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Great paper and done before the deadline. Thank you. Thank you this update! Awesome Job View more reviews. 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. Consider what you want to accomplish in the next week, in the next month, in the next year, in the next five years. Review and update these lists regularly.

Start by making graduation in engineering one of your primary life goals. What distinguishes each? Do you have goals? What does it take to convert a dream into a goal? Perhaps because you were good in math and science, one of your high school teachers or counselors recommended that you study it.

Few students do. Regardless of your reasons for electing engineering, it is critically important that you develop a strong motivation to succeed. Engineering is a demanding field of study.

Even a student with excellent preparation and strong ability will not succeed without a high level of commitment. What does it mean to clarify your goals? And by better understanding their value, you will become more committed to achieving them. As noted earlier, many students know very little about engineering and what engineers do. In particular, they tend not to know about the tremendous rewards and opportunities that an engineering degree offers.

Learning about these rewards and opportunities, as we will do in Chapter 2, will figure significantly into clarifying your personal goals. You have a feel for what accountants do if you have had to manage your personal finances.

You have seen lawyers at work on TV shows such as Law and Order. Through your coursework, you have developed some feel for what mathematicians, chemists, and physicists do. It is doubtful, however, that you have had much exposure to engineering. The exposure you have had has probably been indirect, through contact with the products that engineers design. Learning about engineering is a lifelong process, but it should begin now. Take advantage of every opportunity that presents itself.

You can start by studying Chapter 2 of this text thoroughly. Explore some of the many Internet websites referred to there, particularly those whose purpose is to help students learn about engineering. Attend seminars on career opportunities, go on field trips to industry, and talk with company representatives at career day programs.

Browse the resource library in your career center. Become active in the student chapter of the professional engineering society for your major. Talk to your professors. Read biographies of successful engineers [3, 4, 5, 6, 7]. If you land a summer job in industry, be curious and inquisitive. Look around. Talk to the engineers there and find out what they do. Over time, these efforts will pay off and your understanding of engineering will increase.

Increased knowledge brings increased motivation. We tend to like things we know a lot about. Each time you reached the next higher level, you were able to handle it, even excel at it. How did you do it? By taking lots of little steps, each one building on previous steps.

And if you can pass these calculus requirements, you can pass the junior engineering courses. If you can pass the junior engineering courses, you can pass the senior engineering courses. So you see, succeeding in your engineering program is a process of taking one little step after another. Progressing through the engineering curriculum is just an extension of what you have already demonstrated you can do.

Lay out a plan of what you will need to take each semester or quarter. Having a step-by-step road map to follow will increase your confidence and strengthen your commitment to achieve your ultimate goal: that B.

Highly successful football coach, ESPN sports analyst, and motivational speaker Lou Holtz notes a primary difference between people who succeed and people who fail. People who succeed are people who, when they get knocked down by some adversity, get up; whereas, people who fail are people who, when they get knocked down, stay down.

Or you can hear from Coach Holtz by watching his minute University of Portland commencement speech at www. The most likely reason you will fail to graduate in engineering is that you will encounter adversity and give up.

You will have difficulty with a course or a professor. You might have a personal problem. Whatever adversity you are bound to experience, you will be tempted to use it as an excuse or justification for quitting.

By strengthening your commitment following the steps outlined in the previous three sections, you will develop determination.

You must be determined to persist, particularly in the face of adversity. A Personal Story I dropped out of college early in my sophomore year. When I attempted to register for my second year, I learned I had lost my full tuition scholarship because of poor grades. Faced with having to take out a massive student loan and having broken my leg playing intramural football, I dropped out.

I had always wanted to be a jet pilot, so as soon as my leg healed, I went directly to the local Air Force Recruiting Office. To my chagrin I was told a college degree was required for acceptance into flight training.

Soon I was back in school with newfound determination. That experience was a significant lesson to me that doors would be shut without a college education. Adopt the view that you are going to achieve your goal and that nothing is going to stop you. And how do you keep adversity from stopping you? How can you keep failures from discouraging you? I find this age-old saying to be very helpful as a philosophical basis for overcoming adversity: We learn more from our failures than we do from our successes.

Think about it.