University of Missouri College of Engineering - Shamrock Yearbook (Columbia, MO)

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Z.,..l. 1 uma., ., 1, , is .ii it-Hui. uiwmuuwmmuuuumuummmu-Hummuwmiumunumui Hi i i H Hi H i H H H HHIH 1 H D E P R E S S I O N PROFESSOR HARRY K. RUBEY The assumption that this is a bad time to graduate and to begin a career is probably fallacious. ' 1 Operating efliciencies and management are now necessarily better than in pros- perous times and the sound and rigorous training of the newly graduated engineer will 'pay dividends in the long run. Industry expands more rapidly immediately following a deflation than at any other time and engineers in a growing organization are forced upward by the newer employees who must enter at the bottom. This was evident after the panic of 1907. Considerable data indicate that mend who- reach the top generally enter their lifefwork immediately and do not change from one thing to another to try them out. P, A, temporary connection to tide over the depression may be a bread and butter necessity and is certainly better than nothing, yet you should not drift into it without a determined effort to secure your chosen occupation. Doubtless the entering salary must receive less consideration than is normally accorded it. ' .N .-All of this suggests that you should decide what you want to do and what you are iitted to do-then go after the permanent connection immediately. Postpone- ment seldom improves such a decision. Many older men are as undecided as are you. Although suitable openings are scarce, they do exist and carry with them un- usual opportunities for ultimate success. Engineers now enter a great variety of occupations and it is possible that you are considering too narrow a Held of ac- tivity. THE ENGINEERING METHOD PROFESSOR R. VV. SELVIDGE K The engineer is a practical man of science. He must be familiar with 'the fundamental principles of many branches of science and know how to apply them in the solution of his problems. This involves the engineering method of procedure which should be an established habit with him. . VVS are told that the scientific method of procedure involves three principal factors: 'reasonable generalizations from specific experimental data, conducting ex- periments to determine the correctness of an hypothesis, and applying general prin- ciples to a concrete situation. These probably represent the principal steps in the procedure of the research student, but the engineer's approach to his problems involves much more than this. . HvnlmmI..IHmimimmmimlum mminlmuimuummummm1ii-.Hanuvmummmmmmmnmm Iummnmmimmmu mnmmnq B'-1-.nn -.imHmlmmunmml 11IiiIif.mmin.mumlm..lmmimmnmHmmmi1-Hmmunmuun Imummuuummmu numum-L -4 6+

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. . I-1I.,.,I,III, ., I II II I1 1111 ' .. I,,,.wI . III 1- ....Tl-.- ACTIVITIES The engineering method is of such recognized merit that .it is not unusual to find the name appropriated in fields which have little to do with engineering. -In the mind of the public it is synonymous with careful analysis, wise planning, efficient organization, and economical production. The primary aim of engineering educa- tion is to develop such habits of procedure. The sublject matter .in the courses con- stitutes the more or less useful tools of the profession, but these will be of little value unless we establish as a Iixed habit the engineering approach to problems. The engineer does not rely upon experimental data alone. He examines his problems in order to determine the requirements and analyzes the situation to dis- cover the controlling factors, conducts experiments, if necessary, to verify this analysis or evaluate these factors, formulates a plan of procedure, and organizes his resources in such a way as to perform the task with the least expenditure of energy. If the engineering student fails to acquire this habitual method of ap- proach to problems, he will never rise above a minor position in the p1'ofession. AFTER GRADUATION, WHAT? PROFESSOR J. R. LORAH The man obtaining a professional training at this time will soon be forced into competition with many others having a similar or even broader and better training. T I I . . . . . . o meet suci competition he must continue his process of learning until such time as he retires from active work. Only a portion of his increase in knowledge can be obtained during working hours, however, and his choice of leisure time activities after graduation will depend on the Held of work entered. The purely technical aspects may still attract him, and while scientific knowledge and the art of applying such knowledge to the improvement of our material wants has progressed very rapidly in the last quarter century, the developments in the next quarter centu1'y will undoubtedly eclipse that of the preceding period. The highly trained man who has shown his ability i-n applying scientific principles will continue to lead in such work. Those oun ry as o ier important problems which will demand the services of trained men-the problems of adjustment between men and machines, the problems of distribution of materials and products, the problem of educating our people and business leaders as to the possibilities and limits of ' -' ' i i engineering applications and of the wider range of serv- 1065 I I ' ' ' ' g are prepared to offer. These problems will necessitate close contact between the engineer and the general public and all m 1 i 1 en wio expect to come in contact with people of non- technical training must be able to unde t d ' . rs an their viewpoint and to present tech- nical facts and solutions of technical problems in such a manner that these people will not onl f d - - I 5 UU Clstand, but appreciate them. This ability will not come with- out practice and suitable traini . T ' ' ' hlsl reading h' t ng 0 acquire it the technical man must regulate hn I 1 as . iS. CXt1'a-curricular and post-graduation activities, and perhaps even IS S0?1?i activities. As time passes he will thus gradually attain the broad training and viewpoint which is so essential in making later life a success. whose interests lie outside of this field realize that this c t h tl w uc i men with engineering trainin my III I 11 11 1111 11 111 I 1 1111111 11111 1 111111 I 1 I ............. .... . . ... ...... .... . . ..... ..... .. . II.. .,1I2?ffP