Latest news with #engineeringeducation
Forbes
24-07-2025
- Business
- Forbes
The Greenway Institute – Making Transformative Engineering Education Affordable
Aerial View of the Greeway Institute Campus in Montpelier, Vermont The Greenway Institute - a new university in Vermont - is making engineering education more affordable. Several other new engineering and STEM-focused institutions have recently been founded across the US, but without the same focus on revolutionizing the business model of higher education. Olin College of Engineering, founded in 1997 with gifts of $460 million from the F. W. Olin Foundation, was one of the first of these new institutions and developed a new curriculum centered on project-based learning and user-centered design. The Roux Institute at Northeastern University launched in Portland, Maine in 2020, backed by tech entrepreneur David Roux and by the Harold Alfond Foundation, who each contributed $100-million gifts. The Roux Institute focuses on graduate education infused with AI, and in 2024 opened its new campus at the former B&M Beans Factory to be a base for co-op work-study projects that can help transform the local economy. The newest addition is a STEM-focused higher education institution planned for Bentonville, Arkansas, announced at the 2025 Heartland Summit by members of the Walton family, and will offer an education that integrates STEM and business for its planned 500 students in its first undergraduate class, with tuition fully covered in the initial years. Building a University Economically Another new entrant in this space is The Greenway Institute. In contrast with Olin, Roux, and Walton, Greenway was founded without a large endowment or major gift and provides a case study of how engineering education can more efficiently and economically serve students and society. The initial seed funding for investigating the concept of Greenway came from corporate sponsors and a $1.2 million grant from the National Science Foundation in collaboration with Elizabethtown College to develop and launch the Greenway Center for Equity and Sustainability (GCES) in Engineering in Vermont. The NSF grant enabled Elizabethtown and Greenway to pilot new educational approaches within an ABET-accredited engineering program and have set the stage for the opening of a standalone engineering college in Vermont. Greenway Founders and their Vision Greenway's founders include Troy McBride, Rebecca Holcombe and Mark Somerville. Troy McBride, a Greentech entrepreneur and former engineering professor at Elizabethtown College, began thinking about Greenway College over a decade ago. Rebecca Holcombe, a former Secretary of Education of Vermont, brought extensive experience in educational policy and a commitment to better serve historically marginalized students. In 2024, Mark Somerville, former Provost of Olin College of Engineering, was appointed as the founding president and co-founder. As a former founding faculty member, dean of faculty, and provost at Olin College, he brings 23 years of experience in transforming undergraduate engineering education. Somerville also brings a deep knowledge of engineering with a bachelor's degree from the University of Texas at Austin, M.S. and Ph.D. degrees in electrical engineering from MIT, and from studying physics at Oxford University as a Rhodes Scholar. The Greenway Model Greenway's approach addresses three key problems in engineering education: affordability, engagement, and connection to real-world engineering work. Two years of Greenway education are centered on hands-on engineering projects that target learning objectives across multiple courses simultaneously, acquiring math, science, and engineering skills while discovering real-world applications. Mark Somerville, in an interview, pointed out that 'learning engineering by practicing engineering is both much more effective and a whole lot more fun.' Greenway's model also includes two years of 'work-integrated learning' in which students work in engineering jobs, while simultaneously receiving high-touch mentoring and support from Greenway faculty. Somerville observed that 'instead of just sitting on a campus, students are actually out working and doing real things that matter to real people – and if you couple that with intentional reflection, you get incredibly powerful learning.' This structure also makes the Greenway education 'radically affordable,' both because it drives down cost and simultaneously enables student earnings. At the same time, it ensures alignment between Greenway's curriculum and current work in industry. Building Maturity and Professionalism in Students Greenway's approach is intended to help students develop interpersonal and workplace skills usually only found after graduating from college. Somerville notes that 'while there's enormous growth that happens in the first two years of residential education, we do our students a disservice when we cloister them for four years.' Drawing on and expanding the idea of 'co-op' internships pioneered at the University of Waterloo, Northeastern University, and the new Iron Range Engineering program in Minnesota, Greenway's model has students living in the world and working for two years during their education, while simultaneously getting support from mentors from Greenway. This is more of an intentional transition to the 'real world', and it produces 'the kinds of outcomes that only come from an authentic work environment with coaching and mentoring,' according to Somerville. The common 'drink from a fire hose' form of engineering education is not only 'a sadistic metaphor,' says Somerville, but also 'assumes that the most important outcome of an engineering degree is to acquire a whole bunch of specific technical content knowledge. That doesn't make sense in a post-AI world.' Greenway's approach posits that 'content knowledge acquisition may not be nearly as important as learning to learn, habits of mind, and the processes and ways of approaching things that engineers employ.' A Vermont Prototype Greenway plans to admit its first class in the Fall of 2027, on the former Vermont College of Fine Arts campus in Montpelier, Vermont. According to Somerville, 'Vermont's a great place to prototype - there's the necessary infrastructure, a growing Greentech sector that's hungry for employees, and a real need to create more attractive educational options.' Somerville notes, though, this is just the start: he frames the Vermont campus as 'a first full prototype.' Greenway's intent is to scale to multiple locations across the US, once the model is proven. A More Sustainable Business Model for Higher Education The rising cost of higher education, the student debt crisis, and the increasing numbers of colleges closing were all important factors in developing the Greenway model. According to Somerville, 'The key move with Greenway is asking the question, how might you design the education to be synergistic with the business model?' Greenway's new business model 'really changes your value proposition and your cost structure.' 'Between making the education 50% out in the real world, and questioning the idea of the amenities arms race, the institution is simply a lot cheaper to run.' Somerville says that at the same time, the model helps students' bottom lines as well: since they are working for two full years while at college, 'instead of students waiting four years before any real earnings, they'll be making good money for half of their program – about a hundred thousand dollars on average,' according to Somerville. The result is 'something that both is unlike anything that is out there and that at the same time builds out of a set of ideas and components that are actually proven in the world,' says Somerville, who says Greenway asks the question, 'how can we maintain the humanity of education, but do so in a way that actually is affordable?' With the arrival of the Greenway Institute and other new engineering institutions, we will see how these questions are answered in the coming years.
Yahoo
20-07-2025
- Automotive
- Yahoo
'Not like your high school science fair': UNM engineering students build race cars and rockets -- and job-market skills
Jul. 20—Tucked into the southwest corner of the University of New Mexico's main campus are three labs where a specific group of advanced mechanical engineering students spend most of their time — in class, on the weekends, even at 3 a.m. some days. They describe the work they're doing as a full-time job, and more. The students are building electric vehicles, solar-powered boats and rockets from scratch, in less than two years, to compete in international competitions. UNM's School of Engineering requires students to complete a senior design program to graduate. All of these hands-on, nontraditional education courses are offered as options. "We are training engineers; therefore, the engineer must prove that he or she is an engineer, can work in a team, can design, build, test and so on, a product," said John Russell, a professor in the university's Department of Mechanical Engineering. He also runs LOBOmotorsports, a three-semester course that prepares students to compete in the international collegiate competition Formula SAE. The students are responsible for designing, building and racing a small formula-style race car. But in the bigger picture, the skill sets taught help the students immediately enter the workforce upon graduation. "It's not like your high school science fair," Russell said. Past a software lab, 3D printing and design area, and an aerodynamics facility, seven racing cars in various stages of assembly sat in a small, walled-off space at the LOBOmotorsports building on Wednesday. In the corner of the room sat a mostly red electric racing car — No. 267. It's the most recently built competition racing car, just back from F-SAE last month and awaiting the results. Recent graduates Tim Crepeau and Andrew Suplicki led the team that competed against more than 100 other teams from around the world in the electric vehicle racing car category. "It's everything-engineering," Suplicki said. Judges score the cars based on a series of technical inspections and dynamic events. This year, the battery box inspection created some challenges for the team. After dousing the car in water, the students have to prove it can still run for two minutes without short-circuiting. Russell said the team this year reached 1 minute and 45 seconds. Despite the technical troubles, the hands-on experience is the real win for the students. Crepeau credited his current internship with Sandia National Laboratories to having participated in LOBOmotorsports. An alumnus of the course who works at Sandia saw the reference on Crepeau's application. He's entering graduate school at UNM in the fall and one day wants to build his own race car. "Coming out of the program, even just knowing how to weld is huge. That's something that really gives you an advantage," Crepeau said. A building over, a small wooden trophy sat in another much smaller lab. It's awaiting a first-place plaque, a recognition that the UNM Solar Splash team designed, built and piloted the best solar-powered boat in the international competition held last month. Solar Splash is another senior design course that goes beyond the black-and-white scenarios presented in academia, said faculty adviser Peter Vorobieff. What should a student do if a part doesn't arrive on time, he asked; can they build it instead? "It is a stress test for their skills and their temperaments, which I think provides some very useful real-world experience," he said of the two-semester course. "Plus, it also gives the students a good understanding of technologies whose combination will most definitely be more prominent in the immediate future." Preparing students for rapidly advancing technologies is also a priority over at Lobo Launch, the two-semester rocket-building senior capstone option. Across University Boulevard, recent graduate Luis Quintana waited outside a bright pink building that houses a sprawling assortment of partly assembled rockets. Quintana competed on a team with seven other students in early June at this year's International Rocket Engineering Competition in Midland, Texas, formerly hosted at southern New Mexico's Spaceport America. "This is our rocket," he said inside the dimly lit lab, gesturing to a 110-inch miniature rocket in two pieces. "Unfortunately, it didn't deploy the main parachute, which is why it fell apart." But, he added with a laugh, UNM beat New Mexico State University and New Mexico Institute of Mining and Technology. This year, UNM's rocket lab wrecked $30,000 worth of rockets — a test and trial process that's crucial to learning in the field, said rocket engineering Professor Fernando "Doc" Aguilar. He added that the equipment isn't cheap. Aguilar is currently in talks with the university seeking more funding to help professionalize Lobo Launch, including hiring a full-time program manager. He also recently secured two unpaid mentors to assist the students, starting in the fall semester. All three capstone programs rely on fundraising through private sponsors in addition to university money. All of Aguilar's rocket lab students have been hired right out of college or accepted into a master's degree program, he said. "My students, when they graduate, they hit the ground running," he said. Solve the daily Crossword
Al Bawaba
17-06-2025
- Science
- Al Bawaba
Excellence of AUS engineering graduate programs reaffirmed with renewed CAA accreditation
The College of Engineering (CEN) at American University of Sharjah (AUS) has received renewed accreditation from the Commission for Academic Accreditation (CAA) at the Ministry of Higher Education and Scientific Research (MOHESR) for 10 of its graduate programs through October 31, CAA is responsible for licensing higher education institutions and evaluating their academic programs for accreditation. It works with both international and local authorities to safeguard academic standards and enhance the learning experience for students in higher education 10 programs that received renewed accreditation include the master of science degrees in biomedical engineering, chemical engineering, civil engineering, construction management, computer engineering, electrical engineering, engineering systems management, mechanical engineering and mechatronics engineering, as well as the PhD in Engineering - Engineering Systems renewed accreditation comes at a time of significant advancement for graduate engineering education at AUS, marked by the launch of CEN 2.0 Graduate—a comprehensive enhancement of all graduate programs within the college. This new framework introduces coursework-only tracks across all master's programs, providing students with the flexibility to choose between thesis and non-thesis options. To accommodate working professionals, classes are offered in the evenings and on weekends. Core and elective courses have also been updated to reflect global trends and market demand, with an emphasis on areas such as artificial intelligence, digital transformation and Fadi Aloul, Dean of CEN, said: 'This renewed accreditation affirms the strength and strategic direction of our graduate programs and their alignment with national development priorities and global innovation trends. It reflects the trust placed in AUS as a hub for advanced engineering education and research excellence. Through our rigorous academic frameworks and industry-relevant curricula, we are preparing future leaders who will shape the technologies, infrastructure and sustainable solutions of tomorrow.'CEN will further expand its graduate offerings with the introduction of two new doctoral programs in Fall 2025—one in civil and environmental engineering and another in electrical and computer engineering—strengthening the college's interdisciplinary and research-driven college is home to a vibrant community of over 2,700 students—of which 350 are graduate students—from 70 nationalities. Twenty-one members of CEN's faculty were recently named among the world's top 2 percent of scientists by the latest Stanford-Elsevier ranking. The college also recently announced several new partnerships with top engineering schools, enabling its students to experience a world-class graduate ranks second in the UAE for employer reputation (QS World University Rankings, 2025), and CEN's graduates regularly go on to work for leading companies such as Google, Microsoft, Amazon, Schneider Electric, Petrofac, PWC, EY, the UAE Cabinet, the UAE Space Agency and the Mohammed Bin Rashid Space Centre. Applications are open for Fall 2025 for all CEN graduate programs. All applicants are encouraged to apply for graduate assistantships. These are awarded on a competitive basis and provide students with both financial support and hands-on experience in teaching and research.
Zawya
17-06-2025
- Science
- Zawya
Excellence of AUS engineering graduate programs reaffirmed with renewed CAA accreditation
Sharjah, UAE – The College of Engineering (CEN) at American University of Sharjah (AUS) has received renewed accreditation from the Commission for Academic Accreditation (CAA) at the Ministry of Higher Education and Scientific Research (MOHESR) for 10 of its graduate programs through October 31, 2031. The CAA is responsible for licensing higher education institutions and evaluating their academic programs for accreditation. It works with both international and local authorities to safeguard academic standards and enhance the learning experience for students in higher education institutions. The 10 programs that received renewed accreditation include the master of science degrees in biomedical engineering, chemical engineering, civil engineering, construction management, computer engineering, electrical engineering, engineering systems management, mechanical engineering and mechatronics engineering, as well as the PhD in Engineering - Engineering Systems Management. The renewed accreditation comes at a time of significant advancement for graduate engineering education at AUS, marked by the launch of CEN 2.0 Graduate—a comprehensive enhancement of all graduate programs within the college. This new framework introduces coursework-only tracks across all master's programs, providing students with the flexibility to choose between thesis and non-thesis options. To accommodate working professionals, classes are offered in the evenings and on weekends. Core and elective courses have also been updated to reflect global trends and market demand, with an emphasis on areas such as artificial intelligence, digital transformation and sustainability. Dr. Fadi Aloul, Dean of CEN, said: 'This renewed accreditation affirms the strength and strategic direction of our graduate programs and their alignment with national development priorities and global innovation trends. It reflects the trust placed in AUS as a hub for advanced engineering education and research excellence. Through our rigorous academic frameworks and industry-relevant curricula, we are preparing future leaders who will shape the technologies, infrastructure and sustainable solutions of tomorrow.' CEN will further expand its graduate offerings with the introduction of two new doctoral programs in Fall 2025—one in civil and environmental engineering and another in electrical and computer engineering—strengthening the college's interdisciplinary and research-driven approach. The college is home to a vibrant community of over 2,700 students—of which 350 are graduate students—from 70 nationalities. Twenty-one members of CEN's faculty were recently named among the world's top 2 percent of scientists by the latest Stanford-Elsevier ranking. The college also recently announced several new partnerships with top engineering schools, enabling its students to experience a world-class graduate education. AUS ranks second in the UAE for employer reputation (QS World University Rankings, 2025), and CEN's graduates regularly go on to work for leading companies such as Google, Microsoft, Amazon, Schneider Electric, Petrofac, PWC, EY, the UAE Cabinet, the UAE Space Agency and the Mohammed Bin Rashid Space Centre. Applications are open for Fall 2025 for all CEN graduate programs. All applicants are encouraged to apply for graduate assistantships. These are awarded on a competitive basis and provide students with both financial support and hands-on experience in teaching and research. To learn more, visit For more information, please contact: Samar Saeed, PR and Media Specialist, Office of Strategic Communications and Marketing at AUS, smahmoud@ About AUS American University of Sharjah (AUS) was founded in 1997 by His Highness Sheikh Dr. Sultan Bin Muhammad Al Qasimi, Member of the Supreme Council of the United Arab Emirates and Ruler of Sharjah. Sheikh Sultan articulated his vision of a distinctive institution against the backdrop of Islamic history and in the context of the aspirations and needs of contemporary society in the UAE and the Gulf region. Firmly grounded in principles of meritocracy and with a strong reputation for academic excellence, AUS has come to represent the very best in teaching and research, accredited internationally and recognized by employers the world over for creating graduates equipped with the knowledge, skills and drive to lead in the 21st century. AUS values learners not driven only by academic success, but by those that embrace our dynamic campus life and embody our ideals of openness, tolerance and respect. This combination of academic excellence and community spirit ensures AUS is filled with world-class faculty and students, poised to become the innovators, thinkers, contributors and leaders of tomorrow.
