Free ticketed event
A Taste of Columbus: This event will feature food from local restaurants, local attractions, and games, giving all a taste of what Columbus has to offer.
Flavors of P12: The event will also feature the wide range of efforts – including research, curriculum development, teacher professional development, and outreach – by ASEE members who study and make a broader impact on preschool through Grade 12 (P12) students and teachers. Come visit P12 tables for interactive, hands-on experiences, and to sample the many flavors of P12 engineering education.
A special event for all to enjoy!
Free ticketed event
2017 Community Engagement Division Service Event – Toy Adaptation for Children with Special Needs
Come join us for our annual community engagement project. This year the Community Engagement Division has partnered with the Toy Adaptation Program at The Ohio State University to host an adaptive toy event. Many toys rely on switches, toggles or buttons to work, but these can be difficult for some children with special needs to activate.
During this event, we will reverse engineer everyday toys and add an adaptor that can be used with a variety of switches to allow children with special needs to enjoy and use the toys. Adapted toys often cost four or five times more than the standard versions; however, the toys that we adapt will be donated to local toy libraries and families, giving their children access to a large variety of toys.
You will also have the opportunity to talk with community and campus partners to learn more about how they have established this program and how you may be able to bring this to your campus.
Looking for people to run or walk outdoors with? Don't know the local scene?
Meet up with your colleagues at the Arnold (Schwarzenegger) Statue on N. High St. in front of the Convention Center at 6:30 am and we'll head out on a group run/walk highlighting the Scioto Mile, which contains over 175 acres of active greenspace along the Scioto River in the heart of Columbus. Pace and distance will be determined based on attendee preference; there will be at least one walking group and one running group available. All runners and walkers are welcome!
ASEE Active! is endorsed by the Ad Hoc Committee for Interdivisional Cooperation and the Connecting Us Team of the ASEE Board's Strategic Doing initiative, and is focused on building community among ASEE members through participation in healthy recreational activities.
Start your day with a renewing stretch and meditation class!
Join your friends and colleagues as we jump start our day.
Are you a New Member? A First-Time Attendee? Join your friends, colleagues the ASEE Board of Directors at this special luncheon.
Here we will discuss an overview of the conference and benefits of membership
(Anyone who joined ASEE for the first time since January 1, 2017 and/or is a First-time Annual Conference Attendee is eligible to attend)
One of our most popular events!
The Division Mixer kicks off the conference with music, drinks, food, and colleagues. This event is both a networking opportunity and a chance for divisions to showcase and promote themselves to prospective members. Tables staffed by participating divisions may feature contests and prize giveaways.
This event is complimentary for all attendees.
Join your colleagues at the Grand Opening of the Exhibit Hall, immediately following the Division Mixer (above). Our exhibit hall is packed with exciting products, solutions, and technologies, with new and exciting content year after year. Roam the expansive space while enjoying refreshments, catching up with old friends, and making new ones.
This event will feature complimentary beer & wine and refreshments.
This event is complimentary for all attendees.
Join your friends and colleagues at our Annual Monday Plenary.
National Student STEM Winners
ASEE President's Award Winner
This award recognizes those organizations that make the best use of print, broadcast, or electronic media to (a) encourage K-12 students to enter engineering schools and pursue engineering careers and/or (b) influence public opinion and create recognition of the critical role that engineering plays in today's technology driven society. The award is funded by the ASEE Engineering Deans Council and consists of a suitably inscribed plaque that is presented during the ASEE Annual Conference & Exposition.
Dr. Yannis C. Yortsos accepting the award on behalf of the University of Southern California
France A. Córdova is an astrophysicist and the 14th director of the National Science Foundation (NSF). She leads the $7.5 billion independent federal agency -- the only government agency charged with advancing all fields of scientific discovery, technological innovation, and science, technology, engineering and mathematics (STEM) education.
Córdova has been a leader in science, engineering and education for more than three decades. She has a distinguished career in both higher education and government; her contributions in multi-spectrum research on x-ray and gamma ray sources and space-borne instrumentation have made her an internationally recognized astrophysicist. She is president emerita of Purdue University, chancellor emerita of the University of California, Riverside and former vice chancellor for research at the University of California, Santa Barbara. She also served as NASA's chief scientist and is a recipient of the agency's highest honor, the Distinguished Service Medal. Prior to joining NASA, Córdova was the astronomy department head at Penn State and deputy group leader at Los Alamos National Lab.
She received her B.A. from Stanford University and her Ph.D. in physics from the California Institute of Technology.
Join your friends and colleagues at a special Q&A with our National Student STEM Winners
Located in the back of Exhibit Hall A&B
Our exhibitors welcome you back for food and drink to start the day. Whether it's a NASCAR, 3-D printer, or quality textbooks for your classes, you'll likely find something interesting in the hall.
This event is complimentary for all attendees.
Nothing says summer like a refreshing glass of sweet, cold lemonade. Escape the hot June temps and see what's “hot” on the Exhibit Hall Floor.
This event is complimentary for all attendees.
Join your friends and colleagues as we recognize the 2017 Outstanding Teaching Award, Best Overall PIC Paper, Best Overall Zone Paper and Best Diversity Paper Winners!
2017 OUTSTANDING TEACHING AWARD:
Amelito G. Enriquez, Canada College
BEST OVERALL PIC PAPER: PIC III Going is Not Knowing: Challenges in Creating Intercultural Engineers
Authors: Kurt Paterson, James Madison University; Chris Swan, Tufts University; David Watkins, Michigan Technological University
BEST OVERALL ZONE PAPER: ZONE III Paper: Clinical Faculty Development Program
Authors: Norman Dennis and Edgar Clausen, University of Arkansas
BEST DIVERSITY PAPER: University of New Mexico Paper: Mapping Assets of Diverse Groups for...
Authors: Vanessa Svihla, Abhaya Datye, Jaime Gomez, Victor Law, and Sophia Bowers
And our Corporate Member Council Keynote Speaker: Aimee Kennedy
Aimee Kennedy is Battelle’s Senior Vice President of Education, STEM Learning, and Philanthropy reporting to President and CEO Jeff Wadsworth. She also serves as the President of Battelle Education. Aimee directs Battelle’s efforts to foster innovative educational environments that prepare students for tomorrow’s career and college environment. These inclusive schools offer students access to rigorous academics and real world context, while focusing on science, technology, engineering and mathematics. Metro Early College and the Metro Institute of Technology are two examples of excellent schools formed under Battelle’s STEM strategy. For even wider impact, Battelle also manages STEM networks including the Ohio STEM Learning Network, Tennessee STEM Innovation Network, and the national STEMx network.
In addition to directing Battelle’s national philanthropy portfolio, Aimee serves as a Board of Trustee member for KIPP: Columbus, COSI: Columbus’ Center of Science and Industry, the Columbus Zoo and Aquarium, Battelle for Kids, The PAST Foundation, and ROX: Ruling Our Experiences – a non-profit focused on empowering young women. She also serves in an advisory capacity for The Ohio State University’s College of Engineering and NASA’s Task Force on STEM Education.
Aimee was formerly the Principal/Chief Administrative Officer at Metro Early College High School, an Ohio STEM Learning Network school founded by Battelle and located on the campus of The Ohio State University. Having been at Metro since the school’s second year, she also served as assistant principal and classroom teacher. As principal, Aimee led Metro Early College to unprecedented levels of student achievement during her tenure. Before working at Metro, Aimee was a teacher and leader in Canton City Schools.
Aimee routinely consults with educators, industry partners, and higher education organizations across the country as they plan for innovation and school reform. Notably, her work in Ohio, Texas, North Carolina, and Tennessee has resulted in schools incorporating Literacy and Math initiatives in STEM and Early College schools throughout their states. Aimee is frequently called upon to share her expertise in designing responsive systems that enhance rigor and relevance in schools, and simultaneously provide opportunities for personalized learning environments for students.
Aimee earned her bachelor’s degree from Malone University in Communications, a master’s in Education from the University of Akron and completed her PhD at The Ohio State University.
ASEE Division Poster Sessions are available for perusing over lunch. And if there's a booth you've yet to explore, this closing Exhibit Hall session will be your last chance.
This event is complimentary for all attendees.
This event is complimentary for all attendees.
ASEE offers awards in a variety of areas, from best paper, to teaching recognition, to professional and technical honors, to a lifetime achievement award. This event showcases some of ASEE's best and brightest.
Award winners and their guest are complimentary; all other attendees can attend for $50.
The ASEE Annual Conference workshops have been moved to Wednesday! They will feature workshops from divisions such as ERM, New Engineering Educators Division, Liberal Education/ Engineering & Society Division, Design in Engineering Education Division, Biomedical Division, Continuing Professional Development Division and many others. Be sure to check it out!
About MAGNET: For more than 30 years, MAGNET: The Manufacturing Advocacy and Growth Network has championed Northeast Ohio manufacturing, helping small manufacturers grow throughout the region. MAGNET offers a wide range of hands-on consulting services to manufacturers as part of the national NIST Manufacturing Extension Partnership (MEP) and Ohio MEP. These services, which include product and process development, workforce initiatives, and lean/operations consulting, help companies by improving top-line revenue and job retention as well as driving manufacturing and economic development in Northeast Ohio. Through growing our region's manufacturing sector, MAGNET helps create more vibrant communities, increases economic inclusion, and builds a stronger Northeast Ohio.
MAGNET's PROGRAMS: As part of the Ohio Manufacturing Extension Partnership (Ohio MEP), MAGNET exists to help grow manufacturing in Northeast Ohio. To fill our growing workforce needs, MAGNET is heavily involved in not only placing students in co-op and internship programs, but also making manufacturing cool at the high school level. Through the programs listed below, MAGNET is actively promoting manufacturing careers and STEM education, thereby driving a broader and stronger pipeline for Northeast Ohio manufacturers.
At the late high school and early college levels, MAGNET is spurring interest in STEM education through:
These five exciting initiatives are making a real difference for late high school and college students to better understand and engage with STEM subjects, while simultaneously building long-term successful outcomes for manufacturing companies and manufacturing workers in Northeast Ohio.
Dr. Karp joined MAGNET in December 2013 as Vice President of Client Services and Marketing. Since being named President and CEO of MAGNET in March 2015, Karp has brought his wide range of experiences to drive business growth and economic prosperity in Northeast Ohio through innovation. He has built an array of services and partnerships to provide opportunities, resources, and knowledge necessary for local companies to expand through product development, new processes for manufacturing, and taking advantage of new markets.
Prior to joining MAGNET, Karp served Fortune 500 companies as an engagement manager with McKinsey & Company. With a focus on innovation, he worked on economic development topics ranging from growth strategies to operations improvements in chemical, healthcare, and manufacturing sectors.
Karp holds advanced degrees in biochemistry and physics from Miami University and a Ph.D. in chemistry from Harvard University.
Dr. Karp is a member of the Board of Directors of the American Small Manufacturers Coalition, and MidTown Cleveland, Inc.
There have been numerous advances in our understanding of the nature of learning and knowing in multiple disciplinary areas. Unfortunately, relatively little of that knowledge has been systematically applied to the work of teaching, learning, and assessment in either K-12 or post-secondary educational environments. But going from research to practice is not a simple matter and it requires a process of translation through design that is complex and time consuming. This presentation will focus on a design-based approach to the integration of teaching, learning and assessment drawing upon ideas and principles derived from National Research Council Reports such as How People Learn (2000), Knowing What Students Know (2001), and Education for Life and Work (2013). The work of redesigning the College Board’s Advanced Placement courses in Biology, Chemistry and Physics will be used to illustrate such an approach to the application of critical principles about learning, instruction and assessment. The presentation will also consider the interpersonal and intrapersonal dimensions of competence that, along with the cognitive dimension, are critical to success in education, the workforce, and adult life.
James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education at the University of Illinois at Chicago. He also serves as Co-director of UIC's interdisciplinary Learning Sciences Research Institute. Dr. Pellegrino's research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding.
Dr. Pellegrino's unique blend of expertise which combines knowledge of cognitive science, psychometrics, educational technology, instructional practice, and educational policy has led to appointment as head of several National Academy of Science/National Research Council study committees. These include chair of the Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the NRC/NAS Study Committee on Learning Research and Educational Practice, and co-chair of the NRC/NAS Study Committee on the Foundations of Assessment which issued the report Knowing What Students Know: The Science and Design of Educational Assessment. He chaired the recent NRC/NAS Study Committee on Deeper Learning and 21st Century Skills and co-chaired the NRC/NAS Study Committee on Developing Assessments of Science Proficiency in K-12. He was a member of the NRC/NAS/NAE Study Committee on Improving Learning with Information Technology and chaired the NRC/NAS Panel on Research on Learning and Instruction for the Strategic Education Research Partnership. He served as a member of the NRC/NAS Study Committee on Test Design for K-12 Science Achievement, the NRC/NAS Study Committee on Science Learning: Games, Simulations and Education, and the NRC/NAS Study Committee on a Conceptual Framework for New Science Education Standards. He is a Fellow of AERA, a lifetime National Associate of the National Academy of Sciences, and a past member of the Board on Testing and Assessment of the National Research Council. He is a lifetime member of the National Academy of Education and of the American Academy of Arts and Sciences.
Dr. Pellegrino is a senior Associate Editor of the Journal of Engineering Education and has supervised several large-scale research and development projects funded by agencies such as NSF, USDOE, IES, ONR, AFOSR, NIH, and private foundations. Among those projects was the NSF-funded redesign of the College Board’s Advanced Placement courses and exams in Biology, Chemistry and Physics. He has authored or co-authored over 300 books, chapters, journal articles, and reports in the areas of cognition, instruction and assessment and has made numerous invited presentations at local, state, national and international meetings and at universities throughout the world.
In the year of 2014-2015, ASEE declared the Year of Action on Diversity in which deans of engineering schools and members of the ASEE community pledged to “commit through specific action to provide increased opportunity to pursue meaningful engineering careers to women and other underrepresented demographic groups [emphasis added].” More than one billion people in this world have a disability; however, within the engineering field, these individuals continue to be an underrepresented voice that is seldom acknowledged or heard. The purpose of this proposed 2017 ASEE Distinguished Lecture, co-sponsored by the Student Division and the ASEE Diversity Committee, is to provide ASEE and those throughout the ASEE community with such a specific action for further advancing the commitment to broadening participation within the engineering community – particularly to those living with impairments or disabilities. This distinguished lecture will explore topics intended to stimulate engineering educators, students, and industry partners to collaborate in ways that establish inclusion and universal design as core tenants of our engineering culture in classrooms across campuses worldwide.
Our speaker for this lecture, Mr. Matt King, is Facebook's first blind engineer and currently serves as an accessibility specialist on their accessibility engineering team. In his position, Matt assists engineers and designers across Facebook in understanding and incorporating accessibility into their products. Matt views his position as a powerful catalyst for breaking down barriers imposed by disability to make Facebook's products not only technically accessible, but also equally enjoyable for all people. Additionally, Matt leads contributions to standards development, such as WAI-ARIA, as a member of the W3C Web Accessibility Initiative. Matt initially became interested in developing assistive technologies while he was in college as an engineering student. During college, his Retinitis Pigmentosa had progressed to the point where he had to use a screen reader for his coursework. At this time, Matt began to tinker with these technologies and grew to know their developers. After college, Matt worked as an electrical engineer and later as a software developer in IBM's main frame manufacturing business. A large portion of his free time was devoted to collaborating with developers of IBM screen reading technologies. In 1998, Matt began his first fulltime job as an accessibility professional, working for the IBM CIO to help improve accessibility for IBM employees. Eventually, he became a senior technical lead and was responsible for accessibility across all of IBM's web sites and workplace tools. Matt's story serves as an inspiration for engineering students, faculty, administrators, and industry to create a more inclusive engineering culture through the development of innovative technologies and products. He has been featured on CNN's Technology and Money segment and Facebook's Employee Spotlight – highlighting the importance of accessibility to thousands of people across the US and worldwide. It is for these reasons that we asked Matt to serve as the 2017 Student Division and ASEE Diversity Committee Distinguished Lecturer.
In light of the persistent and recent ethical failures in engineering practice (e.g. VW emissions scandal, as one example) there clearly is a problem with the translation of ethical education into ethical practice for engineers. While very few engineering educators expect that a course or two in ethics will be sufficient to ensure ethical behavior, too few support the creation of a culture of ethical engineering in practice - a central goal of ethics education. The hope remains that better preparation for practice will result in safer and more just practices in engineering. Indeed, in the majority of individual cases this is true; however, ethical failures still occur far too regularly. Directly related to this problem, we identified two key points from the open discussion at the 2016 ASEE panel session Infusing Ethics in the Development of Engineers: Exemplary Approaches. First, there are significant limitations in the translation of current education in engineering ethics into ethical practice in industrial settings. Second, overcoming these limitations will require more direct conversation between industry and academia about ethics education.
This distinguished lecture session is a response to those key issues. We believe that there are pressures in the current culture of the engineering workplace that greatly challenge the ethical engineer on a daily basis to maintain a high ethical standard of practice. The speakers will address these pressures of the everyday industry workplace for engineers and suggest strategies for how they have attempted to prepare future and current engineers to understand and to successfully deal with such enormous pressures on their ethical standards and understanding. The speakers will bring perspectives from two important industries that employ many engineers and from two representatives from academia who have collaborated with these industries to learn how to better educate engineers in ethics. The session will begin with a brief but more detailed overview of the problem, followed by two strategies for overcoming the challenge of translation. The session will conclude with time for Q&A and discussion of how these strategies or others might be adapted at other institutions.
Ms. Rassner is currently a Senior Director in Ethics and Compliance (E&C) at Eli Lilly and Company and is responsible for Enterprise Risk Management as well as E&C communications, policies, and training. Prior to assuming her current role, Ms. Rassner was a Director in Investor Relations where she played a key role in cultivating productive relationships with investors and Wall Street analysts covering the pharmaceutical industry. Among other positions Ms. Rassner has held at Lilly, she was a Director in New Ventures, Business Development, and Corporate Finance/Investment Banking. In those roles, she was responsible for guiding and implementing Lilly’s global initiatives in private equity ventures, she led negotiations to create partnerships with external biopharmaceutical firms and research institutions, and she provided valuation analysis and financial support for business development, mergers & acquisitions, asset management, and corporate projects. She joined Lilly as a full-time employee in 2001.
Ms. Rassner began her career in Management Consulting with Ernst & Young working in E&Y’s Information Technology group.
She received a Bachelor of Science degree in Operations Research and Industrial Engineering from Cornell University and a Masters of Business Administration from Duke University.
Michael Hiles is the Vice President for Research & Development and Chief Scientific Officer of Cook Biotech Incorporated, a medical device firm specializing in the development of extracellular matrix technologies for medical purposes. Cook Biotech researches, develops and manufactures surgical implants and topical medical devices from these materials. Hiles was the first employee of Cook Biotech, which now has nearly 200 employees and provided more than 2 million patient treatments worldwide.
Prior to moving to Cook Biotech, Hiles investigated these same materials for vascular grafts, ligaments, and bladder repair as an Associate Research Scholar in the Hillenbrand Biomedical Engineering Center at Purdue University where he received his BS and MS degrees in Electrical Engineering and his PhD in Veterinary Physiology and Pharmacology from the Veterinary Medical School. He has published many articles on catheter-based medical instrumentation, cardiac fibrillation, pharmacological intervention in acute animal disease, biomaterials, tissue engineering, and biomechanics of soft tissues. Hiles is an inventor on more than 40 issued or pending patents, serves in an advisory capacity to several industry and academic groups, guest lectures at two academic institutions, and is an Adjunct Professor in both Biomedical Engineering and Veterinary Clinical Sciences at Purdue.
Jonathan Beever is Assistant Professor of Ethics and Digital Culture at the University of Central Florida. Before joining the faculty at UCF, Beever completed postdoctoral appointments at both The Rock Ethics Institute at Penn State University and the Weldon School of Biomedical Engineering at Purdue University. He received his Ph.D. from the Department of Philosophy at Purdue University. He is the co-founder of the Purdue Lectures in Ethics, Policy, and Science, an ongoing seminar series on contemporary bioethical issues and the Research Ethics Lecture Series at Penn State University. He has held fellowships with the Kaufmann Foundation, the Aldo Leopold Foundation, and the Global Sustainable Soundscape Network. Jonathan works and publishes at the intersections of environmental ethics and bioethics, focusing on questions of ethics, science, engineering, and the environment.
As the Assistant Head for Academic Affairs Brightman has overseen the development of both the undergraduate and the graduate curriculum and participated in the design and teaching of many of the courses including the sophomore, junior, and senior-level professional development and engineering design courses. In addition, he has developed a curriculum for a Professional MS degree with a concentration in regulatory affairs for medical devices. The concentration includes three courses covering the key areas and documentation involved with pre-clinical and clinical studies, regulatory approval, and regulatory compliance. He has co-taught for 10 years a graduate–level course in Engineering Ethics and developed the ethics curriculum for the School. Brightman has a BS from North Carolina State University and PhD from Purdue and his research background and interests include a background in analysis of signaling biomolecules and tissue engineering in which he contributed to the research and development of the Small Intestinal Submucosa (SIS) technology at Purdue University and with a partner company in the Purdue Research Park. Through this experience he gained knowledge about biomedical technology innovation and translation, which has helped to build the foundation from which he is able to contribute to engineering design, regulatory affairs, and ethical practice. Brightman's current research in ethics investigates a new pedagogy for training engineering students in ethical reasoning.
When students graduate with an undergraduate engineering degree, they typically begin their careers as discipline engineers, having been educated as an electrical, mechanical, civil, software, biological, environmental, or similar engineer – there are so many flavors of engineer these days. They are well-versed in the foundations of engineering and the specifics of their discipline, and can quickly dive into the design of a circuit, the testing of a new software module, deciding whether a structure can withstand expected stress, or a myriad other activities determined by where they work and what they learned in school. But what engineers often lack is an appreciation of the context in which they work and how to convey effectively their thoughts and decisions. They often lack an understanding of the “big picture” of how their work contributes to a larger team effort that engages many disciplines, and how their contributions fit into the lifecycle of a product or service. They often understand what to do, but not why they are doing it and not how the decisions they make will impact the larger success of the product or service.
Systems engineers focus on the big picture of product and service development and evolution. They determine what product or service needs to be developed in the first place and precisely specify what the product needs to do in order to meet those needs. They architect the system to meet those requirements. They consider not only the primary functions of the system, but also how the system will satisfy safety, security, reliability, and other quality properties on which users depend. They plan how the system might evolve as to incorporate new technologies and changing needs. The list goes on and on.
Of course, relatively few people are full-time systems engineers. We need lots of discipline engineers but relatively few who focus on the overall system. Yet, every engineering student could benefit from a “pinch” of systems engineering education. When you look at what it takes to be a successful engineer today and in the future, here is what several leading authorities say:
(1) The ASEE Project on the Attributes of Global Engineer states that such a global engineer must “possess a multi-disciplinary, systems perspective”.
(2) The ASEE International Engineering Education Special Interest Group concluded that a global engineer must demonstrate an understanding of stages/phases of product lifecycle (design, prototyping, testing, production, distribution channels, supplier management, etc.), and also demonstrate an understanding of project planning, management, and the impact of projects on various stakeholder groups, and possess the ability to communicate effectively in a variety of different ways, methods and media.
(3) In Thinking Like An Engineer, the UK Royal Academy of Engineering includes Systems Thinking as an “engineering habit of mind” that is central to sound engineering.
(4) The US National Academy of Engineering identified 14 grand engineering challenges for the 21st century, such as making solar energy economical and securing cyberspace. Virtually all of those challenges are systems challenges.
(5) The US President's Council on Advisors on Science and Technology published a report on Better Healthcare and Lower Costs: Accelerating Improvement Through Systems Engineering in which they recommend that “systems engineering know-how must be propagated at all levels; ... the United States [must] build a health-care workforce that is equipped with essential-systems engineering competencies that will enable system redesign.”
All of these authorities recommend either explicitly or implicitly that engineers learn some systems engineering – a recommendation that is indeed challenging in engineering curriculum that are already quite crowded. So…the question becomes what systems engineering should all engineering students learn and how should this be done in a way that reflects the practical constraints of engineering education. Over the past few years, a number of diverse approaches have been developed and tried in universities across the country, some of which have been explored by the International Council on Systems Engineering (INCOSE), which has, as one of its strategic objectives, adding a pinch of systems engineering into the education of all engineers.
Moreover, ABET has recently published draft changes to its accreditation criteria which update the definition of engineering design to more clearly reflect systems engineering activities, without ever using the phrase systems engineering. The proposed definition of engineering design includes “identifying opportunities, … generating multiple solutions, evaluating those solutions against requirements, considering risks, and making trade-offs … possible constraints include accessibility, …, cost, …, maintainability, sustainability, or usability.” ABET effectively concludes that these activities are not just systems engineering; they are part of all good engineering.
The proposed lecture will explore the rationale for including a pinch of systems engineering into the education of all engineers, recount some of the experiences of educators across the nation doing this, and propose a series of recommendations on what next steps could be taken over the next several years across engineering programs nation-wide.
Dr. Art Pyster is a Professor of Systems Engineering and Operations Research and the Associate Dean for Research in the Volgenau School of Engineering at George Mason University. Dr. Pyster joined George Mason University in August 2016 after a diverse career in academia, government, and industry. As the Associate Dean for Research in the Volgenau School of Engineering at George Mason University, Pyster leads efforts to grow the size and impact of Engineering's research portfolio. Beyond traditional teaching and research responsibilities, as a Professor of Systems Engineering, Pyster is also helping to expand the systems engineering program at George Mason to have a higher impact especially on Northern Virginia, where George Mason is located. Previously, Pyster held a number of senior appointments, most recently as Professor of Systems Engineering at Stevens Institute of Technology; Deputy Executive Director and Chief Operating Officer of the Department of Defense University Affiliated Research Center on Systems Engineering; Senior Vice President and Director of Systems Engineering and Integration at SAIC; and Deputy Chief Information Officer and Chief Scientist for Software Engineering at the Federal Aviation Administration. Additionally, Pyster is currently the Director for Academic Matters and a member of the Board of Directors for the International Council on Systems Engineering (INCOSE), where he is also a Fellow and recipient of the Founders Award. His research efforts have included leading the development of the Systems Engineering Body of Knowledge, the Graduate Reference Curriculum for Systems Engineering, and the Atlas theory of what enables systems engineers to be effective.
The disparity between public and private K-12 education is growing and jeopardizes the quality of our nation's workforce and our country's ability to remain globally competitive. P-12 public education provides students between the ages of 3 to 18 years with the knowledge and skills necessary for post-secondary education, life-long learning, and careers. Our country is faced with a shortage of engineering and technology workers due to the high dropout rates and the lack of funding and interest in pre-engineering in public schools, particularly at under-resourced, minority-serving schools. Dr. Williams discusses the mindset and funding shift that must take place for government leaders, administrators, teachers, parents, and students to ignite and sustain curiosity, creativity, engagement, and innovation in schools. In this talk, Dr. Williams shares solutions and his experiences engaging P12 and undergraduate students in robotics, developing culturally responsive humanoid robotics curriculum for underrepresented girls, and spearheading engineering diversity as the former and first senior engineering diversity manager at Apple, Inc.
Dr. Andrew B. Williams is a Professor in the Department of Electrical and Computer Engineering and the Director of the Humanoid Engineering & Intelligent Robotics (HEIR) Lab at Marquette University. He served as the John P. Raynor, S.J., Distinguished Chair in Electrical and Computer Engineering at Marquette University from 2012-2016 and was the first Senior Engineering Diversity Manager at Apple, Inc.
At Marquette, he created and now leads the NSF National Robotics Initiative funded Co-Robots for CompuGirls program collaboratively with Arizona State University's School of Social Transformation to develop culturally responsive humanoid robotics curriculum for underrepresented students. He investigated the technology transfer and commercialization of his research and was awarded the NSF Innovation Corps for STEM Learning (I-Corps L) grant to lead an entrepreneurial team for low-cost humanoid robots for K-12 learning. He also co-led a team of faculty from the Marquette University College of Engineering and the Milwaukee Institute of Art Design in the initial development of a joint design and engineering program by engaging global engineering and design corporations headquartered in Southeastern Wisconsin.
Prior to joining Marquette, he was a faculty member and Department Chair of Computer and Information Sciences at Spelman College in Atlanta, GA and a research affiliate at the Georgia Institute of Technology's Human-Automation Systems Lab. At Spelman he founded and directed the SpelBots, the first all-women, African American RoboCup autonomous robot soccer team that is known nationally and internationally for university level humanoid robotics competition, research, and K-12 outreach and education. In addition, he was the visionary founder of the $2M NSF funded Advancing Robotics Technology for Societal Impact (ARTSI) alliance of major research universities and HBCUs, which focused on undergraduate robotics research and faculty development with emphasis on the arts, healthcare, and entrepreneurship. He also co-led the formation of interdisciplinary informatics research and education teams at Spelman to advance research and increase STEM retention through a $2.5M NSF funded effort.
Dr. Williams is internationally known for humanoid robotics education and research. He has over 80 technical and educational publications and invited presentations in artificial intelligence, robotics, and K-12 education and outreach and has been awarded research grants from NSF, NIH, and NASA. He has served on review panels for the National Science Foundation and the National Institutes of Health and has been an invited participant in three national and international symposiums sponsored by the National Academy of Engineering including the 2nd Global Grand Challenges Summit held in Beijing, China. He has engaged industry to help secure funding and donations from corporations and foundations including Apple, Google, General Electric, Boeing, General Motors, Intel, and Coca Cola for research and education.
Dr. Williams is the Treasurer for the National GEM Consortium Alumni Association, which represents thousands of African American, Hispanic, and Native American engineers who have have matriculated through Masters and Ph.D. STEM programs as GEM fellows. Dr. Williams was the first Senior Engineering Diversity Manager at Apple Inc. and was hired by Steve Jobs to increase the number of black engineers at Apple.
He received his Bachelor of Science and Doctor of Philosophy degrees in Electrical Engineering from the University of Kansas and his Master of Science degree in Electrical and Computer Engineering from Marquette University.
Wed. June 28, 2017 9:45 AM to 11:15 AM
Room A122, Columbus Convention Center
Gary S. May
Dean of Engineering
Georgia Institute of Technology
Moderated by: Dr. Monica Farmer Cox
Georgia Institute of Technology
Dr. Gary S. May is currently the Dean and Southern Company Chair of the College of Engineering at the Georgia Institute of Technology. In that capacity, he serves as the chief academic officer of the college and provides leadership to over 450 faculty members and to more than 13,000 students. The College of Engineering at Georgia Tech is the largest producer of engineering graduates in the United States.
Effective August 1, 2017, Dr. May will become the seventh chancellor of the University of California, Davis (UC Davis). UC Davis enrolls more than 35,000 students and is one of ten campuses in the University of California system. The campus has the third-largest enrollment in the UC System after UCLA and UC Berkeley. The Carnegie Foundation classifies UC Davis as a comprehensive doctoral research university with a medical program, and very high research activity. The university has 104 undergraduate majors and 96 graduate programs.
Dr. May received his B.S. in electrical engineering from Georgia Tech in 1985 and the M.S. and Ph.D. degrees in electrical engineering and computer science from the University of California at Berkeley in 1988 and 1991, respectively.
Prior to becoming Dean of Engineering at Georgia Tech, Dr. May was the Steve W. Chaddick School Chair of the School of Electrical and Computer Engineering at Georgia Tech. Dr. May’s field of research is computer-aided manufacturing of integrated circuits. He has authored over 200 technical publications, contributed to 15 books, and holds a patent on that topic. Dr. May has won two international Best Paper awards from IEEE Transactions on Semiconductor Manufacturing (1998 and 2000). In 2004, Dr. May received Georgia Tech’s Outstanding Undergraduate Research Mentor Award, as well as the Outstanding Minority Engineer Award from the American Society of Engineering Education. In 2006, he received the Mentor Award from the American Association for the Advancement of Science (AAAS). In 2010, he was named the Outstanding Electrical Engineering Alumnus of the University of California at Berkeley. Dr. May is a Fellow of the AAAS and the IEEE.
Dr. May created the Summer Undergraduate Research in Engineering/Science (SURE) program, for which he has been granted $3M from the National Science Foundation (NSF). SURE annually hosts minority students to perform research at Georgia Tech in the hopes that they will pursue a graduate degree. Dr. May was also the co-creator/co-director of the Facilitating Academic Careers in Engineering and Science (FACES) and University Center of Exemplary Mentoring (UCEM) programs, for which he has been granted over $17M from NSF and the Sloan Foundation to increase the number of underrepresented Ph.D. recipients produced by Georgia Tech. As a result of these efforts, Dr. May received the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring from President Barack Obama in 2015. Dr. May is a member of the Board of Directors of Leidos, Inc., as well as Executive Vice President of the National GEM Consortium and a member of the National Advisory Board of the National Society of Black Engineers.
The 2030 UN Sustainable Development Goals were approved in 2015 and began to be implemented in early 2016. There are 17 goals and 169 targets. Those goals are ambitious with the number one goal being to eliminate extreme poverty by 2030. Achieving the goals will depend heavily on the science and engineering communities finding innovative ways to improve quality of life for all while not over stressing the environment. The UN established the Technology Facilitation Mechanism (TFM) to support implementation of the Goals. The TFM will facilitate goal- oriented science and engineering collaborations and partnerships. This is being done in several ways starting with a 10-member committee to ensure input from the scientific community, the private sector, and civil society into the SDG process. For sharing, there is an annual Multistakeholder Forum on Science, Technology and Innovation (STI) for the SDGs. Finally, an online platform as a gateway for sharing information on STI initiatives to support the SDGs is under development.
The SDGs are already influencing business strategies for many multinational firms and are beginning to influence industry and government research agendas.
This lecture will review the goals, provide an update on the second Multistakeholder Forum on STI, and outline ways that engineering faculty can engage and contribute through the science-policy interface. The lecture will close with a call for engineering and technology faculty to lead in ensuring that all engineering and technology graduates have an appropriate knowledge of sustainable development and how their specific field can contribute to achieving the SDGs.
Dr. William Colglazier is Editor-in-Chief of Science & Diplomacy and Senior Scholar at the American Association for the Advancement of Science (AAAS), and distinguished Visiting Fellow at International Institute for Applied Systems Analysis (IIASA) in Vienna, Austria. He formerly served as Science and Technology Adviser to the U.S. Secretary of State (2011-14) and Executive Officer of the U.S. National Academy of Sciences and National Research Council (1994-2011). He received the American Physical Society Burton Forum Award for “outstanding contributions to the public understanding or resolution of issues involving the interface of physics and society,” and the Order of the Rising Sun, Gold Rays with Neck Ribbon, from Japan for “contributing to science and technology exchange and mutual understanding between Japan and the United States.” He co-chairs the 10-Member Group appointed by the U.N. Secretary General to advise on science, technology, and innovation for achieving the Sustainable Development Goals. He has a PhD in theoretical physics from Caltech.
The 2016 Best Papers for the PICs and Zones will be featured in this special session
Please note that Best Overall PIC Paper — PIC III and the Best Overall Zone Paper —Zone III will be featured during the Tuesday Plenary.
PIC I Best Paper: All Active All the Time? What are the Implications of Teaching a Traditional Content-Rich Machine Components/Mechanical Systems Design Course Using Active Learning?
Authors: Peter Schuster, James Widmann
PIC II Best Paper: Exploring Student Impressions of and Navigations through a Flexible and Customizable Multidisciplinary Engineering Program
Authors: Darek Reamon, Beth Myers, Jacquelyn Sullivan, Marissa Forbes
PIC IV Best Paper: Perspectives of Engineers on Ethical Dilemmas in the Workplace
Authors: Angela Bielefeldt, Nathan Canney
PIC V Best Paper: Early Internships for Engineering Technology Student Retention: A Pilot Study
Authors: Vedaraman Sriaman, Bobbi Spencer, Kimberly Talley, Araceli Ortiz, Dr. Araceli Martinez Ortiz
Best Zone I Paper:Teaching Computer Security
Authors: Kyle Moses, Michael Petullo
Best Zone II Paper:Upper Cumberland Rural STEM Initiative (UCRSI) STEMmobile: A Sustainable Model for K-12 Outreach
Authors: Sally Pardue, Nikolas McGehee
Best Zone IV Paper:Attentional Demand, Encoding, and Affective Payoff of Context Rich Physics Problems
Authors: Samdrine Fischer, Eric White, Kelli Yogi