Epilogue

In closing, it is important to mention that there are two types of

talented engineering students and faculty members. One type is math-
ematically oriented and mostly interested in analytical solutions of engi-
neering problems. The major interest of the other type is in devising
innovative practical solutions and in experimentally testing the feasibility
of any new ideas that result. Both types play an important role in engineer-
ing. To maximize success in graduate studies, it is important that the
student’s interest be close to those of the thesis advisor with whom the
student decides to work.
Today the tendency is for many talented graduates to enter the
academic field immediately after receiving their Ph. D. or Sc. D. and
before gaining experience in solving real world engineering problems. In
the absence of broad consulting experience the result has been for an
imbalance to exist between analytically-oriented professors and those
interested in a more innovative and experimental approach.
Recently Dr. Dave Lineback has presented “A Short Discourse
On Engineering Education” written in the manner Galileo might have
expressed it in dialog form today:

439
440 Engineering Problem Solving: A Classical Perspective

Salviati: “Ever noticed that, for the most part, engineers are educated
by folks who, for the most part have had little–if any–opportunity to
acquire practical engineering experience?”

Simplicio: “How’s that?”

Salviati: “Seems to me that most of the engineering faculty I know are

pretty deft at handling a differential equation, but only a few of them
have actually been presented with a chance to apply their knowledge
of science and mathematics in real engineering applications to find
practical solutions to practical problems,”

Sagredo: “That’s interesting. With the exception of those who go on to

obtain advanced degrees and themselves become teachers, don’t their
former students experience just the opposite on the job?”

Salviati: “Yes, indeed, it’s a safe bet that many–if not most–
engineering students will never solve a single differential equation
during their entire professional career. But, they do get a great deal of
experience on the job working with others in designing and building
such things as the roads, bridges and automobiles needed to get folks
from Point A to Point B.”

Sagredo: “Then I would think that learning to solve practical

engineering problems is a very important part of their education.”

Salviati: “Absolutely! And, while most folks involved in the practice of

engineering would agree with you, we also know that design projects
and laboratory exercises are difficult to do in the academic
environment because of the time and effort they require to make them a
meaningful part of an engineer’s education.”

Simplicio: “Not to mention the financial expense.”

Salviati: “That, too, of course!”

The above discourse appeared in the October 2000 issue of Ex-

perimental Stress Analysis NOTEBOOK published by the Measurements
Group, Inc. of Raleigh, NC, and included here with permission of the
Editor, Dr. L. D. Lineback.