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This Evidence-based Practice paper describes elements and questions of Peace Engineering (PEng) education as they emerged from the VIII World Engineering Education Forum, X Global Engineering Deans Council, XIV Global Student Forum, held in November 2018 in Albuquerque, NM USA. It also summarizes the overall results of the conference and the emerging plans for global collaboration for Peace Engineering and Peace Engineering education, which were the themes of the conference. Rather than long presentations by established scholars, we convened pioneers who have spent the last decades educating engineers to work in an engaged, compassionate, competent way with local and global problems of necessity and wellbeing. The panel members from the various sectors discussed diverse aspects of Peace Engineering and, in general, conference participants agreed that the new global engineers, leaders and professionals need to be multi-disciplinary with a new mindset to solve global challenges. Among the aspects of Peace Engineering education the participants learned at the conference, they mentioned: a better idea of what Peace Engineering is, including teaching students about compassion; the skill changes needed and the strain it will put on an already loaded curriculum as we add dimension like ethics, security and understanding of information technology; and an understanding of "good" and "bad" examples of Peace Engineering. We also identified the overarching components of Peace Engineering education as educating students to be global in thinking and acting; a detailed understanding of global problems and opportunities for engineering to mitigate these; ecosystem understanding of engineering work; and aspects of changing economic and information structures. [ABSTRACT FROM AUTHOR]

The article describes an approach to improving innovation education, building on insights of experienced innovators. It presents a framework for organizing mental models of contributors to innovation. It also discusses engineering and technology innovation management in practice and describes the process for innovation.

Internships prepare students for the workplace by giving them opportunities to develop relevant skills. The Committee on the Assessment of 21st Century Skills of the U. S. National Research Council (NRC), the operating arm of the National Academy of Sciences (NAS), has been developing definitions of workplace skills enabling individuals to face 21st Century challenges. In 2010 the Committee defined three categories of skills underpinning a broad range of jobs: cognitive, interpersonal, and intrapersonal. The goal of this paper is to identify the NRC 21st Century skills that are related to measured internship performance outcomes. The three outcomes we studied are execution of the internship main tasks, learning task-related new knowledge, and overall internship performance. The subjects for this study include interns, participating in a Mexican National Internship Program from summer 2006 to summer 2010 working at a multinational enterprise in the global steel industry, Ternium Mexico. Intern performance data had been collected using a unique instrument that was developed to evaluate the professional performance of the full time employees of the firm. A general model of internship outcomes was created using the three categories of 21st Century skills. Linear regression was used to predict main task and learning performance internship outcomes, and ordered logistic regression was used to predict overall internship performance. The results confirmed that (1) cognitive intelligence or technical skills are necessary but not sufficient for success in executing professional tasks and (2) certain interpersonal and intrapersonal skills were also significantly associated with better professional performance as an intern. [ABSTRACT FROM AUTHOR]

Modern processor systems are equipped with on-chip or on-board power controllers. In this paper, we examine the challenges and pitfalls in architecting such dynamic power management control systems. A key question that we pose is: How to ensure that such managed systems are “energy-secure” and how to pursue pre-silicon modeling to ensure such security? In other words, we address the robustness and security issues of such systems. We discuss new advances in energy-secure power management, starting with an assessment of potential vulnerabilities in systems that do not address such issues up front. [ABSTRACT FROM PUBLISHER]