on the hard problems from past homework assignments. I missed hard problems on small homework assignments, but this led to focused studying so I could succeed on important tests.

This being said, there is such thing as too much homework. Students with an overload of assignments (myself included) may go through the motions and might look for shortcuts instead of seeking learning from coursework. There must be balance. I would love to see a couple more assignments from my classes in Wales to better check my knowledge and understanding.. The other solution is to create practice problems with guided and unguided solutions. Generally the UK describes its college education system as less supported than the US, but that does not mean UK classes should offer no support.

Overall, homework is a great opportunity to learn. Please, take advantage of it next time it’s offered to you.

“A major issue in engineering right now is teaching with PowerPoint,” a doctorate candidate at Swansea University told me in passing.

Students sitting near the speaker of all years and nationalities nodded their heads in agreement, whether they were full-time English/Welsh students, international student, exchange students, or Erasmus students.

Since classes began in January in Swansea, I’ve taken careful note of how my different professors taught their engineering courses due to my interest in engineering education. There are positive differences compared to my year and a half Illinois. For example: a number of my professors incorporate videos in their lectures, which I quite enjoy. However, in contrast, a number of my professors use PowerPoint extensively as a mode of teaching. For instance, one of my required chemical engineering courses that I’m taking at Swansea is thermodynamics.

Everyday my thermodynamics professor uses PowerPoint as his only method to convey information and material to students. Instead of working out problems for his students or showing his reasoning and common mistakes, my professor simply displays calculations that have already been completely finished and perfected. There is no student interaction and we are not shown where he found the values he used in the problem. Instead, we are told and then asked if we have any questions.

How are we students expected to form questions when we cannot work through the problem shown and see for ourselves where we do not understand?

The evolution of learning tools in the classroom.

I and my fellow classmates attend lecture solely to sign my name on attendance sheet. We wait until class is over and the current day’s PowerPoint is posted. Then I spend hours reading through and working the problems out myself because I was not given a chance in class to determine what I did not understand and no longer have a professor available to answer questions he never gave me time to formulate. After this, I must work on a worksheet over material to re-enforce what I have learned. However, I did not learn because of the manner the material was taught to me. So instead I struggle with my fellow students with the little guidance of the problems on PowerPoint, worked out with numbers which seem to appear out of thin air.

Learning is an interactive experience. Assigned worksheets will not add interaction to my education. PowerPoint will not provide me with an education experience. I do not ask for guided learning where the teacher watches over the pupil. I understand the UK education system is even less guided than the American system. However, I do ask for the teacher actually perform calculations and allow for input. It may take longer and sometimes the professor may make a mistake, but it is in catching that mistake that I will find my greatest glory. Why? Because it means that I am actually learning the material instead of simply reciting it like a trained animal. I am an engineer who wants to solve problems, but in order to do that, my professors must do more than teach. They must educate.

Do you know what Junior Enterprise (JE) is? What about JADE? Does Brazil Junior ring a bell? Chances are, if you’re not living in Brazil or Europe, you’ve never even heard of Junior Enterprise. Let’s change that. Right here, right now.

Junior Enterprise is a confederation of undergraduate student organizations which specialize in consulting primarily within the business and engineering domains, depending on the chapter. Originally, Junior Enterprise was started in France, where some chapters have been working as the French equivalent of non-profit organizations for over thirty years. Yes, every member on the administration board or working as a consultant is either an undergraduate or less than a year out of university, but in every other way, Junior Enterprise chapters are businesses. The officer team is a board with a CEO, CFO, etc. and teams of HR, communications and marketing personnel. Junior Enterprise chapters work with real businesses such as Quicksilver and McDonalds. Business chapters offer consultations, market studies, etc. Engineering chapters work as consultants making websites and making databases. Junior Enterprise benefits both the JE chapters and companies involved because it provides company with cheaper labor who will work hard to do a good job while also giving undergraduate students relevant work experience on a variety of different projects. JADE and Brazil Junior has made a difference to thousands of undergraduate students.

UIUC Junior Enterprise members Skyping with ESCadrille.

Within the past year, two different North American Junior Enterprise chapters have begun. One is located in Montreal and the other one is at the University of Illinois at Urbana-Champaign. I can proudly say that I am one of the first members of Junior Enterprise in the United States and I think that the meaning of this statement grows day by day. At Illinois, our Junior Enterprise is called CUBE Consulting (Champaign Urbana Business Enterprise). We have projects working with the university’s sustainable farm, the Orpheum Science Museum for kids, and creating our own website (so there’s no website yet, but you can go like our Facebook page!). Everyday CUBE Consulting is growing and taking more steps towards becoming an established Junior Enterprise chapter that will someday work with large scale companies.

Last Tuesday, I helped advance CUBE Consulting one step further. I visited Westminster Business Consultants (WBC) of the University of Westminster in London. By pure happenstance, I stopped by on the same day as two members of ESCadrille, the Junior Enterprise from Toulouse, France. Ironically a week prior, these same members had Skyped with my JE chapter in Champaign. This provided me with the wonderful opportunity to ask questions of two very established chapters of Junior Enterprise that I know will assist CUBE Consulting as it continues to grow. I asked them on advice for recruitment of students and projects. JADE is not as established in the UK as it is in France, so WBC had a lot of good advice for us such as using professors and students to spread the word. ESCadrille has a lot of experience with working internationally and also had suggestions for us to use Skype and also have part of our business development be focused on partnerships and international relations.

CUBE Consulting’s logo.

Junior Enterprise is not just another club for undergraduates. It is a business, a corporation. Students involved receive hand-on experience within the working world that matters and makes a difference for companies. Both WBC and ESCadrille said that they most rewarding part of what they did was when they looked back on all they had accomplished in one year. I don’t know if we’ll have accomplished a ton of projects with big names with in a year at CUBE Consulting, but I think that will happen someday. For now, our big accomplishment is being the first Junior Enterprise in the US and second in North America (Kudos to MUSE in Canada for beating us!). I look forward to seeing where it goes and giving future undergraduates this opportunity which will improve the quality of their engineering education.

WBC members who met with me last week.

Also, the Junior Enterprise members from WBC and ESCadrille were some of the nicest, friendliest people I have met while I’ve been studying abroad in the UK. I loved getting know them and enjoyed sharing dinner with them. I hope to continue working with them to connect them with UIUC as well as talking with them and becoming friends. I also really want to meet more Junior Enterprise members just as friendly as they are. I’ll be visiting JADE in Brussels at the end of spring break, but I would love to meet more while I’m on the main continent during the first few weeks of April. If you’re a JADE chapter in Europe interested in connecting with the first Junior Enterprise in the US, please shoot me an email at bakies2@illinois.edu. I think it would be a great way to see the world and make friends while continuing to grow and learn all around Europe! In the meantime, please familiarize yourself more with Junior Enterprise and let us know if you’re interested in any consulting. Thanks!

Welcome to my personal website! My name is Morgan Bakies and you can find out more about me under “Start.” Currently I’ve just finished transitioning old blog material from Engineering the Change to this blog. The posts on this blog will be separated into three different categories:

  • Engineering Education: Focused on changing how engineering is currently being taught based on observations, readings, and experiences. This section will start with material from my old blog being transferred here over the next few weeks as well as the addition of new material.
  • Woman in Engineering: Diary-like entries on my experiences as a female in the STEM fields in the hopes that I will be able to turn my writings into an ethnography by the end of my senior year of college.
  • Studying Abroad: This will be a slight continuation of my Engineer Abroad blog with beautiful pictures of travel, but it will be more focused on the benefits of international experiences for engineers.

I would like to give a huge thank you to Meagan Polluck for helping me host this website and launch it. Also, thank you to everyone who has supported me as I’ve slowly delved into the field of engineering education. It means so much to me.

This website is only about three days old, so it is far from perfect yet. I know I’ll constantly be tweaking it and changing it to make it more perfect, but for now, I think it’s ready to be seen. Thank you so much for visiting! Please subscribe, share, and comment. And have a wonderful day, lovely people!



For the past few weeks, I’ve been staying up into the wee hours of Wednesday night so that I can be a part of the Big Beacon Twitter conversation that happens from 1 am to 2 am Greenwich mean time. It’s an hour where I’m able to share my thoughts on engineering education with enthusiasts from around the globe. I’m also usually the youngest person involved in these conversations which does feel awkward and cumbersome at times, but it gives me a unique perspective that I’m happy to share with others. One of the most interesting topics (to me) that came up this past week was the idea of geeks and nerds and what these words mean to different people.
I have been a self-diagnosed nerd since about sixth grade. I had all of your classic symptoms: watching Bill Nye the Science Guy the newest Lizzie McGuire (or whatever cable TV was popular at the time), reading books when most of my classmates were playing soccer and football, and spending all my after school time in academic pursuits such as Mathcounts and Power of the Pen. Trust me, I’m well aware that I was unusual kid and I remain a quirky bird for the most part. The beauty of the friendships I made in junior high school (many of which last to this day, despite living in different states and countries) was that my friends all had such a love for books and things like Pokemon that they proudly called themselves nerds and geeks.
As more and more attention is turned to the STEM (science, technology, engineering and mathematics) fields, enthusiasts debate the best method of attracting more students. There’s a major emphasis on changing the conversation to break down engineering concepts so that anyone regardless of age and profession can understand in a way best characterized by Dr. Hammack’s Engineer Guy videos. Another major wind of change is to eliminate words and phrases that might discourage student from pursuing STEM careers, showing that creativity is a much a part of engineering as math and science is, if not more so. One of the words that STEM education enthusiasts have been trying to eliminate is the word “nerd”.
However, there was so much backlash over this, that educators have decided to no longer take a stance on the word. Many seasoned educators and professionals do not fully understand this backlash. As an undergraduate with a foot in both worlds, I decided to explore the concept of nerds and geeks among my peers via social media and the Internet. Because I’m a nineteen year old and the Internet and social media are two things I know very, very, very well.
People of my age demographic (roughly between ages 15-25) have become open to the idea of nerds and geeks. I still remember a poster in my seventh grade science teacher’s classroom saying that in twenty years it wouldn’t matter what I looked like or what I wore. What would matter? What I had accomplished. My K-12 education encouraged me to be a geek or nerd because as a child I was told that geeks and nerds would be in charge of everyone else someday. Why? Because we, myself included, were the kids who worked hard and cared about learning, cared about our future. Nerds and geeks were not openly well-liked necessarily, but we banded together under the label and found a sense of pride. I don’t think nerds and geeks will be in charge everyone someday, but there will always be a need for us. In high school, the nerd pride remained as all of my best friends were people in my AP classes and band with me. We loved being nerds and geeks together.
An internet representation of what it means to be a nerd. But is this really true? Should it be true? I don’t think so.
When I asked this question on Facebook, I received a variety of answers. Some people simply don’t care, as long as they aren’t being picked on for it. Others like being called a nerd because it makes them feel smart. Others have more complicated views. A senior in chemical engineering made a good point that the words nerd and geek are often used in the wrong context because they are not well-defined. There are still slight negative connotations with being a nerd or a geek. One friend wrote that he preferred to be a “cool nerd” because he disliked the stereotype that nerds have poor social skills when he likes sports and music in addition to geeky interests like Doctor Who and Star Wars. The best summation of the nerd culture present in the current crop of high school and college student came from Samantha Fuchs, a sophomore at the University of Illinois at Urbana-Champaign: “I like being called a nerd because to me, the word indicates a culture of the pursuit of knowledge and understanding.”
When you look at the Internet,  it is clear that people of all ages have embraced nerd culture and are proud of it. One man used his computer skills and interest in creating a workout program for everyone who sits at work on their computers all day to make Nerd Fitness. There’s a website called Think Geek that sells everything from Star Trek bathrobes to Iron Man power bands. Hank and John Green of YouTube (known as the Vlogbrothers) call their followers “Nerdfighters”, a theme which has taken over Tumblr as well. Even Pinterest, the female social media phenomenon, has a Pinterest geek category.
Thus, there is no need to eliminate the words geek and nerd from our vocabularies. We simply must continue to change the meaning and allow the words to evolve. Geek and nerd should be positive words identifying people who love to garner knowledge for the good of the world, while also enjoying life and all the world has to offer. That’s it. I’ll see you next week. Or the week after, depending on future travel plans here in the UK. Until then, don’t forget to be awesome.
For further reading, I recommend BBC’s article Are ‘geek’ and ‘nerd’ now positive terms?. If you’re interested in joining us, Big Beacon Twitter conversations about engineering education occur on Wednesday night from 8 pm to 9 pm EST #BigBeacon and you can learn more about Twitter conversations here.
For the past two years, I’ve been extremely fortunate to mentor a FIRST Lego League (FLL) robotics team of fifth and sixth graders. To be honest, I’m a little jealous of my mentees and wish FLL had been offered in my area when I was in junior high and high school. The first semester of my freshman year of college, the Society of Women Engineers chapter at Illinois was looking for college students who wanted to mentor robotics teams. I volunteered, thinking that I had enough knowledge from the Lego robotics I did in my AP physics class. Oh, how wrong I was. I can easily say that it has been of the most difficult and rewarding activities of my college career thus far. I also believe that I’ve learned more from the kids I work with than I’ve been able to teach them.
FLL is a great example of where engineering education is going as well as an opportunity for anyone in K-12 education to get interested in really being an engineer (or at least knowing what an engineer is). Woodie Flowers, an MIT professor and distinguished partner of Olin College, started the original robotics competitions aimed at high school students in 1989 which were aimed for more middle school and high school students. FLL, for middle school students and younger, began in 1998 as a pilot program with only 210 participants. In the past fifteen years, it’s expanded to reach over 200,000 students in over 60 countries just under 20,000 students participating in the competition this year.
The FLL robotics competition’s main component that people recognize is the robotics component. Every year, a theme is announced and then missions relating to the theme are set up on a table in the form of an obstacle course of sorts. This year, Senior Solutions missions included using a computer and lifting a weight for exercise. To complete missions, students design the body and other motor components for their robot. Then they program the robot to complete the mission(s) using a straightforward language designed by Lego. Children can decide when the robot should move, which motors should move, how long it should move for, and also play with sensors (light, ultrasonic, etc.). In the competition, they even have to explain their methods to judges. It’s a great guide to programming that’s actually fun (which is more than I can say about my experience with C and Unix programming in CS 101).
Though the mission aspect of FLL is the most well known and prominent aspect, it is only one of three main components. Another component is a research project which also pertains to the theme. Students pick a problem and develop a solution to it that is not necessarily related to robotics. In 2011,  my mentees chose the Food Factor problem of salmonella contamination in chocolate, a favorite topic of theirs. They proceeded to talk to a CEO of small chocolate company and came to the conclusion that probiotics to decontaminate chocolate. They then wrote and performed a skit presenting their idea.The research project allows kids to take a problem that they care about and empowers them to do something to fix it.
The mission and research components of FLL are accurate representations of engineering and are wonderful ways to get students interested in the STEM fields. The final component in FLL however is not often found within engineering education today and this is the point I want to end with. FLL has a teamwork (Core Values) aspect to it that gives students an opportunity for the group of FLL participants to show how programming and researching has turned them into a team that works together and listens to each others’ ideas. Engineering education does focus on group projects, but groups are not teams. How often does one person do all of the work while another does nothing? How often does someone try to speak up only to be overshadowed by another? How many students (college, high school and middle school) can actually say they enjoy group projects?
How the typical student reacts when asked i
f they’re excited for a group project
FLL focuses on its two trademark words: gracious professionalism (high quality work which values others) and coopertition (kindness and respect that allows people to learn from one another even during competition). These are necessary qualities for the real world because being an employed engineer means working with other people every single day. One must be able to communicate and listen to other people, but employers often complain of engineers lacking such social skills, making teamwork almost ineffective. FLL wants to change this by emphasizing growth as a team. Most universities fail to put such value in teamwork. So please, do me a favor. Next time you’re doing a group project, focus on working together instead of only doing your part of the work. It will be amazing what your team is able to accomplish.
If you would like more information about how to support FIRST Lego League robotics, please visit this website for more information.
Thank you so much to everyone’s support of my last post and the start of this blog! It means a lot to me and I hope you continue to enjoy these posts. When I first started thinking about engineering education, it was in response to a USA Today article which focused on Olin College. I did not realize the connection Illinois had with Olin at the time, but I soon learned. Olin College is a remarkable place. Let me explain.
In 1997, Olin College received its charter from the Commonwealth of Massachusetts, but the first class did not set foot in it until 2002. In 2007, the school became fully accredited by ABET for electrical and computer, general, and mechanical engineering. It has only approximately 350 undergraduates (1/100 of University of Illinois’s population) and a 16% acceptance rate. But these are just the numbers.
What makes Olin College special?
Olin embodies what engineering education should be.
While most first year undergraduate students are stuck in chemistry and calculus classes, Olin students are designing a device that climbs up a glass wall without leaving a mark. Students use their knowledge of how animals use and apply it to machinery. Their professor knows that students may not have perfected Newton’s laws and the nuances of C++ programing. Students are still allowed to work on a meaningful project that is actually engineering related such as this biomechanics project.
At large universities like Illinois (or really any engineering university with a population over 5,000), the main way for first- and second-year students to be involved in engineering projects is to find a club, research or internship. Clubs and research are wonderful experiences, but it can be hard to be overly involved in design processes on top of going to classes. Internships are fantastic opportunities, but it is very competitive for underclassmen. Many companies would rather have upperclassmen intern for them because they have more technical experience and can be future full time hires if their work is satisfactory. To be fair, most universities are now trying to add more design projects into the first-year experience. This is partially due to ABET requiring constant improvement of the engineering curriculum as well as the NSF forming engineering education coalitions from 1990-2005 which focused on the improvement of the quality of engineering degrees by increasing minority and women enrollment, improving the first year experience, etc. The improvements are still far from perfect though.
I brought up the fact that my current chemical engineering curriculum thus far has been devoid of meaningful problems to a professor in charge of one of chemical engineering’s major senior design projects. He countered this statement by explaining how difficult major projects are to administer and grade, detailing the meetings at seven in the morning with students solely because it was the only time it worked with the students’ schedules. The projects integrated into first and second year classes are not the senior design level courses though. They do not need to be the focus of the whole class. Smaller projects designed to showcase concepts would suffice if they can be devised. If there are issues administering or grading, students can be used to help one another. No one wants to fail. Everyone wants to be proud of what they’ve done and help others with the knowledge they gained. If a project can be devised, I think these simple facts could be used to help assist professors in the task of administering the project. Currently, Illinois is trying to do this using Intrinsic Motivation courses where midterms are replaced with projects students choose based on their interests, with a fair amount of success.
Olin College is making leaps and bounds in engineering education. It’s currently the shining college on a hill for engineering education. The professors at Olin are young enthusiasts with ideas as bright as their students. Olin’s mission is to continue to contribute to engineering education every year of its existence, to never stay static. It wants to make other universities think about engineering education in a different light. Engineering education is not simply basic science and math courses for the first two years and then “real engineering”. No, the focus is on continually learning by throwing students curveballs of new things they may not have learn and watching budding engineers thrive off the challenge, learning and creating. Olin students complete their engineering curriculum with a final project where students work on real industrial problems with companies and partner organizations of Olin (Penn State has a similar program called the Learning Factory.). Projects can be trade secrets of companies such as HP or future student businesses such as a remote controlled bartender with four different drafts of tap.
The Official Dilbert Website featuring Scott Adams Dilbert strips, animations and more
How do we add projects without everyone feeling like this?
Olin College has centered its education curriculum on project-based learning, but this is easy to do at such a small school. Other universities, including Illinois, are still trying to implement courses such as Olin. If you are interested in learning more, The Olin Experience is a great article and Illinois does have an exchange program with Olin. Project learning is necessary for engineering education and there needs to be more of it, especially for underclassmen. The only question is: How? How do we replicate a large scale Olin College? Sound off in the comments below. I’d love to hear your opinion! Thanks!
Whenever I meet new people at my university, I receive the same response upon telling people that I am a chemical engineer. “Oh, that’s hard!” some fellow engineers exclaim. Others shake their head and tell me solemnly, “I have some friends in that. They want to die.” Other such remarks are made which are equally discouraging. It is rare that any positive comment will be made upon the pronunciation of my major, excluding the rare remark as to how much money I’ll make when I graduate. But is that the only reason that I’m putting myself through what so many outside of engineering declare to be torture? Is that all I’m after? A paycheck?
I am the daughter of a lawyer and a dietitian, two working parents. I have never known much hardship in terms of income. If I was focused on income, I could be following in my father’s footsteps and working towards a law degree. However, my father never encouraged me to do this. He always wanted to me to find my passion and do what I loved. Granted, I always thought that history was really interesting, but I never pursued it as a career because I viewed this option as a limitation. That was my view and my decision though. If I had set my heart to become an American Studies professor with an office full of books and millions of dollars in student loans, I like to think my father would have supported me in such a quest.
I am fortunate that I pursued chemical engineering as a career. After a year and a half, I can proudly say that I chose the right major, despite the ups and downs. However, not everyone can say the same. During my time at school, I have watched numerous people switch out of engineering for business, math, biology, and majors not even remotely related to engineering such as music and journalism. I’m happy to see these people find their passions, even if those passions are elsewhere. This does not make me sad though. Usually my friends within engineering who suffer are the ones that I am pained by.
The most difficult thing for me to watch are the people who stay and truly love engineering but find themselves constantly discouraged by the negative atmosphere of engineering, weed out courses, etc. A good friend in agricultural and biological engineering struggled with physics electricity and magnetism this past semester. Not only did her grades dishearten her passion for engineering, but she was also mad that she had to take a course that to her had no relevance to her future. Even in college, we still learn things that have no apparent relevance to our future.
I do believe that all of the classes engineers are forced to take will at least be slightly useful to us someday, but it is difficult to see how when one is stuck in the never ending class sequence of mathematics, physics, chemistry and biology with no engineering courses in sight. In the traditional engineering curriculum of most colleges, only juniors and seniors are exposed to “real” engineering. This brings me to the other problem with the current system. I have observed so many juniors and seniors come to realize that they actually hate engineering, or their specialized engineering major, after finally being exposed to real world industrial problems and seeing what engineering really is. But by this time, the upperclassmen are unable to switch without extending their graduation date by at least a year. So instead, they are stuck doing something they hate. I know chemical engineers who find jobs as finance and software engineers doing as little as possible with chemistry and chemical engineering because of this.
Over the past few months, I’ve realized that I’m being called to help change these current problems with engineering education. I want to change how engineering is taught in higher institutions. I don’t know exactly how, but I’m doing my best to get involved in anything and everything relating to engineering education. I’m hoping that by starting this blog I’ll be able to continue to connect with people across the United States and around the world that are just as passionate about engineering education as I am. These posts will range from case studies on different universities with innovative programs to ideas to general observations and really anything that comes to mind. I hope that you will subscribe to my blog, comment on posts, email me, share these with friends and anything else in order spread the movement. Thank you so much! Together, we can engineer the change.
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