Discovery to Innovation within the Academic Community Theresa A. Maldonado, Ph.D., P.E. Division Director Engineering Education and Centers Building Partnerships and Pathways to Address the Foundational Grand Challenge for Engineering Education Miami, FL March 9, 2012 Session III: HSI/HBCU/MSI- National Research University Partnerships for Innovation

NSF ENG Organization Office of the Assistant Director Program Director for Evaluation & Assessment Alexandra Medina-Borja Office of the Assistant Director Thomas Peterson, Assistant Director Kesh Narayanan, Deputy Assistant Director Senior Advisor for Nanotechnology Mihail Roco Emerging Frontiers in Research and Innovation (EFRI) Sohi Rastegar Program Director for Diversity Omnia El-Hakim Engineering Education and Centers (EEC) Theresa Maldonado Chemical, Bioengineering, Environmental, and Transport Systems (CBET) John McGrath Civil, Mechanical, and Manufacturing Innovation (CMMI) Steven McKnight Electrical, Communications, and Cyber Systems (ECCS) Robert Trew Industrial Innovation and Partnerships (IIP) Grace Wang

Engineering Education & Centers Division Director Theresa Maldonado Engineering Centers Lynn Preston Network for Computational Nanotechnology Engineering Research Centers Deborah Jackson Barbara Kenny Nanoscale Science and Engineering Daniel De Kee Engineering Education Research R. Alan Cheville Sue Kemnitzer Nanotechnology Undergraduate Education Mary Poats Veterans Initiative Research Research Experiences for Teachers Mary Poats Undergraduates Esther Bolding “Engineer of the Future” Diversity and Pre-College Education

Core EEC EEC/IIP

The STEM workforce continues to be a national and an international discussion. http://net.educause.edu/ir/library/pdf/ERM0342.pdf

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.”

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 awards ENG 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 Students ENG will invest in activities that promote the entry and retention of veterans and other non-traditional students in engineering programs $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.

$10M for five years EHR/DUE and ENG/EEC http://epicenter.stanford.edu/

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 Nanoscale Science and Engineering Centers (NSEC) 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 generations i.e., over 26 years.

ERC (Research) Strategic Framework: QoLT 3-plane chart Barriers Enabling Technologies Technology Base Fundamental Knowledge Knowledge Base Systems Technology Integration Requirements Stakeholders Technology Elements Fundamental Insights Products & Outcomes ERC (Research) Strategic Framework: System Requirements Testbed(s) Systems Research Testbeds Enabling Technology Research Fundamental Research INNOVATION ECOSYSTEM & VALLEY OF DEATH

Innovation Bridge Structures Turn “Valley of Death” into “Challenge Basin” Engineering-Business School Partnerships Develop Champions to Run the Gauntlet of Risk Existing Commercialization Resources Valley of Death Resources Championship shift Existing Research Resources Inventing Commercializing ERC Research at Universities New Products Sold by Companies Level of Development Credit: Dr. Deborah Jackson, 2011

Innovation Bridge Structures Turn “Valley of Death” into “Challenge Basin” Investment Focus Group Educate potential investors to reduce their risk Existing Commercialization Resources Risk mitigation shift Valley of Death Resources Championship shift Existing Research Resources Inventing Commercializing ERC Research at Universities New Products Sold by Companies Level of Development Credit: Dr. Deborah Jackson, 2011

Innovation Bridge Structures Turn “Valley of Death” into “Challenge Basin” Engineering-Business School Partnerships Develop Champions to Run the Gauntlet of Risk Rapid Prototype Infrastructure Mitigate small business demonstration costs Existing Commercialization Resources Risk mitigation shift Challenge Basin Valley of Death Resources Championship shift Existing Research Resources Prototype capital expense Inventing Commercializing ERC Research at Universities New Products Sold by Companies Level of Development

The ERC family expands in FY11. NSF/DOE Co-Fund

FY 2012 ERCs Core Partner Institutions Serving Underrepresented Groups Norfolk State University New Mexico State University North Carolina A&T University University of New Mexico San Diego State University Tuskegee University Florida A&M University University of Puerto Rico-Mayaguez

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

ERC Diversity Policy (Gen-2 and Gen-3) 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.

Notes: Clemson, Hopkins, Virginia Tech, and Georgia Tech (Tissue) accounted for 35% of the Women Doctoral Students reported in 2009; this data was not reported in 2010 as those centers had graduated. There were no substantial differences in the 2009 and 2010 data reported by the CENSISS and WIMS ERCs with respect to women: WIMS. 2009: 64 Women, 2010: 60 Women CENSISS. 2009: 116 Women, 2010 108 Women Overall, approximately 20% of Gender data is “Not Reported.” Creating a STEM percentage point differential cannot be done because there are not data points for every year, and doctoral and master’s students data are combined.

CPES accounts for the rise of Hispanic Master’s students in 2009.

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 Long-term Short-term Intermediate-term

Core Partner Institutions Serving Underrepresented Groups San Diego State University Tuskegee University 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