Engineering at the University of Florida: An Opportunity to Embrace the “Second Mile”
By Dr. Angela S. Lindner, Associate Professor, Environmental Engineering Sciences
Introduction
In 1941, Dr. William E. Wickenden, then President of the Case School of Applied Science (Case Institute of Technology), gave a speech, entitled “The Second Mile,” to the Engineering Institute of Canada. He entreated engineers to commit to travel not only what he termed as “the first mile,” composed of our tasks and duties that ensure our survival, but also “the second mile” of “voluntary effort,” where “people strive for special excellence, seek self-expression more than material gain, and give that unrequited margin of service to the common good which alone can invest work with a wide and enduring significance.” Dr. Wickenden recognized the essential bridging of technology and culture and the vital role that engineers must play in ensuring a smooth juncture between the two. Engineers, he said, must “know the meaning of literary and art forms,” while those in the arts and humanities must understand the “fundamental meanings of technology.” One of the most important cultural contributions of engineers, Dr. Wickenden stated, is the interpretation of technology in terms that all citizens may understand.
Today, the face of engineering is reflected in the rapidly increasing changes and complexity of technology that, in turn, is rapidly altering the habits of society. The seven papers in this issue manifest these dramatic advancements in the research areas of aeroacoustics (Zawodny), robotics (Sultan), thermoelectronics (Meyer), packing distinct patterns into a permutation (Flynn), molecular dynamics simulations of surface coatings (Fell et al.), aesthetic computing (Corey and Fishwick), and characterization of unique materials (Burnette et al.). Little question exists whether the young engineers who investigated these important projects (and all engineers for that matter) entered into their field of study to ease the burden of society, just as poet Rudyard Kipling in his 1907 poem for engineers, “The Sons of Martha,” described as “simple service simply given to his own kind in their common need.” Advancements in technology developed from engineering research such as reported in these papers herein have indeed improved the quality of life for targeted populations. After nearly one hundred years past the Industrial Revolution, however, we are now learning that concomitant with improved living conditions afforded by technology are environmental and social impacts not always anticipated during our original designs. The increased globalization of engineering has also revealed the “great need” for appropriate technologies to bring clean drinking water, a constant supply of food, and greater opportunities to those living in developing communities throughout the world.
As a result of our technology explosion, the essence of Dr. Wickenden’s call for engineers to become full members of society, by lending their expertise and voluntary service for the common good, has never been more essential than today. Engineering education is currently challenged to prepare engineers to become equally proficient in the core competencies, or “hard” skills, of their professions (first-mile actions) and in the “soft” skills of understanding, predicting, and broadly communicating the social elements of their designs (second-mile actions). Never before has engineering education received a more clarion call to transformation than today, and the College of Engineering at the University of Florida is in prime position to answer this call.
Current Challenges of Engineers
The fabric of society and technology is coursing at such a rapid pace that the education and practice accompanying engineering is challenged to keep tempo; however, engineering must keep tempo because its survival is based on its immersion into society, as Dr. Wickenden explained.Below is a list of selected social and technological challenges that engineers of today and the future will face. The social challenges are among those predicted by Dr. David Orr, noted environmental scientist and author, to fundamentally shape the world in which we live (Orr, 2007). The technological challenges are those outlined in a recent National Academy of Engineering (NAE) report that established a need for reform of the engineering education curriculum (NAE, 2006).
Social Challenges
Diminishing Connection to Nature. As an associate professor in the Department of Environmental Engineering Sciences at the University of Florida, I have the privilege of mentoring students who seek to combine their passions for engineering and the environment. However, an alarming observation that I have made in the past ten years is that even my students who have a passion for the environment are growing increasingly less connected to the environment, and I can only surmise the disconnect that students of other engineering disciplines must have with nature. Author Richard Louv has coined the result of American adults spending 95% of our time in houses, cars, malls, and offices and children spending up to eight hours each day watching television or playing video games and less time outside as “nature deficit disorder” (Louv, 2005). The symptoms of this disorder include devaluing our waters, forests, air and sky, land, and animals, feeling less “rooted” in our lives, and, ultimately, as Dr. Orr predicts, falling into a spiritual crisis “for which there is no precedent” (Orr, 2007). The engineer who designs her/his technology in ignorance or complacency towards its impact on the surrounding world fails to live up to even the first promise in the Engineers’ Creed established by the National Society of Professional Engineers: “I dedicate my professional knowledge and skill to the advancement and betterment of human welfare” (NSPE, 2004). Therefore, our charge in engineering education is to root our students fully to our surrounding world by providing them experiences that revel in nature and then to teach them the environmental and health effects of engineering designs so that they do no harm to their surrounding world and inhabitants.
Human Population Growth and Widening Affluent-Poor Gap. In 1941 when Dr. Wickenden gave his “Second Mile” speech, the world population was 2.3 billion (U.S. Census, 2007). Today, the population of this planet has expanded to 6.5 billion and is predicted to explode to nearly 8 billion by 2020 (CIA, 2001). The greatest increase in the human count over the next twenty years will be experienced in countries in Asia and Africa that do not have the social, physical, and economic infrastructure of the developed world, and most of these people, predominantly poor, will live in urban areas (NAE, 2006). The average age of the world’s citizens is increasing, with the ratio of working tax payers to nonworking pensioners decreasing from 4-to-1 to 2-to-1 in the next twenty years (NAE, 2006). In the United States, the percentage of minority populations will expand, with predictions that over half of the population of Americans will be non-white by 2050 (NAE, 2006). In a nutshell, the bulk of the world’s population will live in urban areas that will experience an increase in density, age, and poverty. The population in the United States will mirror these increases while also experiencing a change of race demographics. In response to the increasing poverty in the world, the focus of engineering is, therefore, challenged to address solving “problems” of not only the affluent minority but, more importantly, those of the poor majority. In order to effectively design solutions to appropriately address the problems of society, the face of engineering must also reflect the diversity of the world.
Technological Challenges
No Coherent Energy Policy. Dr. Orr (2007) claimed that the United States has known for decades that, while crude oil sources will not likely be depleted soon, an end of an era of cheap oil will come, and we are currently living in that era. Our procrastination in developing a coherent energy policy has not only heightened risk of supply interruptions and volatile energy prices, as Orr observed, but also has forced engineers into a position to quickly react when these energy calamities do occur. On a global basis, 1.6 billion people have no access to electricity at all (IEA, 2004). Engineering education must respond to the short-sightedness of our governmental and industrial leaders by preparing students to fully participate in design, implementation, and broadcasting of technologies that use more sustainable sources of energy than crude oil and coal. All engineering disciplines hold a portion of the truth as it relates to the best energy solutions, and they must all work together, using life-cycle thinking, with the economists, political scientists, etc. to uncover the whole truth and to ensure energy stability in the United States and throughout the world.
Decay of the Environment and Depletion of Natural Resources.
The world’s consciousness of the impact of human activity on the
environment has been raised by recent increased media coverage of global
climate change. In
1941, when Dr. Wickenden gave his “Second Mile” speech, the
concentration of CO2 in the atmosphere was about 325 parts per million. By
2005, the concentration of CO2 had increased to approximately 375 parts
per million by volume, and the level of heat-trapping gases produced by
human activities was 430 CO2 equivalents, resulting in not only a
warming of our planet but also its destabilization (Neftel et al., 2004;
Keeling et al., 2005). However,
many less actively discussed environmental issues have the risk to cause
as significant or even more significant damage to our planet and its residents,
and engineers will play just as critical a role in solving these issues
as they will in climate change.
A recent United Nations report predicted that within the next twenty years, every nation in the world will grapple with some kind of water supply issue (UN, 2003; NAE, 2006). Nearly one billion people in this world have been estimated to not have consistent access to clean drinking water.Two billion people live in conditions of water scarcity. Four billion cases of diarrhea are reported each year, with up to five million deaths believed to be a result of diarrheal diseases. Approximately six million active cases of blindness have been estimated each year because of absence of nearby sources of safe water for washing (WHO/UNICEF, 2000; Gleick, 2002; World Bank, 2004; Lantagne, 2005; Lindner et al., 2006). Nearly 2.2 million children less than five years old die needlessly each year, many as a result of diarrheal disease and dehydration caused by contaminated drinking water. Three million newborns die needlessly each year because their mothers did not have access to transportation to a health clinic (or their community lacked a health clinic altogether) (The Lancet, 2005).
Toxic and hazardous chemicals continue to be released into the surrounding environment. In 2002, the Toxic Release Inventory estimated that over twenty-six billion pounds of production-related waste were legally released by industry to the air, water, land, and by underground injection in the United States (Scorecard, 2007). Many of these chemicals are classified as toxic and hazardous, having high risk of causing serious health effects on humans. As our population explodes so too do the quantities of solid waste in need of safe disposal and the amount of pharmaceuticals and personal health care products that are released into the surrounding environment. However, decreased availability of land for landfill storage and heightened concern of subsequent environmental impacts of incineration of waste have prompted engineers for improved designs of disposal and treatment technologies and biodegradable materials and more efficient recycling and reuse infrastructures.
The vast quantities of greenhouse gases and toxic chemicals released into our surrounding world and the scarcity of clean water pose tremendous challenge to engineers today and into the future. Compounding this problem is the severe politicization of the environment, despite all attempts by the Nixon administration to ensure that the U.S. Environmental Protection Agency not become a political arm of the government (Quarles, 1976). Engineering education’s call to respond to the environmental problems often caused by the very hand of poor engineering design is an infiltration of sustainable engineering approaches into every engineering discipline.
Deterioration of Physical Infrastructures. On Wednesday, August 1, 2007, the United States was dramatically made aware of its deteriorating backbone. Minneapolis’ I-35W bridge, overburdened by thousands of commuters twice daily since its construction forty years ago, lost its strength to span and collapsed into the Mississippi River, taking with it thirteen people who died and over one hundred who were injured (Grose, 2007). Two years ago, the American Society of Civil Engineers published a report on the state of America’s transportation, school, water, energy, and waste infrastructures, and the overall grade assigned to these systems was a “D” (ASCE, 2005; NAE, 2006). As Grose (2007) describes, the primary culprit of this aging of our nation’s backbone is lack of funding and a poor allocation of what little funding is provided. Again, engineers are called to influence politicians to allocate more dollars smartly towards new technologies, increased inspections, better prediction, and wiser decision-making, all categories in which engineers will provide major contribution.
Vulnerabilities in the Information and Communication Infrastructure. The NAE reported that malicious attacks on our information technology systems (e.g., computer viruses), system overloads (e.g., disruption of cellular phone service after the September 11 attacks), and natural disasters (e.g., Hurricane Katrina’s impact on the electricity grid) are symptoms of the instability in our information and communications infrastructure (NAE, 2006). Strategies must be developed in order to enable the infrastructure to keep pace with the rapid advances in information and communication technology, and engineers must be present and active in every stage in the life cycle of these technologies, including operation, expansion, upgrading, and reduction of vulnerabilities (NAE, 2006). Students of engineering must be prepared to understand the legal, regulatory, economic, business, and social aspects entrained in these problems.
Technology for an Aging Population. The average length of life of Americans is pushing eighty years, and these older citizens anticipate healthy, productive living beyond retirement. Age-related technology needs have been identified in the areas of supporting independent lifestyles while alleviating burdens on care providers, operational technologies to aid service providers in reduction of labor costs and prevention of medical errors, connective technologies to aid the elderly to communicate with caregivers and families, and telemedicine to provide services to patients in remote locations (NAE, 2006). Engineering education should, therefore, increase the awareness of students to the elderly condition and corresponding technological needs.
Necessity of Developing Attributes beyond Strong Analytical Skills. In response to the challenges that face engineers, the National Academy of Engineering (2006) has established five guiding principles that will shape engineering activities in 2020 and beyond, and they are as follows:
- The pace of technological innovation will continue to be rapid.
- The world in which technology will be deployed will be intensely globally interconnected.
- The population of individuals who are involved with or affected by technology will be increasingly diverse and multidisciplinary.
- Social, cultural, political, and economic forces will continue to shape and affect the success of technological innovation.
- The presence of technology in our everyday lives will be seamless, transparent, and more significant than ever.
Engineering education is called to radically reform in recognition that the role of engineer has changed from development of technology for society to participation in the “societal process through which technology shapes society” (Kastenberg et al., 2006). Thus, the engineer of today and the future must be equipped not only with the core competencies of their individual fields, including strong analytical skills, but also with other, up-to-now less valued characteristics. These additional characteristics are briefly described below.
Effective Oral and Written Communication Skills
Expectations of good communication from engineers have always existed. In the future, however, the various stakeholders with whom engineers will interact will become increasingly multidisciplinary and diverse as a direct result of the increased complexity and global nature of technology. Engineers will also be held to increased accountability and will need to shape policy and attitudes of the public towards specific technologies. As a result, competitive American engineers will require a good oral, visual, and written command of their native tongue and will benefit from having working competency of other languages.
Sensitivity to Other Cultures
Understanding the behaviors or beliefs of a target population for technologies has been recognized as essential since the early 20th century when modern advertising was born (Levy, 2007).However, as the need for engineering in the developing world becomes increasingly exposed, the engineer who is successful in solving developing world problems must take into account the differences in cultures that exist throughout the world. Design for the developing world must consider the unique behaviors and beliefs of the citizens in the target communities. In fact, Engineers Without Borders-USA requires that the engineering teams include citizen input at the design level (EWB-USA, 2007). Many universities are responding to this need for heightened sensitivity of engineers to different cultures by offering engineering courses on “appropriate” technologies (Amadei, 2007).
Awareness of the Environmental and Social Impacts of Engineered Systems
While a debate currently exists over whether sustainable engineering should be a “stand-alone” discipline or a part of every engineering discipline, no doubt exists that every engineering student should be exposed to the surrounding natural world in order to appreciate the environmental and social impacts of technologies. The increased introduction of green, or sustainable, engineering into the university engineering curriculum has been observed in the past ten years. The U.S. Environmental Protection Agency has established nine principles of green engineering design (U.S. EPA, 2007), and Anastas and Zimmerman (2003) reported twelve principles of green engineering for the ultimate goal of sustainability of designed processes at the molecular, product, process, and system levels. All engineering design courses should incorporate these principles in some fashion.
Strong Leadership Abilities, Ethical Standards, and Professionalism
As our society increases its technological character, engineers will be placed in a unique position of understanding the strengths, limitations, and long-term impacts of technology on society. With this understanding, engineers will have opportunities to be leaders in industry, government, and non-government sectors. A good leader must understand the importance of professionalism, must possess integrity, must work interdependently on multidisciplinary teams, must be able to adapt to the rapid changes in technology and society, must be courageous in making decisions that are not always evident, and must recognize the broader context of their problems (NAE, 2006).
Awareness of the Need for Lifelong Learning
Knowledge in engineering and science is said to double every 10 years (NAE, 2006). Teaching a student everything s/he needs to know during the 4-5 years of her/his undergraduate education is not possible. The student must believe that s/he needs to take responsibility of her/his life-long development by continued learning in her or his field but also in other areas, including history, politics, business, languages, etc.
UF’s Response to Engineering’s Rapidly Changing Face
Summarizing the essential attributes of the engineer of 2020, the NAE report (2006) concludes, “He or she will aspire to have the ingenuity of Lillian Gilbreth, the problem-solving capabilities of Gordon Moore, the scientific insight of Albert Einstein, the creativity of Pablo Picasso, the determination of the Wright brothers, the leadership abilities of Bill Gates, the conscience of Eleanor Roosevelt, the vision of Martin Luther King Jr., and the curiosity and wonder of our grandchildren.” How equipped is UF in preparing its current engineers to embody such necessary qualities? Below is a brief report of the selected activities at UF that are effectively preparing our students for the future and a discussion of new approaches that will further hone our graduates as distinguished from those of other universities.
Problem-Solving
The ability to solve problems is the root of the engineering discipline, and this ability squarely falls into Wickenden’s “first mile” activities. The College of Engineering at UF has twelve degree programs that are accredited through the Accreditation Board for Engineering and Technology (ABET). The College is replete with faculty who are willing to devote time to ensure quality teaching of our undergraduate student population. Continued support of these faculty and encouragement of all faculty to partake in such activities is essential to ensure that every student who graduates has the basic analytical skills necessary for each discipline.
One example of a successful mechanism for combining theory with experiential projects is the Integrated Product and Process Design (IPPD) Program (IPPD, 2007). Students gain not only experience in problem-solving, but they also learn to effectively work in teams and apply their skills to “real-world” problems while interacting with practicing engineers. In reality, the IPPD Program is limited to a small number of students in the College of Engineering. However, because of its success in preparing students to function in the industrial environment, the College should discover new ways to translate this experience on a broader scale to more of its student population.
Scientific Insight , Ingenuity, Creativity, and Curiosity
Research experiences for the undergraduate student have proved to be a valuable tool in provoking ingenuity and creativity. Practical benefits of undergraduate research programs include promotion of faculty research and recruitment of these students for graduate-level study. The University Scholars Program (USP) at UF provides an excellent model for undergraduate research. More research programs such as the USP should be opened for increased student participation, even if at a more limited scale, to ensure capture of creative students who are not motivated by the structure of the classroom. In fact, focusing research towards those bright students with lower grade point averages may very well lead to increased motivation in the classroom as they begin to envision a future in engineering discovery.
UF’s library system provides an excellent vehicle to feed the scientific insight, ingenuity, and curiosity of our faculty and students. As the amount of information available on the internet continues to explode, students today possess a waning appreciation of the physical library structure and are not equipped to handle the vast array of scientific information available to them at their fingertips. Our library system is staffed with extremely talented specialists, and the College would be best served to design specific training programs for engineering students (and faculty) in using the physical and virtual resources available. Faculty should be encouraged to include library search activities in their courses. For example, faculty could require all students to schedule an appointment with a librarian to search a particular topic or invite a librarian as a guest lecturer to speak to the students about searching for information and discerning good and bad information.
Ingenuity and creativity in design is severely hindered by a lack of diversity within the engineering discipline. The College of Engineering at UF ranked first among public and private institutions (excluding minority-serving institutions) in the number of B.S. degrees awarded to Hispanics, ninth in the number of B.S. degrees awarded to African-Americans, and second and third places in the number of Ph.D. degrees granted to Hispanics and African-Americans, respectively (Dean’s Advisory Board Meeting, 2007). Despite these advances, the student population and faculty remain relatively homogeneous. Stronger support of existing programs and introduction of new programs to increase and retain female and African-, Hispanic-, and Native-American students must be encouraged within each department, and all faculty should be encouraged and expected to actively support activities that promote diversity in the classrooms and the hallways on campus. A greater presence of faculty mentoring of these students should be encouraged, and increased communication of the effectiveness of existing multicultural and diversity programs should be broadcast to faculty. In addition, an increased presence of faculty in the K-12 classroom, such as that offered by the SPICE Program (SPICE, 2007), is essential as a means to plant the seed of engineering early on in students’ minds and hearts.
Joseph Wood Krutch, one of America’s most distinguished literary naturalists, is quoted as saying, “The rare moment is not the moment when there is something worth looking at, but the moment when we are capable of seeing.” The ability to “see” in this sense often requires time for reflection, contemplation, and deep study. However, time is a commodity that is increasingly less available in our “more-faster-better” culture, and the university is not immune to this acceleration of pace (Levy, 2007). Administrators multi-task. Faculty multi-task. As a result, students multi-task. Multi-tasking is accompanied by a great risk of stifling deep thought and study, from which our greatest discoveries were born. Nobel-prize winner, Barbara McClintock, claimed that her discovery of the mysteries of genetics was possible only by taking the time to look and to hear what the material had to say to her (Keller, 1983; Levy, 2007).
By losing our allegiance to the original mission of contemplative inquiry established by the ancestors of today’s university, Plato’s school and medieval universities, today’s universities are threatened to become training institutes, rather than places of higher learning that serve as the cradle of curiosity, ingenuity, and creativity. In response to this decline in reflection and contemplation in academia, UF should foster greater contemplative practice among its faculty and in the classrooms. Slowing our pace in order to think deeply, not focusing solely on numbers, keeping ever sharply focused on education through transformation, the most noble mission of the university, should serve as primary goals of those of us within the university.
Conscience
Strong leadership and ethics are inseparable. While the College must fulfill the ABET outcome of awareness of ethical and professional responsibility, focused leadership development is not prevalent. Students must understand that the most effective leaders are those who listen, recognize and value the gifts of their colleagues, foster a strong sense of community, communicate their gratitude often, and persevere through adversity with their strong values intact. Providing leadership workshops that convey these values to students in order for them to hone their skills in this area is essential in their preparation.
As UF has made an increased commitment to sustainability through its Office of Sustainability (UF Sustainability, 2007), introducing environmental and social impacts of designs into every engineering design classroom is of utmost importance. Courses focusing on green, or sustainable, engineering design in each engineering discipline should be developed, following the model provided by the Departments of Environmental Engineering Sciences and Materials Science and Engineering. The College of Engineering has co-sponsored two faculty development workshops in Green Engineering (Delaney and Lindner, 2007), and participation in such workshops should be encouraged. Student participants in all engineering- and science-related research activity on campus, including the USP, should be encouraged to address potential negative environmental and social interactions of their project focus. Graduate student dissertations focusing on new engineering designs, for example, should also include discussion on potential environmental and social impacts of these new technologies. Additionally, the College could organize and encourage guided tours of our area’s forests, waters, and land as one means of connecting new and existing faculty, staff, and students to the natural world that surrounds us in Gainesville.
Vision
The face of engineering in the future will more directly reflect the globalization of our culture. Providing an international experience for our students is an effective method of not only preparing our students to transverse country boundaries but also to heighten sensitivity to other cultures. With strong collaboration from UF’s International Center, the College of Engineering at UF currently sponsors exchange programs with eighteen universities, centers, and boards throughout the world, and 52% of its student population is international. Engineers Without Borders-UF (EWB-UF, 2007) was formed in 2005, and it currently boasts approximately 75 active student members who are pursuing projects in Macedonia, Cambodia, New Orleans, and in the surrounding Gainesville community. Increasing the international experiential opportunity for students in the College hinges on making up-to-date, detailed information readily available via the internet and other forms of advertising to any student seeking such experiences.
Engineers must be able to effectively communicate their vision. In light of increasing pressures to include more technical content in the engineering curriculum, writing requirements have diminished, often to only one, semester-long technical writing course. As more pressure is placed on faculty to pursue research-related activities, faculty often respond by decreasing the writing requirements of their courses in order to lower time requirements for grading. Also, grading responsibilities often are assumed by engineering graduate students who are not likely to have extensive writing experience or expertise themselves. Students often complain that the curriculum contains a gap with no writing requirements between their general education courses, in which they must write a specific number of words, and their engineering courses. A common response of students to their first technical report assignment is one of anxiety because they do not feel prepared to tackle this format.
Methods must be adopted to provide increased writing experiences for students as they approach their engineering courses. Collaboration with the Department of English to develop a College-wide writing program for its students and encouraging faculty to grade reports not only for technical content but also for writing quality are positive approaches to ensure that Gator engineers are good written communicators.
Determination
All engineering students must be determined to continue the habit of learning and inquiry throughout the rest of their careers. Students report that one of the most effective ways to encourage the value of learning is through summer internships in the public and private sectors.In these positions, they realize that in order to be competitive they must take initiative to learn how to use new software packages and become familiar with professional practices such as bidding and procurement that are not often heavily emphasized in the engineering curriculum. In this time of budget uncertainty, the College should be a model of determination for its students and faculty, ensuring that the effort to unceasingly improve the quality of undergraduate education not be compromised.
Conclusions
William Wickenden was indeed a prophet in his acclamation that engineers must strive through that “second mile” of actions in service to society. As the field of engineering rapidly transitions from designing and introducing technologies at a distance from society to doing so as full participants in our increasingly global society, the UF College of Engineering is poised to take great strides in preparing Gator engineers fully for this future. “Great minds, unencumbered by a feeling for humanity, so often seem uselessly brilliant—and ultimately irrelevant,” stated Dr. Timothy Sullivan, former president of the College of William and Mary (Sullivan, 2002). Engineers in the College of Engineering at UF are documented to be among the nation’s most talented and brilliant. The question that remains is not whether they are capable of leading engineering through its transition into a fully global focus where technology and culture are inextricably bound but, rather, whether the College will lead them in this direction—towards the “second mile.”
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