September - October 2001

 
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On Engineering Publicity… (July - August 2001, August - September 2001)

Engineers tend to be ethical, grateful for the gift of intelligence, and inspired to noble values. These are all good things. Engineers, by nature, are opposed to decisions based on popularity. Without playing a word game here, popularity is a result of living a life that has been committed to being popular. Along with a lifetime of satisfaction from opposing popularity comes the downside of not being very popular when we go. We as engineers give the world something they need, not something they understand or even appreciate. We are the parent, concerned for the growth of our child, not the sibling fighting for attention.

But I also think that at the heart of every individual is the desire to be applauded for our accomplishments. Entertainers often get more than they need, (if they are one of the lucky few who climb to the top.) Engineers, on the other hand, along with nurses, clergymen, housewives, police officers, and so many others, get a pathetic one-handed clap.

The movie "Gladiator" pointed out the confusion of the Roman leaders that popularity came from values they never anticipated. It wasn't overall power that stirred the public, it was power and success in the arena, where they sat and viewed these contrived heroes; where the start and finish of the conquest was experienced during their brief stay in the stadium.

It is unlikely we will be stars and idols. In fact, we should hope not. If we satisfy the public to the extent that we are famous, we are only giving them something they completely understand. This is not the nature of engineering. Our power is for humankind, not for the entertainment of the masses.

— Daniel Roig, S.E., P.E.
Cary, Ill.

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One effective way to publicize the importance of engineering accomplishments is to volunteer yourself as a guest speaker at a local junior or senior high school, and then tell your students about the exciting things that you and your colleagues do. I do this at a few local schools, and though my career has been modest, these kids still get starry-eyed as I describe with enthusiasm the tools of my profession — 'scope, meter, tiny parts on boards, and a hot-rod PC. Parts and a few photos are handed around as I do this. These common (to us) things are rare and exotic to them!

I follow that up with a summary of the projects I have touched, and why these were important. Finally I hold up a doodled-up napkin and ask the group if they have ever sketched down a dream project — a custom car, a starship, a ray gun — anything from their own creativity. I then challenge this group to consider engineering as a profession, laying out the costs (hard work, hard math, textbook reading, $$ for college) against the benefits (good pay, personal impact on the world, creative release — and fun!). I leave behind a more detailed handout for them to take home and think about.

When I am done (10 minutes or so), I always get a big wave of spontaneous applause and am trailed out by a handful of students who tell me they want to do that kind of work too. Often their own "napkin" sketches make an appearance, rendered with earnest and careful detail. These I hold up with high praise, and reminding all again of the hard work that must be put in by them to someday see one or two of these dreams become reality. It's great fun — and a big ego boost!

This may not be "star and idol" status as defined by the mass media, but I think it is as far as these children are concerned. Most will quickly forget me, but they won't forget my profession. And a very few just might join me among the great fellowship of electrical engineering.

— D. Kevin VanZuilen, P. E.
IEEE Member