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In 2001, the National Science Foundation's ADVANCE Institutional Transformation program began awarding five-year grants to colleges and universities to address a common problem: how to improve the work environment for women faculty in science and engineering. Drawing on the expertise of scientists, engineers, social scientists, specialists in organizational behavior, and university administrators, this collection is the first to describe the variety of innovative efforts academic institutions around the country have undertaken. Focusing on a wide range of topics, from how to foster women's academic success in small teaching institutions, to how to use interactive theater to promote faculty reflection about departmental culture, to how a particular department created and maintained a healthy climate for women's scientific success, the contributors discuss both the theoretical and empirical aspects of the initiatives, with emphasis on the practical issues involved in creating these approaches. The resulting evidence shows that these initiatives have the desired effects. The cases represented in this collection depict the many issues women faculty in science and engineering face, and the solutions that are presented can be widely accepted at academic institutions around the United States. The essays inTransforming Science and Engineeringillustrate that creating work environments that sustain and advance women scientists and engineers benefits women, men, and underrepresented minorities. Abigail J. Stewart is Sandra Schwartz Tangri Distinguished University Professor of Psychology and Women's Studies at the University of Michigan and author or editor of several books, includingTheorizing Feminism: Parallel Trends in the HumanitiesandSocial Sciences and Feminisms in the Academy. Janet E. Malley is a psychologist and Associate Director of the Institute for Research on Women and Gender at the University of Michigan. Danielle LaVaque-Manty is Research Associate at the Institute for Research on Women and Gender at the University of Michigan. Cover photo: Joanne Leonard With a foreword by Mary Sue Coleman, President of the University of Michigan "If you have thrown up your hands in despair after trying to retain women science and engineering in the academy, read this book. It offers detailed descriptions of a wide array of tried-and-true programs that have been tested out by the NSF ADVANCE program." ---Joan C. Williams, 1066 Foundation Chair & Distinguished Professor of Law Director, Center for WorkLife Law University of California "Solid and practical, this volume details the first years of NSF funded institutional change to remake gender dynamics inside U.S. science. What works? What doesn't? And why?" ---Londa Schiebinger, John L. Hinds Professor of History of Science and Barbara D. Finberg Director, Michelle R. Clayman Institute for Gender Research at Stanford University, and author ofHas Feminism Changed Science? "This book's time has come.Transforming Science and Engineeringis important, and lots of people can learn from what has happened in the ADVANCE universities." ---Lotte Bailyn, Professor of Management, Behavioral and Policy Sciences Department, Sloan School of Management, MIT; author ofBreaking the Mold: Redesigning Work for Productive and Satisfying Lives; and coauthor ofBeyond Work-Family Balance: Advancing Gender Equity and Workplace Performance "This collection profiles 16 NSF ADVANCE grant successes, sandwiched between an interview with Dr. Alice Hogan and Dr. Lee Harle's summary of cost-effective practices from ADVANCE programs, giving so many 'biggest bang for the buck' examples in so few pages that it will easily justify both the cost of the book and the reading time. These accounts do not continue the too-c
Shows how the engineering curriculum can be a site for rendering social justice visible in engineering, for exploring complex socio-technical interplays inherent in engineering practice, and for enhancing teaching and learning Using social justice as a catalyst for curricular transformation, Engineering Justice presents an examination of how politics, culture, and other social issues are inherent in the practice of engineering. It aims to align engineering curricula with socially just outcomes, increase enrollment among underrepresented groups, and lessen lingering gender, class, and ethnicity gaps by showing how the power of engineering knowledge can be explicitly harnessed to serve the underserved and address social inequalities. This book is meant to transform the way educators think about engineering curricula through creating or transforming existing courses to attract, retain, and motivate engineering students to become professionals who enact engineering for social justice. Engineering Justice offers thought-provoking chapters on: why social justice is inherent yet often invisible in engineering education and practice; engineering design for social justice; social justice in the engineering sciences; social justice in humanities and social science courses for engineers; and transforming engineering education and practice. In addition, this book: Provides a transformative framework for engineering educators in service learning, professional communication, humanitarian engineering, community service, social entrepreneurship, and social responsibility Includes strategies that engineers on the job can use to advocate for social justice issues and explain their importance to employers, clients, and supervisors Discusses diversity in engineering educational contexts and how it affects the way students learn and develop Engineering Justice is an important book for today’s professors, administrators, and curriculum specialists who seek to produce the best engineers of today and tomorrow.
A textbook covering data-science and machine learning methods for modelling and control in engineering and science, with Python and MATLAB®.
The collection brings together new approaches to research in the use of computer-mediated learning technologies in civil engineering education.
Integral transforms are among the main mathematical methods for the solution of equations describing physical systems, because, quite generally, the coupling between the elements which constitute such a system-these can be the mass points in a finite spring lattice or the continuum of a diffusive or elastic medium-prevents a straightforward "single-particle" solution. By describing the same system in an appropriate reference frame, one can often bring about a mathematical uncoupling of the equations in such a way that the solution becomes that of noninteracting constituents. The "tilt" in the reference frame is a finite or integral transform, according to whether the system has a finite or infinite number of elements. The types of coupling which yield to the integral transform method include diffusive and elastic interactions in "classical" systems as well as the more common quantum-mechanical potentials. The purpose of this volume is to present an orderly exposition of the theory and some of the applications of the finite and integral transforms associated with the names of Fourier, Bessel, Laplace, Hankel, Gauss, Bargmann, and several others in the same vein. The volume is divided into four parts dealing, respectively, with finite, series, integral, and canonical transforms. They are intended to serve as independent units. The reader is assumed to have greater mathematical sophistication in the later parts, though.
The engineering ideas behind key twentieth-century technical innovations, from great dams and highways to the jet engine, the transistor, the microchip, and the computer. Technology is essential to modern life, yet few of us are technology-literate enough to know much about the engineering that underpins it. In this book, David P. Billington, Jr., offers accessible accounts of the key twentieth-century engineering innovations that brought us into the twenty-first century. Billington examines a series of engineering advances--from Hoover Dam and jet engines to the transistor, the microchip, the computer, and the internet--and explains how they came about and how they work.
Case studies and pedagogical strategies to help science and engineering students improve their writing and speaking skills while developing professional identities. To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that “engineers who don't write well end up working for engineers who do write well,” requiring all students to take “communications-intensive” classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions.
Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this congressionally mandated book is based on two unique surveys of faculty and departments at major U.S. research universities in six fields: biology, chemistry, civil engineering, electrical engineering, mathematics, and physics. A departmental survey collected information on departmental policies, recent tenure and promotion cases, and recent hires in almost 500 departments. A faculty survey gathered information from a stratified, random sample of about 1,800 faculty on demographic characteristics, employment experiences, the allocation of institutional resources such as laboratory space, professional activities, and scholarly productivity. This book paints a timely picture of the status of female faculty at top universities, clarifies whether male and female faculty have similar opportunities to advance and succeed in academia, challenges some commonly held views, and poses several questions still in need of answers. This book will be of special interest to university administrators and faculty, graduate students, policy makers, professional and academic societies, federal funding agencies, and others concerned with the vitality of the U.S. research base and economy.
Software Engineering for Science provides an in-depth collection of peer-reviewed chapters that describe experiences with applying software engineering practices to the development of scientific software. It provides a better understanding of how software engineering is and should be practiced, and which software engineering practices are effective for scientific software. The book starts with a detailed overview of the Scientific Software Lifecycle, and a general overview of the scientific software development process. It highlights key issues commonly arising during scientific software development, as well as solutions to these problems. The second part of the book provides examples of the use of testing in scientific software development, including key issues and challenges. The chapters then describe solutions and case studies aimed at applying testing to scientific software development efforts. The final part of the book provides examples of applying software engineering techniques to scientific software, including not only computational modeling, but also software for data management and analysis. The authors describe their experiences and lessons learned from developing complex scientific software in different domains. About the Editors Jeffrey Carver is an Associate Professor in the Department of Computer Science at the University of Alabama. He is one of the primary organizers of the workshop series on Software Engineering for Science (http://www.SE4Science.org/workshops). Neil P. Chue Hong is Director of the Software Sustainability Institute at the University of Edinburgh. His research interests include barriers and incentives in research software ecosystems and the role of software as a research object. George K. Thiruvathukal is Professor of Computer Science at Loyola University Chicago and Visiting Faculty at Argonne National Laboratory. His current research is focused on software metrics in open source mathematical and scientific software.
The Fourier transform is one of the most important mathematical tools in a wide variety of fields in science and engineering. In the abstract it can be viewed as the transformation of a signal in one domain (typically time or space) into another domain, the frequency domain. Applications of Fourier transforms, often called Fourier analysis or harmonic analysis, provide useful decompositions of signals into fundamental or "primitive" components, provide shortcuts to the computation of complicated sums and integrals, and often reveal hidden structure in data. Fourier analysis lies at the base of many theories of science and plays a fundamental role in practical engineering design. The origins of Fourier analysis in science can be found in Ptolemy's decomposing celestial orbits into cycles and epicycles and Pythagorus' de composing music into consonances. Its modern history began with the eighteenth century work of Bernoulli, Euler, and Gauss on what later came to be known as Fourier series. J. Fourier in his 1822 Theorie analytique de la Chaleur [16] (still available as a Dover reprint) was the first to claim that arbitrary periodic functions could be expanded in a trigonometric (later called a Fourier) series, a claim that was eventually shown to be incorrect, although not too far from the truth. It is an amusing historical sidelight that this work won a prize from the French Academy, in spite of serious concerns expressed by the judges (Laplace, Lagrange, and Legendre) re garding Fourier's lack of rigor.