Essay Why Become a Engineer
ESSAY: WHY I WANT TO BE A PROFESSIONAL ENGINEER Amy McLeod
“Engineering is not merely knowing and being knowledgeable, like a walking encyclopaedia; engineering is not merely analysis; engineering is not merely the possession of the capacity to get elegant solutions to non-existent engineering problems; engineering is practicing the art of the organised forcing of technological change… Engineers operate at the interface of science and society.” - Dean Gordon Brown. Prior to starting secondary school at Spotswood College at the age of 13, I had little knowledge of the vast opportunities that the field of science offers, nor did I realise how intriguing and exciting science can be. It was in my first year at high school that was introduced to general science, a subject which I would continue to study for three years. I found that the areas within the science curriculum that I enjoyed the most were practical, real-life situations that were relevant to the real world, not just the world within the school laboratory. The process of applying scientific methods to solve real-life problems continued to interest and intrigue me throughout my years of studying general science, and I soon realised that science was the field that I wanted a career in. This idea hasn’t changed. In my second year of high school at Spotswood College, I was offered the chance to take part in an extension program in Chemistry before school three times a week, as well as continuing with general science as a subject. Throughout this year, I was continually amazed at the many different fields that chemistry, and also science as a whole, is composed of, yet once again it was the real-life, real-world applications that interested me. It was at this time that I started researching engineering as a career option. By the time I reached Year 12, I had to decide which fields of science I wanted to continue studying in. Throughout my previous years at high school I had found that it was the fields of
“Engineering is not merely knowing and being knowledgeable, like a walking encyclopaedia; engineering is not merely analysis; engineering is not merely the possession of the capacity to get elegant solutions to non-existent engineering problems; engineering is practicing the art of the organised forcing of technological change… Engineers operate at the interface of science and society.” - Dean Gordon Brown. Prior to starting secondary school at Spotswood College at the age of 13, I had little knowledge of the vast opportunities that the field of science offers, nor did I realise how intriguing and exciting science can be. It was in my first year at high school that was introduced to general science, a subject which I would continue to study for three years. I found that the areas within the science curriculum that I enjoyed the most were practical, real-life situations that were relevant to the real world, not just the world within the school laboratory. The process of applying scientific methods to solve real-life problems continued to interest and intrigue me throughout my years of studying general science, and I soon realised that science was the field that I wanted a career in. This idea hasn’t changed. In my second year of high school at Spotswood College, I was offered the chance to take part in an extension program in Chemistry before school three times a week, as well as continuing with general science as a subject. Throughout this year, I was continually amazed at the many different fields that chemistry, and also science as a whole, is composed of, yet once again it was the real-life, real-world applications that interested me. It was at this time that I started researching engineering as a career option. By the time I reached Year 12, I had to decide which fields of science I wanted to continue studying in. Throughout my previous years at high school I had found that it was the fields of