On 17 December 1903 at Kitty Hawk, NC, the Wright brothers succeeded in achieving controlled flight in a heavier-than-air machine. This feat was accomplished by them only after meticulous experiments and a study of the work of others before them like Sir George Cayley, Otto Lilienthal, and Samuel Langley. The first evidence of the academic community becoming interested in human flight is found in 1883 when Professor J. J. Montgomery of Santa Clara College conducted a series of glider tests. Seven years later, in 1890, Octave Chanute presented a number of lectures to students of Sibley College, Cornell University entitled Aerial Navigation. This book is a collection of papers solicited from U. S. universities or institutions with a history of programs in Aerospace/Aeronautical engineering. There are 69 institutions covered in the 71 chapters. This collection of papers represents an authoritative story of the development of educational programs in the nation that were devoted to human flight. Most of these programs are still in existence but there are a few papers covering the history of programs that are no longer in operation. documented in Part I as well as the rapid expansion of educational programs relating to aeronautical engineering that took place in the 1940s. Part II is devoted to the four schools that were pioneers in establishing formal programs. Part III describes the activities of the Guggenheim Foundation that spurred much of the development of programs in aeronautical engineering. Part IV covers the 48 colleges and universities that were formally established in the mid-1930s to the present. The military institutions are grouped together in the Part V; and Part VI presents the histories of those programs that evolved from proprietary institutions.

A look at engineering education today— with an eye to tomorrow Engineering education is in flux. While it is increasingly important that engineers be innovative, entrepreneurial, collaborative, and able to work globally, there are virtually no programs that prepare students to meet these new challenges. Shaping Our World: Engineering Education for the 21st Century seeks to fill this void, exploring revolutionary approaches to the current engineering curriculum that will bring it fully up to date and prepare the next generation of would-be engineers for real and lasting professional success. Comprised of fourteen chapters written by respected experts on engineering education, the book is divided into three parts that address the need for change in the way engineering is taught; specific innovations that have been tested, why they matter, and how they can be more broadly instituted; and the implications for further changes. Designed to aid engineering departments in their transition towards new modes of learning and leadership in engineering education, the book describes how to put into practice educational programs that are aligned with upcoming changes, such as those proposed in the NAE's Engineer of 2020 reports. Addressing the need to change engineering education to meet the demands of the 21st century head on, Shaping Our World condenses current discussions, research, and trials regarding new methods into specific, actionable calls for change.

In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.