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Discovery to Innovation
within the Academic Community
Theresa A. Maldonado, Ph.D., P.E.Division Director
Engineering Education and Centers
Building Partnerships and Pathwaysto Address the Foundational Grand
Challenge for Engineering Education Miami, FL
March 9, 2012
Session III: HSI/HBCU/MSI-National Research University Partnerships for Innovation
2
NSF ENG Organization
Emerging Frontiers in Research and Innovation
(EFRI)Sohi Rastegar
Office of the Assistant DirectorThomas Peterson, Assistant Director
Kesh Narayanan, Deputy Assistant Director Program Director for Diversity
Omnia El-Hakim
Senior Advisor forNanotechnology
Mihail Roco
Chemical, Bioengineering,Environmental, and Transport
Systems(CBET)
John McGrath
Civil, Mechanical, and
ManufacturingInnovation
(CMMI)Steven McKnight
Electrical, Communications,
and Cyber Systems(ECCS)
Robert Trew
EngineeringEducation and
Centers(EEC)
Theresa Maldonado
IndustrialInnovation andPartnerships
(IIP)Grace Wang
Program Director for Evaluation & Assessment
Alexandra Medina-Borja
Engineering Education & Centers
Division DirectorTheresa Maldonado Division DirectorTheresa Maldonado
EngineeringCenters
Lynn Preston
EngineeringCenters
Lynn Preston
Network for Computational
Nanotechnology
Network for Computational
Nanotechnology
Engineering Research Centers
Lynn PrestonDeborah JacksonBarbara Kenny
Engineering Research Centers
Lynn PrestonDeborah JacksonBarbara Kenny
Nanoscale Science
and EngineeringDaniel De Kee
Deborah JacksonBarbara Kenny
Nanoscale Science
and EngineeringDaniel De Kee
Deborah JacksonBarbara Kenny
ResearchExperiences for
Teachers Mary Poats
ResearchExperiences for
Teachers Mary Poats
Research Experiences for
Undergraduates Esther Bolding
Research Experiences for
Undergraduates Esther Bolding
“Engineer of the Future”
“Engineer of the Future”
Diversityand Pre-College
EducationMary Poats
Diversityand Pre-College
EducationMary Poats
EngineeringEducation Research
R. Alan Cheville Sue Kemnitzer
EngineeringEducation Research
R. Alan Cheville Sue Kemnitzer
NanotechnologyUndergraduate
Education Mary Poats
NanotechnologyUndergraduate
Education Mary Poats
Veterans Initiative
R. Alan Cheville Sue Kemnitzer
Veterans Initiative
R. Alan Cheville Sue Kemnitzer
Engineering Education Research
Sue Kemnitzer
Engineering Education Research
Sue Kemnitzer
4
CoreEEC EEC/IIP
http://net.educause.edu/ir/library/pdf/ERM0342.pdf
The STEM workforce continues to be a national and an international discussion.
6
Socioeconomic Issues & Poverty
• Homelessness• Addiction• Lack of food* and clothing• No adult supervision• Foster care
– 25,000 kids/yr. “age out”– Many with no high school
diploma– 70% of these kids wish they
could go to college– < 10% enroll in college– < 1% graduate from college– Homeless– Twice as many kids with PTSD
than veterans returning from war zones
•“You are not poor if you know where your •next meal is coming from.”
7
Personalized education should be met with the same urgency as personalized medicine.
Lionel Logue: Why should I waste my time listening to you?
King George VI: Because I have a voice!
The Directorate will invest in preparing the Future Engineering Workforce.
CAREER awardsENG will support young investigators who exemplify the role of teacher–scholar through outstanding research, excellent education, and the integration of education and research.
Expeditions in Education (E2)
Non-traditional StudentsENG will invest in activities that promote the entry and retention of veterans and other non-traditional students in engineering programs
9
$53 M for CAREER
OneNSF: Expeditions in Education (E-2) will integrate STEM education R&D to improve learning for the 21st century.
Research-intensive activity Three focus areas:
◦ Transforming UG STEM Learning through S&E◦ Learning and Understanding Sustainability and
Cyberlearning◦ Data and Observations of STEM Education
Timeline: 5-year initiative◦ FY12: Draft guiding principles. Evaluation planning.◦ FY13: Issue Dear Colleague Letter. Investment framework.
Outcome: Transform the NSF education portfolio into a coordinated and strategic set of investments.
ENG investment: $1M FY13. Cyberlearning, Data, & Observations for STEM education (FY13 Request: $49M total)
Alternative Pathways: The Veteran’s Initiative pilot in ENG/EEC has quickly permeated many solicitations across NSF.
http://epicenter.stanford.edu/
$10M for five yearsEHR/DUE and ENG/EEC
Engineering Education: Federal Funding
"The Federal Science, Engineering, and Mathematics (STEM) Education Portfolio," National Science and Technology Council, 2011.
Network for Computational Nanotechnology
Cyber Platform: $2.9M/yr for five years; renewal possible after five years
Nodes: $700K/yr for five years
Engineering Centers• Engineering Research Centers (ERC)
– Three generations (50 total) since 1985– Current competition
• Nano-Systems ERCs• Awards ~ Fall 2012
- Next competition (hopefully)• Solicitation FY13• Awards FY14
• Nanoscale Science and Engineering Centers (NSEC)– 19 NSECs since 2001– 3 graduated NSECs from FY01 class
• Science and Technology Centers (STC)
• Science of Learning Centers (SLC)
POC: Lynn Preston
http://www.erc-assoc.org/
Engineering Research Centers: Platforms for Innovation in Partnership
with Industry
ERC Program Goals
• Create an interdisciplinary academic culture joining research, education, engineering practice to stimulate innovation
• Build partnerships with industry to strengthen the innovative capacity of the U.S. in a global context
• Produce creative and innovative engineering graduates, capable of leading teams to advance technology in a globally competitive world
These core values have never changed over three generationsi.e., over 26 years.
18
QoLT 3-plane chart
Barriers
Enabling Technologies Technology Base
Barriers
Fundamental Knowledge Knowledge Base
Systems Technology Integration
Requirements
Stakeholders
Barriers
Technology Elements
Fundamental Insights
Technology Elements
Products & Outcomes
ERC (Research) Strategic Framework:
Sys
tem
Req
uir
emen
ts
Testbed(s)Systems Research
Systems Research
Testbeds
Enabling Technology Research
Enabling Technology Research
Fundamental Research Fundamental Research
Fundamental Research Fundamental Research
Fundamental Research Fundamental Research
Testbed(s)
Testbed(s)
Testbeds
Testbeds
INNOVATION ECOSYSTEM& VALLEY OF DEATH
Engineering-Business School Partnerships Develop Champions to Run the Gauntlet of Risk
Innovation Bridge Structures Turn“Valley of Death” into “Challenge Basin”
Valley of Death
Res
ou
rces
ERC Research atUniversities
New Products Sold by Companies
Level of Development
ExistingResearchResources
ExistingCommercialization
Resources
InventingCommercializing
Championship shift
Credit: Dr. Deborah Jackson, 2011
Valley of Death
Investment Focus Group Educate potential investors to reduce their
riskR
esou
rce
s
ERC Research atUniversities
New Products Sold by Companies
Level of Development
ExistingResearchResources
ExistingCommercialization
Resources
InventingCommercializing
Championship shift
Risk mitigation shift
Risk mitigation shift
Innovation Bridge Structures Turn“Valley of Death” into “Challenge Basin”
Credit: Dr. Deborah Jackson, 2011
Valley of DeathChallenge Basin
Engineering-Business School Partnerships Develop Champions to Run the Gauntlet of RiskRapid Prototype Infrastructure
Mitigate small business demonstration costsR
esou
rce
s
ERC Research atUniversities
New Products Sold by Companies
Level of Development
ExistingResearchResources
ExistingCommercialization
Resources
InventingCommercializing
Championship shift
Prototype capital expensePrototype capital expense
Risk mitigation shift
Risk mitigation shift
Innovation Bridge Structures Turn“Valley of Death” into “Challenge Basin”
The ERC family expands in FY11.
NSF/DOE Co-Fund
NSF/DOE Co-Fund
Core Partner Institutions Serving Underrepresented Groups
San Diego State University
TuskegeeUniversity
University of New Mexico
Florida A&M University
Norfolk State
University
University of Puerto Rico-Mayaguez
FY 2012 ERCs
New Mexico State University
North Carolina A&T
University
ERC Diversity Policy(Gen-2 and Gen-3)
All ERCs and EERCs will:
Operate with strategic plans that include goals, milestones, actions and impacts to increase diversity at all levels to exceed national engineering-wide averages for women, underrepresented racial and ethnic minorities, and persons with disabilities
Form sustained partnerships with affiliated deans and department chairs to enable this enhancement
Develop core partner or outreach connections with predominantly female and underrepresented-minority institutions
Develop outreach connections with at least one LSAMP and one AGEP awardees (long-term REUs and bridge fellowships)
Operate diversity oriented REUS and pre-college programs focused on diversity involving teachers and students
Build a climate of respect for national cultures, integrate foreign students and faculty into the team, and report on the diversity of foreign faculty and students,
In compliance with federal law, no quotas or set-asides based on gender race or ethnicity. No numerical goals can be used, quantification of impacts will be reported.
ERC Diversity Policy(Gen-2 and Gen-3)
2005 2006 2007 2008 2009 2010
6.7 6.4
7.7
9.8 10.2 10.4
3.2
4.7
6.47.2
6.3
-1.2
5.2
7.98.4 8.7
13.5
2.8
17.417.8
18.719.3
11.8
16.1
Women in ERCs: Percentage Point Differential from ASEE National Averages
ERC Faculty ERC Doctoral Students ERC Master's Students ERC Undergraduates
Undergraduates
Faculty
Master's Students
Doctoral Students
ASEE National Average Baseline
2005 2006 2007 2008 2009 2010
2.0
3.1
3.9 4.1 3.9
6.2
2.5 2.7 2.9 2.9
4.8 4.8
3.8
9.3
7.9
6.87.2
6.7
11.1
12.6
15.7
13.2
9.1
15.2
Underrepresented Minorities in ERCs: Percentage Point Differential from ASEE National Averages
ERC Faculty ERC Doctoral Students ERC Masters Students ERC Undergraduates
Undergraduates
Faculty
Master's Students
Doctoral Students
ASEE National Average Baseline
2005 2006 2007 2008 2009 2010
1.2
2.9
4.34.4
3.1 3.2
0.1
-0.5
0.10.4
1.3
3.8
3.6
2.92.6
3.9
9.7
5.7
-0.2
3.3
4.4
2.52.3
3.7
Hispanics in ERCs: Percentage Point Differential from ASEE National Averages
ERC Faculty ERC Doctoral Students ERC Masters Students ERC Undergraduates
Undergraduates
Master's Students
Faculty
Doctoral Students
ASEE National Average Baseline
Our Panelists
Class of 2000
Class of 2008
Extra slides
Assessment & Evaluation: BRIGE Logic Model
•Funding•Logistics/ Broadening Participation Plans•Research Plan•Inputs from other coordinating agencies
• URM undergrad, grad & post-doc participate in Research & training via supplements (REU, RET, GRDS).
• MSIs and community colleges engage with the project.
• High school students and K-12 teachers participate in research and training activities.
•K-12 teachers & URM students trained in labs.•URM student participation in ENG increased.•New grad students & research funded.•Workshops/meetings held. •Community outreach events conducted.•Curricula developed.•Research results published by faculty and students. •Faculty role models and mentors increased.
•Academic career of BRIGE awardees thrives.• Increased excitement about STEM among URM. •Teachers trained start introducing research topics in their classes.•ENG graduates start considering ENG careers in academia or industry.•Faculty experience recognition.
•Increased number of successful URM groups in ENG fields.•Increased URM faculty actively engaged in STEM research.•Increased number of successful URM students graduating with STEM degrees (undergraduate and graduate).
OUTPUTS & IMMEDIATE OUTCOMES
PROJECT ACTIVITIES
INTERMEDIATE OUTCOME
INPUTS LONG TERM OUTCOME
Life of the
award
Year 1-4 after the award
Year 5-10 after the award
Year 6-10 after the award
Documented from BRIGE PI’s survey
Intermediate-term
Long-termShort-term
San Diego State University
TuskegeeUniversity
University of New Mexico
Florida A&M University
Norfolk State
University
University of Puerto Rico-Mayaguez
New Mexico State University
North Carolina A&T
University
Core Partner Institutions Serving Underrepresented Groups
2005 2006 2007 2008 2009 2010
17.317.7
19.5
22.122.9
23.6
16.016.4
17.9
20.4 20.821.6
10.611.3
11.812.3
12.713.2
Women Faculty in ERCsERC Faculty ERC Faculty -MSI National Faculty
2005 2006 2007 2008 2009 2010
24.7
26.3
28.229.1
28.3
20.8
25.2
26.9
28.929.8
29.2
21.622.0 22.2 22.5 22.6 22.9 22.8
Women Doctoral Students in ERCsERC Doctoral- MSI ERC Doctoral Students National Doctoral
2005 2006 2007 2008 2009 2010
27.3
30.1 30.4 30.7
35.1
24.625.1
27.4
25.426.6
29.1
16.0
22.1 22.2 22.0 22.0 21.6 21.8
Women Masters Students in ERCsERC Master's Students ERC Master's Students-MSI National Master's
2005 2006 2007 2008 2009 2010
17.4 17.5 17.5 17.9 18.2 18.6
33.7 33.1 31.935.2
26.3
32.5
34.8 35.3 36.2
37.2
30.0
34.7
Women Undergraduates in ERCsNational Undergrads ERC Undergraduates-MSI ERC Undergraduates
2005 2006 2007 2008 2009 2010
4.75.0
5.2 5.2
7.16.9
4.5
4.84.7
4.9
6.7
6.4
2.2 2.3 2.3 2.3 2.32.1
URM Doctoral Students in ERCsERC Doctoral Students ERC Doctoral- MSI National Doctoral
2005 2006 2007 2008 2009 2010
4.4
5.5
6.46.6 6.6
8.7
3.3
4.0
4.95.3
5.0
6.7
2.4 2.4 2.5 2.52.7
2.5
URM Faculty in ERCsERC Faculty ERC Faculty-MSI National Faculty
2005 2006 2007 2008 2009 2010
4.75.0
5.2 5.2
7.16.9
4.5
4.84.7
4.9
6.7
6.4
2.2 2.3 2.3 2.3 2.32.1
URM Doctoral Students in ERCsERC Doctoral Students ERC Doctoral- MSI National Doctoral
2005 2006 2007 2008 2009 2010
4.75.0
5.2 5.2
7.16.9
4.5
4.84.7
4.9
6.7
6.4
2.2 2.3 2.3 2.3 2.32.1
URM Doctoral Students in ERCsERC Doctoral Students ERC Doctoral- MSI National Doctoral
2005 2006 2007 2008 2009 2010
4.75.0
5.2 5.2
7.16.9
4.5
4.84.7
4.9
6.7
6.4
2.2 2.3 2.3 2.3 2.32.1
URM Doctoral Students in ERCsERC Doctoral Students ERC Doctoral- MSI National Doctoral
2005 2006 2007 2008 2009 2010
4.75.0
5.2 5.2
7.16.9
4.5
4.84.7
4.9
6.7
6.4
2.2 2.3 2.3 2.3 2.32.1
URM Doctoral Students in ERCsERC Doctoral Students ERC Doctoral- MSI National Doctoral
2005 2006 2007 2008 2009 2010
4.75.0
5.2 5.2
7.16.9
4.5
4.84.7
4.9
6.7
6.4
2.2 2.3 2.3 2.3 2.32.1
URM Doctoral Students in ERCsERC Doctoral Students ERC Doctoral- MSI National Doctoral