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In high school I rarely cracked a textbook and still came out with nearly straight “A’s”, but it only took And what engineers did for a living was only the tip of the iceberg of what I didn’t know as a freshman. It wasn’t until I got into the unit operations lab in my fourth year and then spent a summer in industry that I started to get a clue about what engineering is really about – figuring out why things aren’t working the way they’re supposed to and fixing them, and designing and building other things that work better or work just as well but cost less. My ignorance persisted for pretty much the next three years as I worked through the math and physics and chemistry and thermo and transport and circuits you have to know to graduate in engineering but constitute only a small fraction of what engineers actually do. It’s a wonder that this course didn’t drive more students away from engineering than it motivated. There was a freshman orientation course, but it was just the old “Sleep 101” parade of unenthusiastic professors delivering dreary 40minute sermons about civil engineering, mechanical engineering, and so forth. Like most of my engineering-bound classmates, I knew nothing about what engineers actually did for a living, and when I enrolled in chemical engineering at the City College of New York two years later, I still knew nothing. Why chemical engineering? Because – sadly, this is also the truth – I had gotten a chemistry set for my birthday, and I thought pouring one liquid into another and having it turn green was seriously cool. Just about every boy who could get a “B” or better in math and science courses decided that he was born to be an engineer, and I saw no reason to buck the trend.
The truth is at the time there was a great job market for engineers, and stories of red carpets and multiple job offers and outlandishly high starting salaries were laid on us regularly by teachers and counselors – and in my case, by my parents. I could invent all sorts of reasons for this decision that would make me sound like an unusually wise and thoughtful 15-year-old, but they would all be lies. Dean Emeritus of Engineering, Computer Technology California State University, Los Angeles Los Angeles, California 90032 E-mail: Distributed by: Legal Books DistributingĤ247 Whiteside Street Los Angeles, CA 90063 Website: Telephone: (323) 526-7110 (800) 200-7110 (From outside Los Angeles County) E-mail: Books may be ordered by e-mail, by telephone, or on-lineįOREWORD When I was a sophomore in high school, I decided that I wanted to be a chemical engineer when I grew up. ISBN 978-0-979 Inquiries and comments should be addressed to: Raymond B. Landis No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means – graphic, electronic, mechanical, photocopying, recording, or otherwise – without prior permission in writing from the author. Published by: Discovery Press Los Angeles, California Permissions and Copyrights Cover design by Dave McNutt Chapter title illustrations by Brian Jefcoat Graphic illustrations by Kerry Lampkin Case study of University of Maryland Gamera human-powered helicopter project by permission of Inderjit Chopra, Director of the Alfred Gessow Rotorcraft Center Franklin Chang-Diaz photo in Chapter 1 courtesy of National Aeronautics and Space Administration Studying Engineering: A Road Map to a Rewarding Career, Fourth Edition Discovery Press/2013 10 9 8 7 6 5 4 3 2 1 All rights reserved. Landis, Dean Emeritus College of Engineering, Computer Science, and Technology California State University, Los Angeles
Studying Engineering A Road Map to a Rewarding Career Fourth Edition by Raymond B.
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