Bridges and More takes the reader from the early years of Civil Engineering when Purdue’s campus consisted of a smattering of red brick buildings surrounded by grassy meadows and roads flanked by white, wooden fences to today’s state-of-the-art facilities such as the Bowen Laboratory for Large-Scale Civil Engineering Research and the online hub for the Network for Earthquake Engineering Simulation (NEES). The highly illustrated book touches on major milestones in Purdue Civil Engineering history from Road School, to the Ross Summer Surveying Camp, to Purdue’s involvement in world landmarks such as the Panama Canal, Hoover Dam, the Golden Gate Bridge and the Tower of Pisa. Often, Purdue Civil Engineers are public servants, evolving research that helps to prevent disasters like building collapses and bridge failures. Bridges and More honors Purdue’s School of Civil Engineering with historic images and an appealing account of 125 years of education, research and a profession that is, as the title suggests, about so much more than bridges.
An increasing number of researchers and educators in the field of engineering wish to integrate considerations of social justice into their work and practice. In this volume, an international team of authors, from a range of disciplinary backgrounds, invite scholars to think and teach in new ways that acknowledge the social, as well as technical, impact engineering can have on our world and that open possibilities for social justice movements to help shape engineering/technology. The book examines three areas of an engineering academic’s professional role: teaching, research, and community engagement. Some of the authors have created classes to help students think through their roles as engineering practitioners in a changing society, and present case studies here. They also explore questions of access to engineering education. Other contributors are focusing their research on improving the lives of the marginalized and powerless. Yet others are engaging local groups and exploring ways in which universities might serve their communities and in which academic institutions can themselves be more socially just. The contributors take a broad social and ecological justice perspective to critique existing practices and explore alternatives. The result is a handbook for all scholars of engineering who think beyond the technical elements of their field, and an essential reader for anyone who believes in the transformative power of the discipline. The frontmatter including Table of Contents, can be downloaded as PDF here. You can also watch an interview about the book with editor, Alice Pawley, broadcast on WBAA Public Radio on February 5, 2012.
Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).
This book addresses the continued lack of the diversity in veterinary medicine, the least inclusive of all medical professions. Effective navigation of the complexity of diversity and inclusion in veterinary medicine requires clear enumeration, recognition, and understanding of key issues, challenges, and opportunities. In a nation with rapidly changing demographics, public needs and expectations of the veterinary profession will continue to evolve. A more diverse scientific workforce is required to feed the veterinary profession, not just for the purposed of equity, but as necessity for its sustainability and relevance. The book lays out the history of diversity in the veterinary profession, in the context of historical changes and actions within US society. An overview of selected strategies from dental, pharmacy, and (human) medical schools is then offered. The impact of social constructs on career interest development is explored using the examples of race, gender, sexual orientation, and gender identity. Practical strategies for attracting preschool through undergraduate students to careers in the veterinary profession are presented, as well as metrics and tools to assess the impact of diversity and inclusiveness strategies. A systems approach to diversity and inclusiveness in the veterinary profession is called for in a manner that frames barriers as opportunities for improvement and progress. There is much that needs to happen to achieve professional inclusiveness and cultural competency, but the path to achieving this is clear. System-wide commitment, planning, execution, and continuous assessment will position the profession to better suit the population of the nation and the world that will be served. This book is a call to action for consistent championship and cohesive approaches, and it provides a road map to building a sustainably inclusive future.
In this book, nine thought-leaders engage with some of the hottest moral issues in science and ethics. Based on talks originally given at the annual “Purdue Lectures in Ethics, Policy, and Science,” the chapters explore interconnections between the three areas in an engaging and accessible way. Addressing a mixed public audience, the authors go beyond dry theory to explore some of the difficult moral questions that face scientists and policy-makers every day. The introduction presents a theoretical framework for the book, defining the term “bioethics” as extending well beyond human well-being to wider relations between humans, nonhuman animals, the environment, and biotechnologies. Three sections then explore the complex relationship between moral value, scientific knowledge, and policy making. The first section starts with thoughts on nonhuman animal pain and moves to a discussion of animal understanding. The second section explores climate change and the impact of “green” nanotechnology on environmental concerns. The final section begins with dialog about ethical issues in nanotechnology, moves to an exploration of bio-banks (a technology with broad potential medical and environmental impact), and ends with a survey of the impact of biotechnologies on (synthetic) life itself. Contents: Part 1: Animals: Moral agency, moral considerability, and consciousness (Daniel Kelly) and From minds to minding (Mark Bernstein); Animal Pain: What is it and why does it matter? (Bernard Rollin). Part 2: Environment: The future of environmental ethics (Holmes Rolston III); Climate change, human rights, and the trillionth ton of carbon (Henry Shue); Ethics, environment, and nanotechnology (Barbara Karn). Part 3: Biotechnologies: Nanotechnologies: Science and society (James Leary); Ethical issues in constructing and using bio-banks (Eric Meslin); Synthetic life: A new industrial revolution (Gregory Kaebnick).
Multicore microprocessors are now at the heart of nearly all desktop and laptop computers. While these chips offer exciting opportunities for the creation of newer and faster applications, they also challenge students and educators. How can the new generation of computer scientists growing up with multicore chips learn to program applications that exploit this latent processing power? This unique book is an attempt to introduce concurrent programming to first-year computer science students, much earlier than most competing products. This book assumes no programming background but offers a broad coverage of Java. It includes 159 numbered and numerous inline examples as well as 301 exercises categorized as “conceptual,” “programming,” and “experiments.” The problem-oriented approach presents a problem, explains supporting concepts, outlines necessary syntax, and finally provides its solution. All programs in the book are available for download and experimentation. A substantial index of 5,039 entries makes it easy for readers to locate relevant information. In a fast-changing field, this book is continually updated and refined. The 2013 version is the sixth “draft edition” of this volume, and features numerous revisions based on student feedback.
This book lists the work and contributions of thousands of people from many countries, representing numerous fields of endeavor, over many centuries. This work contains the necrologies (names, dates, and a brief biography) up to the year 2000 of people involved in engineering and invention literature. This book is a must for reference collections and those in the media who cover the field of engineering advancement.
A Call to Leadership examines commonly accepted condemnations of public education and highlights the key role played by the Indiana Association of Public School Superintendents (IAPSS) in supporting its members' tireless struggle for educational improvement and in correcting public misconceptions. While the book describes specific circumstances in Indiana, efforts at the state level reflect educational challenges throughout the United States, and this volume will be a valuable reference source for educational policy makers throughout North America. Since the IAPSS's foundation, graduation rates have risen over twenty percent, and more rigorous coursework has been introduced to an increasingly diverse pool of students. The landscape of education has changed, as 1,100 Indiana school districts have been consolidated into 293 corporations under the direction of licensed superintendents. Throughout the whole period, school leaders have struggled to implement increasingly complex programs that have often been mandated but left underfunded.
This coffee-table book uses color photographs and captions to tell the story of the first one hundred years of the Purdue University School of Chemical Engineering. Formed four years after a chemical engineering curriculum was established at the University, the School grew rapidly in size and reputation. It was a leader in encouraging women and minority students to become engineers, and it produced many substantial scientific contributions. The School continues to provide expertise and solutions to the “grand challenge” problems that the world faces today, whether in energy, nanotechnology, biotechnology, health care, or advanced materials. Among its thirty faculty members, five are members of the National Academy of Engineering.
A University of Tradition is a fascinating compilation of history, traditions, pictures, and facts from the founding days to the present of Purdue University. Covering all aspects of Purdue, from the origin of the nickname, Boilermakers, to a chronological list of all buildings ever constructed on the West Lafayette, Indiana campus, this book is a treasure. A wealth of facts on sports, student, academic, and campus traditions, as well as biographical information on all the university presidents and many of the integral members of Purdue's family, including David Ross, Neil Armstrong, Eliza Fowler, Jack Mollenkopf, Helen Schleman, Amelia Earhart, and many more. A University of Tradition spotlights many items that will spark the memories of any Purdue alumni or fan. No matter if you were in the All-American Marching Band, lived in the Quad, participated in Grand Prix, wrote for the Purdue Exponent, or if you were on campus when the Boilermakers won the 1967 Rose Bowl, this book will be something you will appreciate and enjoy.
On Christmas Day in 1854, teachers and advocates of education came together to form the Indiana State Teachers Association. At that time, many Hoosiers did not embrace the concept of "free education," instead believing that schools ought to be funded by those who were being educated. Immediately after ISTA's founding, its members began their advocacy of education, especially free public education for all children. Over the next 150 years, members of the Association stood ready to advance the cause of education. This advancement was neither steady nor easy. The Association endured many crises, some financial and in organizational. Pushed at times by charismatic leaders and driven at other times by the winds of cultural change, the Association was, and still is, an organization of individuals. The history of ISTA is divided into three eras. The first period deals with the defining of the Association and chronicles its quest for universal public education, and its efforts to establish professional standards and secure benefits for teachers. Although this group of educators was a loosely knit association of individuals, they were able to accomplish much. Next the Association became "professional" with a paid staff instead of volunteers, only to be faced with the crisis of the Great Depression. Robert H. Wyatt, a progressive educator, was selected to lead this organization as the depression ended, and he embraced education as a means for social change. Wyatt persistently lobbied legislators for increased funding, which included federal aid for education, although it was a radical idea at the time. Under his direction, ISTA soon became a powerful lobbying group. The final period looks at the Association as it was transformed into a union while still maintaining its success as a lobbying organization. Various issues were key during this period - unification, collective bargaining, rebuilding and refocusing.
In 1955, Hugh Willoughby left for a Midwestern American university (Purdue University). He jotted down notes of his impressions and experiences to send back to his English friends, which were subsequently put together in a series of letters. These letters are uninhibited and never whittled down to spare American sensitivity. This newer annotated edition gives descriptions of events and practices that might have slipped out of modern recollection and provides a look at the American way of life and education that still insightful.
Animals in Schools explores important questions in the field of critical animal studies and education by close examination of a wide range of educational situations and classroom activities. How are human- animal relations expressed and discussed in school? How do teachers and students develop strategies to handle ethical conflicts arising from the ascribed position of animals as accessible to human control, use, and killing? How do schools deal with topics such as zoos, hunting, and meat consumption? These are questions that have profound implications for education and society. They are graphically described, discussed, and rendered problematic based on detailed ethnographic research and are analyzed by means of a synthesis of perspectives from critical theory, gender, and postcolonial thought.
As reviewers of research on school desegregation have pointed out, it is important to learn more about the conditions under which interracial contact in schools has positive, rather than negative, effects on students. This book presents the results of a major study, which investigates this issue. Based on research in all the public high schools of Indianapolis, it is probably the most in-depth investigation of interracial contact in schools, which has ever been conducted. After describing the behaviors and attitudes of black students and of white students toward schoolmates of the other race, the author explores the conditions under which friendly, rather than unfriendly, attitudes and behavior occur. He also explores the effects of interracial contact on academic outcomes for students of both races, focusing especially on the conditions under which such contact has the most positive effects on effort and performance. Results are presented in the context of previous theory and research, and policy implications of the findings are suggested. The book will interest both academics and those non-academics concerned with schools and with race relations, including sociologists, social psychologists, educators, government officials, and members of the community concerned with educational and/or race relations issues in general and with the issues of racial integration in the schools in particular.
Reading about leadership is like walking through dense forest. The literature goes in so many different directions, a person can become lost. As a result, leadership studies struggles for academic credibility while it tries to bring some kind of order to this fascinating, complex, and important social phenomenon. Let Nathan Harter be your guide. As an Associate Professor of Organizational Leadership, he has found it helpful to orient students using the metaphor of a forest, where you can follow the streams down toward analysis or climb the peaks toward synthesis. The book reveals itself to be a work of philosophy. Specifically, it relies on Pragmatism to resolve thorny theoretical issues, since leadership studies must be eminently practical. The reader acquires analytical skills along the way, while touring different paths of the forest. This book targets an emergent market comprised of scholars and educators, as well as the libraries that serve them. People come to study leadership from different disciplines and expect to find an integrated, theoretical treatment of the subject. Despite the growing popularity of leadership programs, however, theoretical works are rare. As a few post-secondary programs introduce graduate programs in leadership, this book could also serve as their textbook.
Articles by an array of international experts provide as an excellent resource for professionals and students involved in the area of disability studies. The book is divided into three parts - (1) disability and modern society; (2) working with people who are challenged; and (3) working within a disability-services environment. This approach mirrors the contemporary debate within a practice framework reflecting how individuals, organizations, and communities deal with the problem and solutions.At the beginning of each chapter, learning objectives are set out to aid the reader in dealing with the text and activities contained inside the chapter. The materials across the chapters are developed so that when finished, the reader will become more skilled in the area of modern community disability services. This integrated approach provides the key elements needed for both training and advancing knowledge in this fast growing area.
In the early 1900s, Mary Matthews and Lella Gaddis forged trails for women at Purdue University and throughout Indiana. Mary was the first dean of the School of Home Economics. Lella was Indiana’s first state leader of Home Demonstration. In 1914, Mary hired Lella to organize Purdue’s new Home Economics Extension Service. According to those who knew them, Lella was a “sparkler” who traveled the state instructing rural women about nutrition, hygiene, safe water, childcare, and more. “Reserved” Mary established Purdue’s School of Home Economics, created Indiana’s first nursery school, and authored a popular textbook. Both women used their natural talents and connections to achieve their goals in spite of a male-dominated society. As a land grant institution, Purdue University has always been very connected to the American countryside. Based on extensive oral history and archival research, this book sheds new light on the important role female staff and faculty played in improving the quality of life for rural women during the first half of the twentieth century. It is also a fascinating story, engagingly told, of two very different personalities united in a common goal.
This study, the first English-language book on advanced education in the Austrian lands during the nineteenth century, is recommended for scholars and students in the history of education, modern social history, and the history of the Habsburg Monarchy.
In 1991, Lawrence Grossman wrote that "a new political system is taking shape in the United States. As we approach the twenty-first century, America is turning into an electronic republic, a democratic system that is vastly increasing the people's day-to-day influence on decisions of state." Grossman's forecast implied a sea change in the way citizens would interact with, and participate in, their representative government; a revamping of the way Americans would 'do' citizenship. Harnessing the power of technology to promote the ideal of democracy that first pulsed through our nation over 230 years ago may be a feasible achievement in a technocratic age, but whether technology can help achieve a revolution as seismic as the political one that our founding fathers initiated may be a practical impossibility. Fusing the power of technology and democratic ideals opens opportunities for greater access to information and offers a medium for people to be heard and express their voice with dissemination to the masses through digital tools, such as blogs, podcasts, and wikis. Indeed, the emergence of the Internet as a nearly ubiquitous element of American society has brought about new opportunities to enhance citizen engagement in democratic politics and to increase the level of civic engagement among American citizens. Despite such rhetoric, however, research has indicated that Grossman's "electronic republic" has, for the most part, failed to come to fruition
Enabling American Innovation traces engineers' struggle to win intellectual, financial, and organizational recognition within the National Science Foundation. The tools and arguments of this struggle altered over time, but engineers continued to assert the value of their contribution, usually measured in comparative budgetary terms, and philosophical debates as they were played out through organizational manipulation
Engineering in a Land-Grant Context is volume of well-crafted essays considers the federal government's first foray into higher education by examining engineering education at the nation's land-grant universities over the past 140 years. The authors demonstrate how that history has framed the present and suggest how it is likely to influence the foreseeable future. The expert contributors, all of whom have studied and written prominently on the history of engineering education, concentrate on revealing the critical trends and major events of this 140 year history. Treating their essays as symptomatic and symbolic of the larger issues, they create a volume accessible to engineers, historians and the interested lay readers. Three central themes and important topics are outlined and explored. Each is locked in time. The first, integration of engineers and engineering education within the newly created and not yet defined land-grant colleges, was particularly important in the initial half-century of land-grant university development; while the second, the forces external to the college and the state that help direct the course of engineering education, is especially appropriate in the half century after World War I. The third, the conscious reformulation of the land-grant ideal, stands as testimony to the introspection and assessment of the last several decades.
In The Golden Bridge, Patty Dobbs Gross provides both personal and professional advice on how specially bred and trained dogs help to facilitate communication for children with autism and other developmental disabilities. This important information compendium is a guide for parents dealing with the social, emotional, and educational issues of raising children with challenges. Myths and labels concerning autism are explored, examined, and redefined. While focused on children, the advice that Gross shares will be immensely helpful for anyone involved in breeding, raising, and training dogs to mitigate any type of disability at any age.The Golden Bridge provides advice about living with autism, animal-assisted therapy and autism, training an assistance dog to work with a child with autism or a developmental disability, and using an assistance dog to deal with a child's grief. This impressive volume also contains a vast list of resources, including web sites, for follow-up information, a section on books about autism, and a directory of assistance dog providers.
Over the last ten years, Purdue University has undertaken a culture-change initiative. With leadership changes imminent at Purdue University in spring 2007, it seemed wise to document this effort to increase the awareness, knowledge, and skills of faculty and staff in the many areas of diversity. This work focuses on the faculty and staff in the colleges and schools of the University. The data for this report were gathered by the researcher and author of this document, who interviewed key informants and examined documents, archives, and websites during spring 2007. What is reported here does not represent the history of diversity at Purdue: There is a long history of recruiting and retaining underrepresented minority students and women (in the more technical fields) that is not covered here. There is also ongoing training and intervention work in the administrative side of the University and in the support units. This report describes work with faculty and staff in the colleges and schools to change the academic culture so that students, whatever their diversity and gender, will feel welcomed, supported, and included. It begins with the narrative of the ten-year development of this diversity initiative, which includes data on changes that have occurred in the academic culture at Purdue. A section on change in universities and the concepts that underlie the change process concludes the discussion.
Taking the University to the People will be of interest to agricultural historians and economists, rural sociologists, economic planners, political scientists, and the many involved in Extension Services. This commemorative volume celebrates the seventy-five year history of Cooperative Extension and briefly considers its potential role and continuing significance for the twenty-first century.
The Amish Schools of Indiana studies the history of the Old Order Amish parochial school movement in Indiana from its beginnings in 1948 through the 2001 2002 school year. Included in the work are complete descriptions of buildings and grounds, as well as descriptive essays on the pupils and their teachers, the curriculum, the values that are taught, and the religious community that surrounds and supports the school. Readers are invited into the school at numerous points, to sit in on classes, school programs, and impromptu celebrations, as they read anecdotal accounts of real experiences. While preserving the anonymity and Amish proscription against posed pictures, the book makes generous use of photographs to document the current state of Old Order Amish education in Indiana.