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  <titleInfo>
    <title>Engineering education through social innovation</title>
    <subTitle>the contribution of professional societies</subTitle>
  </titleInfo>
  <name type="personal">
    <namePart>Gorham, Douglas</namePart>
    <role>
      <roleTerm authority="marcrelator" type="text">creator</roleTerm>
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    <role>
      <roleTerm type="text">author.</roleTerm>
    </role>
  </name>
  <name type="personal">
    <namePart>Nwulu, Nnamdi</namePart>
    <role>
      <roleTerm type="text">author.</roleTerm>
    </role>
  </name>
  <typeOfResource>text</typeOfResource>
  <genre authority="marc">bibliography</genre>
  <originInfo>
    <place>
      <placeTerm type="code" authority="marccountry">sz</placeTerm>
    </place>
    <dateIssued encoding="marc">2020</dateIssued>
    <issuance>monographic</issuance>
  </originInfo>
  <language>
    <languageTerm authority="iso639-2b" type="code">eng</languageTerm>
  </language>
  <physicalDescription>
    <form authority="marcform">print</form>
    <extent>viii, 69 pages : illustrations ; 24 cm.</extent>
  </physicalDescription>
  <abstract>"This book explores the nexus between professional technical societies and engineering education by examining several societies' efforts to promote and support engineering and engineering education in the areas of pre-university education, university education and informal education through programs and activities designed to leverage social innovation. Professional societies are in a unique position support and contribute to engineering education, and have dedicated substantial resources to social responsibility programs and activities that promote engineers and engineering. The book is chiefly intended for engineers, engineering educators, staff members of professional technical societies, and for the broad range of scholars whose work involves technology education policy"-- Back cover.</abstract>
  <tableOfContents>The Nexus between engineering societies and engineering education -- How professional societies support engineering education: ore-university teachers and their students -- How professional societies support university engineering education: direct classroom impact -- How professional societies support university engineering education: indirect classroom impact -- How professional societies support engineering education: informal education -- Considerations for engineering societies.</tableOfContents>
  <note type="statement of responsibility">Douglas Gorham and Nnamdi Nwulu.</note>
  <note>Includes bibliographical references.</note>
  <subject authority="lcsh">
    <topic>Technical education</topic>
  </subject>
  <subject authority="lcsh">
    <topic>Management</topic>
  </subject>
  <subject authority="lcsh">
    <topic>Industrial management</topic>
  </subject>
  <subject authority="lcsh">
    <topic>Education and state</topic>
  </subject>
  <subject authority="lcsh">
    <topic>Engineering</topic>
    <topic>Study and teaching</topic>
  </subject>
  <classification authority="lcc">T65 .G67 2020</classification>
  <classification authority="ddc" edition="23">607.11 G672e</classification>
  <relatedItem type="series">
    <titleInfo>
      <title>Lecture notes in network and systems ; 108</title>
    </titleInfo>
  </relatedItem>
  <identifier type="isbn">9783030390051</identifier>
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    <recordCreationDate encoding="marc">260827</recordCreationDate>
    <recordChangeDate encoding="iso8601">20260903224550.0</recordChangeDate>
    <languageOfCataloging>
      <languageTerm authority="iso639-2b" type="code">eng</languageTerm>
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