building your future in engineering 2014

October 2014

October 20142

http://www.unitedconsulting.com

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Why engineering matters 4Is engineering right for me? 6Georgia Power Electrical Utility Technology Internship Program 8Greetings from Secretary of State Brian Kemp 11Engineering the future 13Georgia…preparing for our future 14Future City: feeding future cities 16Technical College System of Georgia ~

Building a skilled workforce 20Mathcounts 22Fostering a society of young engineers in water 24The new faces of nuclear engineering technology 26Students find success in Tech 28From robotics to welding 32Exploring Engineering Academy at Georgia Tech 34Auburn University 36Spelman 38North Georgia Technical College 40Georgia Institute of Technology 42Engineering ethics and you 44Mercer University 46And then… 48Southern Polytechnic State University 502014 Salary Survey 52Vanderbilt University 54Clemson University 56University of Georgia 58Wiregrass Georgia Tech 60

Table of Contents

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Building Your Future in Engineering

4 October 2014

Managing Editor:Roland Petersen-Freye-mail: [email protected]

Associate EditorDaniel J. Simmonse-mail: [email protected]

Art Direction/DesignPamela S. Petersen-Freye-mail: [email protected]

Georgia Engineerm a g a z i n e

Publisher : A4 Inc. | 1154 Lower Birmingham Road | Canton, Georgia 30115(770) 521-8877 | e-mail: [email protected]

Engineering underpins human progress. Engineering isabout the practical delivery of scientifically informed solu-tions for the great challenges and opportunities in a rapidlyevolving world.

Engineers take scientific discoveries and apply thempractically. eir work literally creates the fabric of society,whether the buildings we live and work in, the energy thatpowers our world or the transport networks that we useevery day.

Engineering is so diverse, it is sometimes hard for thepublic to see a common thread between its feats. At oneend of the scale, engineers are responsible for the massivescale design and build of the Large Hadron Collider and,at the other, to the many applications of nano-technology.

Engineering creates the breathtaking yet sustainablenew buildings on the skylines of the world’s great cities aswell as bringing clean water and sanitation to remote, im-poverished villages. en there is the communications rev-olution, creating a growing sense of world community,enabling billions of people to access information and serv-ices and forging new business opportunities.

So what must an engineer know and do in order to beeffective and successful? e bedrock of engineering is theapplication of mathematical and physical theory. But engi-neering is far more than just about knowledge: an engi-neer’s core business is to turn theory into practice. As withmedicine, engineering expertise only comes with practice,by means of exposure to real-world dilemmas and tech-niques for addressing them.

It is practice that enables an engineer to learn another

crucial core skill—to think strategically about the wholepicture while keeping an eye on the detail. is whole systems thinking is what allows an engineer to juggle thecompeting demands of a project, managing risks, control-ling costs, and keeping to time. v

Why engineering maers:A statement by the Royal Academy of Engineering

5Building Your Future in Engineering

http://www.atlantawatershed.org

By Gary S. May | Dean | College of Engineering | Georgia Institute of Technology

Is engineering

Have you ever• Built a structure out of Lego blocks?

• Organized a group of people?

• Taken something apart to see how it works?

• Made a cake from scratch?

• Reprogrammed the features on your cell phone?

If you have, then you might be an engineer? Engineers are problems solvers, inventors, builders,

designers, innovators, and game changers. Engineers have a unique opportunity to make our world

a better place! They solve problems in innovative ways and create things that never existed before.

The U.S. is in need of more engineers to remain competitive globally, as well as in need of more

diverse engineering teams to create the best solutions possible.

right f me?

6 October 2014

From the earliest beginnings of mankind, engineershave taken on the challenge to improve the world inwhich we live. One of the challenges facing this countryis in attracting good people to the profession.

We need individuals• Who are ambitious and entrepreneurial; • Who are creative and idealistic; • Who represent the broad spectrum of the American

population.

I have discovered—and you may havetoo—that engineering is widely misun-derstood. Everybody agrees that we livein the era of ‘high tech.’ We all knowthe buzz words—G4, iPad, iPod, Kin-dle, Bluetooth. We all want to ride theGoliath roller coaster at Six Flags orthe Dragon’s Tail at White Water. Wewant to wear Nike Jordans, connectwith our Facebook friends, or throw awildcat on our snowboard.

You can because of engineering.The folks that conceived, designed,and built these things seem faceless and nameless, butengineers were behind every one of them.

In many ways, engineering is not visible enough.And that is a problem, since we need for good young

people to enter the profession and we need for leaders,as well as the general public, to become knowledgeableabout technological issues.

Choose engineering because you want to make adifference. Choose engineering because you will havefun and enjoy your work. Engineering is making realityout of yesterday’s science fiction; where else can you beinvolved in something so exciting?

Engineering students today represent the next gen-eration of innovators who dare todream. Some have specific goals: tocure diseases, reduce pollution, or findnew energy sources. Others dream ofdeveloping the next laser, labor savingdevice, or vehicle for space travel. Engi-neers are inventors. Engineers are inno-vators. Engineers shape the future.

Engineers are curious and passion-ate to make things better. Think of allthe lives you can touch by being anengineer. If these are your dreams,then engineering might be right foryou. Think about it, no other profes-sion, no other college major, has

more impact on the world than engineering. Onedream—one idea—can change the world. An engi-neer will make it happen. We dream it, design it, anddo it. v


Gary S. May

Gary S. May is dean of the largest college of engineering in the country. Georgia Tech is the numberone provider of women engineers and is a top producer of minority engineers.

Cornell Washington has some advice to share with oth-ers considering their future career: Don’t give up onyour dreams.

Washington, a former long distance truck driverfor 11 years, wanted to be home more with his wifeand three teen-age children. When he thought aboutpotential career opportunities his thoughts turned toelectricity—something he knew people would alwaysneed.

With that in mind, he spoke with someone at Sa-vannah Technical College who previously worked forGeorgia Power and decided to enroll in the college’sElectrical Utility Technology (EUT) program.

This two-year associate degree program (offered atSavannah Tech and Lanier Technical College) is a se-quence of courses designed to meet the needs of stu-dents interested in attaining knowledge and skillsnecessary to work in an entry-level position (engineer-ing representative/technician) in the electrical utility in-dustry. The program emphasizes a combination ofelectrical utility theory and practical application neces-sary for employment. It also provides students with anavenue to pursue opportunities in other areas of theutility industry.

Following his graduation from Savannah Tech thissummer, Washington was selected for an internship inGeorgia Power’s engineering and distribution office inSavannah and will be eligible (based on performance) toapply for a full-time position with the company.

Washington couldn’t be happier. “Ever since thefirst day (at Georgia Power), my co-workers treated melike family. They were very kind to me.”

Brian Dickey, engineering supervisor in GeorgiaPower’s Operating – Engineering department at the Sa-vannah Operating Headquarters, is similarly compli-mentary of Washington. “Cornell is Georgia Power’sfirst intern from Savannah Tech’s EUT program. He is ateam player and eager to learn. From day one, he hasworked with the engineering teams and quickly learned

what is required to meet our customers’ needs. Histechnical skills are sharp and he quickly picks up on thetechnical side of our job.”

Washington believes his training in the EUT pro-gram has given him a good understanding of power dis-tribution, including primary and secondary lines, andhas prepared him well for a position as an engineeringrep/tech in the electric utility industry.

Dickey, Washington’s supervisor, agrees the EUTprogram is a good one. “Washington understands theconcepts and principles that are so critical for a distri-bution engineer. While he is still learning “on the job,”Washington came to us with a core knowledge that wasimpressive. The EUT program produces nearly work-ready distribution team members.”

“The EUT program is an excellent educational op-portunity for anyone looking to join the Georgia Powerteam. Since the program is geared toward utility engi-neering knowledge, it will help set the prospective em-ployee apart,” Dickey said. “The competition for these

8 October 2014

Gegia Power Electrical Utility TechnologyInternship ProgramBy Cindy Theiler


jobs is high, and having an EUT certificate will defi-nitely increase a candidate’s appeal.”

Debra Howell, Georgia Power’s workforce develop-ment manager, also knows the importance of the EUTprogram. “Growing a skilled workforce with 21st cen-tury skills is critical for the energy industry. The EUTprogram was developed to grow a local workforce thathas the skills needed to be successful in our industryand others throughout the Chatham County area andbeyond.”

According to the Center for Energy Workforce De-velopment, more than 28,000 technicians may beneeded nationally between 2013-2017 due to potentialretirements and attrition in the industry.

To be successful as an engineering rep/tech, Dickeyemphasizes the importance of the following skills: • Above-average analytical and mathematics skills,• Strong customer service skills (ability to relate to

people)• Good communication skills (written and oral)• Strong project management skills

In his current intern role, Washington’s job responsi-

bilities in addition to working safely, include meetingwith customers with a focus on meeting or exceedingtheir needs, working with multiple departments, andmanaging his projects. He also must be available afterhours and on weekends (as necessary) to help “keepthe lights on.”

After completing the EUT associate degree pro-gram, Washington is so excited about his new career di-rection that he has already begun working on hisbachelor’s degree in electrical engineering. TheCharleston native who has lived in Savannah since 2006is already proving that dreams do come true. v

http://www.rosser.com

http://www.getintoenergyga.org

10 October 2014

http://www.atlantatech.edu


The Professional Licensing Boards Division providesadministrative support services to 39 professional licens-ing boards that license more than 433,000 Georgianscovering approximately 180 different license types. Thevarious licensing boards process applications, administerexaminations and, when warranted, conduct investiga-tions into possible professional miscon-duct and may suspend or revoke thelicensure of practitioners.

The Georgia State Board ofRegistration for Professional Engi-neers and Land Surveyors was estab-lished by legislative action in 1937with the charge of protecting life,health, and property and to promotethe public welfare. In order to carryout this charge, the Board has thepower to adopt rules, set standards forlicensure, adopt mandatory standardsof professional conduct and ethics, andinvestigate and discipline unauthorized, negligent, un-ethical or incompetent practice. The Board reviews ap-plications, administers examinations, licenses qualifiedapplicants, and regulates the professional practice of li-censees throughout the state.

The nine-member Board consists of six professionalengineers, two land surveyors, and a member appointedfrom the public at large, all of whom are appointed bythe Governor to staggered terms of five years. Boardmeetings are held approximately six times each year atthe Secretary of State’s offices in Macon and are open tothe public. Persons wishing to bring matters for theBoard's consideration should submit written notifica-tion or request to the Board office. The Board currentlylicenses over 20,000 Professional Engineers; 1,360 LandSurveyors; 2,900 engineering firms; and 450 land sur-veying firms. The Board also certifies nearly 15,000

Engineers-in-Training. In FY2014, the board staffprocessed 1,533 new applications and 29 new com-plaint cases. The Board has taken final action on all butfive of these cases, including four Cease & Desist Or-ders for unlicensed practice and ten Consent Orders in-cluding $6,500 in fines and penalties.

How does a person become licensed asa professional engineer? There are cur-rently four paths to licensure and noneof them are quick or easy. O.C.G.A.43-15-9(1)-(4) described below are thesections of Georgia law that list thepaths a person may follow to become li-censed in this state. If you are studentaspiring to be a professional engineer ora PE advising someone who wants topursue licensure,

O.C.G.A. 43-15-9(1) is what is knownas a Model Law Engineer. This person

will have at least a four year degree from a school or col-lege engineering program that has been accredited bythe Accreditation Board for Engineering and Technol-ogy (ABET), will have passed the Fundamentals of En-gineering or FE exam and been certified as anEngineer-in-Training, will have accumulated at leastfour years of engineering experience acceptable to theboard and subsequently passed the Professional Engi-neering or PE exam in the discipline in which they arepracticing.

O.C.G.A 43-15-9(2) requires that a person have a fouryear degree from a school or college engineering tech-nology program that has been accredited by ABET or arelated science program that has been determined to beacceptable by the board, pass the FE exam, acquireseven years of engineering experience acceptable to theboard and subsequently pass the PE exam in the disci-pline in which they are practicing.

Greetings fromSecretary of State Brian P. Kemp’s Professional LicensingBoards Division and the State Board of Registration for

Professional Engineers and Land Surveyors

Brian Kemp

12 October 2014

O.C.G.A 43-15-9(3) is the experience only code section.This person will acquire eight years of engineering expe-rience acceptable to the board and subsequently pass theFE exam. They will then be required to acquire sevenadditional years of acceptable experience and subse-quently pass the PE exam in the discipline in whichthey are practicing.

O.C.G.A 43-15-9(4) is the code section that allows ex-emption of the FE exam. This person will have a four-year degree in engineering or related science acceptableto the board, they will acquire 16 years of experience inengineering work, of which at least eight years havebeen in responsible charge of important engineeringwork of a character satisfactory to the board, which in-dicates the applicant is competent to practice profes-sional engineering, and subsequently pass the PE examin the discipline in which they are practicing. Also, perPolicy 04-06, this code section shall not recognize engi-neering technology degrees.

So what steps should a student take if they areaspiring to be a Professional Engineer?

• The first step is to make sure you choose a programthat is acceptable to the board. In this case itwould be an ABET accredited program, whetherengineering or engineering technology. You canverify this using the search feature at www.abet.org.

• The second step would be to take the FE exam assoon as possible during your senior year. The infor-mation will never be fresher and the pass rate dropsoff significantly the longer a person waits to takethe exam. When you have graduated and hopefullypassed the FE exam, send a final transcript showingyour graduation date and the EIT application tothe Board office to be certified as an Engineer-in-Training.

• Step three would be to either get a Master’s degreein engineering in the same discipline as the bache-lors, which would count as one year of experienceor find suitable employment that will put you onthe path to licensure. Suitable employment meanssupervision by a licensed PE in a company that has

a valid Certificate of Authority to practice profes-sional engineering. You can verify these licenses athttp://verify.sos.ga.gov/websites/verification/.

• Step four: Stay in touch with all the PEs that youwork under or with during the years you are gain-ing experience towards making application to takethe PE exam. You will need the signature of threePE’s who have knowledge of your work and arewilling to sign a notarized endorsement form aspart of the application. You will especially want tohave your most direct PE supervisors as part of theapplication.

• Step five will be filling out the application. Youwill do this when you feel that you have sufficientacceptable experience. Simple is better in the appli-cation process. Supply the information requested inthe application and don’t add anything the applica-tion doesn’t ask for. There should be official tran-scripts from all schools, verification of FE exam ifyou didn’t take it in Georgia, at least five endorse-ment forms of which three must be PEs, a criminalhistory report, and all the demographic informa-tion asked for in the exam packet.

It is much better to have a plan to reach licensure whenyou are starting out than to get four or five years intothe process and realize you are not on track to reachyour goals. v

http://www.kimley-horn.com


“[Engineering] is a great profession. There is the fasci-nation of watching a figment of the imagination emergethrough the aid of science to a plan on paper. Then itmoves to realization in stone or metal or energy. Then itbrings jobs and homes to men. Then it elevates thestandards of living and adds to the comforts of life.That is the engineer's high privilege.” ~ Herbert Hoover,Engineer and 31st President of the United States

At its essence, engineering is taking ideas and turningthem into reality. Engineers take thoughts, abstractgoals or unsolved problems and apply their specializedknowledge of the physical laws and properties whichgovern the universe and turn all of that into the builtenvironment in which we live and into the machinesand technology that make modern life possible.

The range of what engineers do is stunning andtruly no aspect of our modern world would be possiblewithout engineers. When you turn the faucet, flip alight switch, drive your car, use your iPhone, use GPS,check your Twitter feed or send a text to your friend,you are benefiting from the work of engineers fromdozens of different engineering disciplines.

Engineers create technological advances that createentirely new industries. For example, engineers createdthe technology that makes mobile phones possible.Constant improvement and refinement of that technol-ogy combined with similar advances in computing tech-nology enabled the modern smartphone. In the span ofa couple of decades, engineers have taken mobilephones from a brick-sized item that only the wealthycould afford to a touch screen marvel that fits in yourpocket and can do things that even the most advancedPC couldn’t do even a decade earlier. Apps are a billiondollar industry, and we take it for granted that we canFacetime or Snapchat with our friends, make a loveconnection via Tinder, post pictures to Instagram or geta ride via Uber all from our smartphone. Engineersmade all of that possible.

Wouldn’t it be fun to play a part in creating somefuture technological advance that we could scarcelyimagine today? Would you like to help design buildings,roads, bridges, plumbing systems, energy systems, watersystems, computer systems or aircraft? Would you like

to come up with new chemical compounds or materialsor figure out better ways to manufacture things? Wouldyou like to play a part in creating a more sustainableworld? As an engineer, you can.

No matter what part of the future interests you,there is an engineering discipline that will be responsi-ble for creating that future. Environmental engineerswill find new ways to create a more sustainable future.Transportation engineers will design the transportationsystems that will provide our future mobility. Landplanning engineers will design the way our futurecommunities will look, and structural engineers willdesign the buildings within those communities inwhich our future selves will live, work, and play. En-ergy sector engineers will find new ways to power ourworld and all of the gizmos the computer engineerscan think up.

Wouldn’t it be cool if it was your job to create the future? Engineering is a profession that takes an idea and thenapplies science to create a design plan for somethingthat ultimately gets constructed, built or manufactured.Engineering schools are where you learn the scientificprinciples for a particular engineering discipline (such ascivil engineering, computer engineering, aerospace engi-neering, chemical engineering or materials engineering,just to name a few).

Georgia has some of the best engineering schools inthe world and many of what are the most in-demandjobs of today and tomorrow are in STEM fields (STEM= Science, Technology, Engineering & Math). As a re-sult of that high demand, graduates with STEM relateddegrees have exceptionally high employment placementrates after graduation and enjoy the high salaries thatyou would expect for such in-demand professions.

But perhaps more important than job placementand pay is the opportunity to build the future; to play apart in creating a world which would seem amazing tous today but which will surely exist and which will onlyexist because of the dedicated and talented engineerswho will have designed it all for us.

As an engineer, it could be your job to create the future. v

Engineering the futureBy Michael ‘Sully’ Sullivan | President & CEO | ACEC Georgia

14 October 2014

Georgia… preparing for our future

One of Governor Deal’s top priorities to ensure Georgiaremains the No. 1 state in the nation to do business andthat means sustaining a workforce infrastructure thatsupports industry.

To do so, all of the key players in the workforce de-velopment equation must work together to understandbusiness needs and to map out a coordi-nated effort employing all educationand training entities to meet them.Here in Georgia, we are intensely fo-cused on gearing workforce develop-ment efforts toward the in-demand jobsof today and tomorrow and to fieldssuch as engineering.

Engineering serves as a foundationfor our daily existence, whether it’s theskyscrapers we work in, the highwayswe travel on, or the tools we use to ac-complish tasks. The varied products ofhighly-skilled, detail-oriented engineersare critical to the infrastructure of our modern worldand range from concrete and glass skyscrapers to themicrowave we use to heat our lunch.

In a time in which continual technological ad-vancement is the norm, we can safely assume that theneed to ‘engineer’ or ‘devise’ new products and processesis only becoming more central to our everyday experi-ence, and therefore our economy.

To ensure that our state’s economic developmentteam has a good real-time understanding of the work-force needs of Georgia businesses, this year GovernorDeal launched the High Demand Career Initiative(HDCI). This initiative allows those involved in train-ing Georgia's future workforce—the University Systemof Georgia (USG) and the Technical College System ofGeorgia (TCSG)—to engage in conversations with theprivate sector about their specific workforce needs. Themeetings serve as the formal platform for the conversa-tion between business leaders and educators about anyworkforce gap. Nine meetings have been held aroundthe state at this point, and at each, multiple companies

have expressed the need for skilled laborers in STEM(Science, Technology, Engineering and Math) fields. With this in view and aware of the fact that this is aglobal workforce challenge, we need to do two things:communicate the promising opportunities that exist inthese career paths and continue to provide the resources

and training necessary for citizens tosucceed in the field.

Currently, Georgia has multipleworld-class postsecondary and post-graduate engineering programs, as wellas many developing apprenticeship-and internship programs designed toteach applicable skills. Through initia-tives such as the HDCI, Georgia iscommitted to understanding and meet-ing workforce needs to meet the needsof Georgia businesses. v

Ben Hames

Engineers’ CreedAs a Professional Engineer, I dedicate my professionalknowledge and skill to the advancement and better-ment of human welfare.

I pledge:• To give the utmost of performance;• To participate in none but honest enterprise;• To live and work according to the laws of man and

the highest standards of professional conduct;• To place service before profit, the honor and

standing of the profession before personal advan-tage, and the public welfare above all other consid-erations.

In humility and with need for Divine Guidance, I makethis pledge.

Adopted by National Society of Professional EngineersJune,1954


http://www.engineering.uga.edu/

16 October 2014

Future City:feeding future cities


Today, 54 percent of the world’s population lives incities. By 2050 that percentage is expected to increase to70 percent. While urbanization provides many benefitsincluding more job opportunities, better education, in-creased mobility, efficiency of services and healthcare,feeding those large concentrations of people will be animportant challenge.

Over the past 150 years, the industrialization ofagribusiness has led to increased crop production. It alsomeans that we can get the foods we like, anytime welike, throughout the year. On the surface that soundsgreat! But that convenience means more of our food isnot being grown locally. Some research indicates a sig-nificant percentage of our food travels 1500 miles to getto our plate.

While we produce enough food to feed everyoneon the planet, many go hungry for lack of access andavailability. That might sound like a problem in somedistance land, but the issue is a lot closer then youmight think. Today in the U.S. there are many so-calledfood deserts, areas where residents do not have access tofresh produce.

With greater distance traveled, there is more oppor-tunity for produce to bruise and rot, resulting in in-creased product loss. To prevent this, produce is pickedbefore it is ripe and then artificially ripened with chemi-cals, often resulting in poor texture and taste. Produce is

most nutritious when it is just picked. The increasedtravel time means the food we get has lost much of itsnutritional value before it gets to the grocery store. Wehave to eat more to get the same vitamins and minerals. With greater distance traveled, come increased trans-portation costs that are passed on to the consumer inthe form of higher prices. The cost of food is thereforesubject to fluctuations in energy costs. Longer distancesmeans our food supply is also subject to shifts in inter-national politics, natural disasters, and terrorism. Inorder to feed the world in the future, we will have tocome up with smart new ways to grow our food muchcloser to where we live.

Today, engineers, architects, and planners are be-ginning to look at how we can reimagine our cities asplaces of commerce, culture, and food production. Hy-droponics, urban farming, and vertical farming are allpossible options. Making important changes to ourcities, our infrastructure, and our technologies are animportant first step, but educating our youth ensuresour efforts are maintained and advanced.

That is why Future City has taken on this pressingissue. This year’s upcoming Competition is themed‘Feeding Future Cities’ and it asks our students tochoose two foods (one vegetable and one protein) anddesign a way to grow enough of each within their futurecity borders to feed all of its citizens for at least onegrowing season. Working with educators and profes-sional mentors, teams of middle school students fromaround the state are being asked to identify and researchthe problem taking into account their city’s size and lo-cation, and to consider the critical elements needed togrow food including light, climate, air quality, space,water, soil, and nutrients. Using the Engineering DesignProcess, they’ll work through complex problems relatedto how to improve food production while reducing theenvironmental impact.

And they’ll tackle that task with an eye on its inte-gration into the larger built environment. Our studentsexplore urban planning, look at city services and man-agement, design transportation systems, and infrastruc-ture like power supply, renewable energy, waterresources and treatment, garbage disposal and recycling,and pollution control. And they do it with an eye onsustainable growth and development as they apply theirknowledge and creativity in the design of a city 150

18 October 2014

years into the future. The only national engineering competition for

middle school students, Future City has gained wide ac-claim for its role in encouraging interest in science,technology, engineering, and math (STEM), throughhands-on applications. The competition is designed tomake students flex their skills in writing (a City Narra-tive & Research Essay on the year’s theme), complexproblem solving and design (a Virtual City design doneusing Simcity4 software), math and physics (a PhysicalModel), and communication and public speaking (aTeam Presentation).

A study by The Concord Evaluation Group con-ducted in May 2012 found significant improvement inSTEM core subjects of students who participated in thecompetition. The survey found 86 percent of teacherssaid that they saw improvement in the problem solvingskills of those who entered the competition. 85 percentof students claimed Future City helped them to learn

and appreciate everything that goes into planning andmaintaining a city. Equally high percentages stated thecompetition gave them an outlet for their creativity andimagination while teaching them the importance ofworking with others to solve problems. Recent Seg-ments on PBS, Voice of America, and Time-for Kidsalong with participation at the Whitehouse Science Fairtwo years running have showcased this success.

Now in its 22th year, Future City reaches over33,000 middle school students across the U.S. eachyear. Last year, close to 800 Georgia middle schoolersparticipated with over 425 making it to the regionalcompetition on the campus of SPSU. We are alwayslooking for professional engineers, architects, and plan-ners to become mentors for our students, judges or vol-unteers for this fun and educational project. To learnhow you can be a part of the Future City team visit ourWeb site at www.spsu.edu/futurecity v

http://www.burnsmcd.com/atlanta


Sign up for next year’s camp at: www.atlantabsa.org Click under the EXPLORER tab for an application.

20 October 2014

In today’s highly competitive job market,employers want people who are trained in thelatest technology, can think critically, and possessthe soft skills that are essential in a successful,world-class workforce.

Companies have job openings, but onlya limited number of applicants arequalified to perform the highlytechnical, job-specific skills that thosepositions require. As a result, from theboard rooms of big corporations to theback rooms of small start-ups, there areserious questions being raised aboutclosing what has become known as thenational skills gap.

For part of that answer, look nofurther than the Technical CollegeSystem of Georgia. The TCSG is where people of allages can obtain affordable, high-tech training that leadsto great careers in many of today’s in-demand fields.

The 23 TCSG colleges are widely-recognized asfirst-class institutions offering some of the best technicaleducation programs in the nation. Even better, TCSGgraduates earn a premium salary because they knowtheir roles and responsibilities in job positions thatcompanies need in order to profit and grow.

Last year, more than 150,000 TCSG students tookadvantage of easy access to affordable training in morethan 600 certificate, diploma, and degree programs.Since TCSG colleges work in close partnership withtheir area businesses and industries, those students areon the fast-track from the classroom to the company.

The TCSG places special focus on developing askilled workforce for a wide range of industries that arevital to keeping Georgia’s economy strong. Thisincludes program areas like aerospace, healthcare,logistics and transportation, energy and the

environment, life sciences, advanced manufacturing,and fields that support engineering.

Programs in the ‘traditional’ fields, like electrician,plumber, welder, and heavy equipment technician, also

remain a significant part of thetechnical college course offerings.Those fields are ‘traditional’ in nameonly, since the technology being taughtand used today is far more advancedthan it was even a few years ago.

The TCSG is so confident in thequality of instruction at our collegesthat we guarantee our training. If anemployer hires our graduate and thenbelieves that he or she is deficient in acompetency as defined in a standardprogram, then the TCSG will retrainthat person at no cost. The proof of our

success is in the numbers: out of 28,000 graduates in2013, only 55 have returned to be retrained under ourwarranty.

The affordable tuition at the TCSG colleges is evenless when coupled with Georgia's HOPE Grant, whichcan be used to earn a certificate or diploma from anyTCSG college regardless of age. And now, the state ofGeorgia is offering TCSG students three great newfinancial assistance options for the 2014-2015 collegeyear: • The Zell Miller Grant, which will pay full tuition

for TCSG students who maintain a 3.5 GPA orhigher.

• An expanded Strategic Industries Workforce Devel-opment Grant that, coupled with the HOPEGrant, covers all tuition plus most books and feesin seven high-demand career areas: diesel mechanic,welding, commercial truck driving, informationtechnology, practical nursing, healthcare technolo-

Technical College System of Georgia:By Ron Jackson | Commissioner | Technical College System of Georgia

Building a Skilled Workforce

Ron Jackson


gies, and early childhood care and education.

• Georgia’s new Student Access Loan – Technical(SALT), with a nominal one percent interest rate, isnow available to TCSG students in amounts from$300 to $3,000. Even better, the state will forgivethe loan entirely if the student graduates with a 3.5GPA or better.

Even high school juniors and seniors can look aheadand jump-start their college and careers through thedual enrollment programs offered at the TCSG colleges.They can attend high school and college at the sametime, and the credits that they earn count toward boththeir high school diploma and college degree. Best ofall, state funds usually pay for most of the cost of dualenrollment classes.

The TCSG is also dedicated to being a part of abetter and more seamless system of higher education inGeorgia. Working closely with the University System ofGeorgia and other private colleges and universities, theTCSG is opening new pathways for student success bycreating and expanding new articulation agreementsthat allow for the easier transfer of college credits. Together, we’re helping people achieve their dreams ofgood-paying careers.

It’s a fact. The 23 TCSG colleges teach the rightskills for the right price, and are doing it right nowwhen the need for specialized training is at a premium.

Ron Jackson is commissioner of the Technical CollegeSystem of Georgia. Find out more about the TCSG atwww.tcsg.edu v

http://www.iecatlanta.org

22 October 2014

There is a crucial problem that will impact America’s fu-ture. What is it you ask? MATH! Why will this im-pact America’s future? If America is not strong in Math,it will cause a decline in competitiveness and jobgrowth. This means MATHCOUNTS can help shape thefuture.

What is MATHCOUNTS? MATHCOUNTS is a na-tional competition that strives to engage students of allability and interest levels in fun, challenging Mathprograms in order to expand their academic and pro-fessional opportunities. Middle school students existat a critical juncture in which their love for mathemat-ics must be nurtured, or their fear of mathematicsmust be overcome. MATHCOUNTS provides studentswith the kinds of experiences that foster growth andtranscend fear to lay a foundation for future success.

Why is America facing a Math problem? The WallStreet Journal reported that the United States NationalAcademies, an influential advisory organization, issued ablue-ribbon report in 2005, called “Rising Above theGathering Storm,” warning that America was losing criti-cal ground in Math and Science skills—“the scientificand technical building blocks of our economy.” Every-

one in the world has heard of Apple. Apple and otherAmerican companies want to bring jobs back from over-seas to the United States, producing the most popularAmerican consumer items through American labor. Thisnew trend, called ‘in-sourcing,’ promises to bring backhundreds of thousands of new jobs where they areneeded most. There is just one problem: Americans donot have the skills these companies need in order to bringthese jobs back home again. Consumer electronics com-panies like Apple in particular need workers with strongMath skills.

How can MATHCOUNTS strengthen American Math Skills? MATHCOUNTS cultivates talent in the nation's brightestyoung minds through the MATHCOUNTS CompetitionSeries. The program brings together students from all50 states in a series of in-person contests—the onlycompetition program of its kind.

MATHCOUNTS inspires curiosity and builds confi-dence in students of all levels through The NationalMath Club. The program helps create a space where

MATHCOUNTS!It Really Does!


learning math is fun, social, and supportive, so thatevery student becomes a lifelong math learner.

MATHCOUNTS engages students in team-basedlearning that is innovative, creative, and collaborativethrough the Math Video Challenge. The program en-ables students to connect and apply math to their ownlives, and teach others in the process.

Does Georgia have a MATHCOUNTS program? Yes,as a matter of fact, Georgia is one of the initial statesthat launched the MATHCOUNTS program thirty yearsago. The Georgia Society of Professional Engineers(GSPE) hosts the MATHCOUNTS program in Georgia.The Atlanta Metro Chapter of GSPE has been recog-nized in the past for having the largest MATHCOUNTS

competition in the nation with over 500 middle schoolstudents participating.

How can you get involved in MATHCOUNTS? Visitthe national MATHCOUNTS Web site (www.math-counts.org) to register for the program. Your informa-tion will be forwarded to the local chapter and statecoordinators in Georgia. Georgia has thirteen localchapter competitions that are held from Januarythrough February. The local chapters advance their topMathletes to the state competition. The GeorgiaMATHCOUNTS Competition is held the third week of

March at the Georgia Tech Student Center. The 2015Georgia MATHCOUNTS Competition is scheduled forMonday, March 16th. The event starts at 8:00 AMwith registration, then testing. After the testing period,it is time for the Mathletes to have lunch and fun onthe college campus in the TechRec Center. After scor-ing is completed, everyone gathers together for theAwards Program and the infamous CountDown Round.The top ten scoring Mathletes compete on stage in agame show style format answering Math questions. Atthe close of the event, Georgia’s top four Mathletes arenamed, forming the Georgia MATHCOUNTS Team thatwill compete at the National MATHCOUNTS Competi-tion. The National Competition rotates between Or-lando, Florida and Washington, D.C.

Help shape tomorrow’s future with MATH! Makesure you are participating or volunteering for the Geor-gia MATHCOUNTS Program. For additional informationon this dynamic competition, contact Carolyn Jones atthe Georgia Society of Professional Engineers at 404-840-2542 or via e-mail at [email protected].

Team MATHCOUNTS! v

http://www.er-inc.net

Engineers are often charged with conceiving an ideaand ensuring the design becomes a reality to help sus-tain an ever-advancing way of life. In the water indus-try, recruiting and retaining an abundance of waterprofessionals that develop, design, and maintain waterresources and infrastructure is almost as critical as pre-serving the resource itself. The city of Atlanta Depart-ment of Watershed Management’s (DWM) EngineeringCooperative and Internship programs strive to help thecity amass a supply of skilled engineers by providingprofessional opportunities to college students.

Cooperative, or co-op, and internship programs aredesigned to give students real-world work experience incomplement with their studies.

“Working to train students in the water industry isan important mission not only for the Department, butfor our entire field of study and society as a whole,” saysCommissioner Jo Ann Macrina. “It is their interest, pas-sion, and vision for water that will cultivate emergingtechnologies to better sustain this precious finite re-source for future generations.”

A co-op is an academic program that allows stu-dents to gain professional experience while pursuing adegree. Students enrolled in a co-op are required tocomplete three alternating semesters of full-time workwith a company or organization.

Students that fulfill their program requirementswith Watershed Management complete a paid 16-weeksemester during fall and spring and 12 weeks in thesummer followed by a semester of classroom coursework at their college or university. Although a five-yearprogram can be a deterrent for some students, theknowledge and experience gained far outweigh the ad-ditional time spent in school.

Unlike co-op students, there is no limit to thenumber of semesters a student can serve as interns withWatershed Management. The internship allows stu-

dents to work part-time to accommodate their aca-demic schedules.

Sunday Aiyejorun, an engineer and director forWatershed Management’s Office of Engineering Serv-ices division of Planning and Design, leads the co-opand internship programs. For Sunday, developing a newgeneration of engineers in the water industry is essen-tial. “I know that engineers currently working cannotwork forever,” he says. “There will come a time whenwe will need young engineers to transition and takeover. Teaching them what we do as students gives us theopportunity to hire them in the future.”

Each year, the program awards a total of ten co-opsand internships. Many of the students are pursuing de-grees in civil, environmental or chemical engineeringfrom the Georgia Tech, Southern Polytechnic StateUniversity, Georgia State University, and other collegesand universities.

Fostering a society of youngengineers in water

24 October 2014

By Jessica Walker, | Public Information Officer | City of Atlanta Department of Watershed Management | Office of Communications and Community Relations

DWM civil engineer Phoxay Inthisane and intern ErmiasAbate discuss plans to minimize flooding on 14th Streetin Midtown Atlanta. Ermias is a chemical engineering stu-

dent at Georgia Tech.


Students can submit resumes through their schoolsand apply to the programs online via the atlantaga.govWeb site. A panel of engineers interview selected stu-dents for positions in the programs.

Watershed Management provides several differentengineering disciplines for students to develop skill setsand identify specialties, including design, modeling,capital project management and construction manage-ment, and geographic information systems. Students arealso given opportunities to work in the areas of water-shed protection, water distribution, and water treatmentand reclamation.

During their time in the programs, students areable to gain the necessary skills to obtain professionalengineering certifications, master software platforms,and study under experienced engineers.

Students in the project construction managementdivision receive training in Civil 3D design softwareand Skire, a cost and schedule tracking program. Themodeling division works with Infoworks CS for sanitaryand storm sewer modeling, as well as Infowater softwarefor drinking water modeling.

Georgia Tech environmental engineering studentCatherine Achukwu began her work as a co-op student

in 2012, her third year on campus. After taking a classthat focused on water shortages and the limited accessto clean drinking water in developing countries, Cather-ine knew she wanted to focus her career on being a partof the solution.

“I was able to take information I learned workingat the Hemphill Water Treatment Plant and apply it tomy classes and also apply what I learned in the class-room at work,” says Catherine. “I encourage students toparticipate in co-op programs because it has helped meexpand my professional background. I now know thatmajoring in engineering was the right decision.”

Catherine completed her co-op requirements and isnow an intern. After graduation in December, shehopes to continue working at the water treatment plant. Like Catherine, many students leave the programs witha sharper view of the engineering career path that is bestfor them, inside or outside of the water industry. Allow-ing the students to be actively involved and assist withengineering projects gives them insight that cannot beachieved in the classroom. They gain valued experiencethat employers look for in an applicant.

Watershed Management is committed to building astrong and skilled workforce of future engineers. v

http://engineering.mercer.edu/

26 October 2014

The new faces of nuclearengineering technology

Kayla Smith working in a glove box at the Tritium facilities, operated by Savannah River Nuclear Solutions, LLC (SRNS)for the National Nuclear Security Administration (NNSA)

By Lisa Chance | Communications Specialist | Plant Vogtle &Natasha Poleate | Augusta Technical College | Academic Advisor | Nuclear Programs

Picture a nuclear worker or engineer.

Was she wearing a hard hat, safety glasses, a lab coat? Wasshe in front of a computer or on a construction site?

You probably didn’t picture a woman at all, did you?

If you take a look at most careers that involve science,technology, engineering, and math (STEM), you won’tfind many women. According to the U.S. Departmentof Commerce’s 2011 report Women in STEM: A Gen-der Gap to Innovation, women represent just 24 per-cent of the STEM workforce.

With nearly half of the nuclear industry’s workersset to retire in the next ten years, there is a need for anew generation of professionals. Recruitment of these

types of professionals has become a major focus nation-wide and presents men and women alike with enor-mous opportunity to pursue a career in nuclear.

Identifying the need for well-trained, qualifiedworkers, Georgia Power and Southern Nuclear part-nered with Augusta Technical College to offer an Ap-plied Associates in Science (AAS) degree in NuclearEngineering Technology (NET). Recognizing the valueof the program, Savannah River Nuclear Solutions(SRNS) recently signed an agreement to be a secondaryindustry partner.

Recognizing the potential growth in the nuclearfield is what propelled Tiffany Wiggins and Kayla Smithinto Augusta Tech’s program. And both have found thatbeing women didn’t hurt their chances of being hired.

“The nuclear industry places a high value on diver-


sity of thought,” says Bob Collins, NET departmenthead and instructor. “As a result, companies are seekingtechnically savvy women in both hiring practices andpromotion opportunities. The NET program providesan excellent opportunity for young women starting outtheir careers and more experienced women seeking anopportunity in the nuclear field.”

Early on, Wiggins, who was part of the first gradu-ating class in 2012, discovered a love for science and hasalways been interested in nuclear but was pursuing atechnical degree in mechanical engineering at AugustaTech when the NET program began. She decided tomake the jump and hasn’t looked back.

Now an employee at Southern Nuclear, she’s ex-cited about her future. Her degree qualified her for anentry-level, nuclear technician position at Plant Vog-tle in Waynesboro, Georgia. She has since moved intothe plant’s Health Physics department, and she’sfound her male coworkers to be open to her and in-terested in her ideas.

“A lot of times we’ll arrive at the same answer to aproblem, we just have different approaches,” Wigginssays. “I think I’ve shown them that I can be taken seri-ously and bring a different set of skills to the table.”

Smith was once pursuing a degree in early child-hood education, but having family members in the nu-clear industry motivated her to pursue the NET degree.

Though the STEM subjects weren’t her strong suitin high school, she has always enjoyed working with herhands. In middle school, she and her father would con-struct and launch model rockets. In college, she devel-oped a love for chemistry and physics.

After graduating, Smith took a job with SRNS as a production operator in the facility’s SavannahRiver Tritium Enterprise and has, like Wiggins, foundthe predominately-male workforce to be welcoming.She believes being a woman has actually helped her inher job.

“Some of the hands-on activities that I do requiresome finesse,” Smith says. “As a woman, that tends tocome easier to me.”

Wiggins and Smith agree that the NET programprepared them well for a job in the nuclear field, intro-ducing them early on to the nuclear-safety culture andgiving them the fundamental knowledge needed for the job.

Krystle Haskin, one of two women now in AugustaTech’s program, is benefitting from the knowledgeableinstructors, some former nuclear workers themselves.

“They are able to tie in real-world applicationsfrom past work experiences,” Haskin says.

Haskins believes anyone should pursue the career oftheir choice regardless of gender, ethnicity or any otherdemographic.

“In a world of innovation, problem solving, andcreativity, I know that anyone can excel in the engineer-ing industry with hard work and confidence,” she says.

Augusta Technical College is one of only 34 techni-cal schools in the country that offer the Associate of Ap-plied Science in Nuclear Engineering Technology. Theprogram meets the defined educational requirements ofthe INPO Uniform Curriculum Guide, a curriculum tostandardize associate degree nuclear training across thenation. The curriculum covers mechanical and electricalmaintenance, instrumentation and control, and non-li-censed operations. The training is sponsored and sup-ported by the Institute of Nuclear Power Operations,the Nuclear Energy Institute, and the Department ofEnergy. v

Krystle Haskin assists Augusta Tech’s Dr. Abdul Kendoushwith a demonstration on thermal conductivity measure-ment for different metals in Nuclear Thermodynamics

and Heat Transfer class.

With a growing number of positions in technical fields,it makes it increasingly important for students to followan education and career path that leads to direct successin obtaining a stable, well-paying job. Earlier this year,ten local manufacturers participated in a Greater RomeChamber of Commerce ‘Skills to Jobs’ event, which wasbased upon difficulty in the employers finding techni-cally skilled employees for their company. Though un-employment is high, the solution often lies in theemployee’s education and skills. During the past 15-20years, there has been a large emphasis placed on stan-dard secondary education (college and university); whatis sometimes over looked are technical colleges. Histori-cally, parents have guided their children away from milljobs or performing traditional ‘blue collar’ jobs whichpay lower wages. This resulted in less young people fol-lowing a career path in the blue collar fields. However,

times have changed and now the demand for these posi-tions (i.e. – welders, pipefitters, electricians, mill-wrights, painters, robotics, and machinists) is on therise. Many of these positions are high paying jobs, butrequire increased skill level.

The ability to program or ‘reteach’ a robot (whetherfor welding, quality control, assembly or plasma cut-ting) is a skill that is in demand for many of our localindustries. Wages for this skill are commensurate withthe position.

The College and Career Academy has recently ac-quired Greg Smith, who has joined forces with BillScoggin in the robotics and engineering division. Thisdepartment includes instruction in PLC, pneumatics,and hydraulics.

More and more young residents of Floyd Countyare following in technical career paths. Hector Cornejo

28 October 2014

Students find success in TechBy Ken Wright | Business and Industry Services Director | Rome Floyd County Chamber of Commerce

Floyd County Schools College and Career Academy


was excited about the option to attend the College andCareer Academy as a sophomore at Model High School.After working at a local fast food restaurant and cominghome late, he decided this was not what he wanted topursue as a permanent career path. He cites the benefitsof attending the College and Career Academy for threeyears as paramount to the success and opportunities hehas been afforded. Hector studied PLC, robotics, elec-tricity, etc. at the academy. The instructor noticed thehard work of Hector and recommended him for an in-ternship with Profile Extrusion.

“Profile Extrusion provided me the opportunity tolearn in their manufacturing environment and they gaveme exposure to multiple facets of the company. “Hectorattended Model High, followed by the College and Ca-reer Academy and currently works for Profile Extrusion. Hector works 20 hours per week while attending ModelHigh, has a private office and is on a further educationpath to pursue either industrial or electrical engineering

at Georgia Northwestern Technical College. “Followyour goals and do what you really want to do in life.”One further piece of advice “Attend the College andCareer Academy as early as you are allowed to attend!”“I would have never gotten started if I hadn’t attendedthe College and Career Academy” expressed Hector.

Chris Tolbert also began an educational paththrough the Bill Scoggin and Greg Smith—robotics andEngineering instructors at the College & Career Acad-emy while attending Coosa High School. Chris pursuednumerous areas of study at the College and CareerAcademy such as CMM, electrical, CAD, construction,pipefitting, etc. During this time, he was allowed to at-tend plant tours of local manufacturing facilities. Oneof the plants he visited was F&P Georgia, for whichChris was awarded an internship. Like many highschool students, Chris was uncertain of the career pathhe should choose and what his strengths were. “I wentto high school in the morning until lunch, then theCollege and Career Academy, followed by working atF&P Georgia during the second shift,” said Tolbert.Chris began working in the paint department at F&P,transferred to the facilities department and is now work-ing in accounting. Accounting became an area forwhich his math skills, financial experience, and accuracyare an asset to the organization. Chris was encouragedto further his education so he earned an Associate’s De-gree from Georgia Highlands College and then pursueda Bachelor’s degree from Shorter College (now ShorterUniversity). This path has successfully placed Chris (26years old) in the position of Associate Manager of Ac-counting for this Tier I automotive supplier. WhileChris readily admits that he didn’t follow many of theareas that he studied during his high school years, it didlead him to the internship and provided him resourceswhich still assist him in his accounting position.

These young men both represent a new path in ed-ucation. Both have been open-minded to technical edu-cation and have devoted time and effort to work whileattending school. They realize that education and train-ing never ends. To grow and excel with a companymeans being willing to continue seeking knowledge andskills. It is simply their dedication, determination, workethic, and the continual pursuit of increased knowledgeand skills that determines their success. v

Bill Scoggin and Greg Smith – Robotics andEngineering instructors at the College & Career

Academy

Hector Cornejo – Maintenance/LogisticsApprentice at Profile Extrusion

30 October 2014

http://www.spsu.edu


http://www.jcb.com

32 October 2014

When a child’s first words are VROOM, VROOMrather than mama or dada, an engineering career seemspreordained. “His first sounds were car noises and heloved anything that had four wheels and made noise,”said Charmaine Goldbeck, mom to Central EducationalCenter (CEC) senior Cooper Goldbeck.

Goldbeck has parlayed an early interest in LEGOsand robotics into one of Georgia’s first high-school Eu-ropean style apprenticeships at local German-basedmanufacturer Grenzebach. “We started our partnershipwith CEC last year with two Northgate High school en-gineering apprentices and this year we expanded the pro-

By Cindy Scott | Central Educational Center

CEC Provides Team Members with Career Skills for Today’sGrowing Job Market

From robotics to welding

gram to include Cooper’s welding-based apprenticeship,”explained Chief Operating Officer Martin Pleyer. “We’rethrilled with the work he has been doing.”

Pleyer and Mark Whitlock, CEC’s Chief ExecutiveOfficer, are working together to implement a Europeanstyle apprenticeship program in Coweta County. Ideally,such a partnership would train a pool of skilled, techni-cal employees that could work in high-tech, high skillroles throughout the county, Georgia and the nation.“We’re a multi-national, family-owned company that hasbeen in Coweta County for 26 years. We’re here for thelong-term, focused on our employees and excited aboutthis possibility,” Pleyer said.

“In Germany, about 65 percent of high school stu-dents apply for apprenticeships. Then companies giventhem work contracts and over the next two to three yearsthese students learn technical skills while also attendinghigh schools much like CEC,” Pleyer said. “When theygraduate, they receive certificates in fields ranging fromengineering to retail and the students are qualified forjobs that are well paid and offer strong employment op-portunities.”

“The results of our new co-op apprenticeship pro-gram with Grenzebach are already exciting,” Whitlocksaid. “Germany has the lowest young adult unemploy-ment rate in the industrialized world. In fact, their rate ishalf of the corresponding U.S. rate which shows that theclose relationship between Germany’s business and edu-cation sectors produces a higher-skilled, more tech-savvywork force at a younger age.”

“By linking business, the Coweta County SchoolSystem and West Georgia Technical College to create thejoint venture known as CEC, we think Coweta Countyis closer than many other communities to replicating thetypes of opportunities and results that Germany hasknown for decades,” Whitlock continued.

Interestingly, Grenzebach’s Senior Welder GeorgeEvans realization that he was part of an aging work forcewas a catalyst’s for the company’s program. “A few yearsago I started realizing that I’d be retiring soon and sowould many of my fellow welders and it would be adomino effect. We didn’t have anyone ready to take over.I shared my concerns with Martin (Pleyer) and he sug-gested this internship program that Cooper’s doing.”

Working with his mentor Evans since last summer,Goldbeck feels that the internship has improved his life

well beyond his welding skills. “George has taught meeverything from the way metal reacts to heat, to basicbead laying to more intense blueprint reading, but he’salso taught me real life skills. We’ve really bonded and hetreats me like I’m his own son.”

“Cooper’s doing very well, he’s a fast learner andworking with him has made me feel lucky that I’m ableto give something back to my company and my commu-nity,” Evans said.

Goldbeck’s parents believe that his Grenzebach in-ternship is directly attributable to the CEC’s hands-onlearning opportunities. “CEC’s approach to learningmakes sense for him and a lot of boys,” his dad KenGoldbeck said. “His classes opened his eyes to his ownrole in his education and gave him the opportunity tonot only find a potential career, but he has also hadspeaking opportunities that are wonderful as well.”

Since his sophomore year, Goldbeck has taken Pre-Engineering, Robotics I and II, JAVA Programming,BioTechnology, Introduction to Metals and dual enroll-ment College Welding (Certification) classes at CEC.“One of my neighbors that I worked on cars with, CodyCordle (an ECHS 2013 graduate and CEC student), en-couraged me to sign up for CEC’s Introduction to Met-als class. That class gave me an opportunity to try somenew skills,” Goldbeck said. “I ended tops in my class andthat lead to taking welding which lead to my internshipat Grenzebach.”

Grenzebach’s Manufacturing and Installation Man-ager Roger Schultz credits Goldbeck’s outside the boxthinking with opening eyes at the company. “CEC stu-dents like Cooper are extremely well-organized and havea great attitude. They are very open to learning and thatit makes them easier to teach.”

Cooper first learned about CEC after volunteeringto help with a CEC VEX Robotics competition in 8thgrade. Scott Brown, CEC’s Pre-Engineering Directorsaid that he noticed Goldbeck’s promise early on. “Thatsummer he participated in my YES! Summer Pre-Engi-neering Camp and his interest and abilities were appar-ent. As a sophomore, he took a leadership role, found hispassion and his team competed well.”

Though robotics is very tech oriented, CharmaineGoldbeck said that her son’s exposure developed otherskills as well. “Robotics allowed him to work on his cre-ative side, that side of him that likes to build things and


34 October 2014

figure out how they work,” she said. “Though he’s usu-ally easily frustrated, working to stay calm, helping otherteammates and having to tell others about his projectshave really improved his communication skills.” Brown attributes Goldbeck’s success to both his strongwork ethic and high family expectations. “He’s found hispassion and his family instilled a strong work ethic,”Brown said. “Too, he works on things like his EagleScout project and an extensive car restoration that keephim happy and busy.”

Since his pivotal 8th grade year, Goldbeck and hisdad Ken have been working on a joint project that stemsfrom his first childhood words. “My dad was a fast-carguru and we started working on a 1973 Dart Challengerback then,” he said. “It’s been a long road, but we’remaking good progress,” dad Ken added.

Work on this project may have to wait awhile ifGoldbeck’s post high school plans include a trip to Ger-many. “Mr. Pleyer and Mr. Schultz have asked me aboutmy plans after graduation and I told them that I wanted

to finish my additional welding degrees. They said thatthere’s a possibility that I could go to Germany (Grenze-bach’s headquarters) to learn more about TIG weldingand the company’s apprenticeship program and thatwould be amazing.”

“Cooper will be my child who flies away; I can al-ready see that,” his mom said.

Cooper’s sister Candace, a 2014 Mercer Universitygraduate, sums up her brother’s adventures best. “He’s al-ways been smart, but traditional lecture style classesweren’t his thing. CEC was the best thing for him. Now,he’s forged his own path to fit his needs and I trust he’sfound something he enjoys and that makes him happy.”

From a daredevil whose first engineering challengewas to make his childhood four wheeler go faster, to ayoung man enjoying a unique engineering apprentice-ship, Cooper Goldbeck’s work-based learning experiencedemonstrates that with perseverance, a career-focusedhigh school curriculum, and a supportive family, a youngman can truly speed through life. v

The Georgia Engineering Founda-tion, The Society of American Mili-tary Engineers and the Learning forLife Division of the Atlanta AreaCouncil of the Boy Scouts of Amer-ica announce the 15th Annual Ex-ploring Engineering Academy atGeorgia Tech. The academy is opento high school students (boys andgirls) in 10th, 11th and 12th gradesand is under the direct supervisionof professional engineers, scientistsand engineering faculty. Sign up atwww.atlantabsa.org/openrosters/DocDownload.aspx?id=134246

Welcome to first day team build-ing on the Ga Tech CampusThe goal of the Exploring Engineer-ing Academy is to bring talentedstudents to the Georgia Institute ofTechnology campus to excite andexpose them to the world of engi-neering in the hopes that they will

pursue an engineering career. Theexperience will open their minds sothat they will realize that they willbe able to obtain an engineering/sci-entific degree. Students tour state-of-the-art engineering laboratories

on the Ga Tech campus plus re-search and engineering facilities ofmajor corporations around metroAtlanta.

Participants explore engineeringas a career by engaging in hands-onengineering activities, touring engi-neering facilities, and interactingwith engineers and students from allmajor engineering disciplines. Thesix day program consisted of a dif-ferent engineering theme each dayand has been expanded into twodistinct and concurrent STEMTracks featuring ‘traditional engi-neering’ or ‘technology and science.’The program not only focuses onthe important skills needed for suc-cess in the fields of engineering andtechnology, such as math and sci-ence, but also looks at problem solv-ing, design and analysis, teambuilding, project management,communications, and leadership.

Expling Engineering Academy at Gegia Tech May 31 - June 5, 2015

Learning how to create electric-ity from motion at the GE Matrix


A steering committee plans thisannual camp and is made up of vol-unteers from the engineer commu-nity in the Atlanta area and stafffrom the Learning for Life Divisionof the Atlanta Area Council of theBoy Scouts of America. Support isalso provided by professional engi-neer mentors, sponsoring major cor-porations, the Society of AmericanMilitary Engineers, Institute ofElectronic and Electrical Engineers,Georgia Engineering Foundation,the Institute of Transportation Engi-neers, Institute of TransportationEngineers, the American Institute ofArchitects, and the American Soci-ety of Civil Engineers.

The Academy receives some do-nations from local engineering firmsthroughout the metro Atlanta areawhich results in scholarships forneed-based students. We look for-

ward to another Great ExploringEngineering Academy. Applicationsare available at www.atlantabsa.org/openrosters/DocDownload.aspx?id=134246

EEA Committee Members

David Smith, P.E. Transportation Committee Chair – CivilEngineering Day & ITE Transportation

John (Jack) W. Seibert, III, PEFoundation Chair Exploring Engineer Academy

Kim Mullins, P.E. Program Committee Member – Volunteers &Member Coordinator

Amy HudnallProgram Committee Member – AeronauticalEngineering Day

Jim Remich, P.E.Program Committee MemberElectrical Engineering Day

Randy & Diane BrannenProgram Committee MemberElectrical Engineering Day & Photographer

Tony Belcher, P.E.Program Committee Member – GaDOT

Jason Bowlin, EITProgram Committee MemberMechanical Engineering Day

John McDonald, P.E.Program Committee MemberElectrical & Energy Day

Hamilton Holmes Program Committee MemberAerospace Engineering Day

Angie McDaniel, Program Director, BSA Learning for Life

http://www.wiregrass.edu

36 October 2014

Auburn UniversityEducation at your fingertips


It’s a fast-paced world filled with work, family, friends,and activities. Although days are jam-packed, that does-n’t mean you’ve lost your desire to learn new things andtake on challenges. Auburn University’s Samuel GinnCollege of Engineering Online Graduate and Continu-ing Education Programs offer convenient and affordableways to continue your education and advance profes-sional development.

Quality classroom experience from a distanceAuburn Engineering’s Online Graduate Program com-bines traditional instruction with the latest electronicdelivery methods to offer educational opportunities be-yond the classroom. Students can pursue an advanceddegree or credential in engineering at home or workwhile continuing full-time employment. Classes may beaccessed anywhere, anytime, through streaming videothat is accessible with a variety of devices—PCs, Macs,iPads and MP3s. Distance graduate students receive thesame lectures, assignments, and professors as their on-campus peers.

U.S. News and World Report’s Best Online Educa-tion Programs recently ranked Auburn Engineeringsixth among online graduate engineering programs. Thegraduate computer information technology program,housed in Computer Science and Software Engineering,was ranked seventh among online graduate computerinformation technology programs.

“Auburn Engineering is well known for providingone of the nation’s top engineering graduate distancedegree programs,” said Chris Roberts, dean of theSamuel Ginn College of Engineering. “These rankingsconfirm that our program offers strong graduate in-struction with a leading-edge delivery system that en-sures our distance students receive an experiencecomparable to that of their on-campus peers. Our on-line graduate programs are vital to our overall educa-tional mission, and we are proud to take our placeamong the finest programs in the country.”

Enhance your professional skills The college’s Continuing Education Program offers awide variety of workshops, seminars, conferences, andshort courses to enhance professional development ormeet license renewal requirements. Many of these pro-grams provide Continuing Education Credits (CEUs).

There are three specialized training areas at AuburnUniversity: Alabama Technology Transfer, Southern Re-gional Radon Training, and the distance learning Engi-

neering Professional Development Courses which aredesigned to meet state licensure board’s continuing edu-cation requirements for professional engineers, land sur-veyors, and other certified professionals.

“Engineers are lifelong learners, and our Engineer-ing Professional Development Program offers morethan 100 online courses that are available anytime andanywhere,” says Wanda Lambert, marketing director ofAuburn’s Graduate Engineering Online and ContinuingEducation. “This puts the continuing education credits(CEUs) that professionals need to earn right at their fin-gertips.”

About Auburn University Established in 1856, Auburn University was the firstland-grant college in the South. Today, it is one of thefew universities to carry the torch as a land, sea, andspace grant university, and is setting the standard for ed-ucation excellence in the state of Alabama and the re-gion. With an enrollment in excess of 25,000 students,the university offers more than 140 degree options in13 schools and colleges at the undergraduate, graduate,and professional levels.

Auburn University’s Samuel Ginn College of Engi-neering, the largest and most prestigious engineeringprogram in Alabama, produces more than one third ofthe state’s engineering graduates according to the Amer-ican Society for Engineering Education. U.S. News &World Report recently ranked the college 30th amongpublic universities offering doctoral programs, while itsgraduate programs were ranked 40th among public uni-versities. With a dynamic and innovative research pro-gram, as well as 12 undergraduate and ten graduatedegree granting programs, the college is recognized as asignificant contributor to the region’s economic devel-opment and industrial competitiveness. v

SAMUEL GINN COLLEGE OFENGINEERING FACTS

Undergraduate students: 4,294Graduate students: 883Faculty: 146Continuing Education Units: yesTuition: http/www.auburn.eduStarting salary range for graduates with bache-lor’s of engineering degree: $50,000-$80,000

38 October 2014

SpelmanBy Jennifer Stanford Johnson | Spelman College STEM Education Outreach

This August, Spelman College welcomed over 500 mem-bers of the Class of 2018 to its 39-acre campus located inAtlanta's West End Historic District. There are, on aver-age, 16 first-time, first-year dual degree engineering majorsin every incoming class. This year, 28 first-year studentsdeclared the dual degree engineering major. The Dual De-gree Engineering Program (DDEP) averages roughly 100participants from all classifications including the fourth-and fifth-year students who have transferred to one of 15partnering engineering institutions to complete a Bache-lor of Science in an engineering discipline. At the com-pletion of five years (three academic years at Spelman andtwo at a partner institution), DDEP participants also re-ceive a Bachelor of Science in a STEM major (chemistry,computer information systems, environmental science,mathematics, or physics).

This year, the engineering curriculum will be sup-ported by the newly created Spelman Innovation Lab.Equipped with a 3D laser printer, laser cutter, and CNCrouter, this space will allow these future engineers to pro-totype designs for class as well as explore their own per-sonal creations. Under the leadership of Associate ProvostDr. Carmen Sidbury and Computer Science Lecturer Dr.Jerry Volcy, Spelman’s Innovation Lab affords students ac-cess to cutting edge technology and design experiencestypical in the engineering field. “The newly establishedinnovation space,” says Dr. Volcy, “puts the ability to de-sign new products within reach of ordinary people becausethe cost of design iteration, and therefore innovation, islow. This is a benefit to incoming DDEP students be-cause the software tools have matured to the point thatstudents can begin engineering new concepts and prod-ucts from Day 1.”

Having this Maker-type space on campus leveragesthe known impact that hands-on experiences have in at-tracting and retaining dual degree engineering majors.Based on a 2013 survey of Spelman DDEP alumnae, twokey factors emerged as having influenced their decisions

to pursue engineering—prior hands-on engineering in-volvement and influences from family and educators.Middle and high school participation in science camps,robotics competitions, engineering summer programs, andpre-engineering classes were the early exposure that ce-mented alumnae interest in engineering. The support ofparents and family members (some of whom were engi-neers), high school teachers and counselors, and friendsalso guided their decision to pursue engineering. K-12STEM outreach at Spelman is informed and guided bythe knowledge of these influences and factors.

Ensuring Prior Hands-On Engineering Involvement• Spelman STEM Ambassadors Program – A STEM

outreach program in which Spelman undergradu-ates majoring in biology, chemistry, computer infor-mation systems, environmental science, dual degreeengineering, mathematics, and physics volunteertheir time to inspire students by leading interactivedemonstrations and workshops.

• Spelman STEM Girls Leadership Institute – An an-nual on-campus event to expose middle school girlsto the various STEM fields of study and relatedSTEM careers. Students participate in fun, hands-on activities that present the underlying math andscience concepts behind common technologies.

DDEP alumnae voices: Attractingand Retaining Engineering Talent

• Junior SpelBots – Mentoring and outreach programfor local middle and high school robotics teams tosupport engineering and computer science explo-ration.

Informing Parents and Educators about STEM• Spelman College STEM Teacher Education Pipeline

– STEM secondary teacher preparation program forundergraduate Spelman students with the goal ofincreasing the number of women and minoritieswho teach in STEM education.

• Spelman College 360° STEM Roundtable – Discus-sion group to enable educators (K-12 and postsec-ondary), parents, and professionals to connect andexchange resources which foster science and tech-nology exploration and persistence.

• STEMQuest (http://stemquest.blogspot.com/) – ASTEM blog for parents and educators desiring toengage students in STEM. The blog was created toshare info about STEM enrichment activities in thelocal Atlanta area. It is an open forum to exchangeideas and address the concerns of parents and edu-cators.

Strengthening the engineering pipeline also requires thelocal STEM community to band together to share re-

sources and exchange knowledge and ideas. Innovativepartnerships become critical in that they draw the STEMcommunity closer, highlight best practices, and leveragethe strong suit of each organization. Strategic partnershipsare key to attracting and retaining female talent and syn-ergistically advance the STEM workforce.

For information about programs described, pleasecontact Jennifer S. Johnson, [email protected].

Spelman College, a historically Black college and aglobal leader in the education of women of African de-scent, is dedicated to academic excellence in the liberalarts and sciences and the intellectual, creative, ethical,and leadership development of its students. Spelman em-powers the whole person to engage the many cultures ofthe world and inspires a commitment to positive socialchange v


http://www.thcinc.net/

40 October 2014

North GeorgiaTechnical College

Pictured (l-r): Nathan Greene and Elwin Northcutt examine Nathan’s model of a Cave Spider.

For more information on programs of study at North Georgia Technical College,contact 706-754-7700 or visit www.northgatech.edu.

Engineering Technologyprogram connects with thefuture When passion ignites at a young age, thecalendar for learning never stops. The Engineering Technology Program at North GeorgiaTechnical College is quickly building a reputation for ex-cellence, and enrollment has increased dramatically sincethe first students began classes in 2011. Hands-on train-ing, long the hall-mark of NGTC’s classes, is augmentedby outreach to the community, particularly in the engi-neering program.

Meet Nathan Greene. In 2013, as an 8th grader atNorth Hall Middle School, Greeneworked all summer on a school projectonly to be fully realized recently at NorthGeorgia Technical College.

Nathan, a student in Ms. Kathy Mel-lette’s Directed Studies class, had a sum-mer project to collect arthropodspecimens. Though the actual collection and displayturned out to be a family affair involving brother Bren-nan (the bug catcher), and parents Bill and Amy, thenext part of the project, modeling, was where things be-came interesting.

For his project, he wanted to do a 3-d model on thecomputer. As president of his school’s ProgrammingClub, Nathan was well-versed in searching out applica-tions and learning how to use them on his own. But writ-ing computer code is one hurdle; implementing it isanother.

Enter NGTC’s Engineering Technology Instructor Elwin Northcutt. “I was very impressed with what Nathan had done byhimself and thought that it would be a great learning op-portunity for him and for my students,” said Northcutt.“The technology is still new, and we’re working throughthe process of writing the code, compiling the rendering,and transmitting it to the 3-d printer.”

NGTC student Chris Anderson worked with Nathanas they finished compiling the program in Solidworks andMakerware to send to the Maker Bot Replicator 2 printer.Together they worked through the process of calibratingthe equipment to .005 inch tolerance. Though the ac-tual ‘printing’ took about an hour, both Nathan and Bren-nan spent time analyzing the mechanics of the printer.

“What I drew was a model of a cave spider which isn’tactually a spider. It is from the scorpion family; it has avestigial tail,” Nathan related. He further described theprinting process as it was happening. “The plastic ex-truder moves on an X and Y axis [side to side and back tofront respectively] while the plate is on the Z axis [up anddown],” Each time the printer finished a layer, the platedropped a tiny fraction of an inch and the next layer wasput on making it look as if the Cave Spider was rising bitby bit as it was being created.

Later in the year, another group of young studentsalso gained hands-on experience with computer-aided de-sign. A highly successful new summer camp called,

“Nuts, Bolts, and Thingamajigs,” was heldfor 12-15 year olds. In one action-packedweek, students designed and built a prod-uct, experiencing the start-to-finish satis-faction of creating something they couldshow off with pride. In the process, theylearned how to do take their CAD and op-

erate various kinds of manufacturing machinery includ-ing computer numeric controlled (CNC) equipmentunder the close supervision of expert manufacturing train-ers. In addition, campers had hands-on activities with ro-botics, lasers, machining, and fabrication of metals,plastics, and other materials.

“Whether your son or daughter dreams of working inmanufacturing or medicine, law or any other field, havinga basic understanding of how things are made and howbusinesses develop will make them more appreciative of theworld around them and the ‘tools’ they will use in theiradult life,” said Engineering Instructor Elwin Northcutt.

During the session, campers also toured local manu-facturing facilities to learn what types of careers exist,what skills and training are required, and how those busi-nesses developed. They had the opportunity to hear di-rectly from local manufacturing company owners howthey started their businesses, applying basic entrepre-neurship principles to understand how a single productidea becomes a business.

This camp is part of a national manufacturingsummer camp program designed and sponsored byNuts, Bolts & Thingamajigs, the Foundation of theFabricators & Manufacturers Association. Plans arealready underway to create a ‘Girls in Manufacturing’camp next year.v


42 October 2014

Gegia Institute of Technology

Located in one of America's most vibrant cities, the Col-lege of Engineering (CoE) combines the resources of amajor university with the benefits of an urban campus,giving students the tools they need to chase their ambi-tions. With dozens of degree programs across eightschools, the College has built a strong reputation in theUnited States and abroad, and graduates leave with skills,knowledge, and global savvy for a world increasingly de-pendent on engineering.

The College has a strong national and internationalreputation ranking near the top in both undergraduate andgraduate programs, and as the nation's largest and most di-verse engineering program, consistently ranks high amongthe major producers of engineering degrees awarded towomen and underrepresented minority students.

Here's what else makes CoE special:Preparing Tomorrow's LeadersCoE prepares its students not just for jobs in engineeringbut for the responsibilities of leadership. Its focuses on in-novation and entrepreneurship give students an edge, al-lowing them to create inventions, start businesses, anddesign solutions to global problems—all before gradua-tion. Alumni go on to careers across all walks of engi-neering, as well as in professions like law, medicine,business, and public policy.

Educating Global CitizensGeorgia Tech sends more than 1,200 students abroadeach year through exchange programs and faculty-ledtrips, meaning CoE students have dozens of opportuni-ties for international travel. They can also pursue intern-ships and co-ops abroad, earning work experience andforeign-language skills that will stand out on resumes. Ad-ditionally, Georgia Tech boasts a satellite campus inFrance and several joint degree programs with other uni-versities (some created just for engineers).

Giving the Best Return on InvestmentEngineering is constantly ranked among the highest-pay-ing college majors, and Georgia Tech is one of the bestuniversities at which to study it. The Institute offers ex-cellent returns on investment to all its students, whetherthey come from Georgia or elsewhere.

The average SAT score of freshmen entering the Col-lege of Engineering in the fall of 2014 was 2140. Morethan 13,000 undergraduate and graduate students aremajoring in engineering. Last year, the College conferredmore than 3,400 bachelor’s degrees, master’s degrees, anddoctoral degrees. Degrees are offered in Aerospace Engi-neering, Biomedical Engineering, Chemical and Biomol-ecular Engineering, Civil and EnvironmentalEngineering, Electrical and Computer Engineering, In-dustrial and Systems Engineering, Materials Science andEngineering, and Mechanical Engineering. v

Building Your Future in Engineering

GEORGIA TECH FACTS

Sample Engineering Salaries for the 2014 grads: Aerospace engineering $62,000Biomedical engineering $65,000Chemical engineering $72,500Civil engineering $55,500Computer engineering $72,750Electrical engineering $65,000Industrial engineering $63,500Mechanical engineering $65,000

43

44 October 2014

Engineeringethics & you

By Edwin A. Bayo Esq. | Grossman, Furlow & Bayo LLC

Many of you have dealt with the topic ofethics and engineering through curricu-

lum course requirements andcontinuing education courses

for licensure renewal. Its impor-tance has no doubt been emphasizedthrough these mediums, and continuesto be viewed as an integral part of thepractice of engineering—and not justby professors and continuing educa-tion course providers. Indeed, evenstate legislatures have recognizedits importance, so much so thatbills have been drafted andpassed officially requiring engi-neers to obtain continuing ed-ucation credit hours on thesubject. This article will coverthe development and im-plementation of such laws,with an emphasis onFlorida and Georgia.

Most recently in 2014, Florida Senate Bill 692 was passedinto law. That bill revised the statute governing the con-tinuing education requirements for engineers in Florida.Among other changes, it revised the requirements for li-cense renewal for engineers by increasing professional de-velopment hours needed during a two-year renewalperiod from eight (8) to eighteen (18). For our purposes,one of the most significant changes was the requirementthat at least one of those hours relate to professionalethics. Prior to this amendment, a licensee was requiredto complete four hours of continuing education in thearea of laws and rules, and another four hours in the li-censee’s area of practice.

Although the law only requires one hour in ethics,this change should not be taken lightly. It is incrediblydifficult to amend a statute, and just the introduction ofa proposed bill requires a considerable amount of lobby-ing by interested parties. The factthat this measure became law meansthat it had to pass both the Houseand Senate, and had to be signed bythe Governor. In short, this amend-ment is proof positive that ethics inengineering is a significant topicand an integral part of the practiceof engineering.

Georgia does not currentlyhave an ethics in engineering courserequirement. According to the gov-erning laws and rules, every profes-sional engineer is required to obtainthirty (30) professional develop-ment hours (PDHs) each twenty-four (24) month (biennial) renewal period. Those hoursmust be relevant to the profession of engineering and mayinclude technical, ethical, or managerial content.

This does not mean, however, that an ethics courserequirement will not someday be in the works in Georgia.Indeed, many states are amending their continuing edu-cation or PDH requirements. For example, in 2013,Delaware passed a law requiring its engineers to completenot less than three (3) and no more than six (6) PDHs inthe area of professional ethics. Delaware currently requiresits engineers to complete 24 PDHs each twenty-four (24)month renewal period. In 2012, Wisconsin added two(2) hours in professional conduct and ethics to its re-

quirement for biennial renewal. In 2011, New Jerseyadded a two (2) hour ethics requirement of the 24 PDHsrequired for biennial renewal. In 2010, Indiana requiredits engineers to complete one hour in ethics among thethirty (30) hours required for biennial renewal. Otherstates with recent continuing education ethics require-ments include Texas, New York, Louisiana, Mississippi,and New Mexico. New Mexico actually requires the mostethics hours, at four (4) hours, during its two-year re-porting period.

Ten states out of fifty may not seem significant. Butconsider the fact that seven of those ten states imple-mented ethics course requirements in only the last tenyears, not to mention how many other states may cur-rently have proposed bills in their legislatures.

What does this all mean? It means this topic is notgoing away, and it is incumbent on you, as the licensee,

to remain abreast of the ever chang-ing renewal requirements in your ju-risdiction. As the old saying goes,“Ignorance of the law is no excuse.”In many jurisdictions, failing to ad-here to continuing education re-quirements for licensure renewal canbring about serious consequences.Depending on the severity of the li-censee’s failure to obtain the re-quired hours, his or her state boardcan discipline his or her license in amyriad of ways—from a writtenreprimand to fines, costs, suspen-sion, and even revocation.

The best way to stay informedabout your renewal obligations is to do just that, stay in-formed. Many continuing education courses will coverrecent laws and rules changes in your jurisdiction. Also,joining your local engineering society, association, orchapter can be an invaluable tool, as many releasenewsletters on current events, new requirements, and pro-posed changes to existing laws and rules in your state.Such information can also help you stop (or support) aproposed law or rule change before it passes. For example,by finding likeminded engineers in your jurisdiction andjoining forces, your voice becomes all the more heard byyour legislators and board members. v


Edwin A.Bayo is a formerCounsel to theFlorida Board of Profes-sional Engineers. He isBoard Certified in Stateand Federal Governmentand Administrative Practiceby the Florida Bar

46 October 2014

Mercer Engineering is about changing the world throughteaching, learning, creating, discovering, inspiring, empow-ering, and serving. Our graduates enter the work forceequipped with real-world education and experience, and acommitment to serving their communities.

With a full-time faculty of 32 professors and over 700students, the school prides itself on an environment whereeveryone matters and student success is priority one. eSchool of Engineering is one of twelve colleges and schoolswithin Mercer University that also include medicine, law,business, music, education, nursing, pharmacy, health pro-fessions, liberal arts, and theology.

In the early 1980s, engineering leaders from centralGeorgia and the U.S. Air Force approached Mercer Univer-

sity with an unusual request: create a school to help fill theirneed for engineers with a solid, multidisciplinary founda-tion. Bolstered by public and private support—financialgenerosity that continues to this day—the Mercer UniversitySchool of Engineering opened its doors in 1985.

Teaching and LearningMercer Engineering offers an ABET-accredited BS degree inengineering with six specialties: Biomedical, Computer, Elec-

Mercer University

trical, Environmental, Industrial, and Mechanical. BS de-grees in Industrial Management and Technical Communi-cation are also offered. e BS in Engineering features a corecurriculum model where all students complete foundationcourses in computer programming, technical communica-tion, statics, dynamics, electronic circuits, probability andstatistic, thermodynamics, engineering economics, and in-troduction to design. ese engineering courses are coupledwith courses from science, mathematics, and our GeneralEducation Program in the first two years to prepare studentsfor study in each of our specialization sequences. e jun-ior and senior years are devoted to a combination of requiredand elective courses within the specialties to prepare studentsfor professional practice as engineers.

Creating and DiscoveringAs our engineering students complete their coursework, theybecome actively engaged in design and production of com-ponents and systems starting in the freshman year. We be-lieve in hands-on learning and letting students create designsthat can be tested. Students ‘discover’ engineering in nu-merous laboratory exercises, and seniors complete a full-yeardesign project by working in teams to resolve a real client’sneeds. Seniors are given private laboratory space for theirprojects and share their work publically in our annual Engi-neering Expo each April. Mercer Engineering students takeadvantage of the popular ‘5th Year Program’ where juniorscan apply to our graduate school to complete their under-graduate and master’s degree in engineering in a total of fiveyears. Research is a vital component of Mercer’s engineeringprogram and its partner is the Mercer Engineering ResearchCenter (MERC), an operating unit of Mercer University de-voted to the performance of sponsored scientific and engi-neering research for governmental, industrial, andcommercial markets.

Inspiring and EmpoweringMercer Engineering uses case studies, simulations, courseprojects, field projects, senior design, and student organiza-tions to tackle design challenges. We look for students whoare willing and able to master modern engineering know-how and then engage in efforts to design and test a solution.We look for outstanding high schools seniors across the USand invite them to compete for valuable scholarships eachfall in our annual Scholarship Challenge event. We offer anHonors Program to our top students where they can begin

design projects as freshmen using laboratories, tools, andequipment supplied by faculty advisors. An internship withindustry is a popular option for our students so that they ex-perience engineering in a real industrial environment.

ServingFrequently, our design projects are focused on meeting theneeds of people in our community or developing countries.Providing core engineering skills to help communities withhousing, drinking water, electric power, prosthetics, and sim-ilar needs gives our students an opportunity to serve andgrow as individuals. Our popular ‘Mercer on Mission’ pro-gram sponsors service trips to locations around the worldeach summer where groups of students team up with facultyto meet the needs of a developing community.

Looking ForwardIt is an exciting time to study engineering, and the last threeyears brought the largest freshman classes in our history. Stu-dents want to master technology and then use it to establishthemselves professionally as well as to serve their communi-ties. Mercer Engineering has the key ingredients—faculty,staff, and students—who translate the needs of clients intodesign problems that challenge our skills as engineers. v


MERCER UNIVERSITY FACTS

Faculty: 32Dean: Wade H. Shaw, Ph.D, P.E. (478) 301-2459Undergraduate students: 550Graduate students: 175Distance learning: Yes Estimated undergraduate costs:

Tuition Housing, and Meals: $44,458Books & Supplies: $1,200Transportation and Personal Expenses: $2,810

Scholarships: Mercer offers scholarships that cancover up to full tuition. Over 90 percent of our stu-dents receive scholarships each year.

48 October 2014

You were accepted by the college of your choice oryou were offered the great job you were lookingfor; and then....

The last half of that sentence reads differently now thanit did when the college or the job was only a dream.What happened? Change. What you expected andwhat you are experiencing now just don’t line up.Perhaps the college of your choice has surprised you.You didn’t really need to study that hard in high school;here you feel like you’re doing nothing but study. Inhigh school it seemed like somebody was watching yourevery move; here no one seems to notice where you areor what you are doing. Uh-oh! That means it’s all upto you to show up where you are supposed to be whenyou are supposed to be there. You’ve known for yearswhat career you wanted. Until now: your major as it istaught here doesn’t seem as exciting as it did before.And you surely do miss hanging out with the friendsyou left behind or who went to other universities.

Or perhaps your surprises come from your new em-ployer. Your dream didn’t change after you started yourjob; but the job did. Before you were really settled in atwork, the rumors started. The company was beingbought out and to keep their jobs many people wouldneed to relocate. The company lost an anticipated proj-ect to an upstart competitor; some people (most likelythe newcomers) would get laid off. All this before youdid any work on your first assignment. And that firstassignment? How does this resemble the work in theposition description you were hired to do?

What next? How do you handle it when what yougot isn't what you expected?Know who you are and keep being that person. Even ifyou didn't choose these circumstances, you still chooseyour own behavior under these circumstances. Whatdo you value most about yourself? Keep valuing those

things and acting on them. Perhaps you value your can-do attitude. Well, you can do this, too. How you focusyour attention, the language you choose, the behavioryou exhibit—you still own all these things. They arepowerful; and no person nor any circumstances can takethese powers away from you. Instead of being dis-tracted by all the things you don’t control, focus on theone thing you do control: yourself.

Take it all in. Learn everything you can about theground rules in this organization. What is OK or notOK to know? Make note of the reports you can read,the meetings you can attend, the data you can access.What is OK or not OK to do? Some tasks you cancomplete on your own; others will need approval.You’ll be expected to interact with some people but steerclear of others. You can talk about some things; you’llneed to keep quiet about others. What is OK or notOK to feel? It’s no surprise that you’re better off ventinganger away from the job. There are ground rules, too,for what you laugh about and—possibly--how loud youlaugh!

Some of what you learn may not be consistent withwho you are and what you value. The time may comewhen you need to share that sentiment at the office.For now, though, talk it through with someone awayfrom work that you trust not to discuss it with others—someone who can acknowledge your concerns and showunderstanding but who will not feed your frustration oryour disappointment.

Some of what you learn may suggest some chal-lenges in what you know or know how to do right now.Suit up! Learn how to learn on your own as many ofthese things as you can. Find out where and how to getsupport in learning the rest.

Show up and make the difference that you can.You can change the space that you touch for the better,whether it’s the space you expected to be in or not.Whether you would have chosen this assignment or

And en....By Dr. Ruth Middleton House & Wes House


not, you’ll do an outstanding job on it without com-plaint; you’ll learn what you can and offer help to otherswhenever possible. Not only are you building technicalskills, you are building organizational knowledge andrelationships at the same time.

Your assignment could require way more work thanyou know how to fit into the work week. On the otherhand, it may not offer you enough meaningful work foryou to feel productive. Either way, organization will bekey: a plan, milestones, a schedule. If the work is de-manding, you’ll have the documentation to project and(we hope) to get help. If the work is light, you’ll seewhen you can fill in with development activities andwhat type of activities will be useful.

Stay connected and keep connecting. Keep net-working and keep connecting. Who that you knowseems the most resilient when disappointed? See whatyou can learn from that person. What organizationsprovide skills training, mentoring, and encouragementto people in work or industries similar to yours? How

about Web sites, LinkedIn Groups or other online re-sources?

You’ll get more value out of networking if you areconnecting at the same time. Not only reach out toothers; help the others you meet connect with eachother.

Be mindful of what you say when you are network-ing with others. Keep your tone positive—no puttingdown your employer, your boss or your coworkers. Youcan positively talk about your personal and career goalswithout those negatives.

You can do this. Whether the surprises came fromyour university or from your employer, you can handlethis. To do that, you will:• Know who you are and keep being that person.• Take it all in• Show up and make the difference that you can.• Stay connected and keep connecting. v

http://www.gobuildgeorgia.com

50

Southern Polytechnic State UniversityApplied knowledge | Employed Graduates

October 2014

Why do students choose to study engineering? Is it becausethey love theory, calculus, or physics? Rarely. Studentschoose engineering because they want to solve problems,make the world better, create new products, or do somethingimportant.

Why do employers hire engineers? Is it for their theo-retical knowledge base? Rarely. Companies need engineersto make their product(s) faster, better, more efficient, moredurable, or more economical.

At Southern Polytechnic State University, students areable to pursue their academic goals—and to graduate withthe knowledge and experience that makes them successfulin the workforce. Whether in engineering or engineeringtechnology, students apply their knowledge of theory andpractice to solve important problems facing the world. eyexplore alternative sources of power generation that are cleanand efficient. ey discover the many ways to use robots orrobotic systems to accomplish tasks that previously were notthought possible. ey design faster computers, strongerand lighter concrete, more environmentally-friendly build-ing techniques, and so much more.

With an SPSU degree, graduates get jobs. Given theaffordability of attending SPSU and the strong job prospectsfor alumni, SPSU is consistently ranked high in terms of re-turn on investment. As a public university, this return on in-vestment serves the state of Georgia well. Over the last fiveyears, about 90 percent of SPSU graduates have chosen tolive and work in Georgia, where they reinvest their experi-ence in their jobs, their families, and their communities.

Another reason students choose engineering at South-ern Polytechnic State University is because it is fun! roughprojects and student competition teams, students design,

build, and race a formula racecar and a concrete canoe. eydevelop a programmable, autonomous helicopter and un-derwater vehicle. ey compete to build a stronger andlighter bridge made of steel. All of this is done with the guid-ance of faculty who have real world, industry experience.Students learn how to apply what they have learned in theclassroom and laboratory, and they have the excitement ofpitting their knowledge and skills—successfully—againstthose of students at other universities across the region, thecountry, and the world. SPSU has more than a dozen com-petition teams, including the Aerial Robotics Team, Ameri-can Society of Civil Engineers Steel Bridge Team,Autonomous Underwater Vehicle Team, Electric VehicleTeam, Southern Poly Motorsports, and the Extreme GravityRacing Team.

Southern Polytechnic is a residential, co-educationalmember of the University System of Georgia. Located on203 acres of naturally wooded landscape in the historic andvibrant city of Marietta, we are just 20 minutes from down-town Atlanta. On November 1, 2013, the Board of Regentsof the University System of Georgia announced plans to con-solidate Southern Polytechnic State University and Kenne-saw State University into a new university known asKennesaw State University. Pending approval by the ac-crediting body, SACSCOC, and the Board of Regents, con-solidation will take place in January of 2015. eeducational experience that currently makes both universitiesso special will be preserved, with enhanced opportunities onboth campuses. e engineering and engineering technol-ogy for which SPSU is known will continue to be offered, asit is now, on the Marietta campus of Kennesaw State Uni-versity.

Undergraduate offerings in engineering and engineer-ing technology at Southern Polytechnic include B.S. degreesin civil, computer, construction, electrical, environmental,industrial, mechanical, mechatronics, systems, and telecom-munications. Southern Polytechnic also offers graduate pro-grams in civil engineering, engineering technology, andsystems engineering, as well as an undergraduate concentra-tion in aerospace engineering and a minor in nuclear engi-neering. v


SOUTHERN POLYTECHNIC STATE UNIVERSITY FACTS

In-state tuition: $6,233 per yearOut-of-state tuition: $20,363 per yearHousing rates: spsu.edu/housingStudents: 6,787 from 36 states and 104 countriesMiddle 50 percent SAT scores: 540-640 Math, 500-600 Critical Reading

Largest majors: mechanical engineering and me-chanical engineering technology, information tech-nology, computer science, electrical engineering, andarchitecture.

52 October 2014

mean median lower quartile upper quartileCivil Engineer

Entry-level $51,711 $52,705 $45,800 $57,200Project engineer $71,236 $71,985 $62,712 $79,200Project manager $94,579 $93,512 $80,800 $108,000Department manager $119,393 $120,000 $100,000 $137,488Principal $147,470 $135,000 $123,580 $175,000

Structural EngineerEntry-level $53,275 $54,350 $50,000 $58,760Project engineer $74,707 $75,000 $69,160 $80,889Project manager $97,714 $95,000 $86,000 $101,750Department manager $123,716 $118,997 $108,389 $140,000Principal $132,201 $127,500 $108,300 $150,000

Electrical EngineerEntry-level $53,887 $52,520 $52,000 $57,322Project engineer $76,028 $72,682 $70,000 $84,000Project manager $96,003 $98,010 $88,885 $102,960Department manager $117,930 $119,759 $109,200 $125,000Principal $141,352 $136,500 $125,000 $161,809

Mechanical EngineerEntry-level $56,074 $54,672 $54,600 $60,089Project engineer $78,748 $72,384 $70,000 $97,068Project manager $89,599 $87,568 $81,167 $92,302Department manager $109,912 $107,744 $100,000 $112,871Principal $130,119 $135,000 $129,000 $142,012

Geotechnical Engineer/ScientistEntry-level $50,424 $51,881 $48,639 $54,739Project engineer $71,256 $73,600 $62,913 $75,000Project manager $89,132 $97,540 $75,000 $102,279Department manager $110,898 $115,000 $107,780 $121,842Principal $145,497 $148,164 $142,210 $152,797

Environmental Engineer/ScientistEntry-level $46,138 $47,480 $43,500 $50,356Project engineer $67,340 $66,976 $57,169 $78,140Project manager $85,270 $88,794 $77,000 $96,500Department manager $112,321 $108,313 $89,113 $135,000Principal $139,108 $143,434 $105,019 $167,700

2014 Salary Survey of Northeast & South Atlantic Engineering Firms

Welcome to the fourth edition of ZweigWhite’s Salary Survey of Northeast & South Atlantic Engineering Firms, whichcombines what previously consisted of two reports on salary trends in the Northeast and South Atlantic regions. isreport shows base salaries for employees in engineering firms throughout Maine, New Hampshire, Vermont,Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, District ofColumbia, Virginia, West Virginia, North Carolina, South Carolina, Georgia, Florida, and Puerto Rico.


mean median lower quartile upper quartileTraffic/Transportation Engineer

Entry-level $49,531 $52,000 $45,000 $53,716Project engineer $70,211 $69,688 $62,896 $76,400Project manager $94,964 $94,534 $81,668 $103,708Department manager $124,875 $124,800 $112,663 $140,000Principal $143,540 $133,190 $122,100 $170,000

PlannerEntry-level $48,084 $46,010 $40,518 $55,924Project engineer $62,167 $61,500 $56,160 $78,416Project manager $83,521 $88,688 $68,600 $96,290Department manager $126,663 $126,006 $111,780 $141,272Principal $155,248 $158,000 $134,680 $185,860

GIS ProfessionalEntry-level $44,534 $40,747 $40,020 $51,730Project engineer $62,167 $61,500 $56,160 $78,416Project manager $71,369 $80,704 $69,888 $81,619Department manager $79,155 $70,139 $70,139 $87,298Principal $162,167 $161,500 $156,160 $178,416

Land SurveyorsInstrument Person I $35,302 $36,700 $27,200 $43,534Survey Technician $41,408 $40,468 $36,400 $47,450Field Survey Party Chief $48,097 $49,920 $45,000 $53,914Project Surveyor $72,375 $72,904 $65,728 $81,127Survey Department Manager $95,332 $97,000 $85,977 $104,936

Civil Engineering TechnicianEntry-level $37,639 $40,000 $32,000 $48,000Mid-level $51,363 $51,000 $42,307 $55,000Senior-level $60,027 $56,531 $56,531 $65,000

Mechanical Engineering TechnicianEntry-level $38,460 $40,000 $36,920 $41,000Mid-level $45,295 $44,740 $40,941 $50,794Senior-level $69,891 $67,200 $58,787 $82,500

CADD OperatorEntry-level $37,842 $36,000 $32,240 $44,866Mid-level $50,437 $52,000 $42,000 $57,713Senior-level $64,351 $63,079 $56,000 $70,600

Field TechnicianEntry-level $38,415 $40,000 $26,062 $42,789Mid-level $43,510 $44,138 $35,013 $51,064Senior-level $57,947 $56,971 $47,000 $66,185

* Based on a sample too small to yield meaningful values.

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Vanderbilt is an internationally recognized, privatelysupported research university and its hometown ofNashville, Tennessee is ‘Music City U.S.A.’ The uni-versity’s students frequently cite Nashville as one ofthe perks of Vanderbilt, with its 330-acre campus lo-cated a little more than a mile from downtown.

Engineering is a particularly tough choice to make for stu-dents about to enter college since preparation at the highschool level seldom gives the opportunity to study engi-neering subjects, or even to see what engineers do.

The School of Engineering’s unique first-year pro-gram allows students to examine various engineering ma-jors from multiple perspectives before declaring a specificmajor. For Vanderbilt students, the juxtaposition betweenthe school and the College of Arts and Science providesappropriate information and time for making a wise ca-reer choice.

Last fall the school launched an Alumni Mentor Pro-gram to create productive one-on-one or one-to-smallgroup relationships between alumni and students. Men-toring relationships involve an initial, year-long commit-ment that may be renewed throughout the student’sundergraduate career.

“At the onset of their career in the School of Engi-neering, undergraduate students are assigned a facultymember who serves as their primary academic adviser. Webelieve our students also could benefit from a comple-mentary form of support offered through our talentedand loyal alumni network,” says Dean Philippe Fauchet.“The number of undergraduates and alumni who havesigned up for the new mentorship program shows thatthis initiative will be successful going into its second year,”Fauchet says.

Vanderbilt engineering students enjoy a rich qualityof life on campus. With more than 450 campus studentorganizations, choices are plenty for extracurricular in-volvement. In the School of Engineering, students can

participate in the Vanderbilt Aerospace Club, which wonthe NASA Student Launch Competition an unprece-dented two times in the past two years. Vanderbilt Engi-neering along with two partners qualified to compete inthe Solar Decathlon competition sponsored by the De-partment of Energy. The student chapter of ASCE also isvery active, and the Vanderbilt Motorsports team is in-creasing is competitiveness with innovations in FormulaRacecar design.

Many engineering and technology employers choosemanagers from their ranks of technical personnel. The de-cision to promote someone from a technical post intomanagement is based on more than technical abilities.Oral and written communication skills, leadership abili-ties, and familiarity with subjects beyond the borders ofengineering are often factors in a promotion decision.

The School of Engineering offers bachelor of engi-neering degrees in biomedical, chemical, civil, computer,electrical, and mechanical engineering. A bachelor of sci-ence degree is offered in computer science and engineer-ing science. Many engineering students choose doublemajors, minors, or concentrations in complementary dis-ciplines.

Minors in engineering management, computer sci-ence, scientific computing, materials science and engi-neering, nanoscience and nanotechnology, environmental

54 October 2014

VanderbiltUniversitySchool of Engineering


engineering, and energy and environmental systems maybe combined with majors, as can minors offered throughthe Blair School of Music, College of Arts and Science,and Peabody College of Education and Human Devel-opment.

In addition to training in engineering science, math-ematics, physics, and chemistry, students explore the op-portunity to round out their undergraduate academicexperience with an honors program or an accelerated de-gree program through which both bachelor’s and master’sdegrees in engineering are earned in five years. Many en-gineering students find study abroad to be an integral partof their undergraduate experience. This year, 20 percentof engineering seniors will have had at least one studyabroad experience at more than 30 international programlocations.

The School offers the master of engineering(M.Eng.) degree, with emphasis on engineering designand practice, in most areas of study. The Vanderbilt Grad-uate School, through the School’s departments, offers theresearch-oriented Ph.D. degree in eight major fields: bio-medical, chemical, civil, computer science, electrical, en-vironmental, interdisciplinary materials science, andmechanical engineering.

All engineering students study in state-of-the-artclassrooms and labs in Vanderbilt’s multimillion dollarengineering complex—in a student-centered environ-ment. Featheringill Hall, the centerpiece of the complex,features a three-story atrium that serves as a gatheringplace for all in the School. Featheringill Hall also con-tains more than 50 teaching and research labs, a designstudio, model shop, and a project room to showcase stu-dent ideas from concept to prototype to final product.

All full-time faculty members hold terminal degreesin their fields and teach undergraduate students. And, allprograms leading to the bachelor of engineering degreeat Vanderbilt are accredited by the Engineering Accredi-tation Commission of ABET Inc. The program leadingto the bachelor of science degree in computer science isaccredited by the Computing Accreditation Commissionof ABET Inc.

Faculty and students collaborate across disciplines toaddress four critical research initiatives that characterizethe School’s commitment to help solve real-world chal-lenges with worldwide impact. They are health and med-icine, energy and natural resources, security, andentertainment.

Critical health care research initiatives are ongoing in

cellular dynamics in immunology, cardiology, cancer, aswell as MRI and imaging systems to guide surgery. Otherresearch efforts include laser-tissue interaction, biomedicaloptics, bionanotechnology, and robotics.

The School of Engineering is recognized as an inter-national research leader in the areas of nuclear waste man-agement, structural reliability and risk, and teachingassessment approaches to environmental decision making.

A large number of faculty and students engage inleading-edge research of significant importance to criticalcommercial and government systems. Our Institute forSoftware Integrated Systems is the only academic memberof the Industrial Internet Consortium created to write thesecurity standards for the Internet of Things.

A particular strength of the School is the depth andbreadth of its multidisciplinary capability. Through pro-grams funded by the National Science Foundation, theNational Institutes of Health, the Department of De-fense, the Department of Energy, and others, the Schoolparticipates in collaborations with many top-25 universi-ties and national laboratories.

Vanderbilt engineering graduates are valued for theirexpertise, intellectual independence, communicationskills, and leadership ability. Graduates are actively re-cruited not only for engineering careers but also for ca-reers as diverse as consulting, medicine, law, and finance.At Vanderbilt, engineering students learn to be creativethinkers and problem solvers—skills that are valuablethroughout life, not only when they are solving engi-neering problems. v

VANDERBILT UNIVERSITY SCHOOL OF ENGINEERING FACTS

(As of Sept. 11. Numbers finalized on official census day.)August 2014: 6,813 applicants, 320 slotsAverage SAT score: 1513 (99th percentile) Undergraduates: 1,308Graduate students: 525 Percent of female undergraduates: 32%Percent of minority undergraduates: 22%Undergraduates receiving financial aid: 61% Tenure/tenure-track faculty: 90Research expenditures (FY2013): $71.9 Million Tuition: admissions.vanderbilt.edu/financial-aid/facts.php

Web site: engineering.vanderbilt.edu/

56 October 2014

Transforming knowledge that creates a highimpact on societyClemson University’s College of Engineering and Scienceis transforming lives through research, education, andscholarship that has a global impact. The College’s uniqueand integrated engineering and science structure andworld-class STEM experiences attract top talent. Knownas Creative Inquiry (CI), Clemson’s undergraduate re-search offers global engagement programs and commu-nity- and service-learning opportunities.

Two CI research teams were recognized recently forwork that is transforming lives around the world.

Healthier Lives Here and AbroadClemson University students have developed new medical

equipment that could dramatically slash the cost of blood-sugar testing for diabetics and help prevent potentiallyfatal complications, especially in developing nations.

Tyler Ovington, Alex Devon, and Kayla Gainey wereon the team that won a Lemelson-MIT “Cure it!” prize inthe undergraduate category for their GlucoSense project.The prize rewards students for working on technology-based inventions that can improve health care.

The work is part of the bioengineering department’sbroader effort to improve lives in Tanzania, where stu-dents and faculty are working to introduce several low-cost medical devices, including an infant warmer andgrass-woven neck braces.

The latest inventions are test strips and a glucometerthat are more affordable than commercial products and

Clemson University


can be made from readily available parts. That’s key be-cause when medical equipment breaks in Tanzania, it canbe tough for engineers to find replacement parts.

Engineering a solutionThe Institute of International Education recognizedClemson Engineers for Developing Countries (CEDC)with its 2014 Andrew Heiskell Award in the study-abroadcategory. It’s one of the top awards in the world of inter-national education.

The system that Clemson students designed andhelped build provides clean water for about 10,000 resi-dents of Cange, Haiti, and the surrounding area. It wasthe first chlorinated municipal water system in Haiti’sCentral Plateau. Clemson Engineers for DevelopingCountries originated with the package of disciplinesknown as STEM—science, technology, engineering, andmathematics. Once started, the program quickly spread toother disciplines, now involving 30 majors across the uni-versity. The total number of students who have partici-pated in the program has grown to 375 since 2009.

Clemson research drives economic development, sus-tainability, and competitiveness, while making our cur-riculum highly relevant. The college is engaging inprojects with a range of organizations, including non-profits, businesses, technical colleges, federal agencies, andthe K-12 school system. Working together, we build oneach other’s strengths to develop world-changing innova-tions while creating a better academic experience for fac-ulty and students. v

CLEMSON COLLEGE OF ENGINEERING & SCIENCE

5,771 UndergraduatesAverage SAT: 1293Over 20 undergraduate degree programs15 academic departments6 seniors won the prestigious National ScienceFoundation Graduate Research Fellowship in 2014.

The GlucoSense team was mentored by bioengineering professors (from left to right) John DesJardins and Delphine Dean.Student members included Alex Devon, Kayla Gainey and Tyler Ovington.

University ofGegia

58 October 2014

COLLEGE OF ENGINEERING DEGREE PROGRAMS

Undergraduate degrees • BS Biochemical Engineering • BS Agricultural Engineering • BS Biological Engineering • BS Civil Engineering • BS Computer Systems Engineering • BS Electrical & Electronics Engineering • BS Environmental Engineering • BS Mechanical Engineering

Graduate degrees• MS Agricultural Engineering • MS Biochemical Engineering • MS Biological Engineering• MS Engineering• MS Environmental Engineering • PhD Engineering• PhD Biological/Agricultural Engineering

Enrollment 1317 Students• Undergraduates 1239• Freshmen 410

• 3 Dual Enrollment• 1 Post Baccalaureate

• Continuing 764• Transfers 66Graduate Students 77• Doctoral 49• Masters 28

Mission StatementThe College of Engineering is using an interdisciplinary approach forpreparing students to engage in critical issues through careers inleadership and professional practice, and addresses the challengesfacing society with collaborative research in technologies and conceptsthat will transform Georgia, our nation, and our world.

University of Georgia College ofEngineering Soars to the Tope University of Georgia College of Engineering is thenewest college at UGA and one of the fastest grow-ing engineering programs at a public institu-tion in the nation.

e College of Engineering is proudto be part of a Top 20 comprehensive, pub-lic, land-grant, research university. Offer-ing a diverse array of undergraduate andgraduate degree programs, the college preparesstudents for careers in engineering or advanced degrees ofstudy. Faculty and students perform use-inspired funda-mental research that addresses societal challenges in healthcare, energy, the environment, education and more. Finally,the college fulfills UGA’s land-grant mission through servicethat positively impacts the state of Georgia, the nation andthe world.

Rich in HistoryWhile the college is newly established, engineering as acourse of study at UGA is not. In fact, the university hasgranted engineering degrees since 1868. Originally a strongdepartmental program focused on agricultural engineeringand biological engineering, the College of Engineering wasfounded in July, 2012, to provide a top-tiered engineeringeducation, address the needs of the citizens of Georgia, andimpact the greater societal good with new and advancingtechnologies. Since its formation, the college has grown to anenrollment of more than 1300 undergraduate and graduatestudents, making it the sixth largest program at the Univer-sity of Georgia.

Offering a Rigorous and Distinct EducationalExperienceWhat makes the College of Engineering unique in its ap-proach to education, research and service?• Collaborative fields of study and research that leverage

the University of Georgia’s strengths as a liberal arts,land-grant institution, such as physics, chemistry,public health, pharmacy, computer science and agri-culture.

• Unique programs of study in Georgia in agriculturalengineering, biochemical engineering and biologicalengineering.

• An innovative organizational structure that promotesinterdisciplinary education across traditional disci-plines

• Experiential learning opportunities for co-ops and in-ternships

Students Are the Heart of the CollegeFaculty and staff are dedicated to helping fu-

ture engineers achieve academic success,gain leadership skills and develop a senseof civic responsibility. Students hail fromalmost every county in Georgia, several

states in the country and every corner of theglobe. Recent statistics indicate the diversity and

caliber of the typical student entering the college:

Along with the college’s academic rigor, students gain valu-able professional experiences in internships and co-ops atmore than 60 companies and firms. e college also offersstudy abroad programs in such countries as Costa Rica, Ger-many, England, Australia and New Zealand. In addition,many students are engaged in 14 engineering professionaland service clubs and organizations. v


• Male 302 (74%)• Female 108 (26%)• Asian 59 (14.4%)• African American

38 (9.3%)• American Indian or

Alaska Native 2 (0.5%)• Hispanic/Latino(a)

Ethnicity 23 (5.6%)• Multi-racial 19 (4.6%)• White 258 (62.9%)

• Not Identified 11 (2.7%)• Georgia Residents

370 (90%)• Out-of-State Students

36 (9%)• International Students

4 (1%)• Average High School

GPA 3.89• Average SAT Score

1260

First Year Class Profile 2014 – 410 Students

60 October 2014

Wiregrass Gegia Tech

During spring semester 2014, Mr. Don Morgan’s engi-neering class at Brooks County High School in Quitman,Georgia was visited by Wiregrass Georgia Technical Col-lege recruiting staff and David D’Amico, a Georgia PowerCompany Supervisor. D’Amico is also a part of the Wire-grass Engineering Workforce Alliance Committee cur-

rently working to increase awareness about careers in en-gineering that can be filled through the college’s pro-grams. Wiregrass currently offers an associate degree inComputer and Electrical Engineering and Wireless Engi-neering along with a high school dual enrollment pro-gram in Mechatronics.

Facilitates School and Industry Partnerships for STEM Careers

David D’Amico talks with the engineering pathway students at Brooks County High School.

D’Amico talked to Morgan’s class about careers inengineering and secondary education options. Duringthe nearly two hour visit, D’Amico informed the studentsabout a serious issue in the industry. The students statedthey would like to work together with D’Amico and histeam to find a solution for this particular project thatGeorgia Power was working to address. D’Amico pro-ceeded to present the students with in-depth details of theproject which involved safely moving a 300 lb cable usedin the field in order to reduce the risk of injury to theworkers. He brought the class samples of the cable andarranged a class field trip to one of Georgia Power’s sub-stations to see the actual material as workers worked withit. From there, the students, under the direction of Mr.Morgan, began working on a possible solution.

A few weeks later, Wiregrass staff along with D’Am-ico and the project committee members from GeorgiaPower went back to the class to hear their presentation.They were extremely impressed with the proposed solu-tions the students presented. Georgia Power came back aweek later to film the presentations (http://bcove.me/1l7o7ntb). The film was shared with other members ofthe Georgia Power leadership team and plans to buildprototypes of the students’ solutions began to take place.D’Amico has already presented the Brooks County HSclass with a second project for the 2014-2015 school yearand is in talks to offer several co-op/internships to stu-dents at Brooks High.

Taking this beginning project as an example, Wire-grass has formalized a plan to increase these types of part-nerships between the college, a local high school class, andindustry. Through the Wiregrass Engineering WorkforceAlliance Committee, the college has rolled out a projectoutline for industries to present real life scenarios to areahigh school programs in technical/industrial fields andprovide them support in the form of mentors, supplies,etc., to work on solutions for the projects. The goal is thatthese projects will build stronger connections with localindustries and the school systems as well as Wiregrass inan effort to increase the available skilled workforce neededfor industries to be successful and provide higher wagejobs to graduates.

Wiregrass Georgia Technical College is part of theTechnical College System of Georgia. The college is ac-credited by the Southern Association of Colleges andSchools Commission on Colleges to offer technical cer-tificates, diplomas, and associate degrees. The college of-

fers 35 associate degrees with many being STEM relatedfields including the new engineering pathways. In addi-tion, the college currently serves more than 1200 highschool students in 19 high schools through early collegecredit programs. Wiregrass offers early college enrollmentoptions at most schools in their service area of elevenSouth Georgia counties. Students can enroll in occupa-tional programs or complete degree level core coursesthrough the ACCEL program. Tuition for Dual Enroll-ment and ACCEL are funded through the HOPE Grantand ACCEL Grant. Wiregrass exempts fees for highschool students, and in most cases, supplies and books areprovided. During the last school year, high school stu-dents earned 9,132 college credits through these pro-grams. These students and their parents saved $1,311,472in tuition and fees.

To find out more about the high school and industryproject or early college credit programs at Wiregrass, con-tact the Department for Community and College Rela-tions at 229-333-5365 or visit www.wiregrass.edu. v


Wiregrass Georgia Technical College Fast Facts

Faculty: 230 part-time and full-timeProgram Areas: Allied Health, Arts & Sciences,

Business & Computer Sciences,Professional Services, Technicaland Industrial

Campuses: Ben-Hill Irwin Campus(Fitzgerald), Coffee Campus(Douglas), Cook County WDC(Sparks), Valdosta Campus

AverageEnrollment: 6000 annuallyAverage Cost for a Full Time Student: Tuition for

12 Credit Hours = $1068.00Fees = $249 (some programshave additional fees)

Wiregrass Foundations North and South providedmore than $86,000 in scholarships and assistance inFY 13

62 October 2014

http://www.tcsg.edu


http://www.georgiapower.com/

http://www.coe.gatech.edu

building your future in engineering 2014

Documents

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