Make it Small

It is that time of year again when high school and community college students are taking hard looks at universities and determining where to apply, possibly rushing to meet early-action deadlines.  We have already hosted one Open House on campus, with our largest attendance ever, and will host another group of visitors this coming Sunday, October 28.

One question that I am routinely asked is: “Is it better to go to a small or large school?”  It is clear that there is a tradeoff – bigger can be better, because the implication is that there are more opportunities for students.  This means more majors and minors to select, more clubs to join, and more activities in which to participate.  But one can also make a case for small – not feeling like a number and the potential to have closer relationships with staff and faculty are positives.

But what if you want the best of both worlds?  Then you need to go to a “bigger” school and, as I advise my students, make it small.

Make it small?  That means finding ways to be a part of smaller, more intimate groups on campus.  When I pursued my undergraduate degree, each day was marked by a sea of humanity wandering across a sprawling campus.  It would have been easy to feel like a number.  But I joined a number of groups and participated in a number of activities to “make it small.”  I joined the marching band (yes, I was a band geek playing trumpet) which brought my world down from thousands of students to just a few hundred musicians during rehearsals.  (It was even smaller if you just considered the trumpets!)   I also joined an engineering society; a social fraternity; an honors society; intramural teams; and worked part-time in a research group for a professor.  Each of these interactions made school seem small, and those experiences made my undergraduate experience memorable.

For students still looking to choose a college, I suggest you attend a school with a myriad of degree options that are of interest to you – because statistics show you will likely change your major.  Even if you know your major with certainty, you might want to add other credentials – from minors to study abroad.  A bigger school will provide more of these options.

In addition to the educational offerings, make sure that the school has a number of activities that interest, or might interest, you.  I quickly browsed our offerings at UMass Lowell to discover over 250 student clubs and organizations! The options covered every walk of life,  categorized according to: Academic/Professional (such as those affiliated with a major – like an engineering society – or career); Club Sports; Culturally Oriented; Graduate Student Organizations; Greek Life; Honors Societies; Media; Performing Arts; Service Oriented; Special Interests; and Spiritual.  (See https://umasslowellclubs.campuslabs.com/engage/organizations for a list of options with descriptions.)

Another way to make the experience small is to engage in a Living-Learning Community (at least that is what we call them at UMass Lowell – https://www.uml.edu/student-services/reslife/living-learning-communities/).  Here, students with similar interests are housed together, with weekly programming centered around the theme of interest.  At UMass Lowell, we have 23 LLCs!  The College of Engineering supports three, including “Women in Science and Engineering,” “Developing Leaders in Engineering,” and “LEAF: Leaders in Environmental Advocacy of the Future,” and our students participate in numerous more.  In my interactions with students living in LLCs, they truly enjoy the programming as well as the constant contact with potential study buddies.

In addition to clubs, societies and communities, your university of choice (and perhaps the immediate area) should have a number of opportunities for you to have intimate experiences, such as lectures, debates, shows, and workshops.  Attending these with friends and colleagues, or making new friends and colleagues at these events, can also help make your college experience “small.”

For those already in college, get involved!  Our data shows that students who are engaged in activities with a cohort of students – such as a club, society or living-learning community – are retained at a significantly higher rate than those that are not engaged.  I guarantee that these experiences will also enrich your college experience.

So, yes, I am biased – I prefer a big school because I want every possible experience at my fingertips.  I want the opportunity to try new things and meet new people, as well as continue to participate in activities that I already enjoy.  These experiences and opportunities made my big school experience, small.  UMass Lowell is not huge, but it is big.  For our students, it means we have a comprehensive list of offerings to get involved.  I encourage you to look at our offerings, and see how you can “make it small.”

UMass Lowell Investments in Education

I had the good fortune to be asked to speak on a panel concerning the “Workforce of the Future” at the 3DExperience Forum hosted by Dassault Systemes.  Al Bunshaft, Senior Vice President, Americas Global Affairs & Academia at Dassault moderated the panel, which included Dr. Gregory Washington, the Dean of Engineering at UC Irvine; Landon Taylor, CEO of Base 11; and Charles March, Chief of Design Tools and Standards for Bell Flight.  Below is not a transcript, but a summary of questions (in bold) posed to me and my (expanded) answers.

UMass Lowell has made significant investments recently. Your school may not be the UML people think of if they haven’t been there recently. Tell us about some of the recent developments and how that’s impacting education. 

UMass Lowell has been undergoing a complete transformation over the past decade, driven by our 2020 strategic plan.  This plan centered on improving our student’s experience and providing the necessary infrastructure and climate for that experience.

On the infrastructure side, we have opened on the order of 14 new or renovated buildings in the past five years.  These include parking garages and dorms, and a number of new academic buildings.  On North campus, we have opened the Saab Emerging Technologies and Innovation Center; Pulichino-Tong Business Center; University Crossing; Lin Makerspace; and late this fall, we will re-open Perry Hall.  In addition to these infrastructure investments, we have invested heavily in new faculty positions – roughly 50 new engineering faculty have been hired in the past five years.

What is important to understand about these investments is how they impact the educational experience of the students – mainly in terms of experiential learning.  Experiential learning is a term used to describe education endeavors that provide practical experience, generally outside of the classroom.

For example, one may not think that new dormitories provide learning experiences, but with the new dorms, we were able to expand our Living Learning Communities (LLCs) where students live together around a theme – entrepreneurship, engineering leadership, or sustainability, for example.  In addition to living together, a number of programmed events (speaking engagements, activities, etc.) are built around the theme.  Research has shown that students in LLCs have significantly higher retention rates.

The new University Center houses staff for our professional co-op program, which is open to all Engineering majors.  This program prepares students to secure a 3-month or 6-month work experience in their field of study and reflects on that experience once the student returns to campus.  The work experience provides funding for education and helps connect classroom topics to the real world.

Our new Lin Makerspace allows our students to bring ideas to the prototype stage through our DifferenceMaker program, which instills the concepts of entrepreneurship and innovation through a variety of workshops and competitions. Our new Dassault Systems 3D Experience Center will further enhance our capabilities in terms of ideation and prototyping.

The renovation of Perry Hall truly upgrades our laboratory capabilities in the College.  We recently launched two new undergraduate degrees, Biomedical and Environmental, in the College and each will have their teaching labs on the ground floor.  These labs further enable a hands-on education at UMass Lowell.

Finally, these infrastructure investments have also allowed us to increase our research capabilities.  The building of the Saab ETIC and the renovation of Perry Hall has enabled us to expand our research endeavors in nanotechnology, printed electronics, biotechnology, clean energy and sustainability.  Cutting edge research facilities, such as the cleanroom in the Saab ETIC, is critical to hiring world-class faculty and growing our graduate program.  But it is also vital to engaging our undergraduates in another form of experiential learning – research. Our UROC (Undergraduate Research Opportunities and Collaborations) program pairs undergraduates with faculty to tackle the important problems of today.  And involving our students in research is important to our partners which share research space on campus, the Raytheon Company and the U.S. Army Natick Labs, which are always on the lookout for talent.

So, UMass Lowell has truly changed a lot – both in terms of infrastructure and the student experience.  What has not changed is our commitment to the Commonwealth to continue to provide a talented workforce, engage in our community, and solve the pressing problems of today and tomorrow.

The Boston area has some of the most prestigious schools in the world, yet UMass Lowell plays a key role supplying talent to MA and NE companies. As the world of engineering education changes, can state schools change quickly enough. How do you see their role?

I’m a state school kid. I grew up outside of Chicago and went to Illinois and Georgia Tech for my undergraduate and graduate engineering degrees.  I also taught at the University of Florida before coming to UMass Lowell – so I have seen firsthand the importance of strong, state-backed universities.

To understand the critical nature of our business, one just has to consider the following data:  Roughly 85% of UMass Lowell students come from New England, with the vast majority from Massachusetts.  Why?  It’s the value proposition.  They can get a great education, leading to a great career, at a great price – especially when one compares going to school out of state or to a private institution.

But the real key is this: Graduates from New England tend to want to stay in New England.  Maybe it’s the Red Sox or the Patriots or the Shore, but somewhere on the order of 85% of graduates of UMass stay in Massachusetts.  This is what differentiates UMass Lowell from a lot of private schools – privates recruit from out-of-state at a higher proportion that we do, and thus, their graduates do not stay in the state at the same rate as our graduates.  Thus, we, disproportionately, provide a greater share of the workforce to the state and region than our private counterparts.

As for changing quickly enough, I believe UMass Lowell has illustrated that we can change and grow to meet the needs of the state (our enrollments in Engineering have doubled in the last decade).  I was just reviewing data on our 2017 Engineering graduating class – within six months of graduation, 99% were either gainfully employed or pursuing graduate studies.  Of those 99%, 93% are working in industry – which tells me that employers are hiring our students at a great pace and the job market is very good – so good that graduate school is not an overly enticing option!

But those rates, and our industry partners, continue to tell me that more talent is needed.  UMass Lowell can continue to expand, but we will need help.  Tuition from increasing enrollments can finance the hiring of faculty and staff to deliver programs, but we will need continued and increased support from the state – or elsewhere – to continue to expand our infrastructure.  The renovation of Perry Hall, mentioned earlier, is being financed by the University – not by the state.  Unfortunately, this is not a long-term solution for infrastructure development and upkeep if we are to keep tuition at reasonable rates.  Years ago, the state covered about 80% of the costs to run the University.  Today, the state covers about 20%.  Unless this support level changes, we will not be able grow and meet the economic needs of Commonwealth, region or country.

Let me leave you with one more stat as to the critical importance of state universities:  Nearly one-third of UMass Lowell students come from homes that have an income of $30,000 or less!  Think about that for the moment.  Obviously, a majority of these students are first generation college students.  UMass Lowell, and other state entities, are the only opportunities for these students to pursue degrees and improve their economic standing.  And it is clear from our placement data, that our Commonwealth needs these graduates!

Hopefully the role, and importance, that UMass Lowell plays in the Commonwealth, the region and beyond is clear.

 

 

Is Engineering Fulfilling?

Each semester, I visit with Freshmen in our Living Learning Communities.  Last week, I met with a number of students from our Developing Leaders in Engineering (DLE) group.  As always, I arrived with a stack of plain notecards, handing one to everyone in attendance.  (This is an old trick that I learned from Dr. John White, former Dean of Engineering at Georgia Tech and Chancellor at the University of Arkansas.)  Getting strange looks from the students, I asked them each to write down any question that they wanted me to answer.  Once I explained that the cards would be collected, shuffled, and handed to me, they understood that I would not be able to ascertain who wrote which question.  Therefore, the questions could be asked with pure anonymity – and one could truly ask anything.

This past week, I received a disturbing question: “Is Engineering Fulfilling?”  Yes, disturbing.  Not because it is an offensive question, but rather, because it has to be asked.  I believe this is an indication of the failure of my field – Engineering — to promote itself.  That is, if people better understood the good that Engineers do, then it would be abundantly clear as to how fulfilling an Engineering career can be.  And if people understood this better, then more people, especially from underrepresented backgrounds, would likely pursue careers in Engineering.

The Merriam-Webster dictionary defines “fulfilling” as “providing happiness or satisfaction.”  Can you think of another career that provides more happiness or satisfaction to humanity?  Think of the different products or services that Engineers have designed and built in order to improve the human condition: from automobiles and airplanes to bridges and highways; from computers and smartphones to rockets and heart rate monitors.  From the seemingly mundane (vacuum cleaners) to the exotic (robots), Engineers are continuously developing new technologies to move us forward.  One only has to imagine the future to ponder what Engineers will build for a better tomorrow.

This is why the question troubled me.  Every Engineering discipline provides happiness and satisfaction to humanity — because every discipline contributes to improving the human condition. And that is why Engineering is fulfilling as a profession.  Improving the human condition is a truly satisfying endeavor.

If all understood this, then I believe more would pursue Engineering as a profession.

 

Get to the Career Fair!

Spring is always a great time of year because we have numerous prospective students visiting campus and we have a number of students getting ready to exit campus with degree in hand.  Most of those graduating students have lined up jobs, but I am sure there are a number that are still looking or weighing options. Naturally, I would expect to see those students at tomorrow’s (Thursday, March 29) Career Fair.  However, I urge ALL of our students to attend!

Generally, our Fair attracts about 200 companies to campus with recruiters eager to speak with students about career opportunities.  A majority of these companies come to meet Engineering majors. What students need to realize is that a Career Fair can do much more than provide a job lead. Rather, attending can help answer a number of useful questions, regardless of your year in school, such as:

  • Does my favorite company hire my major? (Analogous to “Which major(s) does my favorite company hire?”)  It has been my experience that students often struggle with declaring a major, because they do not necessarily understand the differences between the different engineering degrees.  However, today’s students do seem quite able to name their favorite employers – often listing SpaceX, Apple, Microsoft, Intel, Amazon, Google, J&J, etc., to name a few.  Therefore, it is only natural that attending the Career Fair can provide answers to those questions.
  • What do graduates with my major do for a living? The benefit of walking around the Career Fair is that every booth housing a company or agency has a poster declaring the majors that they are hiring and level (i.e., full-time, intern, and/or co-op).  So, by walking around and just reading, one can easily identify companies hiring their major – and then ask those recruiters about specific job functions.  One does not need to be looking for a job to ask those questions.
  • What do you look for in a new hire? Graduation is the worst time to learn that your dream employer only hires students that have had previous internship or co-op experience with the company.  If you have a dream company – or a list of companies of interest – talk to them early (Freshman year!) and learn what is important to them.  It could be something straightforward, such as a minimum GPA, or it could very well be something outside of your major – community service, leadership in a certain society, etc.  This is not something you want to learn about when it is too late!

I realize that it is hard for students to envision a post-graduation life.  But it is important for students to realize that this will be the easiest and most convenient opportunity in life to network and meet multiple employers at one time and in one place.  Future jobs will not be found at Career Fairs, but rather through networking.  So take advantage of the opportunity, and get to the Career Fair!

 

 

An Engineer, Defined

As part of our Engineering Week celebration this past week at UMass Lowell, I presided over our Order of the Engineer induction ceremony.  I always enjoy this event – although it is a bit somber, as we reflect on the history of the Order, which originally started in Canada, motivated by the collapse of the Quebec Bridge during its construction in 1907 and again in 1916.

In our ceremony, we further reflect on the Space Shuttle Challenger disaster of 1986, as our alumnus, Mr. Roger Boisjoly staunchly raised objections to the launch on the day before the disaster.  He correctly predicted that the O-rings would fail in cold weather, which ultimately led to the shuttle’s failure.  Boisjoly ultimately received the Award for Scientific Freedom and Responsibility for his work.  We use this example to illustrate the deep responsibility that we have as Engineers.

As you might imagine, reflecting on these two tragedies can lead to a somewhat depressing induction ceremony.  However, we close by talking about the great advances in technology, and society, due to the efforts of Engineers and the world of opportunity that awaits the next generation of Engineers (our audience at the ceremony).

To aid in this discussion, I took the liberty to look up the definition of an Engineer.  Here is the Oxford Dictionary  version:

“1    A person who designs, builds, or maintains engines, machines, or structures.

  • A person qualified in a branch of engineering, especially as a professional.
  • A person who controls an engine, especially on an aircraft or ship.
    • (North American) A train driver.
  1. A skillful contriver or originator of something.”

Other common sources, such as Merriam-Webster and Dictonary.com were no less glamorous.

It’s not that any of these definitions are false (although I have never wanted to be accused of being a “contriver of something”), but rather, there is no explanation as to “why” we design or “originate” something.  In my mind, this is misleading, as Engineers are driven to solve important problems under various constraints.

In my continued search, I found a number of references to the definition of Engineering from ABET, the leading accrediting body of Engineering programs (although I could not find the exact reference on the ABET website):

“The profession in which a knowledge of the mathematical and natural sciences gained by study, experience and practice is applied with judgment to develop ways to utilize, economically, the materials and forces of nature for the benefit of mankind.”

This is a vastly improved definition, as our motivation to be Engineers is stated clearly: to benefit mankind.  But my years in academia want a more explicit definition.  Thus, here is my attempt to define an Engineer:

“A person who applies the laws of science and technology to the design, build and implementation of solutions that improve the human condition while considering performance, safety, economic and ethical impacts on the user, society, and the environment.”

I believe a first step in attracting more people from all backgrounds to our profession is making it clear that the purpose of Engineering is not to “contrive” things, but rather, to provide solutions to problems in order to improve our quality of life.

Choosing College

I’ve Been Admitted.  Should I Accept?

We are fast approaching the time when colleges and universities mail acceptance letters, if they have not done so already.  UMass Lowell has contacted early admission applicants and will soon reply to students who applied during the regular process.  If a prospective student receives acceptance, the decision is literally in their hands.

A timely article in The Chronicle for Higher Education looked at the prospective student’s decision of college choice through results of a survey of 90,000 college-bound high school seniors by Eduventures.  In summary, more than 70 percent of those surveyed identified at least one of the following criteria (below, in bold) for selecting a college.  I have added my opinion as to how each criterion relates to UMass Lowell Engineering:

  • Affordability:  As a public institution, the cost of attending UMass Lowell can be extremely appealing to residents or those that can take advantage of proximity programs.  However, even non-residents can find it affordable when compared to attending a private institution.  Furthermore, UMass Lowell offers a variety of scholarships, grants, loans and employment opportunities for undergraduates, as well as graduate students. Please note that affordability refers to cost, not value, which is noted in the following criterion.
  • Value of education for cost of attending:  Value is in the eyes of the beholder, but payscale.com ranks schools based on their return-on-investment (ROI), which is an annualized measure of one’s median income 20 years after graduation when compared to that of a high school graduate (24 years later), less the cost of attending college.  Lowell ranks 33rd in annual ROI amongst over 1,800 schools ranked nationally, second in the state of Massachusetts.  This affirms that a UMass Lowell degree leads to a productive career at a reasonable cost.
  • Availability of a desired program:  I am often asked why one should attend a “bigger” school.  The answer generally comes down to options, as larger schools can offer more programs.  For example, we offer undergraduate degree programs in Biomedical, Chemical, Civil, Computer, Electrical, Environmental, Mechanical, Nuclear and Plastics Engineering, with a number of additional options and minors.  The number of programs grows considerably at the graduate level, which is important for undergraduates seeking work in research labs or access to advanced courses for technical electives.  Also, larger schools, tend to provide more options outside of the classroom, including co-op programs, student clubs, and sports.  While UMass Lowell’s enrollment does not define it as one of the largest schools in the country (i.e., over 30,000 students), it is one of the largest undergraduate engineering programs in the Northeast and big enough (roughly 20,000 students at the University) to provide a wide variety of both curricular and extracurricular programs and activities.
  • Career outcomes/job opportunities for graduates:  Engineering is a profession, and thus, engineering degrees are defined as professional degrees.  Therefore, it is important, and expected, that an engineering degree will lead to gainful employment, albeit potentially after graduate school.  I am repeatedly told by employers that our students are in high demand.  This is supported by our placement rate (percentage of graduates gainfully employed or in graduate studies within six months of graduation) which has been over 90% for all graduates over the past few years, with some majors approaching 100%.  Why?  In addition to our hands-on approach to education, we provide students numerous opportunities to prepare for a rewarding career upon graduation, including a professional co-op program; interdisciplinary senior design projects sponsored by industry; and access to a variety of services from the Career and Co-op Center designed to prepare students for all aspects of finding and starting a job, including resume posting, interviewing, negotiation, and professional etiquette.
  • Reputation/academic quality: There is truly no substitute for quality.  ABET, formerly known as the Accreditation Board for Engineering and Technology, assesses programs, upon request, across the country on six-year cycles to ensure that programs are up-to-date and continuously improving.  Our established programs are all ABET accredited while we will seek ABET accreditation for our new programs after the first cohorts graduate – a requirement of ABET.  In addition to accreditation, there are many rankings for reputation with U.S. News and World Report generally considered the leader as it considers surveys of peers and employers, as well as statistical program data, in its graduate program ranking.  UMass Lowell Engineering is currently ranked 67th among public engineering programs and 104th overall, having risen over 35 spots in just the past four years.
  • Feeling of fit:  This may be listed last, but that should not minimize its importance.  Every school has a “feel” or “character” and it is important that one can envision themself as a student on campus.  The best way to do this is visit!  We would be happy to take you on a tour and even shadow a student.

In all, choosing a college is a difficult decision, and one that is critically important.  It is likely that one of the above reasons will drive your decision.  Thus, you must determine which of these criteria is most important and investigate accordingly a each school of interest, and visit to gauge the “fit”.  I invite you to do so at UMass Lowell!

In Memory of Bill Flood: Get Licensed!

The Francis College of Engineering mourns the recent passing of Harold William “Bill” Flood.  After a long engineering career, he served as Professor in the Department of Chemical and Nuclear Engineering from 1983-1995, including time as Chair. 

He was active in a number of professional societies, most notably, the American Institute of Chemical Engineers (AiCHE).  Furthermore, the Governor appointed him to the Massachusetts Board of Registration for Professional Engineers and Professional Land Surveyors. 

As you may have guessed, Bill was a strong proponent of licensure.  He felt it was an important part of being an engineer, especially in a complicated world of ever tightening standards.  According to the National Society of Professional Engineers (see https://www.nspe.org/resources/licensure/why-get-licensed), there are five reasons to get licensed:  Prestige, Career Development, Money, Flexibility, and Authority.  To me, the first four reasons are linked, as PE’s are generally in higher demand for their documented abilities, and thus tend to earn more and have greater career flexibility.  With this comes some measure of prestige. 

But what sets a Professional Engineer (PE) apart, is the fifth reason: Authority.  In explaining Authority, NSPE states that “Only PE’s can sign and seal engineering drawings; and only PE’s can be in responsible charge of a firm in private practice or serve as a fully qualified expert witness.”  This is a compelling reason for licensure for anyone wanting to lead a business, consulting or otherwise, someday.

The licensing process requires four steps: (1) Graduate from an ABET-accredited engineering program; (2) Pass the Fundamentals of Engineering exam; (3) Work as an engineer for a required amount of time with proper supervision; and (4) Pass the Professional Engineering exam.  See www.nspe.org and www.ncees.org for more information.

Does every engineering job require licensure?  Of course not.  But according to the Bureau of Labor Statistics , the median number of years that a salaried worker spends with the same employer is 4.6 years (in 2016).  This is much lower than in previous years.  Thus, with mobility, and thus uncertainty, increasing with respect to future employment, it makes sense to seek out licensure now, so it does not inhibit job prospects later.  Thus, I, just as Bill Flood would have, urge you to get licensed.

I most recently saw Bill this past fall.  While his mobility was limited, he was sharp as a tack.  As with my previous visits, I enjoyed hearing about his work in the field and his time at Lowell.  He will be missed.  My condolences to his family, especially Jeanne, his wife of 71 years!

Plan Your Time: You Cannot Get it Back

In my last post, I provided some keys to success in Engineering. At Convocation last week, the Chancellor gave some detailed pointers on how to spend time – including class, study time, sleep and working. I thought I would elaborate a little more on the topic, and gear it towards Engineering.

In my experience, a significant problem first year students face is their newly found “freedom”. That is, no “guide” is present to manage their calendars and time. While this feeling is often exhilarating, it can be perilous – as one can feel as if they have unlimited free time. First, let us get rid of the notion of “free time” as there is no more expensive commodity than time – the minute that just flew by to read this is gone, and cannot be recovered. Second, because time is no longer free, it cannot be wasted. This must be understood if you are going to succeed in College, and have an experience to never forget.

Let’s look at a typical 7-day week, which gives us 168 hours with which to work, starting with our coursework.

Class Time (20 hours): A typical Engineering major requires 16 credits of coursework per semester in order to graduate in four years. This generally means that a student will be in class for 16 hours per week, but we will round to 20 hours to allow for travel and the fact that some lab classes meet for more than the credit hour allotment.

Homework and Study Time (48-64 hours): A general rule of thumb is that each credit hour taken requires 3-4 hours of work per week to read, study, and complete assignments. Thus, for our 16 credits of work, we require about 50 hours of work per week outside of the classroom. While it is true that this number will increase and decrease over the course of a semester and between different classes, you will benefit from leveling the academic load over time. This can only be accomplished if you study early (starting before the night before the quiz or exam) and you begin your longer assignments, such as term projects, when they are assigned, not near the due date!

With 84-100 hours remaining, we can turn our attention to your health and well-being.

Sleep (56 hours): Sleep will vary over the course of a week or semester, but one should strive for 8 hours per night. By planning ahead, you can avoid the all-nighters. Sleeping will also keep you healthy, which is important to your studies and social life. Also, note that research is inconclusive on whether one can “catch up” on sleep – so don’t expect to get most of this on the weekends!

Eating (7-14 hours): You’ve got to eat! Finding time to do so will ensure that you eat well – protein and veggies will help keep your mind sharp and focused.

Exercise (3-7 hours): Joining an intramural sport team or hitting the gym regularly each week will keep you healthy and energized. Its also been shown to help one focus in the classroom.

This should leave us about 20 hours. Taken together, that is a lot of time! So what to do with it?

Job (0-15 hours): Many college students need to earn funds to help pay for College. Our math shows that this will have to be part time (about 15 hours per week) in order to succeed academically and stay healthy. Ideally, your job should match your needs for funds with your academic pursuits, such as working for a Professor in a lab.

Organized Fun (7-10 hours): UMass Lowell has over 250 clubs and organizations which provide opportunities for students to learn more about their major, explore hobbies, delve deep into culture, expand their horizons, or to just have fun. It is a great way to meet people, especially those that may be from another part of campus or have different interests. For most organizations, the expectation is to meet weekly, with additional organized functions spread throughout the semester. To get more involved, volunteer to be a leader and contribute to the programming.

Professional Development (2-3 hours): Engineering classes prepare you to become an Engineer, but additional “training” is needed to become a professional. Take advantage of offerings through Career Services to learn more about potential careers and how to land a great internship, co-op, and first job. Essentials include developing resumes as well as interviewing and presentation skills.

Intellectual Curiosity (2-3 hours): I am somewhat amazed when students do not take advantage of College. I don’t mean the classes and class work – I mean the opportunities that only come with being on a campus. This includes attending talks, discussions, debates, lectures, readings, shows, concerts, and tours. Pick any day on the school calendar and something “interesting” is happening. Take advantage. This is the only time in your life when these opportunities will literally come to you.

Downtime (5-7 hours): One needs time that is not filled by planning – to rest, think, read, play a game or talk with friends. This is critical to your mental health – do not ignore it.

Unfortunately, the 20 hours available to these endeavors are never in a block, but rather, scattered throughout the week and across each day – which means you have to be diligent in your planning. Keep a calendar and plan out each day – this will help you stay on top of things, especially as each week is never the same (with the exception of your scheduled lectures!).

One key to making this manageable is taking advantage of those “scattered” hours. If you have breaks from 10-11 a.m. every Monday, Wednesday and Friday between classes, then do not waste the time – head to the library and complete a homework assignment or study during the hour. Do not view this as “only” an hour, but rather, as an hour not to be wasted.

A second key is to get involved. Yes, I am advocating that you fill your calendar with a job, club activities, events and outings in order to have a full College experience – while making sure that you fill your obligations to your classes (68-84 hours each week!). In my experience, students that do not have a lot of free time are the ones that succeed – because they do not have time to procrastinate, and therefore, take advantage of the time they have to complete their work on time. (See the first key to ensure that you take advantage of all of your available time!)

Finally, be flexible – these are general guidelines. Day-to-day and week-to-week activities and requirements will vary greatly. This only furthers the need for good planning.

 

 

Engineering and Design: Ever Connected

It is hard to believe that the smartphone revolution started just 10 years ago this year, with Apple having delivered its first iconic iPhone in 2007. I often have trouble remembering my life before my first smartphone. I vaguely remember my Nokia 3210 and Motorola Razor, while also owning a digital camera and a digital calendar (PDA). I also vaguely remember a time when I could not access my email 24/7. (I’m not here to debate whether that is progress!) Continue reading

Is Graduate Study Now Required?

In my last blog, I lamented that not enough engineers pursue graduate education (as well as the fact that there are not enough engineers eligible to pursue graduate education!). I often get asked: Why should I consider graduate school? There is an easy answer: you should never stop learning, especially in Engineering. Technology continues to move at a brisk pace and the only way to stay ahead of the game is to be continuously learning. Does it always have to be formal? No – one can stay abreast of changes by reading journals and trade magazines or attending technical conferences. But if you need to take a deep dive into a topic area, then perhaps a certificate or a master’s degree is ideal. The added benefit of these formal procedures is that they provide a credential that is widely recognized in the workplace.

Continue reading