Educational Imperatives of the NAE Grand Challenges for the 21 st C: An Interactive Discussion Discussion leaders: Tom Katsouleas, Dean, Duke Pratt School of Engineering Richard Miller, President, Olin College Yannis Yortsos, Dean, USC Viterbi School of Engineering Engineering Deans Institute St. Petersburg, FL April13,2010
Looking Back to the 20 th Century: 2
NAE Grand Challenges for the 21 st Century Sustainability, Health, Security, Joy of Living
Subtext of the Challenges from Chuck Vest, President, NAE The public and policy makers need to understand what engineers do and can do. The payoff will come from bridging the frontiers Our [engineering] students must be prepared to do this. And don t forget why young women and men chose NOT to study engineering They d rather go into a field where they can help people and make the world better!
Further Subtext of the Challenges EDI, St. Petersburg Solving the Challenges will require technical advances as well as business, policy, human behavior, global perspective, commitment and leadership in bridging these disciplines What does this mean for the way we educate engineers? UG to Phd? What does this mean for the way we educate the greater populace? K12? Other majors?
Interactive Discussion: At the undergraduate level, the traditional engineering curricula focus primarily on the technical, largely bypassing the other dimensions. Should the NAE Grand Challenges be used to elicit significant broadening of our curricula, to produce engineers with the multiple skills and toolset required to successfully address them in their totality? If so, what are the most important extra dimensions of a Grand Challenge Scholar (someone prepared to address such challenges over the course of their career)?
Question 1 Y. Yortsos At the undergraduate level, the traditional engineering curricula focus primarily on the technical, largely bypassing the other dimensions. Should the NAE Grand Challenges be used to elicit significant broadening of our curricula, to produce engineers with the multiple skills and toolset required to successfully address them in their totality? 46% 54% 1. Yes 2. No
Question 2 Y. Yortsos What are the most important extra dimensions of a Grand Challenge Scholar (someone prepared to address such challenges over the course of their career)? (Please pick 3) 25% 1. Social consciousness development 2. Entrepreneurship 3. Project or research experience on a Grand Challenge type problem 4. International learning experience 5. Interdisciplinary curriculum (incl. policy, behavior, business, etc.) 6. Generic soft skills leadership, lifelong learning, communication, 11% 18% 15% 13% 19% 1 2 3 4 5 6
National Academy of Engineering Grand Challenge Scholars Workshop on Establishing Grand Challenge Scholars Programs at U.S. Engineering Schools April 22, 2010 Olin College Needham, MA NSF Sponsorship More than 35 universities are registered Keynote: Deirdre Meldrum, ASU Dean s Dinner Wed April 21 Keynote: Subra Suresh, MIT http://grandchallengescholars.org
Disciplinary Education and Innovation Engineering and Science K 12 Education Business and Entrepreneurship Design and Human Behavior
Disciplinary Education and Innovation FEASIBILITY Engineering and Science VIABILITY Business and Entrepreneurship Design and Human Behavior DESIRABILITY
Disciplinary Education and Innovation FEASIBILITY VIABILITY DESIRABILITY
Grand Challenges and Innovation FEASIBILITY Grand Challenge Solutions VIABILITY (INNOVATION) DESIRABILITY
Question 3 T. Katsouleas Studies have supported the importance of out of classroom learning. For the extra dimensions you selected previously, which of the following do you believe they are best acquired through? 38% 62% 1. Curricular reform (e.g., courses/projects on the Grand Challenges) 2. Co and Extra Curricular programs (e.g., EWB,EWH, internships, etc.) 1 2
Question 4 T. Katsouleas What level of incentives would you be willing to provide students at your school for extra curricular Grand Challenge experiences? 29% (pick as many as apply) 1.None 2.Transcript citation 3.Certificate 4.Funding 5.Unit credit 6.A new car 7% 24% 14% 25% 2% 1 2 3 4 5 6
Question 5 R. Miller Bringing the Engineering Grand Challenges to K12 is important because: 1. Addressing them as a society will require an educated and motivated populace 2. They will attract students to STEM 3. Not important/too hard 65% 31% 4% 1 2 3
Question 6 R. Miller I would be interested in (enhancing) partnerships with my local schools and teachers to translate Engineering Grand Challenges to K12 1. Yes, this is a relatively important opportunity 2. No, other opportunities are higher priority 73% 27% www.grandchallengek12.org Yes No
Grand Challenge K12 Partners Program Goals: Leverage Grand Challenges to attract students to STEM educate/motivate populace How it works: Enlist colleges of engineering as resources for K 12 K students, teachers and administrators in their region. Develop age appropriate appropriate engineering materials and curriculum, host regional conferences, and provide support and professional development for teachers. National Program Launched at Raleigh Summit Duke and NC State www.grandchallengek12.org
Discussion Y. Yortsos At the PhD level, the Grand Challenges provide a sort of a technical roadmap, likely to affect federal funding opportunities and a structure for interdisciplinary scholarship along societal issues rather than the borders between two technical disciplines. Should these impact our strategic planning, faculty hiring and PhD investment?
Question 7 Y. Yortsos At the PhD level, the Grand Challenges provide a sort of a technical roadmap, likely to affect federal funding opportunities and a structure for interdisciplinary scholarship along societal issues rather than the borders between two technical disciplines. Will these impact your strategic planning, faculty hiring and PhD investment? 70% 30% 1. Yes, we will give priority to some of these areas 2. No, other challenges are just as important
Question 8 Students are more motivated than ever by a desire to impact society through innovation. Yet traditional PhD education has emphasized research, knowledge and independence from the market for that knowledge Would you be willing to offer enhancements to your PhD program to give students the ability to Start up a company based on their PhD discoveries/invention? 53% 30% 10% 7% 1. Yes, and I would provide/secure resources 2. Yes, but students would likely have to pay for that 3. No, this would take away from the strength of our PhD programs 4. I would, but my faculty would rather die first
NAE Grand Challenge Summit in Raleigh March 3 5, 2010 Summit Series on the National Academy of Engineering Grand Challenges NAE Grand Challenge Summit in Raleigh March 3 5, 2010
Summit Series on the National Academy of Engineering Grand Challenges Join us October 6 8, 2010 at the University of Southern California for the Second National Academy of Engineering Grand Challenges Summit Technology Innovation Business Policy Communication Education www.grandchallengesummit.org
extras
Extra Credit Question 1 revisited Y. Yortsos At the undergraduate level, the traditional engineering curricula focus primarily on the technical, largely bypassing the other dimensions. Should the NAE Grand Challenges be used to elicit significant broadening of our curricula, to produce engineers with the multiple skills and toolset required to successfully address them in their totality? 1. Yes But must have ABET s endorsement 2. Yes Don t Care about ABET 3. No 10% 0% 2 0% 3
Extra Credit The NAE Grand Challenges went from a response of complete apathy (February 2008 through March 2009) to that of enthusiasm. Is this enthusiasm warranted? 1. Yes because they address key societal problems, whose solution will benefit the economic well being of this country 2. Yes as a general road map for engineering research priorities 3. Yes because it will inspire engineering undergraduates and K 12 students 4. Yes because they place engineering at the forefront of important issues 5. No it is an overreaction 0% 0% 0% 0% 0% 1 2 3 4 5
Engineering Curriculum Content Design topics STEM subjects Applied Science and Applied Math topics ABET accreditation requirements For BS degrees in Engineering Typical STEM subject distribution across 4 years
Disciplinary Education and Innovation K 12 Education
We Need Outcomes, Not Technologies Alone Unintended consequences of 20 th Century now comprise some of the Grand Challenges of the 21 st Century The NAE GCs involve an additional (to technology) socio economic impact Conversations across disciplines, across time zones, and across political boundaries are necessary Leadership is key, and engineers are in a unique position to provide this Physical science background Systems thinking Design and project management Ideal to lead the increasing convergence (between digital and everything else)
Convergence (or Engineering +) The digital world and Information Technology make Engineering the Enabler of Sciences (and the Arts) Rapidly emerging (if not already here) convergence of digital world With: physical, chemical, biological and social sciences worlds Not only importing technology to the other sciences but also: Enhancing and quantifying these sciences (including social sciences) The NAE Grand Challenges reflect this convergence
Traditional Research is Disciplinary and Stays within the Triangle But Today s Challenges Research Demand Classification Path to Innovation Res (Bohr s quadrant) Rigor Relevance Dev (Pascal s quadrant) Dem (Edison s quadrant) Innovation in the Market Place Engineering and Technology (e.g. IT, but not only) can be Enabling (Engineering+): The Essence of the National Academy of Engineering Grand Challenges
www.grandchallengescholars.org www.grandchallengesummit.org