picture this: engineering - entertainment industries council

Picture This:

EngineeringPicture This:

Engineering

A Resource Guide for the Creative Community

to Accurately Portray Science, Engineering

and Technology in Today’s Media

Entertainment Industries Council, Inc.www.eiconline.org

Picture This: Engineering

818-840-2016 (West Coast) 703-481-1414 (East Coast)

1 Picture This: Engineering

Picture This: EngineeringTABLE OF CONTENTSForward: An Open Letter to the Creative Community ......................................................................................................................4

National Cable and Telecommunications Association Supports Science, Technology, Engineering and Math in Media ..............................................................................................................................................................................................5

Senate Resolution in Support of This Initiative ......................................................................................................................................6

Senate Resolution 623 ..............................................................................................................................................................................................7

Support from the White House Office of Science and Technology Policy .....................................................................8

Delegate John Cosgrove Commonwealth of Virginia ......................................................................................................................9

Facts about the U.S. Shortage of Engineers ........................................................................................................................................10

Picture This: Engineering: Communication Priorities to Affect Attitudes and Behaviors

Priority 1: Media should be asked to help attract students to engineering .....................................................11

Priority 2: Contrary to popular beliefs, engineering isn’t only about math, science, and mechanical abilities .......................................................................................................................................................................12

Priority 3: Government and industry need to work together to promote the need for and development of engineers .................................................................................................................................................................13

Priority 4: There is currently a shortage and steady decline of skilled, U.S. engineers in our workforce ................................................................................................................................................................................................14

Priority 5: Though gains have been made in attracting women into engineering disciplines, engineering in general is still not a popular career path for women ..............................................................15

Priority 6: The U.S. education system needs to be supported to offer continuous education to teachers as well as integration of engineering in elementary, middle, and high school .................16

Undiscovered Workforce .......................................................................................................................................................................................17

Picture This: Engineering Panelists Reveal Science and Technology Television Shows ...............................19

Engineering Background Information for Writers and Producers

Aerospace engineers ....................................................................................................................................................................................22

Agricultural engineers ..................................................................................................................................................................................22

Biomedical engineers ...................................................................................................................................................................................23

Chemical engineers ........................................................................................................................................................................................23

Civil engineers .....................................................................................................................................................................................................23

Computer hardware engineers .............................................................................................................................................................23

Computer software engieners ...............................................................................................................................................................24

Electrical engineers ........................................................................................................................................................................................24

Electronics engineers ...................................................................................................................................................................................24 Environmental engineers ...........................................................................................................................................................................24

Health and safety engineers ...................................................................................................................................................................25

Industrial engineers ........................................................................................................................................................................................25

Marine engineers and naval architects ...........................................................................................................................................25

Materials engineers ........................................................................................................................................................................................25

Mechanical engineers ...................................................................................................................................................................................26


Mining and geological engineers, including mining safety engineers ..................................................................26

Nuclear engineers ...........................................................................................................................................................................................26

Petroleum engineers .....................................................................................................................................................................................27

Systems engineers ..........................................................................................................................................................................................27

Training and Other Engineering Qualifications: A Spectrum of Skills

Education and training .................................................................................................................................................................................27

Licensure .................................................................................................................................................................................................................28

Glossary of Common Engineering Terms ................................................................................................................................................29

Resources ..........................................................................................................................................................................................................................31

End Notes ..........................................................................................................................................................................................................................33

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Aerospace Industries Association

American Society for Engineering Education

American Society of Civil Engineers

Association for Career and Technical Education

BAE Systems

Bell Helicopter Textron

Booz Allen Hamilton

The Boeing Company

Engineering Education and Centers (NSF)

Frontiers in Research and Innovation

Junior Engineering Technical Society

Lockheed Martin

Miller.Omni.Media, Inc.

National Academy of Engineering of the National Academies

National Mining Association

National Science Foundation

NASA

Northern Virginia Technology Council

Northrop Grumman

PTC Education Group

Rockwell Collins

SAE International

Software Engineering Institute

University of the District of Columbia

USA Science & Engineering Festival

Special Thanks To Our Participants:EIC gives special thanks to the National Cable and Telecommunications Association, particularly Rob Stoddard, NCTA Senior Vice President, Communications and Public Affairs (NCTA) and Frank Gallagher, Executive Director, Cable in the Classroom, for hosting Picture This: Engineering; Delegate John Cosgrove (R-VA, 78th District) and Rachel Bird, Legislative Assistant to Senator Ted Kaufman (D-DE) for their continued support of EIC’s S.E.T. initiative; Gary Kreps, Ph.D., Distinguished Professor of Communication, Chair of the Department of Communication and Director of the Center for Health & Risk Communication, George Mason University; Phyllis H. Hillwig, Ed.D., Chief Operating Officer, Words & Numbers; Gail Cleere, Science Writer, Department of Homeland Security; and Rich Moore, President, Rich Moore, Inc. for facilitating table discussions during Picture This: Engineering; Leslie Fink, Director, Science Scene, National Science Foundation; Carol Raulston, Sr. Vice President, Communications, National Mining Association; Patrick J. Natale, P.E., FASCE, CAE, Executive Director, American Society of Civil Engineers; and Rita Creel, Principal Engineer, CERT, Software Engineering Institute/Carnegie Mellon for reviewing the Picture This: Engineering publication.

Picture This Team:Larry Deutchman, EIC EVP, Marketing and Entertainment Industry relations; Marie Gallo Dyak, EIC EVP, Program Services and Government Relations; Kimberly Rymsha, EIC Program Manager; Shawn King, Executive Assistant to the CEO, Sadie Brinton, Program Assistant, Lindsey Tanner, Program As-sistant, Monika Thum, Program Assistant, and Debbie Sellnow, Program Assistant. EIC Interns: Basel Amad, Kerry Connelly, Jeff Coppola, Christina Fedak, Pamela Milne, and Rebecca Patten. Writer/Edi-tor: Cynthia Miller, Miller.Omni.Media, Inc. Design by Ann Bauckman, Output Printing & Graphics.


ACkNOwLEdgmENTSThis document was made possible by support from The Boeing Company. Picture This: Engineering captured the input during a formal meeting of engineering experts, and review by key executives in companies and organizations that are focused on appropriately representing and advancing engineer-ing in the media. A special thanks to those organizations who participated in the forum.


Forward: An Open Letter to the Creative Community

REAdY ON THE S.E.T. ANd… ACTION! CREATIVE FOCUS ON SCIENCE, ENgINEERINg ANd TECHNOLOgYThere is an unprecedented issue facing our country that would greatly benefit from the involvement of the entertainment industry’s creative community. The United States is experiencing a severe short-age of scientists, engineers and technologists. We view this deficit as a skills shortage, not a people shortage. Simply put, there aren’t enough people graduating with the right skills to meet the needs of our economy.

EIC and Boeing have teamed up to develop resources for the creative community to help change the predominately negative view that parents and students have about science, technology, engineer-ing and mathematics. The opportunity exists to tell the stories that foster greater understanding of the importance of technical careers to our competitiveness in the global marketplace. Thus far, we’ve put in place Picture This: Engineering Forum, and the launch of the Ready on the S.E.T and…Action! Awards for productions that are helping shape the public’s attitudes and perceptions.

There are already a number of television shows focused on forensics and science, and the number of students selecting to go into those fields, as a direct result of these shows, has grown noticeably. During our premier Picture This: Engineering forum, we invited entertainment executives to enlighten individuals from the government, defense and private sectors about how the media is creating shows where the key characters exemplify science, engineering and technology professionals. In turn, those attending worked together to identify messaging priorities for entertainment professionals encourag-ing real life, accurate scenarios in productions.

It’s these types of collaborative efforts that can make a difference. Thank you for joining us in address-ing our nation’s quest to maintain the technological lead that we’ve enjoyed for many years.

Sincerely,

Rick Stephens, Senior Vice President, Human Resources and AdministrationThe Boeing Company

Brian L. DyakPresident, CEO & Co-FounderEntertainment Industries Council, Inc.

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National Cable and Telecommunications Association Supports Science, Technology, Engineering and math in mediaRob Stoddard, Sr. VP, Communications and Public Affairs“The cable industry knows the importance of engineers and STEM education to our future, and has been helping raise the profile of these subjects through a variety of projects such as the Connect a Million Minds initiatives that our friends at Time Warner Cable have rolled out, Science Channel’s coming afterschool block of programming and Cable in the Classroom’s participation itself in science, engineering and technology education projects.

In our NCTA DC headquarters, we demonstrate many of the newest technolo-gies and services that our companies are testing and deploying. 1000 mega-bit broadband service, 3-D and high-definition television, interactive gaming, two-way and on-demand applications… even a refrigerator you can program remotely via broadband.

All of these applications and services were created by science and technology experts and engineers. Our engineers have transformed the cable industry from simply providing analog television to a high-tech telecom industry that provides hundreds of digital and high-def channels and online content, is the largest provider of broadband in the U.S. and the world, and is also one of the leading providers of digital telephone services in the U.S. Therefore, with our 360 degree utilization of the STEM disciplines, we are proud to be proponents of representing all forms of engineering accurately for our viewers.”


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Senate Resolution in Support of This InitiativeSenator Ted kaufman, democrat, delaware“When I decided to enter into politics, I realized that having a mechanical engineering degree and being the only working Senator to have done so carved out a great credibility and personal interest niche for me. I have used my own education to create legislation that may, in fact, advance the educational and career opportunities for students who follow in my footsteps.

Two major pieces of legislation that we continue to work on are the STEM Education Coordination Act which establishes the committee with the Office of Science and Technology Policy which will ensure that the Federal STEM education program runs as efficiently and effectively as possible. The second is the Engineer-ing Education for Innovation Act which will create state grants for engineering education plan man-agement and professional development for teachers.

Additionally, I am so impressed with the Entertainment Industries Council’s Ready on the S.E.T. and…Action! initiative that I am also working on a resolution that will commend the entertainment industry for the work they are doing on this issue, and urges industry professionals to use their creative talent and skills to educate audiences about STEM professionals and careers.”


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S. RES. 623 -- Commending the encouragement of interest in science, technology, engineering, and mathematics by the entertainment industry, and for other purposes.

(Introduced in Senate - IS)

SRES 623 IS 111th CONGRESS

2d SessionS. RES. 623

Commending the encouragement of interest in science, technology, engineering, and mathematics by the entertainment industry, and for other purposes.

IN THE SENATE OF THE UNITED STATES

September 15, 2010

Mr. KAUFMAN (for himself, Mrs. FEINSTEIN, and Mrs. BOXER) submitted the following resolution; which was referred to the Committee on Commerce, Science, and Transportation

RESOLUTION

Commending the encouragement of interest in science, technology, engineering, and mathematics by the entertainment industry, and for other purposes.

Whereas science, technology, engineering, and mathematics (referred to in this preamble as `STEM’) are vital fields of increasing importance in driving the economic engine of the United States;

Whereas STEM-educated graduates have and will continue to play critical roles in helping to develop clean energy technologies, to find life-saving cures for diseases, to solve security challenges, and to discover new solutions for deteriorating transportation and infrastructure;

Whereas through 2018, STEM occupations are projected to provide 2,800,000 job openings;

Whereas over 90 percent of STEM occupations require at least some postsecondary education;

Whereas students across the country, especially young women and underrepresented minorities, need greater understanding and appreciation of STEM careers, and access to quality STEM opportunities;

Whereas the entertainment industry of the United States, comprised of movies, television, theater, radio, DVDs, video games, as well as other video and audio recordings and means of communications, has an extraordinary ability to reach the people of the United States, especially young people;

Whereas the entertainment industry has begun to make significant investments in support of STEM educa-tion; and

Whereas, for example, the Entertainment Industries Council has developed the Ready on the S.E.T. and . . . Action! initiative to elevate the importance of science, engineering, and technology in national entertainment and news productions by connecting STEM experts, companies, and organizations with the entertainment industry in order to disseminate accurate information about STEM professionals and careers, and producing the first-ever S.E.T. Awards Show this year to award accurate and impactful portrayals of STEM in movies, television series, radio and television news programs, and print and online journalism: Now, therefore, be it

Resolved, That the Senate--

(1) commends the effective use of the substantial influence and resources of the entertainment industry of the United States, by those members of the entertainment industry, such as the Entertainment Industries Council, who are working to encourage interest in the fields of science, technology, engineering, and mathematics; and

(2) urges the entertainment industry to continue to use the creative talent, skills, and audience- reach at its disposal to communicate the importance of science, technology, engineering, and mathematics.


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Support from The white House Office of Science and Technology Policykumar garg, Policy Analyst“Our administration’s focus on developing the next generation of scientists, technologists and engineers was launched in 2009 with the ‘Educate to Innovate’ campaign to improve the participation and performance of U.S. students in science, technology, engineering and math. In fact, President Obama spoke passionately about striving to ensure that our young people are not just the consumers of things, but the producers of things.

The Office of Science and Technology Policy is working with the Domestic Policy Council, the Department of Education, the National Science Founda-tion and other agencies, and private and public industry to find ways to make technology more exciting and interesting for students. We are also partnering

with the entertainment industry to use media to positively portray scientists and engineers through characterization and compelling plots showing how professionals in these disci-plines can solve even the most complicated mystery. Through media, perhaps we can reinvigorate interest in our youth and elevate science and technology to the levels necessary to grow our next generation of professionals in those fields.”


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Policy makers and media Collaborate to Advance Engineeringdelegate, John Cosgrove, Commonwealth of Virginia“Before entering into my political career, I was an electrical engineer and an aerospace engineering officer in the F-14 and A-6 programs with the U.S. Navy. Engineering and technology have remained the cornerstones of my political career as well, and have allowed me to lead several important initiatives at the State and Federal levels. By serving on the Joint Commission on Technology and Science, and chairing the Aerospace Advisory Commission to the Governor of the Commonwealth of Virginia, I have tried to keep the im-portance of engineering to our society at the forefront of government focus.

However, I and others on Capitol Hill know full well that the programs and fund-ing we provide to create opportunities for our next generation of engineers will only be successful if the students needed to fulfill those opportunities are engaged and prepared to accept the challenge. We simply must use every channel available to us to communicate to students where they work and live – in the classroom and through media.

Companies and the government are sending professionals into the classroom to generate excitement about engineering to students as young as elementary school, which is where we need to be. And when students aren’t in the classroom, they are watching media and using technology to communicate to each other and the world. We need to constantly reinforce how cool it is for engineers, scientists and technology experts to be the people who save the day and solve the problems that no one else can solve. Only by using the apps students use can we entice them to consider careers in the sci-ence, engineering and technology.”


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Facts about the U.S. Shortage of Engineers • 69%: Share of U.S. students who graduated from high school with a regular diploma in four

years (2006).1

• 4%: The share of black males who graduated from high school with a regular diploma in four years (2008).1

• 43%: Share of 2010 U.S. high school graduates who are ready for college-level math.1

• 29%: Share of 2010 U.S. high school students who are ready for college-level science.1

• 3 million: The projected shortage of workers with U.S. college degrees, associates or better, by 2018.1

• Science, engineering and technology is the second fastest-growing occupational group, second only to healthcare.2

• Though their numbers are increasing, women, blacks and Hispanics remain underrepresented in the technical workforce.3

• 8 in 10 Americans report that they are bad in math. Among 18 – 24 year olds, the ratio rises to almost 4 in 10. More than half of Americans aged 18 – 34 report that they can’t do math at all.4

• 88% of Americans agree that students with advanced math and science skills have an advantage when it comes to college opportunities.4

• 52% of parents say the math and science their child is getting in school is “fine as it is”. U.S. 15-year-olds scored below 18 (out of 24) nations in math and below 12 nations in science in 2006.4

• By 2018, employers will need 22 million new workers with postsecondary degrees to fill the 63% of U.S. jobs that by then will require those degrees.2

• The number of workers in science and engineering grew from less than 200,000 in 1950 to 5.5 million in 2007. This represents an annual growth rate that is 4 times more than the annual growth rate for the total U.S. workforce older than age 18 for the same period.3



Picture This: Engineering: Communication Priorities to Affect Attitudes and BehaviorsProfessionals from our country’s top engineering schools, associations and government agencies, as well as the organizations and corporations that employ engineers, met to discuss how engineering impacts a variety of industries, including the entertainment industry. Here are the top issues identified from their collective responses.

Priority 1: media should be asked to help attract students to engineering.FOCUS: The entertainment industry has the power to influence students to enter into various en-gineering fields by accurately portraying the various engineering fields with characters who become young, exciting heroes and the true “faces” of modern engineering.

4Target peoples’ engineering interest at a younger age – kindergarten through middle school. It gets more difficult to reach people as they get older because they may have already developed a negative stereotype or aversion to engineering.

4For fictional characters, try to portray engineers as being young and cool, professionals who are needed to solve real-life mysteries and complex situations. The old stereotype of engineers being anti-social geeks can be replaced with the actuality that young engineers lead teams of interesting individuals on some of the most exciting projects in the world.

• Keep in mind that engineering needs to be communicated to youth on their level and in practical applications that they can relate to, such as how does a cell phone or video game work, how can I help my girlfriend find a good engineering school, or how can

I decide if engineering is in any way a part of what I like to do?

• Trying to make the case that the U.S. has a shortage of engineers or that students will have “guaranteed” job security if they become an engineer has little impact.

4Historically, young men are attracted to engineering because they are interested in technology, while young women are attracted to engineering because they want to improve society and save the world. However, some young women are fascinated with technology and some young men are intrigued with the possibility that engineering can make a difference.

• Characters on television and in movies might showcase real-life engineers, male and female, who exemplify those two areas of focus in order to gain the attention of our youth.

4Interstitials and special programming about engineering can be created to enhance the understanding and interest of children’s influencers such as teachers, mentors, parents and older siblings.

4Some popular actors actually have engineering degrees and could be used as real life role

models.

4For fictional characters, we need to portray engineers as being young and cool professionals who are needed to solve real-life mysteries and complex situations. The old stereotype of engi-neers being anti-social geeks needs to be replaced with the actuality that young engineers lead teams of interesting individuals on some of the most exciting projects in the world.


depiction Suggestion: The entertainment industry has the power to influence students to enter into various engineering fields by accurately portraying the various engineering fields with characters who become young, exciting

heroes and the true “faces” of modern engineering.

Resource Links:

• https://www.engineeringforchange.org/

• Engineering for Change discusses the engineering technologies that can create a better world here and abroad in areas such as water, energy, health, and sanitation. It offers case studies as well as tools that address the issues of the organization. Entertainment writers can utilize these case studies in crafting enticing storylines around engineering.

• http://www.discoverengineering.org/

• Discover Engineering portrays more youth oriented aspects of engineering. There are examples of the engineering behind a roller coaster, or the biomechanics of skateboarding. The site is interactive and designed to entice young people, and gives several examples of careers in engineering that are intriguing to young people. Entertainment writers can use the youth based engineering components of this site in developing an intriguing baseline for engineering-related story topics.

• http://www.mos.org/eie/index.php

• Engineering is Elementary focuses on introducing engineering to elementary-aged students. They offer children’s books, the stories behind which are accessible via the website, and offer engineering-based stories that are attainable for the elementary-aged population. This site is unique to the elementary aged population, and the stories told in the children’s storybooks can be incorporated into children’s programming as well.

Priority 2: Contrary to popular beliefs, engineering isn’t only about math, science and mechanical abilities. FOCUS: The entertainment industry should attempt to portray various types of engineering accurately and positively in order to dispel the “math myth”, showcase the exciting new fields now available for students to explore, and highlight the high levels of interaction required to make complex projects successful.

There is a misconception that if math is not a student’s strongest skill, s(he) should not enter into the field of engineering. The fact is there are many design and conceptual engineers who do not use traditional math models or mechanics to solve problems. Additionally, there are specializations in engineering such as biomedical, environmental, software, sound and geological, where backgrounds in

those areas take a front seat to just math.

4New messages in the media pertaining to engineering will help change conversations and concepts about engineering in general. New message points could include the following:

• “Engineers make a world of difference.” From new farming equipment and safer drinking water to electric cars and faster microchips, engineers use their knowledge to improve people’s lives in meaningful ways.5

• “Engineers are creative problem-solvers.” They have a vision for how something should work and are dedicated to making it better, faster, or more efficient.5


• “Engineers help shape the future.” They use the latest science, tools, and technology to bring ideas to life.5

• “Engineering is essential to our health, happiness, and safety.” From the grand- est skyscrapers to microscopic medical devices, it is impossible to imagine life without engineering.5

• “Engineers connect science to the real world.” They collaborate with scientists and other specialists (such as animators, architects, or chemists) to turn bold new ideas into reality.5

depiction Suggestion:The entertainment industry should attempt to portray various types of engineering accurately and posi-tively in order to dispel the “math myth”, showcase the exciting new fields now available for students to explore, and highlight the high levels of interaction required to make complex projects successful.

Resource Links:

• http://www.smartplanet.com/technology/?tag=nav;n-smartTechnology

• Smart Planet offers a “smart technology” section with new advances in the engineering field and the ways in which they work to better our lives. They report a range of advancements in health, transportation, and other engineering related innovations. Writers can utilize this site in developing ideas for “better world” storylines that revolve around engineering.

• http://cem.sbi.org/web/index.htm

• The Center for Engineering in Medicine works to be at the front end of healthcare technologies. They post research projects in areas that are familiar to the lives of many Americans, such as cancer diagnosis or the development of bio-artificial livers to address the shortage of donors for patients undergoing liver failure. Entertainment writers can learn about real life

engineering advancements that solve pertinent health issues.

Priority 3: government and industry need to work together to promote the need for and development of engineers.FOCUS: Government and corporate entities should enlist the help of the entertainment industry to create interstitials that direct viewers to government grant websites, and create interactive, engag-ing and entertaining training for engineering students of all ages as well as seasoned engineers.

4The Federal Government needs to enhance official definitions of the “new” thrusts in engineering (i.e., green, nanotechnology, etc.) to afford companies and organizations access to more grants and government contracts.

4The research grant and patent application process needs to be streamlined in order to help U.S. engineers advance technology within our own boarders.

Resource Links:

• http://www.makingthedifference.org/federalcareers/engineering.shtml

• Making the Difference offers information for young people to consider regarding various careers in the federal government. In a page devoted to engineering careers in the government is information such as bonuses and benefits to choosing a federal employer, job descriptions, average salary ranges, and potential laboratory


or agency employers. This site can be utilized to familiarize writers with the diversity of engineering jobs available at the federal level, and how they can advance the nation.

• http://www.usace.army.mil/Pages/default.aspx

• The US Army Corps of Engineers undertakes programs ranging from disaster relief and aid to developing technology to enhance the capabilities of the US war fighter. The Corps undertakes outreach programming, such as inviting students participating in the Future Cities Competition, introducing them to a real world workplace focusing on what their competition entails. This site can be utilized in developing storylines regarding our armed service members and how engineering contributes to national security.

Priority 4: There is currently a shortage and steady decline of skilled, U.S. engineers in our workforce. FOCUS: Attracting young people to investigate engineering as a career choice should be a goal for every adult in the U.S., regardless of his or her occupation. Only through a collective effort will we be able to grow the talent needed to remain a global contender in the race for engineering excellence.

Many engineering students come from other countries and return there after receiving their degrees. In fact, more than 80% of all U.S. engineers are currently not U.S. citizens.

4Engineering schools abroad have increased the quality of their curricula and are now in direct competition with U.S. schools, so the number of foreign students choosing to study and remain in the U.S. is decreasing.

4Currently, the number of work visas available annually in the U.S. is 65,000. The U.S. either needs to permanently increase the number of work visas available to foreign engineers, or expedite the citizenship process of those receiving advanced degrees in science and engineering.6

4Cultural perceptions hold true that material wealth is more highly revered in the U.S. than intelligence and education. However, U.S. professionals with engineering degrees are more likely to excel and earn more than their counterparts.

depiction Suggestions: When having your teen characters talk about applying to colleges and universities, consider-

ing having them pursue studies in an engineering-related major. The more common it becomes to see fictional students pursuing these majors, the more common it may become for young people to view these tracks as being normal and desirable.

Adult influencers in your stories might suggest engineering-related majors to the younger char-

acters they come in contact with.

Resource Links:

• http://www.engr.ncsu.edu/theengineeringplace/index.php

• The Engineering Place is a site set up by North Carolina State University. The site offers tips for parents, engineers, and educators for encouraging pre-college students to undertake studies in engineering. They also have a list of summer programming students can participate


in to become better exposed to engineering, as well as age appropriate examples for students to make them better aware of the contributions of engineering. This site can be utilized in developing parent/child programming ideas to encourage parents to interact with their students around basic engineering.

• http://www.pbs.org/parents/scigirls/tips/

• SciGirls, via PBS Parents, has a page dedicated to helping parents and other adults encourage young girls to take interest in engineering. They discuss ways of creating a STEM-friendly home, helping young people access opportunities in engineering, and making the STEM field fun. Like The Engineering Place, this site can be utilized as a tool for developing parent/child programming to encourage parents to spend time interacting with their children around engineering.

Priority 5: Though gains have been made in attracting women into engineering disciplines, engineering in general is still not a popular career path for women. FOCUS: The media and entertainment industry need to create female engineer role models and promote the idea, that engineering can be for anyone who is creative and wants to make a differ-ence by conceiving of, building, and nurturing ideas, designs, and products that make our world a

better place. There are very few female engineering role models in the media for girls to look up to.

depiction Suggestion: Messages that might be conveyed through entertainment to girls and young women include: Don’t ever let anyone tell you what you can’t do because you’re a woman. Don’t let them tell you that’s not a

woman’s job or a woman’s career.7

4Engineering remains a male-dominated industry for a number of reasons, but there are ways we can help to change that:

• Where possible, look for opportunities to incorporate female engineering role models.

• Avoid downplaying the expertise of women engineers by having them taken less seriously by their male counterparts.

• Try to demonstrate that engineering is a highly creative and social activity, and in complex projects, teaming and communication skills are as valuable as technical skills.

• Attempt to incorporate portrayals of engineering as compatible with a balanced life. Many engineering fields allow significant flexibility, along with financial benefits and possibilities for community involvement that make for a richly rewarding career. Engineering fields are ones in which women can make a positive difference in the world.

Resource Links:

• http://www.engineeryourlife.org/

• Engineer Your Life is a site designed specifically as a guide to engineering careers for high school girls. It includes a list of “10 Reasons Why You’ll Love It”, video bios of women engineers, and a guide to finding your dream career. The video bios on this site offer stories of female engineers that can be depicted in entertainment. The bios are specifically chosen to interest girls in the realities of engineering careers.


• http://www.engineergirl.org/

• Engineer Girl is devoted to encouraging girls to take a look at engineering as a potential career. They offer an essay contest for grades 3 through 12, information about engineering careers, profiles on women engineers, and a guideline for classes to take in high school if you are considering a degree in engineering. This site offers profiles on women engineers, which can be translated into depictions that will entice girls of a diverse age range into engineering fields.

Priority 6: The U.S. education system needs to be supported to offer continuous education to teachers as well as integration of engineering in elementary, middle and high school.FOCUS: If education begins at home and in the schools, then parents and teachers need to be educated about the opportunities available to students who pursue careers in engineering.

depiction Suggestion:Learning Never Ends — Consider a portrayal that lauds a teacher attending continuing and advanced education courses with the latest techniques for infusing math and science courses with engineering knowledge, and the latest engineering advances that showcase the value, rewards, and excitement of engineering careers.

4Professional engineers should be offered incentives to teach in an experiential, hands-on manner, reaching young students who are not yet considering engineering as a career choice.

4Special communication programming and parent/care giver training could be highlighted supporting parental encouragement for children and youth to engage in engineering education and careers paths. Programs could highlight parents and other child care givers as the most prominent mentors to excite students, and to promote career opportunities.

Resource Links:

• http://www.tryengineering.org/

• Try Engineering offers information about engineering options to students, lesson planning resources for teachers, university listing, engineering games, etc. They also have interactive components such as Life of an Engineer. Utilizing the Life of an Engineer element of this website can be helpful in developing accurate depictions of engineering. Because the purpose of the site is to encourage interest in engineering, this tool will not only help develop accurate depictions, but intriguing ones as well.

• http://www.engineeringedu.com/

• The Engineering Education Service Center has a blog that discusses what parents and teachers can do to engage young people in engineering. They also hold a mother/daughter event to engage young girls in engineering, while engaging mothers in the process to continue the process at home. They offer several workshops for educators and students as well. This site can be utilized in creating interactive programming that may encourage parents to become involved in their children’s engineering prospects.


Undiscovered workforceIn order to capitalize on the nation’s potential engineering workforce, it is vital that we reach out to those as yet undiscovered areas. According to a sta-tistical analysis conducted by the National Science Foundation, Bachelor’s degrees in engineering remain low overall. However, the demographic breakdown of these degrees stems most largely from White students. Over half (approximately 65 percent) of engineering degrees stem

from this demographic. The only other census demographic to reach double digits is Asian/Pacific Islander, at twelve percent.10

With the diversity of the United States’ population, it is imperative that we focus on varying demo-graphics in order to enrich and grow the workforce. The entertainment community has the unique ability to reach young people from numerous backgrounds, and can introduce characters and storylines that entice them into engineering fields, subsequently increasing and diversifying the U.S. engineering workforce.

Rural StudentsRural schools often lack the funding that more prosperous suburban communities have. As a result, they are often not as well outfitted with equipment for conducting lab exercises or other hands on exercises in engineering. Further, these schools frequently face problems around teacher retention.

However, it is rural schools that are often located in a prime environment for teaching and learning en-gineering. These schools are often surrounded by diverse elements of nature, and students frequently travel further to these schools than other urban or suburban schools. As a result, they experience many aspects of engineering regularly, and are situated in an educationally rich area for studying areas of engineering such as energy and environment engineering or ocean engineering.

Rural populations often have lower population, income, and education levels than urban or suburban populations. As a result, engineering careers are not frequently considered by these students. Yet, the lives of rural students are directly impacted by engineering advancements. Consider incorporat-ing environmental or agricultural engineering advancements in a story line. Incorporate the diverse environments of rural populations, and show that engineering does not only mean building buildings and city infrastructure—it also means developing the civil engineering technology to prevent flooding, or ensuring that water, as a natural resource, is dispersed where necessary.11

Urban StudentsStudents who study in the country’s urban public schools are often unreached when it comes to engineering education. Often times, their environment limits the exposure these young people have to engineering careers and study. Yet, there are highly qualified students in these schools who, given the necessary resources and support, could achieve a great deal in these fields. Parents are frequently educated minimally about these opportunities, and students do not have the exposure or background information they need in order to give engineering significant consideration.

The environment and exposure students have to careers, education, and lifestyle directly impacts the choices they make regarding their futures. Consider creating urban characters that successfully


impact their urban environments through engineering. Urban engineering endeavors can span from areas such as public housing or town planning to highway engineering or lighting the city.12

Moving outside of the urban engineering projects, urban characters might be portrayed as successful aerospace engineers—perhaps a young engineer from an urban public school system goes on to cre-ate the newest space technology. Portraying these backgrounds as they could relate to the engineer-ing field will help draw interest from this underutilized potential workforce.

minority StudentsWith 65 percent of the nation’s engineering degrees coming from the White demographic, it is imperative that we reach minority students with positive information and messaging about engineering careers. The Black demographic only constitutes four percent of engineering bachelor’s degrees, Hispanics seven percent, and American Indian/Alaska Natives only one half of one percent!13

With the diversity of the nation’s young people, we must reach more than the White demographic if we, as a nation, hope to remain a competitive player in the engineering field. Be considerate of the backgrounds of other minority student backgrounds. Consider creating strong, fun characters from different demographics and backgrounds. Incorporate aspects unique to their everyday lives. For example, explore the everyday life of an American Indian. Discover what makes their lives unique, and utilize these individualities in creating a character of this background. Integrate engineering projects that are unique to their background, to make the storyline even more relatable to this population, so that they feel a greater connection and interest in engineering.

The United States population has among the most diverse ranges in the world. It is important that we harness the bright minds from across this span. Keep in mind what makes these students unique and what interests them. Incorporating interesting story lines that hit home with our young people will encourage them to consider the possibilities that come with a career in engineering.


Picture This: Engineering Panelists Reveal Science and Technology Showsmiles O’Brien, President, miles O’Brien Presentations; former Correspondent, Anchor and Producer, CNN “In a recent survey aimed at finding out how people prefer to get their news, 72% said from television and 61% said online. Only 17% said from the New York Times or USA Today. The subject they were most interested in was weather, followed by national events, health and medicine, business, interna-tional events and the economy. However, 60% of the people surveyed said that science and technology were of interest to them.

When I was covering NASA launches for CNN, I was told to cover the event up until the solid rocket booster separated and that was it. After leaving mainstream media, I called some friends of mine who were involved with the next shuttle launch and asked if I could come to the Cape, plug my laptop into a T1 line and produce a 6-hour webcast on the launch. They agreed, and we had upwards of 600,000 people watching us in 180 countries around the world. I realized then that the world will beat a path to you if you have some expertise, and if you provide the kind of coverage that is one inch wide and a hundred miles deep.

It’s our job as media professionals to give technology professionals the latitude to share their enthu-siasm for the adventure they’re on, and then not so much control it, but keep it within boundaries that viewers will appreciate. For instance, if you go to a NASA installation, dozens of people who have tremendous passion for what they do will talk your ear off about space. You need to unleash that so that suddenly, it turns into a human story based on facts and is much more of an adventure.”

dexter Cole, Vice President, Programming, Science Channel “We are excited about broadening our genre offerings, and are moving away from the eighth grade science class approach that has been prevalent on our air. Our powerful partnerships with the White House, the cable operators and Discovery Education give us an opportunity to target tweens to build their excitement, anticipation and encouragement in science, engineering and technology.”

“An after-school series, Head Rush, is a commercial free, one-hour block. Spe-cial interstitials starring Kari Byron from MythBusters will replace the paid commercial slots and will offer even more fun facts for our viewers. Build It Bigger, starring host engineer and architect Danny Forster, showcases the world’s largest, most complicated construction projects and is suitable for audiences of all ages. Morgan Freeman’s Through the Wormhole had a highly successful first season and will be return again as the Hollywood community that proclaims itself as being “scientific geeks and nerds” – including Freeman – embraces the content and production of this show. Finally, young UK physicist Brian Cox hosts Wonders of the Solar System and helps us explore the universe through the science of physics.”


Nneka Norville, Senior manager for Corporate Responsibility, BET“Our role in corporate responsibility is to be advocates for our audience and the issues they face beyond the world of entertainment. I work in the commu-nity, going to schools, working with teachers and students, visiting forums, and finding out what the issues are with the pertinent people in the community –particularly urban communities. I also work with corporate and government partners to figure out how we can address these issues on a day-to-day basis on the network. Finally, I work internally with our company to translate this messaging internally.

Bringing social and community awareness to our network is challenging be-cause we are primarily an entertainment network focused on urban life issues. Historically, our on-air and BET Foundation messaging has focused on health issues like diabetes, cancer, sexual health. However, our targeted ancillary education and scholarship programs, paired with programming rich with spe-

cific messages for youth, is allowing us to now spread the word about engineering and science to our viewing audience.

Being that these topics are relatively new for our network, we are embracing the scientific and techno-logical communities to help us more effectively, and accurately, portray these careers to urban youth.”

mike mavretic, director of development, National geographic Channel “When we’re buying programs at National Geographic, we’re buying programs for over 200 million viewers around the world. Engineering is one of our key genres because there are always new breakthroughs and new, big, brassy engineering projects to tell our viewers about. This means constancy and consistency for shows that travel well globally and are financially sound.”

“However, in order to break out of the mold, we look to the engineering com-munity to bring us new projects, new storylines, and new approaches to the traditional building and construction site scenarios. For example, in our show Hitler’s Stealth Fighter, we found part of a shell of a World War II German fighter plane and worked with Northrop Grumman’s engineers to reconstruct the entire plane. Access to the right people and technology in the story made all the difference, and allowed us to show that fun, splashy, commercial events rooted in good engineering and science were behind its success.”


devin Flanigan, Senior Researcher and writer, “Lie to me”, Fox Broadcasting Co. “When I was in high school working at a local chain restaurant, I wanted to be a ceramic engineer because a line cook I was working with was studying to become one. I realize now that career paths are often about who we look up to and envisioning ourselves doing certain things. The same thing happens on a grander scale through our show, Lie to Me, which deals with the science of body lan-guage, facial expressions and various ways the voice and human body can tell its own story, and with television in general.

I get asked ‘Is there a school I can go to, to learn about lying?’, or am told that the main character Tim Roth is THE MAN! What sticks with people longer is seeing and spending time with these characters week after week. Learning about them and from them, and inviting them into your home is sort of the osmosis that happens through television. Then they want to be part of what they’re watching and it’s then that spike in interest in forensics that occurs because of CSI or Navy recruitment skyrockets because of movies like Top Gun.

We reach between 8 and 12 million people each night, and the burden is on the writers working with technological communities to depict their world accurately, but in a way that is going to weave the

facts into a story that is compelling and entertaining enough to bring viewers back week after week.”


Engineering Background Information for writers and Producerswhat do Engineers Actually do?

9 The following pages (22-28) are an excerpt from the Bureau of Labor Statistics:

When most people think of engineers, they usually envi-sion math geniuses who use elaborate calculations to build something. However, it is so much more than that.

In the broadest sense, engineers apply the principles of science and mathematics to develop solutions to technical problems. Their work is the link between scientific discov-eries and the commercial applications that meet society’s needs.

But the beauty of engineering is how diverse and special-ized engineering can truly be.

Some engineers develop new products in a process that uses one or more skill sets in design, logical analysis, spatial acuity, technical expertise and math. For example,

in developing a product, engineers specify the functional requirements precisely; design and test the product’s components; integrate those components to produce a final design; and evaluate the de-sign’s overall effectiveness, cost, reliability, and safety.

In addition to design and development, many engineers work in testing, production, or maintenance. They supervise production in factories, determine the causes of a product’s success or failure, test products to maintain quality and estimate the time and cost required to complete projects. They use computers and electronic equipment extensively to produce and analyze designs, simulate product operations, generate specifications and control efficiency.

Following are details on the 17 engineering specialties covered in the Federal Government’s Standard Occupational Classification (SOC) system. Numerous other specialties are recognized by professional societies, and each of the major branches of engineering has numerous subdivisions. In-depth details about sub-specializations may be obtained by contacting the associations listed later in this resource guide.

Aerospace engineers design, test, and supervise the manufacture of aircraft, spacecraft, and missiles. Those who work with aircraft are called aeronautical engineers, and those working specifi-cally with spacecraft are astronautical engineers. Aerospace engineers develop new technologies for use in aviation, defense systems, and space exploration, often specializing in areas such as structural design, guidance, navigation and control, instrumentation and communication, and production methods. They also may specialize in a particular type of aerospace product, such as commercial aircraft, military fighter jets, helicopters, spacecraft, or missiles and rockets, and may become experts in aerodynamics, thermodynamics, celestial mechanics, propulsion, acoustics, or guidance and control systems.

Agricultural engineers apply their knowledge of engineering technology and science to agriculture and the efficient use of biological resources. Accordingly, they also are referred to as biological and agricultural engineers. They design agricultural machinery, equipment, sensors,

“Engineers bridge the gap between what the mind can imagine and what the laws of nature allow. While scien-tists seek to discover what is not yet known, engineers apply fundamental science to design and develop new devices and systems to solve societal problems. Science and engineering are essen-tial partners in paving the way for America’s future.”8


processes, and structures, such as those used for crop storage. Some engineers specialize in areas such as power systems and machinery design, structural and environmental engineering, and food and bioprocess engineering. They develop ways to conserve soil and water and to improve the processing of agricultural products. Agricultural engineers often work in research and development, production, sales, or management.

Biomedical engineers develop devices and procedures that solve medical and health-related prob-lems by combining their knowledge of biology and medicine with engineering principles and practices. Many do research, along with medical scientists, to develop and evaluate systems and products such as artificial organs, prostheses (artificial devices that replace missing body parts), instrumentation, medical information systems, and health management and care delivery systems. Biomedical engi-neers also may design devices used in various medical procedures, imaging systems such as magnetic resonance imaging (MRI), and devices for automating insulin injections or controlling body functions. Most engineers in this specialty need a sound background in another engineering specialty, such as mechanical or electronics engineering, in addition to specialized biomedical training. Some specialties within biomedical engineering are biomaterials, biomechanics, medical imaging, rehabilitation engi-neering, and orthopedic engineering

Chemical engineers apply the principles of chemistry to solve problems involving the produc-tion or use of chemicals and other products. They design equipment and processes for large-scale chemical manufacturing, plan and test methods of manufacturing products and treating byproducts, and supervise production. Chemical engineers also work in a variety of manufacturing industries other than chemical manufacturing, such as those producing energy, electronics, food, clothing, and paper. In addition, they work in healthcare, biotechnology, and business services. Chemical engineers apply principles of physics, mathematics, and mechanical and electrical engineering, as well as chemistry. Some may specialize in a particular chemical process, such as oxidation or polymerization. Others specialize in a particular field, such as nanomaterials, or in the development of specific products. They must be aware of all aspects of chemical manufacturing and how the manufacturing process affects the environment and the safety of workers and consumers.

Civil engineers design and supervise the construction of roads, buildings, airports, tunnels, dams, bridges, and water supply and sewage systems. They must consider many factors in the design pro-cess from the construction costs and expected lifetime of a project to government regulations and po-tential environmental hazards such as earthquakes and hurricanes. Civil engineering, considered one of the oldest engineering disciplines, encompasses many specialties. The major ones are structural, water resources, construction, transportation, and geotechnical engineering. Many civil engineers hold supervisory or administrative positions, from supervisor of a construction site to city engineer. Others may work in design, construction, research, and teaching.

Computer hardware engineers research, design, develop, test, and oversee the manufacture and installation of computer hardware, including computer chips, circuit boards, computer systems, and related equipment such as keyboards, routers, and printers. The work of computer hardware engineers is similar to that of electronics engineers in that they may design and test circuits and other electronic components; however, computer hardware engineers do that work only as it relates to computers and computer-related equipment. The rapid advances in computer technology are largely a result of the research, development, and design efforts of these engineers.


Computer software engineers - often simply called software engineers—design and develop the software systems that control computers and a host of other systems, including aircraft, commu-nications satellites, cars, trains, tanks, ships, financial systems, the power grid, health records systems, social networking systems, and many home appliances. The work of software engineers involves developing and designing an architecture that represents software logic, developing the programs for a variety of systems, and enhancing the programs as needs and technologies change. Software engi-neers also work in cyber security, another rapidly advancing area of importance.

Electrical engineers design, develop, test, and supervise the manufacture of electrical equip-ment. Some of this equipment includes electric motors; machinery controls, lighting, and wiring in buildings; radar and navigation systems; communications systems; and power generation, control, and transmission devices used by electric utilities. Electrical engineers also design the electrical systems of automobiles and aircraft. Although the terms electrical and electronics engineering often are used in-terchangeably in academia and industry, electrical engineers traditionally have focused on the genera-tion and supply of power, whereas electronics engineers have worked on applications of electricity to control systems or signal processing. Electrical engineers specialize in areas such as power systems engineering or electrical equipment manufacturing.

Electronics engineers are responsible for a wide range of technologies, from portable music players to global positioning systems (GPS), which can continuously provide the location of, for exam-ple, a vehicle. Electronics engineers design, develop, test, and supervise the manufacture of electronic equipment such as broadcast and communications systems. Many electronics engineers also work in areas closely related to computers. However, engineers whose work is related exclusively to computer hardware are considered computer hardware engineers. Electronics engineers specialize in areas such as communications, signal processing, and control systems or have a specialty within one of these areas—control systems or aviation electronics, for example.

Environmental engineers use the principles of biology and chemistry to develop solutions to environmental problems. They are involved in water and air pollution control, recycling, waste disposal, and public health issues. Environmental engineers conduct hazardous-waste management studies in which they evaluate the significance of the hazard, advise on its treatment and contain-ment, and develop regulations to prevent mishaps. They design municipal water supply and industrial wastewater treatment systems, conduct research on the environmental impact of proposed construc-tion projects, analyze scientific data, and perform quality-control checks. Environmental engineers are concerned with local and worldwide environmental issues. Some may study and attempt to minimize the effects of acid rain, global warming, automobile emissions, and ozone depletion. They also may be


involved in the protection of wildlife. Many environmental engineers work as consul-tants, helping their clients to comply with regulations, prevent environmental damage, and clean up hazardous sites.

Health and safety engineers pre-vent harm to people and property by apply-ing their knowledge of systems engineer-ing and mechanical, chemical, and human performance principles. Using this special-

ized knowledge, they identify and measure potential hazards, such as the risk of fires or the dangers involved in handling toxic chemicals. They recommend appropriate loss prevention measures according to their probability of harm and potential damage. Health and safety engineers develop procedures and designs to reduce the risk of illness, injury, or damage. Some work in manufacturing industries to ensure that the designs of new products do not create unnecessary hazards. They must be able to anticipate, recognize, and evaluate hazardous conditions, as well as develop hazard control methods.

Industrial engineers determine the most effective ways to use the basic factors of production—people, machines, materials, information, and energy—to make a product or provide a service. They are concerned primarily with increasing productivity through the management of people, methods of business organization, and technology. To maximize efficiency, industrial engineers study product requirements carefully and then design manufacturing and information systems to meet those requirements with the help of mathematical methods and models. They develop management control systems to aid in financial planning and cost analysis, and they design production planning and control systems to coordinate activities and ensure product quality. They also design or improve systems for the physical distribution of goods and services and determine the most efficient plant locations.

Industrial engineers develop wage and salary administra-tion systems and job evaluation programs. Many industrial engineers move into management positions because the work is closely related to the work of managers.

Marine engineers and naval architects are involved in the design, construction, and maintenance of ships, boats, and related equipment. They design and super-vise the construction of everything from aircraft carriers to submarines and from sailboats to tankers. Naval architects work on the basic design of ships, including the form and stability of hulls. Marine engineers work on the propulsion, steering, and other systems of ships. Marine engineers and naval architects apply knowledge from a range of fields to the entire process by which water vehicles are designed and produced.

Materials engineers are involved in the develop-ment, processing, and testing of the materials used to create a range of products, from computer chips and aircraft wings to golf clubs and snow skis. They work with metals, ceramics, plastics, semiconduc-


tors, and composites to create new materials that meet certain mechanical, electrical, and chemical requirements. They also are involved in selecting materials for new applications. Materials engineers have developed the ability to create and then study materials at an atomic level, using advanced pro-cesses to replicate the characteristics of those materials and their components with computers. Most materials engineers specialize in a particular material. For example, metallurgical engineers specialize in metals such as steel, and ceramic engineers develop ceramic materials and the processes for mak-ing them into useful products such as glassware or fiber-optic communication lines.

Mechanical engineers research, design, develop, manufacture, and test tools, engines, ma-chines, and other mechanical devices. Mechanical engineering is one of the broadest engineering dis-ciplines. Engineers in this discipline work on power-producing machines such as electric generators, internal combustion engines, and steam and gas turbines. They also work on power-using machines such as refrigeration and air-conditioning equipment, machine tools, material-handling systems, eleva-tors and escalators, industrial production equipment, and robots used in manufacturing. Some me-chanical engineers design tools that other engineers need for their work. In addition, mechanical engineers work in manufactur-ing or agriculture production, maintenance, or technical sales; many become adminis-trators or managers.

Mining and geological engineers, including mining safety engineers find, extract, and prepare coal, metals, and minerals for use by manufacturing indus-tries and utilities. They design surface and underground mines, supervise the construction of mine shafts and tunnels in underground operations, and devise methods for transporting minerals to processing plants. Mining engineers are responsible for the safe, economical, and environmentally sound operation of mines. Some mining engineers work with geologists and metallurgical engineers to locate and appraise new ore deposits. Others develop new mining equipment or direct mineral-processing operations that separate minerals from the dirt, rock, and other materials with which they are mixed. Mining engineers frequently specialize in the mining of one mineral or metal, such as coal or gold. With increased emphasis on protecting the environment, many mining engineers are working to solve problems related to land reclamation and to water and air pollution. Mining safety engineers use their knowledge of mine design and practices to ensure the safety of workers and to comply with State and Federal safety regulations. They inspect the surfaces of walls and roofs, monitor air quality, and examine mining equipment for compliance with safety practices.

Nuclear engineers research and develop the processes, instruments, and systems used to derive benefits from nuclear energy and radiation. They design, develop, monitor, and operate nuclear plants to generate power. They may work on the nuclear fuel cycle—the production, handling, and use of nuclear fuel and the safe disposal of waste produced by the generation of nuclear energy—or on the development of fusion energy. Some specialize in the development of nuclear power sources for naval vessels or spacecraft; others find industrial and medical uses for radioactive materials—for example, in equipment used to diagnose and treat medical problems.


Petroleum engineers design methods for extracting oil and gas from deposits below the earth. Once these resources have been discov-ered, petroleum engineers work with geologists and other specialists to understand the geologic formation and properties of the rock containing the reservoir, to determine the drilling methods to be used, and to monitor drilling and production operations. They design equipment and processes to achieve the maximum profitable recovery of oil and gas. Because only a small proportion of oil and gas in a reservoir flows out under natural forces, petroleum engineers develop and use various enhanced recovery methods, including injecting water, chemicals, gases, or steam into an oil reservoir to force out more of the oil and doing computer-controlled drill-ing or fracturing to connect a larger area of a reservoir to a single well. Because even the best techniques in use today recover only a portion of the oil and gas in a reservoir, petroleum engineers research and develop technology and methods for increasing the recovery of these resources and lowering the cost of drilling and production operations.

Systems engineers are concerned with the overall process of defin-ing, developing, operating, maintaining, and ultimately replacing quality systems. While other engineering disciplines concentrate on the details of individual aspects of a system (electronics, mechanics, ergonometrics, aerodynamics, software, etc.), systems engineering is concerned with the integration of all of these aspects into a coherent and effective system. Systems engineers concentrate their efforts on the aspects of the engineering process (requirements definition, top-level functional designs, project management, life cycle cost analysis, etc.) that serve to organize and coordinate other engineering activities. The systems engineer is the primary interface between management, customers, suppliers, and specialty engineer in the systems development process.

Training and Other Engineering Qualifications: A SPECTRUm OF SkILLS Engineering does not necessarily automatically mean the sort of rigorous training and post-graduate education we often assume. Engineers can typically enter their chosen field with a bachelor’s degree in an engineering specialty, but some positions, especially in research, may require a graduate degree. Engineers offering their services directly to the public must be licensed and all engineers must partici-pate in continuing education to keep current with rapidly changing technology.

Education and training. A bachelor’s degree in engineering is required for almost all entry-level engineering jobs. However, college graduates with a degree in a natural science or mathematics oc-casionally may qualify for some engineering jobs.

The most popular engineering degrees granted are in electrical and electronics engineering, mechani-cal engineering, and civil engineering. However, engineers trained in one branch may work in related branches.

• Many aerospace engineers have training in mechanical engineering. This flexibility allows em-ployers to meet staffing needs in new technologies and specialties in which engineers may be in short supply. It also allows engineers to shift to fields with better employment prospects or to those which more closely match their interests.


• Most engineering programs involve a concentration of study in an engineering specialty, along with courses in both mathematics and the physical and life sciences. Most programs also re-quire design courses, computer or labs, social sciences and humanities.

• In addition to the standard engineering degree, many colleges offer 2-year or 4-year degree programs in engineering technology. These programs prepare students for practical design and production work, rather than for jobs that require more theoretical and scientific knowledge. However, engineering technology graduates are not qualified to register as professional engineers under the same terms as graduates with degrees in engineering

• Graduate training is essential for engineering faculty positions and some research and development programs. Numerous high-level executives in government and industry began their careers as engineers.

Licensure. All 50 States and the District of Columbia require licensure for engineers who offer their services directly to the public. Engineers who are licensed are called professional engineers (PEs). This licensure generally requires a degree from an ABET-accredited engineering program, 4 years of relevant work experience, and completion of a State examination. Recent graduates can start the licensing process by taking the examination in two stages. The initial Fundamentals of Engineering (FE) examination can be taken upon graduation. Engineers who pass this examination commonly are called engineers in training (EITs) or engineer interns (EIs). After acquiring suitable work experience, EITs can take the second examination, called the Principles and Practice of Engineering exam. Several States have imposed mandatory continuing education requirements for relicensure. Most States rec-ognize licensure from other States, provided that the manner in which the initial license was obtained meets or exceeds their own licensure requirements. Many civil, mechanical, and chemical engineers are licensed PEs. Independently of licensure, various certification programs are offered by professional organizations to demonstrate competency in specific fields of engineering.

• Engineers are not loners. They are creative, inquisitive, analytical and detail-oriented. They must be able to work as part of a team and be able to communicate well to professionals in a wide range of fields outside of engineering.

• Engineers who work for the federal government usually must be U.S. citizens and often require high levels of security clearance.

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A Synopsis of general Engineering definitions:10

Avionics: science and technology of electronic systems and devices for aeronautics and astronautics.

Biometric: technology used to recognize individuals by “reading” their fingerprints, irises, palm prints and general face recognition, as well as gait and voice recognition.

Cell and tissue engineering: using stem cells to recreate and transplant human tissue and organs.

Computational Model: a computer program that attempts to simulate an abstract model of a particu-lar natural or physical system which can be used in weather forecasting, earth and flight simulation, protein folding and neurological network definition.

Design engineers: electrical, mechanical and civil engineering, and architectural engineers.

Dynamics: the branch of mechanics concerned with the forces that cause motions of bodies.

Engineering: the practical application of science to commerce or industry.

Human dynamics: a branch of complex systems research in statistical physics. Its main goal is to ap-ply the powerful conceptual toolbox developed by physicists to study the natural world to the study of human behavior.

Magnetic Resonance Imaging: the use of nuclear magnetic resonance of protons to produce proton density images.

Nanotechnologies: materials and devices that engineers custom-design at the nanometer (one bil-lionth of a meter) scale provide high-performance products and methods to measure, control and manipulate matter at the molecular level.

Optimization: the design and operation of a system or process to make it as good as possible.

Photonics: the generation, emission, transmission, modulation, signal processing, switching, amplifica-tion, detection and sensing of light.

Prototypes: an original after which other similar things are patterned.

Quantum mechanics: a set of scientific principles describing the known behavior of energy and matter that predominate at the atomic and subatomic scales.

Resilience: the maximum energy per unit volume that can be elastically stored in an object.

Robotics: the engineering science and technology of robots, and their design, manufacture, applica-tion, and structural disposition.

Thin films: thin material layers ranging from fractions of a nanometre (monolayer) to several microm-eters in thickness usually found in electronic semiconductor devices and optical coatings.


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Engineers and National Security:8 The following is an excerpt from the National Science Foundation:

How do engineers help in national security?Engineers develop tools to provide the earliest possible warning of biological and chemical threats and assaults on critical equipment and infrastructure. Examples include “labs on a computer chip” that look for thousands of molecules at a time to sensors that detect faulty wiring in airplanes. To determine structural integrity of buildings, engineers craft test beds to learn the effects of devastating forces on the walls of structures, utility lines and municipal structures, ultimately applying the knowledge to design stronger buildings, robust service systems and a stable overall infrastructure. They even design things to help after a

disaster, such as robots that explore crushed homes or bolster collapsed buildings and technolo-gies that limit cascading failures in electric power networks. Engineers who work in software and information assurance help detect and remove vulnerabilities, viruses, worms, and other malware that could enable attacks on our increasingly critical cyber infrastructure.

National Security is an area ripe with potential storylines. As you pursue these storylines, try to take the engineering professions into account in your plot points and character development.

How do engineers help our economy?Engineers develop new technologies and processes for long-term economic growth like super-computers that empower researchers to make groundbreaking discoveries and manufacturing methods that assemble products and materials at the nanoscale. Manufacturing is becoming more productive and flexible as engineers create new techniques like rapid fabrication systems that build complex structures one thin layer at a time, and microbe assembly lines that produce medicines, catalysts and other products. Green technologies that keep the environment clean and save money include hydrogen fuel cells and closed-loop approaches that utilize every by-product in the manufacturing chain—resulting in zero waste.

In the wake of the recent BP oil spill, green technologies and the need for solutions to environ-mental disasters offer a wealth of opportunities for stories involving engineering problem solving skills and the characters who bring those skills to the table.

How do engineers improve our health?Engineers develop tools, drugs and processes that enable us to fight disease and disability. From first-generation artificial retinas that may restore vision lost through age-related eye disease to computer-aided text and speech generation for people with other physical disabilities, engineers are creating devices that overcome obstacles once thought insurmountable. Research efforts on topics such as biofilms, drug design on the molecular scale and novel catalysts guide engineers to apply their findings to new classes of antibiotics, cancer treatments and other medicines. From time saving manufacturing of cancer-fighting drugs manufactured on a bacterial assembly line to complex pills created layer by layer, engineering solutions for manufacturing, distribution and overall efficiency provides faster, lower-cost means to address health problems.

“with the many medical shows airing weekly, new technologies and solutions to tough medical problems can provide unique ways for your characters to save lives.”

—Picture This Participant


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RESOURCESEngineering AssociationsProfessional engineering societies provide information about engineering specialties. Below is a listing with links to well known professional engineering societies:

PORTAL ORgANIZATIONS:• American Society for Engineering Management , National Office, 614 N. Pine St., Suite 206, PO Box

820, Rolla, MO 65402 http://www.asem.org

• American Society for Engineering Education, 1818 N St. NW., Suite 600, Washington, DC 20036 http://www.asee.org

• Business and Industry Stem Education Collation http://www.bisec.us

• National Academy of Engineering, 500 5th St., NW, Washington, DC, 20001: http://www.nae.edu

• National Society of Professional Engineers, 1420 King St., Alexandria, VA 22314 http://www.nspe.org

• National Council of Examiners for Engineering and Surveying, P.O. Box 1686, Clemson, SC 29633 http://www.ncees.org

SPECIALITIES:Aerospace engineers

• American Institute of Aeronautics and Astronautics, Inc., 1801 Alexander Bell Dr., Suite 500, Reston, VA 20191. http://www.aiaa.org

Agricultural engineers • American Society of Agricultural and Biological Engineers, 2950 Niles Rd., St. Joseph, MI 49085

http://www.asabe.org

Biomedical engineers • Biomedical Engineering Society, 8401 Corporate Dr., Suite 140, Landover, MD 20785

http://www.bmes.org

Chemical engineers • American Chemical Society, Department of Career Services, 1155 16th St. NW., Washington, DC

20036 http://www.chemistry.org

• American Institute of Chemical Engineers, 3 Park Ave., New York, NY 10016. http://www.aiche.org

Civil engineers • American Society of Civil Engineers, 1801 Alexander Bell Dr., Reston, VA 20191.

http://www.asce.org

Computer hardware and software engineers • Institute of Electrical and Electronics Engineers (IEEE) Computer Society, 2001 L St. NW., Suite

700, Washington, DC 20036. http://www.computer.org

Electrical and electronics engineers


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• IEEE–USA, 2001 L St. NW., Suite 700, Washington, DC 20036 http://www.ieeeusa.org

Environmental engineers • American Academy of Environmental Engineers, 130 Holiday Court, Suite 100, Annapolis, MD

21401 http://www.aaee.net

Health and safety engineers • American Society of Safety Engineers, 1800 E Oakton St., Des Plaines, IL 60018

http://www.asse.org

Industrial engineers • Institute of Industrial Engineers, 3577 Parkway Lane, Suite 200, Norcross, GA 30092

http://www.iienet.org

Marine engineers and naval architects • Society of Naval Architects and Marine Engineers, 601 Pavonia Ave., Jersey City, NJ 07306

http://www.sname.org

Materials engineers • ASM International, 9639 Kinsman Rd., Materials Park, OH 44073

http://www.asminternational.org

• Minerals, Metals, and Materials Society, 184 Thorn Hill Rd., Warrendale, PA 15086 http://www.tms.org

Mechanical engineers • American Society of Mechanical Engineers, 3 Park Ave., New York, NY 10016.

http://www.asme.org

• SAE International, 400 Commonwealth Dr., Warrendale, PA 15096 http://www.sae.org

Mining and geological engineers, including mining safety engineers • Society for Mining, Metallurgy, and Exploration, Inc., 8307 Shaffer Parkway, Littleton, CO 80127

http://www.smenet.org

Nuclear engineers • American Nuclear Society, 555 North Kensington Ave., La Grange Park, IL 60526

http://www.ans.org

Petroleum engineers • Society of Petroleum Engineers, 222 Palisades Creek Dr., Richardson, TX 75080

http://www.spe.org

Systems Engineers• International Council on Systems Engineering (INCOSE), 7670 Opportunity Rd., Suite220, San

Diego, CA 9211, http://www.incose.org/

STUdENTS IN ENgINEERINg ORgANIZATIONS• JETS (Junior Engineering Technical Society), 1420 King St., Suite 405, Alexandria, VA 22314.

http://www.jets.org

• ACE (Architecture, Construction and Engineering Academy), 4222 NE 158th Ave, Portland, OR, 97230http://www.acecharterschool.org

mORE• http://www.engineers-international.com/instituteindex.html (current directory of all engineering

associations and organizations)


33

ENd NOTES1 “Why STEM: Facts & Figures,” Change the Equation, http://www.changetheequation.org/why/

why-stem/.

2 Anthony Carnevale, Nicole Smith, and Jeff Strohl, “HelpWanted: Projections of Jobs and Edu-cation Requirements Through 2018,” Georgetown University, Center on Education and the Workforce, June 2010, http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf.

3 National Science Board, “Chapter 3: Science and Engineering Labor Force,” Science and Engi-neering Indicators 2010, http://www.nsf.gov/statistics/seind10/pdf/c03.pdf.

4 Jean Johnson, Jon Rochkind, and Amber Ott, “Are We Beginning to See the Light?,” Public Agenda, June 2, 2010, http://www.publicagenda.org/pages/math-and-science-ed-2010.

5 National Academy of Engineering, Changing the Conversation: Messages for Improving Public Understanding of Engineering (Washington, D.C.: The National Academies Press, 2008).

6 Jeanne Batalova, “US in Focus: H-1B Temporary Skilled Worker Program,” Migration Information Source, October 2010, http://www.migrationinformation.org/USfocus/display.cfm?id=801.

7 Fiona Clark and Deborah L. Illman, “Portrayals of Engineers in ‘Science Times,’” IEEE Technology and Society Magazine. Spring 2006, http://faculty.washington.edu/illman/TS-article-Spring06.pdf.

8 “Engineering: An Overview of NSF Research,” National Science Foundation, June 9, 2010, http://nsf.gov/news/overviews/engineering/eng_q02.jsp.

9 “Occupational Outlook Handbook, 2010-11 Edition: Engineers,” United States Department of Labor, Bureau of Labor Statistics, December 17, 2009, http://www.bls.gov/oco/ocos027.htm.

10 Women, Minorities, and Persons with Disabilities: Data Tables. National Science Foundation. Feb-ruary 2011. Retreived from: http://www.nsf.gov/statistics/wmpd/tables.cfm.

11 Wick, Nancy. Rural High School Girls Get Science, Math, Engineering Experience. Uni-versity of Washington News. (14 June 1996). Retrieved from: http://uwnews.org/article.asp?articleID=3010.

12 Municipal Engineering. Nathan L. Jacobson and Associates, Inc. Retrieved from: http://www.nlja.com/municipal.html.

13 Women, Minorities, and Persons with Disabilities: Data Tables. National Science Foundation. February 2011. Retreived from: http://www.nsf.gov/statistics/wmpd/tables.cfm.


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