The Interdisciplinary Future of Engineering Education discusses the current state of engineering education and addresses the daily challenges of those working in this sector. The topics of how to do a better job of teaching a specific audience, how to facilitate learning and how to prepare students for their future careers are extensively covered, and innovative solutions are proposed throughout. This unique book brings together a breadth of expertise, attested by the broad backgrounds of the experts and educational practitioners contributing to this volume, to lay the foundations for the future direction with the improvement of education of engineers in mind. This collaborative effort by a group of uniquely placed educational practitioners provides guidance on the status of current engineering education and lays the foundations for its future direction. The reasons 'why we teach', 'what we teach', 'how we teach', 'when we teach', 'where we teach' and 'who teaches' are all re-examined in a new light and ideas and solutions are proposed and evidentially supported. The book sets out ideas for the need to develop a systemic and interdisciplinary approach to the education of future engineers on a model of student-based learning. This book will be of great interest to academics and educational researchers in the fields of engineering education and higher education. It will also appeal to higher education policymakers, educators, and university teachers.

The Interdisciplinary Future of Engineering Education discusses the current state of engineering education and addresses the daily challenges of those working in this sector. The topics of how to do a better job of teaching a specific audience, how to facilitate learning and how to prepare students for their future careers are extensively covered, and innovative solutions are proposed throughout. This unique book brings together a breadth of expertise, attested by the broad backgrounds of the experts and educational practitioners contributing to this volume, to lay the foundations for the future direction with the improvement of education of engineers in mind. This collaborative effort by a group of uniquely placed educational practitioners provides guidance on the status of current engineering education and lays the foundations for its future direction. The reasons 'why we teach', 'what we teach', 'how we teach', 'when we teach', 'where we teach' and 'who teaches' are all re-examined in a new light and ideas and solutions are proposed and evidentially supported. The book sets out ideas for the need to develop a systemic and interdisciplinary approach to the education of future engineers on a model of student-based learning. This book will be of great interest to academics and educational researchers in the fields of engineering education and higher education. It will also appeal to higher education policymakers, educators, and university teachers.

Semisolid metallurgy (SSM) is now some 37-years-old in terms of time from its conception and ?rst reduction to practice in the laboratory. In the intervening years, there has been a steadily growing body of research on the subject and the beginning of signi?cant industrial applications. The overall ?eld of SSM comprises today a large number of speci?c process routes, almost all of which fall in the category of either "Rheocasting" or Thi- casting." The former begins with liquid metal and involves agitation during partial solidi?cation followed by forming. The latter begins with solid metal of suitable structure and involves heating to the desired fraction solid and forming. Research over the past 37 years, and particularly over the last decade, has provided a detailed picture of process fundamentals and led to a wide range of speci?c SSM processes and process innovations. Industrial studies and actual p- duction experience are providing a growing picture of the process advantages and limitations. At this time, the conditions for eventual wide adoption of SSM appear favorable, both for nonferrous and ferrous alloys. It must, however, be recognized that major innovations, such as SSM become adopted only slowly by industries where capital costsarehigh,pro?tmarginsaremodest,andfailuretomeetcustomercommitments carries a high penalty.

Semisolid metallurgy (SSM) is now some 37-years-old in terms of time from its conception and ?rst reduction to practice in the laboratory. In the intervening years, there has been a steadily growing body of research on the subject and the beginning of signi?cant industrial applications. The overall ?eld of SSM comprises today a large number of speci?c process routes, almost all of which fall in the category of either "Rheocasting" or Thi- casting." The former begins with liquid metal and involves agitation during partial solidi?cation followed by forming. The latter begins with solid metal of suitable structure and involves heating to the desired fraction solid and forming. Research over the past 37 years, and particularly over the last decade, has provided a detailed picture of process fundamentals and led to a wide range of speci?c SSM processes and process innovations. Industrial studies and actual p- duction experience are providing a growing picture of the process advantages and limitations. At this time, the conditions for eventual wide adoption of SSM appear favorable, both for nonferrous and ferrous alloys. It must, however, be recognized that major innovations, such as SSM become adopted only slowly by industries where capital costsarehigh,pro?tmarginsaremodest,andfailuretomeetcustomercommitments carries a high penalty.