No abstract

Open any newspaper today, search current news service websites, or turn on the television and one finds negative images of outsourcing, the closure of factories, and the loss of manufacturing jobs in our country. Many corporations find it profitable to move operations overseas seeking less expensive labor. There is outrage in our nation as we see manufacturing and product design careers and opportunities disappear. In addition, many Manufacturing Engineering and Technology programs in this country are seeing an alarming decline in enrollments. In most cases (if not all), the remaining twenty five ABET accredited manufacturing engineering programs in the U.S are shrinking as the numbers of incoming students dwindle.If our students are indeed basing their academic choices on negative information and images promoted by mass media, it is up to educators to appeal to students and revitalize the image by promoting the positive future of manufacturing education and prepare for the opportunities of outsourcing. Educators must be prepared for this phenomenon and prepare students adequately for the new world that faces them. Moreover, we must revise our programs to reflect the new reality of manufacturing as a global enterprise where our graduates are likely to design products locally to be produced in another part of the world.

The Clearinghouse on Higher Education is part of a nationwide, comprehensive system called ERIC (Educational Resources In formation Center). Funded by the National Institute of Educalion. ERIC consists of 16 clearinghouses designed to identify (and disseminate information in all areas of education. Through a slalt of scholars and resource specialists in the field of higher education, the Clearinghouse provides the following activities and services: a b s t r a c t s annually 1,200 HIGHER EDUCATION DOCUMENTS for the monthly journal Resources In Education (RIE). annotates annually 1,400 HIGHER EDUCATION JOURNAL ARTICLES for the monthly journal Current Index to Journals in Education (CIJE). offers a COMPUTER SEARCH SERVICE of documents cited in RIE and CIJE and provides abstracts and annotations of those documenfs. < I develops INTERPRETIVE SUMMARIES, literature reviews, and bibliographies on current higher education issues in series such as AAHE-ERICIHigher Education Research Reports, Research Currents, and AAUA-ERICIHigher Education Administra tor's Update. provides OPPORTUNITIES FOR INTERACTION among scholars. resource specialists and policy-and decision-makers in Ihe lield of higher education through publications, workshops, conferences, and individual confacts.

Currently, there is a fundamental paradigm shift in society with regards to attitudes towards the sciences. In higher education, this shift is especially noticeable within engineering programs. Many educators are encouraged to shift the traditional teaching focus and concentrate on student learning. A disturbing trend finds many young people are unaware what a career in engineering entails, are unaware of the job opportunities afforded to them with an engineering degree, or for numerous reasons decide early on in their education that engineering is not for them. The number of earned degrees in engineering and computer sciences grew sharply in the early 1980s, peaked in 1986, and then dropped precipitously before leveling off in the 1990s [2]. In addition, a 2001 National Science Foundation/Division of Science Resources Statistics, Survey of Graduate Students and Post-doctorates found that graduate student enrollment in the sciences and engineering fields have dropped significantly between 1994 and 2001. Clearly, engineering as a profession needs to promote itself on numerous levels. One avenue available is to seek to understand and promote engineering to the future generations, or specifically the millennial generation (Born in the 1980's-2000's).The different learning styles, preferred by "Millennials" should be incorporated into the engineering curriculum and adapted for different methods of information and instruction delivery. The new technological environment is resources-based and rich in data and information and promotes learning through active task performance rather than more or less passive attendance at lectures. Research has shown that Millennials respond well to anything experiential. The techno-savvy millennial generation, as a whole, will be motivated by opportunities for creativity and challenging learning environments. The open-ended access to information, the ability to tailor the paths to learning, and the possibility of continuous and instantaneous performance assessment, offer a great deal of flexibility both in the design of curricula as well as in the method of delivery.Currently, the oldest of the millennial generation is in college while the youngest is entering grade school. To be successful in promoting engineering to this cohort, educators must understand the millennial generation, appeal to their motivations when promoting engineering as a career choice, and offer a learning environment designed for their learning style. This paper will offer suggestions on promoting engineering as a career by focusing on generational learning styles and preferences. In addition, the future Millennial generation should be educated on engineering degrees, career choices, and future job opportunities. Promotion of career choices in engineering to this generation is critical for future success.

? ajF Scietrer ~trd HumsrtirEezr, raw St&? Lfnimtp S~C F 1973, slcldcnls aL bwa Starc UnivasPy have Ben dowed to enter thc College of k k n c b ~l l d Hutrmnitie~ (.Wl) without declaring a major. Ihiz undeclared popul~tion (Open Qptic>o)increawd rrrrtlr five percent in 1971 lo I4 percent m I%O. Irprepmfmiod sttldcnts 0-c., law, medicine. vdetirrary nlrdicinr) who enter without declaring majors arc adder1 14 this population, tlie perctmtage for 1' 3%) jumps L o 47 percent. Ihe grnwin~ perccrrlag Orsludttrrc c h m i~l g Oprn Clplion forced [he S H ckllege to rc.evdude its arlvisillg scniot* rilr Opet~ Oplion studcrrts.The resulL% of a study conducted in 1977 indcrtlcd prvhlcms 10 the e[rec(ivm~ or ad~silrg far Ope41 Option studenl!. To impwe the advising rrf Opch 0ptiu11 studmls, khe C'oHegr of Sierrcec a11d Hurnsnitia devdoped nn tiv vising cnrtcr snd catcer plan15t~nrla1mh muwe. 'This paper describes the devd~pmcnt and rral~~rliun orthe calrer arid tlre c o t l r~. DE'I'ELOPMEWT OF THE OPEN OPTIIIN ADi#ISINO h'l