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Chapter 1 lays the foundation for the book by introducing and overviewing the process of achieving success in engineering study. Key elements of the success process — goal identification, goal clarification, and behavioral and attitudinal change — are presented. Three models that will help students understand what is meant by a quality education and how to go about getting that education are also introduced.

A primary purpose of the chapter is to motivate students through an increased understanding of the engineering profession and an awareness of the rewards and opportunities that will come to them if they are successful in their engineering studies.

Various types of Learning modes — cognitive, psychomotor, and affective — are described. Preferred learning styles and teaching styles are also discussed. Chapter 4 provides guidance on how to get the most out of the teaching process. The chapter emphasizes the importance of getting off to a good start and discusses strategies for taking full advantage of lectures — including listening skills, note-taking skills, and questioning skills.

Approaches for making effective use of professors are described in detail. Chapter 5 guides students in designing their learning process. Two important skills for learning — reading for comprehension and analytical problem solving — are covered. Approaches for organizing the learning process, such as time management skills, are also discussed.

Finally, ways to make effective use of peers through collaborative learning and group study are also described. Chapter 6 focuses on the important subject of personal growth and development. A Student Success Model is presented to help students understand the process of making behavioral and attitudinal changes essential to success in engineering study. Important personal development topics — understanding self, appreciating differences, personal assessment, communication skills, and health and wellness — are included as well.

Finally, a section has been added on the important topic of leadership and teamwork. Chapter 8 provides an orientation to the engineering education system: faculty, curriculum, students, facilities, administration, and institutional commitment. Academic regulations, student ethics, and opportunities for graduate education in engineering are also covered in this chapter.

We close with a discussion of engineering as a means of preparation for further education in business, law, and medicine. Much of what is in the book has direct application to the community college experience, and the topics that are specific to the four-year university experience can provide community college students with a preview of what they will encounter when they transfer to a four-year institution.

High school students considering engineering as their college major will find the book useful as well. Engineering faculty can turn to it as a resource for ideas they can convey to students in formal and informal advising sessions or in the classroom. Deans of engineering have indicated that the book contains material that is helpful in preparing talks they give to high school students and first-year engineering students.

This book was the outgrowth of more than 30 years of teaching Introduction to Engineering courses. Much of the material was developed through brainstorming exercises with students. My greatest thanks go to the many students who contributed to the evolution of the ideas in this book. Thanks also go to the many engineering professors who have used the book since the First Edition was published in Many people contributed directly or indirectly to the creation of the book — both its original and its revised form.

Much credit goes to my partner Martin Roden for encouraging me to self-publish the book and for his constant help and support. Great thanks to Dave McNutt for putting his extraordinary artistic talent into creating the cover design. Finally, I would like to particularly acknowledge my wife Kathy Landis, who wrote the excellent section on Communication Skills in Chapter 6 and who did major editing on this edition of the book.

Her gifts as a writer and editor have made the book much easier to read and understand. Raymond B. At one point, I asked the students whether they had any questions for me, and one student raised his hand. Of course! Regardless of the context, it promises to make a significant difference in your life, as both an engineering student and an engineering professional.

Most of the courses you take will be about content and the application of that content to solving problems. Studying Engineering and a course that uses it are about you.

I contend that the maximum potential of this book and a course that uses it to make a difference in your life is far greater than that of any single content-based course you will take. The graph to the right illustrates this contention. And so on. Unless you are proactive, in spite of the best efforts of your course instructor, you are likely to realize far less than the maximum potential available from this book and much less even than you will get from a single content-based course.

Getting that maximum potential is to a great extent up to you. And the payoff will be enormous. Not only will you develop academic skills that will enhance your success in engineering study, those skills will correlate closely with the skills you will need to be a successful engineering professional. I often compare Studying Engineering to a mirror. When you get up in the morning, you clean, groom, and dress yourself. And perhaps the last thing you do before going out and confronting the world is to glance into a mirror.

Studying Engineering is like a mirror you look into to access other kinds of personal standards — those beneath your surface appearance. What values do you hold? Do you know what you want out of life, and are you on track to get it?

Are you getting the most out of your education? What is your learning process, and how well is it working for you? Based on the insights you derive from the book, you will be prompted to make changes to move closer to the standards you set for yourself. I hope that you have already committed to a personal goal of receiving your Bachelor of Science degree in engineering. You may not have thought about this explicitly, but achieving a challenging goal like getting your degree in engineering cries out to most students to change.

Change what? Another way to look at this book is to imagine you are on a merry-go- round and trying to grab a brass ring as you go around. You reach for it, but you miss it. Since the carousel goes around and around, you have more than one chance to grab that ring. There is some possibility that you are not ready for what this book offers you. How could that be? How could you pass up the opportunity to become a more effective learner and a more successful student?

You may not pay attention to much of anything, so why would you pay attention to what this book or class teaches you? You may not believe that you can change. Or you may not want to change, assuming the way you approached your studies in high school will work in university-level engineering study. Or you may not know what or how to change. They work! What are the key ideas contained in what you read? What does the passage you read mean to you?

Does it make sense? Does it fit with your way of thinking? Does it fit with your past academic experiences? Are you persuaded of its efficacy?

Are you likely to make changes based on it? What questions would you like to ask the author or your instructor? What can or will you change in either your attitudes or your behaviors as a result of what you read? The exercise on the next page will give you an opportunity to try out this approach to learning from this book.

Stop and complete this exercise before continuing on. If you apply the four-step methodology described above to reading Studying Engineering, I guarantee that you will come very close to realizing the maximum potential. An example of such a testimonial is the last section of this Prologue. Read this testimonial Pages with three purposes in mind: 1 To hear from another first-year engineering student.

This book can help immensely with that. The Reflections. Reflections are interspersed throughout each chapter. The idea is that you read a section and then stop to engage in a guided reflection about what you just read.

Thinking about the reflections is good, but writing a response to them is even better. You will find forms you can use to complete written responses to each reflection in the text at www. Hopefully your instructor will require you to complete them and submit them electronically. The End-of-Chapter Problems.

There is a set of problems at the end of each of the eight chapters of this book. The total number of problems in the entire text is Some of these problems are short and will only take a few minutes, while others will require significant time e. I hope you will complete as many of these problems as possible. Doing so will provide a significant learning experience. If you are taking a course using this book, I expect your instructor will assign you to do a representative number of the problems.

Several years ago, a professor told me as an extra credit assignment he had a student do all the problems in the book. Areas covered include strengthening your commitment, utilizing important resources, building relationships, becoming effective at managing time and tasks, adopting appropriate behaviors and attitudes, getting involved in co-curricular activities, and growing through self-assessment.

I wish you the very best in engaging Studying Engineering. I always enjoy hearing from students by email rlandis calstatela. Many of these strategies I have been applying for much of my life, while there are some I have more recently employed, and still others I have yet to put into action. Intro to Engineering has made me aware of many flaws in my study practices and has helped me practice a great deal of metacognition.

Note: Metacognition is discussed on Pages in Chapter 3. For all my life, I have been very good about getting enough sleep. During high school, I spent a lot more time studying than most people.

Many of my high school friends would brag about not studying for a single test. I, on the other hand, cannot say the same.

I learned early on about the importance of studying in a non- distractive place. My mind tends to wander quite easily and is quickly distracted by the most trivial of matters. I cannot study in a room where music is playing, a television is on, or people are talking.

In order to study to my full potential, I have found that I need a completely noise- free environment like the library. When I need to study in my room, I have found that earplugs can help immensely by cutting out the distracting background noise.

In the last few months, my time has become more valuable than ever before; every minute must be spent wisely if I want to succeed in engineering study.

This course has taught me the importance of my time and keeping a schedule, reminding me that time lost can never be retrieved. In mid- October of this year, I started scheduling my week as Dr. Gray [my professor] taught us. Not only have I scheduled every class, but have also scheduled time to complete homework, eat, and sleep. Nearly every hour of every day is planned in order to minimize time wasted and maximize productivity.

Since I started using my weekly schedule, I have found that my time seems to have increased exponentially. I feel less overwhelmed by large amounts of work because I know, if I follow my schedule, I will get it done.

My schedule has also helped me prepare for tests better than ever before. Back in high school, I would usually save my studying for the night before a test. College, however, is a very different story. I have found that I must start studying at least a week before a major test.

When I started this, towards the end of September, I was blown away by how much easier and less stressful it was. This is much less stressful than staying up all night cramming for a test until I am so stressed out and so tired that I can no longer focus.

Another academic success strategy I have learned from this course is group study. I was always a loner when it came to my studies. Throughout high school, I would do all my work and all my studying by myself.

During my first two weeks of college, however, I felt like everyone I talked to was encouraging me to study in groups. I heard it so many times from Dr. Gray, from the Studying Engineering book, and from older engineering majors, that I knew I had to try it. My friends and I now study together on a regular basis. We often work together on calculus assignments, working out problems alone first and then bouncing ideas off each other if we are having difficulty.

When one of us understands a difficult problem, he teaches the rest of the group, walking us through it until we all understand. Three of us reviewed together for the first Intro to Engineering test and found it quite beneficial. Some of my proudest academic moments this semester came as a result of metacognition. One of my favorite stories of the semester is about my recent improvement in calculus.

Earlier in the course, I would do all the homework and pay attention in class, but was always disappointed by my test scores. When I got a 76 percent on the second test, I knew something had to change. The problem was not that I could not do the math, but that I could not do it fast enough. In every test, I would take my time on problems, checking and rechecking my answers, not moving on until I had found the answer. By the time the test was over, I would be left with several incomplete problems and a poor grade.

As I began to work on my test taking and study methods, my grade jumped from a 76 to an 88 on the third test. First, we make our best effort to convince you that you can do it: that success in engineering study, like success in anything you attempt, is a process that you can learn and master just like the many, many other successful students who came before you did.

We point out, however, a mindset that keeps some high-ability, well- prepared students from mastering that process — overconfidence. Students who naively assume that their ability will carry them through engineering study as it did in high school can have a rude awakening. Next, we offer two models to help you understand the skills and knowledge you will get from a quality engineering education, plus a third model to guide you towards obtaining that quality education.

We close the chapter by discussing the need for you to structure your life in ways that will minimize distractions and interferences. Only by doing so will you be able to devote adequate time and energy to your studies and take advantage of the many resources available to you. The material introduced in this chapter will provide a foundation for you to build on as you study the other chapters of this text.

From time to time, I meet practicing engineers who tell me about the time when they were first-year engineering students and the dean told the students in their Introduction to Engineering class: Look to your right; look to your left. They think that by scaring students about engineering study, the students will be more motivated to succeed.

What does strike me, however, is how angry these practicing engineers are at the dean for having given them such a negative message. And in some cases the event happened some 30 years before! These former students are still upset that the dean tried to frighten them at a time when they were unsure of themselves and easily intimidated.

When I meet with first-year engineering students, I convey a very different message. My message to them and to you is: Each and every one of you can be successful in graduating with your Bachelor of Science degree in engineering. How can I make such a bold statement without any specific information about your background or your ability?

During that period I worked closely with more than 1, students. Some of those students took more than nine years of full-time study to complete their engineering degree. I ran into one of those students many years later. He was a successful professional engineer and a respected member of his community. Yet they did not succeed in engineering study. Some flunked out. Some just dropped out. The common denominator for such students was that they were overconfident.

They had been able to excel in high school without a great deal of effort or a need to adopt effective learning strategies. And they made the mistake of assuming that engineering study would be like high school.

They naively believed that their ability would carry them through as it had before. They failed to account for the fact that the faster pace and higher expectations for learning would require substantially more effort and improved learning skills.

A few of those students have come back to see me. They express their deep regret for not sticking it out. I hope you are not such a student. One early indication of this is how receptive you are to the material presented in this book.

Thinking there is nothing of value here for you is a sign that you are overconfident. If you are, I hope you will consider this section as a wake-up call. You can ignore this warning with the intent of shifting gears later. The problem with that approach is your early courses, particularly in mathematics and science, provide the foundation on which your entire engineering education will be built. If you start out with a weak foundation, you will find it difficult, if not impossible, to build a sound structure on top of it.

Do you lack confidence? If so, are you beginning to believe you can do it? Or are you overconfident? If so, are you beginning to become receptive to learning new strategies and approaches for your engineering studies? One student with seemingly limited ability and poor preparation succeeds. Another student with outstanding ability and excellent preparation fails.

How can that happen? What are the keys to success in engineering study? What are those things you can do that will virtually ensure your success — those things that, if not done, will at best result in your working below potential and even lead to failure? Success in engineering study is not unlike success in anything you have attempted or will attempt. Achieving success is a process, and each step in the process can be learned. Lots of resources are available to help you.

The Internet is an easy, reliable guide for identifying the resources that best speak to you. For books and CDs, www. Make learning about success one of your life goals. If you work at it, your capacity to be successful will expand and grow.

You might even surprise yourself at what you can achieve. And who knows? When I was sitting in your seat, I could never have imagined I would someday write a book like this one. I assume you want to be successful. But just wanting to be successful is not enough. Everyone wants to be successful.

But what do the students mean when they indicate they want to be successful? Are they all thinking about the same thing? Probably not. Success is making money. Success is having control over your life. But almost always one or more students will give the correct answer: Success is the achievement of goals. Unfortunately, many students lack a clear goal and commitment to that goal necessary for success.

Identifying a clear goal and developing a strong commitment to that goal are the essential first two steps in the process of achieving success. What does each of these words mean to you? Does success bring happiness? Can people be happy if they are not successful? Do you usually get what you want?

Do you usually want what you get? What insights can you derive by contemplating the relationship between success and happiness? That is, setting goals — having specific ideas of what you want to accomplish in the short and long term — is a key requirement to becoming an effective student and professional. Only when you set goals will you have something to strive for and something against which to measure your progress.

One student is extremely unhappy and resolves to study much harder for the next exam. These different responses results from the different expectations these two students have , based on their goals. Goals Give Your Life Direction. I hope you realize by now that they were trying to help you. They were trying to alert you to the importance of setting directions for your life. They probably even realized intuitively that the more reluctant you were to grapple with this question, the more important it was that you of all people do so.

Setting goals may not be easy, but the payoff is definitely worth the effort, as the stories of many successful people indicate. Following is but one such story.

Astronaut Franklin Chang-Diaz Dr. A veteran of six space missions, he has logged nearly 1, hours in space. Chang-Diaz was born and raised in Costa Rica.

As a child he was enamored by U. They would then go through a countdown and lift-off and pretend to travel to distant planets. When he finished high school, he worked for a year and saved enough money to buy a one-way airplane ticket to Hartford, Connecticut, where he had some distant relatives.

In Hartford he repeated his senior year of high school, learned English, and was admitted to the University of Connecticut, where he majored in engineering. After graduating with honors, he began graduate study at MIT, eventually receiving his Ph. He then applied for the astronaut program, was accepted, and became the U.

To learn more about Dr. Chang-Diaz and his career as a U. The point that the story of Dr. Chang-Diaz drives home so convincingly is the need to have goals. His story makes me wonder what I might have accomplished had I set such lofty goals. Right now your primary goal should be to graduate with your degree in engineering.

But what else would you like to accomplish? Become president of your own company? Become a multimillionaire? Become a college professor? And what about your more immediate goals? Maybe you want to make a 3. A good exercise would be for you to write down your short-term, intermediate-term, and long-term goals.