Professor Armando Antonio Rodriguez

Intelligent Embedded Systems Laboratory (IeSL) Department of Electrical Engineering

Arizona State University Tempe, AZ

aar@asu.edu http://aar.faculty.asu.edu/

September 29, 2011

University of New Mexico

Minority Graduate Education at Mountain States Alliance (MGE@MSA)

Topic: The Need for Mentoring

• My personal background, experiences, and perspective

– How mentoring significantly impacted my life

• National trends and needs

• CLASSIC “I NEVER HAD A MENTOR” STORY

– What do your parents do?

– Dad: investment banker Mom: lawyer

– Point: Everyone has gotten some help !

Background

• Parents independently immigrated to US

– seeking opportunity

• Each had a 2nd grade education • Met, married, had 3 boys in NYC

– I was oldest – Dad was a window cleaner – Mom stayed home to take care of her boys

• Rough Neighborhood (Harlem, Ft Apache) – Very violent; During a violent period (1960-70’s)

Background • Rough Neighborhood (Harlem, Ft Apache)

– Very violent period (1960-70’s) – Even worse during 80’s, 90’s

PS 28

• Professor Rodriguez - Pre-Juvenile Delinquency Phase

• Family Tragedy - Mom died (age 43) after 1.5 year battle with colon cancer - I was 13, brothers were 5&6 - stayed with uncle in Tempe, Arizona for 2 months during summer 1 year before her death (home, backyard, saw another way of life!)

Background

• Intermediate Juvenile Delinquency - it was the thing to do - Dad provided much needed direction (with his fists) - Not sufficient…busy “publishing” on NYC subway

• Saved by “Mentor” - Theodore H. Hernandez (Ted) • so many of my friends needed a THH • Learning can be fun ! Plan your work, work your plan !

• Passion for Baseball & Boxing (no talent) • High School of Art & Design

• Studied architecture (no talent but good at planning) • Learned to do without sleep when working on projects !! • Physics - A Religious Experience; steered me toward EE • one of my brothers did have talent; didn’t get into Art & Design

• Apply to Columbia University – EE • Meeting: Dean of Students, Dad, me • Could not qualify for scholarship - dad “made too much money”… • Family on welfare at time! (Dad did not kill the dean!) • Vowed never to let $$ interfere with my education

Background

Background • CCNY – EE; Professor Bernstein (Mathematics, MIT)

– Planted MIT seed !

– NY Urban League Scholarship; Honored at Yankee Stadium (G. Steinbrenner)

• Brooklyn Poly – BSEE; Professor Hunt (EE) – IBM Cooperative Education Scholarship…Apple II+, 64K, printer ($2.5k)

– Work experience was great (provided perspective)

• World Trade Center, Merrill Lynch Account, High Speed Laser Printers

• Thomas J. Watson Research Center (Yorktown Heights)

– 16k x1 SRAM (memory device)

– saw how PhDs worked ! (lots of passion, jogging)

• IBM Fishkill (largest semi facility in world)

• IBM Poughkeepsie (Main frames)

– Manager encouraged me NOT to get PhD(“might close doors”)

Background • AT&T Bell Labs Fellowship (paid for everything!!)

– limo driver was afraid

– 1 summer work requirement

– Dr. Arno Allan Penzias (1978 Nobel Laureate, Physics, support for big bang theory)

• MIT – PhDEE (Control Systems) – Worked on Patriot Missile Autopilot (Raytheon)

– Ted passed away 1 year prior to my graduation

– Brothers back in violent NYC

• ASU EE (1990) – entered middle class

– bought first home !!!

– determined to give something back

Research Interests • Automatic Control Systems

– Semiconductor Manufacturing

– Robotic and Aerospace Systems

– Electromechanical Systems

– Socio-ecological Resource Management and Sustainability (M. Anderies, M. Janseen, L. Ostrom – 2009 Nobel Prize Economics)

Work Experience • IBM • AT&T Bell Labs • Massachusetts Institute of Technology • Raytheon Missile Systems • Sikorsky Aircraft • Eglin AFB • Boeing Space & Defense • Honeywell • Intel • NASA (Ames, Langley) • Arizona State University • National Academy of Engineering • Other Consulting Opportunities

Funded Research-Mentoring Program • Themes

– Modeling, Simulation, Animation, and Real-Time Control (MoSART) of Dynamical Systems

– Flexible Autonomous Machines operating in an uncertain Environment (FAME)

• Sponsors – OSTP, NSF, DARPA, AFOSR, Boeing, Honeywell, Intel, Microsoft, WAESO, etc.

• Over 350 students (since 1994) - most underrepresented minorities – Many were first in family to attend college (or finish high school)

– MIT, Stanford, UCBerkeley, UCLA, USC, UIllinois-Urbana, Cornell, Columbia, Harvard (Med, Bus, Law), etc.

– National fellowships (NSF, GEM, etc.)

– Faculty, managers, consultants, CEO

Presidential Excellence Award - White House Oval Office Ceremony (September 9, 1998)

• Service: National Academy of Engineering (NAE) Committee on Engineering Education (CEE) 2005-2009

Issues: - Marketing SMET to our youth - Reward structure in academia (faculty engagement) - Balancing industry and research needs - Required SMET skill set (curriculum) - Implications of global competition NRC/NA Panels: - Survivability and Lethality Analysis - Vehicular and Robotic Technology

NEW TWINS (11/13/2005)

Twin A: Sofia Twin B: Theodore (Ted)

• My kids will be fine - chess, Spanish, mad science, puzzles, t-ball

• My Amazing Wife - 1 of 10 children - former migrant field worker - EE at Freescale; has MSEE - working on documentary – “The Harvest (La Cosecha),”

Associate Director - to change child agricultural labor laws (Sec Hilda Solis, House Committee, Eva Longoria)

- How can US citizens (age ~10-17) be permitted to work in the fields? pesticides, heavy machinery, heat, etc….truly a National disgrace !

- Fair Labor Standards Act of 1938 set this exception for agriculture

• Too many kids continue to be left out of mainstream SMET activities • Inner city drop out rates are 40-60% - disgraceful ! • What we do is truly amazing !!! • We need to do a better job selling what we do • Nation can no longer afford to lose precious talent • We need to help kids make informed decisions • Even our best and brightest are somewhat clueless about the “big picture” and the many opportunities before them • Collectively, we can make a difference…

• My research-mentoring efforts continue • Reaching out to community colleges across state of Arizona (biweekly visits, 3-5 hour drives) – NSF STEP Grant • We are making a big difference! (over 40% of our students go on to grad school – greater than 2x national average)

…MENTORING (and $$$) IS THE KEY ! …Back to doctoral mentoring…

Outline • Background and Problem Statement

• Mentoring 101: An Overview

• Making The Case: Statistical Data – US STEM Workforce Data

– World, US, and Regional STEM Degree Data

• Personal Perspective

• Summary and Conclusions

• We have NOT been very successful at “selling” mathematics, science, and engineering to our youth

• New Global Economy

– Requires Highly Trained Technical Individuals

– Requires Diversity • Nation can no longer rely on importing STEM talent

– Competition for highly trained STEM talent is fierce

– Many nations are absorbing their MS/PhD

– Many nations are increasing their PhD production capacity • Passive approach is no longer appropriate • We must aggressively reach out

Background

Problem • U.S. STEM Workforce Issues

– Not producing enough STEM PhD’s

– Potential STEM talent is being lost to other disciplines

– Underrepresented groups are disproportionately represented

• Women, Blacks, Hispanics, American Indians, Pacific Islanders, People with Disabilities

– As a Nation, we can longer afford to let this happen

– We MUST reach out to everyone

Join Ongoing Technological Revolution We’re experiencing a technological revolution - Amazing things are taking place - More amazing things will take place over the next decade

...we want and need you to participate

…the Nation NEEDS YOU !

22

Key Message: The Nation Needs You!

23

• After WWII, US had little competition; with 2 oceans for protection

• NO longer the case

• To remain competitive, US - can no longer afford to rely on imported talent - must find & nurture talent from within

• THAT’s YOU! - Financial opportunities; Especially for MS and PhD! $$$

Exciting 21st Century Challenges • Low-cost long-life supercharged batteries

(e.g. Li-ion phosphate for electric vehicles)

• Green biofuels to displace oil consumption and greenhouse gases (e.g. corn or sugar cane based)

• Turning sunlight into carbon-neutral fuel (replicate photosynthesis)

• Cheap highly efficient solar cells

• Self-sufficient (green) buildings – produce all energy they consumes

• Safe inexpensive disposal of toxic and radioactive wastes

• Cognitive radio (frequency switching)

• Massive memory (Library of Congress on a Chip)

• Interactive digital mobile libraries

• Immersive High Definition Game-Quality Teaching Software

• On-Line Learning for All

• Real-time language translation (currently 5000 words/day, 0.15/word)

• Exascale supercomputer (10^18 calc/sec within 10 years)

See Obama’s 25 Ways to Rebuild America for additional information

Exciting 21st Century Challenges • Earlier disease diagnosis (via saliva

sample)

• Rapid Low-Cost DNA sequencing (e.g. map all forms of cancer)

• Smart anti-cancer therapies (e.g. cell directed nanotechnology)

• Vaccines for every flu strain

• Regenerative organs/limbs

• Cheap anti-malarial drugs

• Personalized medicine/drugs

• Brain-powered prosthetics

• Lightweight vest to stop armor-

piercing bullets • Two-stage to-orbit (TSTO) via

hypersonic vehicles

• Revamp air traffic control

• High speed rail

See Obama’s 25 Ways to Rebuild

America for additional information

What do we propose to do? • Increase number of underrepresented STEM PhD

graduates in our region through

– Faculty-Directed Mentoring Workshops

– a Faculty Communications Network to facilitate resource sharing and to facilitate faculty discussions on mentoring

– Faculty-Student Pairing efforts

– Recruiting-Mentoring Initiation and Research Documentation efforts

– a Faculty-Student Mentoring Network

– a Peer Mentoring Network to facilitate resource sharing and to facilitate peer mentoring

What Can A Mentor Help With? • Help student negotiate maze of opportunities/obstacles

• Topic selection, problem formulation, technical assistance, “strategic reading”

• Publications, writing, presentations, travel

• Fellowships

• Career planning

• Qualifier, comprehensive exam, defense, politics

• Self Assessment (i.e. strengths/weaknesses, left/right brain, etc…)

• Setting/achieving goals, milestones, etc.

• Personal Issues

• Money…to minimize need to work…

Importance of Strong Mentors… “When I was an undergraduate, considering graduate school, a faculty member, without any shame, announced that he didn't see any value in investing in women. In his words,

‘we don't waste fellowships on women.’ Fortunately, I had strong mentors along the way … They were my role models and they offered me a chance to learn and grow as a young scholar.” Dr. Rita R. Colwell Former Director, National Science Foundation

Things To Remember

Underrepresented students often are the first to go to college in their families have no role models or mentors have low self-esteem feel alone within the university environment This is a lot of “baggage” to carry around [Tapia]. A good mentor can make all the difference.

Why Mentor? (page 40)

Share and pass on knowledge and experiences - hopefully wisdom • classical Homerian point of view

Personal satisfaction

• achieve warm fuzzy and, to some extant, immortality by living through your students • become more effective advisor (develop better sense of student needs, goals, expectations, strengths, weaknesses, etc.)

Critical recruitment tool

• attract good students, build talent-diverse research group (to permit movement in new directions, learn, cross areas)

Help our Nation

• multiplier effect - your students will help others

(potential long term costs >>> short term investments)

What Is A Mentor? (page 39)

A mentor is a “very wise” Adviser (personal, academic, research, career/professional)

• counselor (gets inside student's mind), consultant, coach, guide, trainer, validator, motivator (inspires, pushes student forward) • critic, trouble shooter, disciplinarian, admonisher (promotes productivity, timely progress) • strategist, planner (assists in setting realistic goals, milestones), observer, illuminator, elucidator, sounding board, communicator

Teacher • tactician, instructor, educator, monitor (supervises progress, assists in accomplishing tasks), logician, problem solver, conflict resolver, mirror (so that student becomes self- aware, reflective, introspective, etc.)

Role model (pulls student through, one can be a great role model without being a mentor) • colleague, professional (do as she/he does...), citizen of the world

Friend • listener, sponsor, advocate, protector, politician, confidant • empathetic (e.g. underrepresented students may take more time to feel they fit in)

Facilitator

• resource outlet, enabler (assists in achieving realistic goals), head hunter, partner, collaborator

…attributes of a mentor?

The “Ideal” Mentor: Desirable Qualities and Attributes? (page 40)

…why mentor?

• wise, visionary

• good leader (strategic - to address change), role model

• good manager (tactical - to address complexity)

• patient, unassuming objectivity, open minded, observant

• professional, sensitive and empathetic (e.g. toward cultural, gender, racial, disability, and other issues, etc.), thoughtful, caring, perceptive • fair (judicious), introspective, reflective, ethical • approachable, available, good communicator • enthusiastic about many opportunities that exist for students to develop professionally and otherwise • passion for learning, analytic, inquisitive • belief that no student is expendable; that students represent our future

Responsibilities of a Mentor? (page 41)

…more

Create an environment in which the student's talents, skills, creativity, and interests are assessed, developed, nurtured, permitted to flourish, and given the support needed to reach their full potential Provide perspective - a sense of the Big Picture, how the pieces of the puzzle fit together

•student must learn to distinguish main points (“forest”) from details (“trees”) •vital for evolving into a mature independent researcher (can't read everything!)

Provide objective advice, guidance (technical, personal, career, etc. ... know your limits)

•provide insightful examples, alternative approaches/solutions to technical/personal problems, personal experience, other sources of advice

Responsibilities of a Mentor? (page 41)

Develop mentor-student relationship into a true partnership (e.g. student should not have to read everything)

•treat student with respect - as a colleague •meet periodically to gauge progress (quality time), provide feedback (constructive criticism, continuous assessment) •provide friendship when needed (monitor degree of independence) •explain what a professor does! (teaching, research, service - provide perspective/understanding) ask student…

“Do you know what I do? What professors do?”

- Even the very best are somewhat CLUELESS (no disrespect intended)

- They lack perspective, a sense of the “Big Picture,” how the pieces fit together, what exciting possibilities exist, confidence.... - Students want to do something meaningful, something rewarding, something cool!

Summary

• We Need PhD Mentors! Mentoring can make all the difference in the recruitment and success of a doctoral student - academic, professional, etc. • Develop a PhD Mentoring checklist.

• Take advantage of Mentoring Programs • Faculty-Directed Mentoring Workshops • Faculty Communications Network • Faculty-Student Pairing Service • Recruiting/Mentoring Initiation and Research Documentation • Faculty-Student Mentoring Network • Peer Mentoring Network

Become a Mentor and encourage other faculty in our region to do the same!

THANK YOU VERY MUCH !

Data Sources • Dr. Duncan T. Moore, Associate Director for Technology, White

House OSTP • Professor Antonio A. Garcia, WAESO Project co-Director,

Bioengineering, ASU • National Science Board

– “Science and Engineering Indicators - 2000” (Volumes 1 and 2) • Congressional Commission on Advancement of Women and

Minorities in SET Development (CAWMSET)

– “Land of Plenty: Diversity as America’s Competitive Edge in

SET” (September, 2000, www.nsf.gov/od/cawmset)

CAWMSET U.S. Land of Plenty Report (page 23)

• 1997 U.S. Workforce (U.S. Bureau of Labor Statistics) White, Male 41.7% White, Female 34.7% Black 10.3% Hispanic 9.2% Asian and Other 4% CAWMSET -

• 1997 SET Workforce Congressional Commission on White, Male 67.9% Advancement of Women and White, Female 15.4% Minorities in SET Development Asian 10.2% Black 3.2% Hispanic 3% American Indian 0.3%

• Persons with Disabilities: 20% US pop, 14% US workforce, 6% in SET fields

• Underrepresented Groups - Women, Blacks, American Indians, Persons with Disabilities

TO REMAIN COMPETITIVE SOMETHING MUST BE DONE!

Who Is In Academia? (page 24)

• 1997 PhD SE Faculty Numbers: 232,500; 178,400 full-time • Women: 59,000 - 22% of all doctoral SE faculty

Full 12% ( 9,500) Associate 25% (13,000) Junior 37% (17,000) 3% had doctorates in engineering.

• Men: 209,891 - 78% of all doctoral SE faculty Full 34% (71,400) Associate 18% (38,000) Junior 14% (29,500) 14% had doctorates in engineering.

• Underrepresented Minorities • American Indians, Alaskan Natives, Blacks, and Hispanics • 6% (13,700) of all SE doctoral faculty • 5-6% of all phys and life science, math, eng SE doctorate faculty • 3% of all computer and environmental science SE doctorate faculty

NEED TO INCREASE UNDERREPRESENTED GROUPS IN ACADEMIA!

Figure 4: U.S. World BS Eng Data (page 18)

• US numbers NOT too good; percentage is very BAD (ranks 9th)!

…other nations?

Figure 7: U.S. Advanced Degrees By Field (page 21)

• 27,000 SE PhD’s (more than twice any major indus nation - Germany, France, UK, Japan) • 11,525 (43%) in Eng, Phys Sci, CS • Scale of graduate education in Japan - small by international standards • Asia (China, India, Japan, South Korea, Tawain) - 18,000 in 1997 • Universities within 5 Asian countries now produce more PhD Eng than in US!!!

- gap larger since many US PhD’s are earned by foreign students - majority from Asia

General Rules for Recruitment

• Faculty must identify and aggressively recruit the best and brightest.

• Even the best and brightest are CLUELESS (i.e. lack perspective, a sense of the possibilities)

– The issue is much worse for students who do not have access to mentors, role models, resources, etc.

e.g. underrepresented minority groups

– We cannot afford to let anyone “just slip through”

(“Our current market system for recruitment is operating very inefficiently.”)

Summary

• We Need PhD Mentors! Mentoring can make all the difference in the recruitment and success of a doctoral student - academic, professional, etc. • Develop a PhD Mentoring checklist.

• Take advantage of Mentoring Programs • Faculty-Directed Mentoring Workshops • Faculty Communications Network • Faculty-Student Pairing Service • Recruiting/Mentoring Initiation and Research Documentation • Faculty-Student Mentoring Network • Peer Mentoring Network

Become a Mentor and encourage other faculty in our region to do the same!

THANK YOU VERY MUCH !

THE END

THE END

THE END

Figure 9: 1997 U.S. Census Population Estimates (page 25)

White, Non-Hispanic 72% Black 12.6% Hispanic 10.8% Asian/PI 3.7% American Indian 0.9%

...Grad School?

We would like to see a “similar” composition across all STEM

Figure 10: 1997 U.S. Graduate Student Enrollment (page 26)

…percentages?

• White, non-Hispanic and Non-US Citizen have LARGE numbers • Asian/PI, Blacks, Other, Hispanics, and American Indians have much SMALLER numbers

Figure 11: 1997 US STEM Graduate Enrollment (page 27)

White, Non-Hispanic 55.9% Non-US Citizen 24.2% Asian/PI 6.4% Black 4.7% Other 4.6% Hispanic 3.7% American Indian 0.4%

...Grad Eng?

Underrepresented Groups are Disproportionately Represented!

Figure 12: 1997 US Graduate Engineering Enrollment (page 28)

White, Non-Hispanic 45.6% Non-US Citizen 36.1% Asian/PI 8.1% Other 4.4% Black 2.8% Hispanic 2.8% American Indian 0.2%

…Our Region?

Underrepresented Groups - Disproportionate Representation is worse in Engineering!

“Our Region”

• Arizona (AZ)

• Colorado (CO)

• New Mexico (NM)

• Nevada (NV)

• Utah (UT)

Figure 13: 1998 Pop Data for Our Region (page 29)

White, Non-Hispanic 71.9% Hispanic 18.4% Black 3.7% American Indian 3.7% Asian/PI 2.3%

…MS/PhD Composition?

Figure 14: 2000 MS/PhD Degrees for Our Region (page 30)

White, Non-Hispanic 77.7% Other 16.1% Hispanic 3.5% Asian/PI 1.3% Black 0.7% American Indian 0.7%

We have a problem, it needs to be addressed, and we are determined to make a significant contribution!

…How? …MENTORING!!!!!

Mentoring 101: Making A Difference (page 35)

• Eagerness to work, good economy, make money, apply what they’ve learned, school fatigue. • Fear of unknown, Horror stories, Lack of perspective, guidance, ..., role models. • First in family to attend graduate school and/or pursue PhD • Feel it is not needed; not cost-effective (opportunity costs). • Unaware of possibilities. • Failure to capture imaginations of students. • Belief that PhD's are for professors and/or will limit opportunities. • Economic/social/gender/racial barriers.

Why Don’t We Get More PhD Students?

What Can We Do? • Explain importance of an advanced degree in our increasingly technological world. • Explain many possibilities that an advanced degree offers. • Capture imaginations of students. (Horace Mann, Bertrand Russell) • Make sure students are aware of the many resources that are available. • Break down those social/gender barriers. • Provide perspective and guidance, reduce uncertainty.

...WE NEED MORE MENTORS!

What Distinguishes MS from PhD Experience? (page 36)

• Technical Differences “Traditional” problem solving (assuming no MS thesis) versus research. MS

• focus is on learning and “traditional” problem solving

• requires little independence

• need not make a contribution

• solve a priori carefully/precisely formulated solvable problems with one “unique” solution. PhD

• focus on knowledge creation and problem formulation

• can require a significant amount of independence ... towards becoming an independent researcher

• need to make a “significant” contribution

• learn to precisely formulate (important) approximately solvable problems with tractable solutions. • Required background, Rigor and commitment

• Uncertainty (e.g. thesis topic, time-to-graduation, job prospects, etc.). • Other: economic, social, emotional, etc.

Why Don’t We Get More PhD Students?

...WE NEED MORE MENTORS!

What Is A Mentor? (page 37)

A mentor is much much more!

Greek Mythology Mentor was a loyal adviser of Odysseus entrusted with the care and education of Telemachus (son of Odysseus and Penelope); Telemachus would help kill the suitors of Penelope while his father was away fighting in the Trojan War. Dictionary mentor - a wise and trusted counselor or teacher

…what? who? why? how?

Mentoring • Mentor - adviser to Odysseus; entrusted with care and education

of Telemachus (son of Odysseus and Penelope) while Odysseus fought in the Trojan War;

• Everyone needs a mentor – adviser, teacher, role model, friend, facilitator

– particularly important for underrepresented groups …

• Create environment in which student’s talents, skills, creativity, and interests are assessed, developed, nurtured, permitted to flourish, and given the support needed to reach their full potential – Organizing Societal Principle:

• Every student is sacred; Nation must view all children as essential; resources to be nurtured, developed, integrated into society, fully utilized, and much too valuable to lose (potential long term costs >>> short term investments)

References on Mentoring

Committee on Science, Engineering, and Public Policy (COSEPUP), “Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering,” National Academy Press, Washington, D.C., 1997. ISBN: 0-309-06363-9. May be downloaded at http://www.nap.edu/readingroom/books/mentor/. Howard G. Adams, “Mentoring: An Essential Factor in the Doctoral Process for Minority Students,” National Consortium for Graduate Degrees for Minorities in Engineering and Science (GEM) Publication, 8 pages, 1992. http://www.nd.edu/~gem/, Gem Office, Po Box 537, Notre Dame, In 46556. Adams received a1996 Presidential Award for Excellence In SME Mentoring.

…what is a mentor?

PhD Student Mentoring Checklist (pages 42-46)

Assessment • Skill Assessment, Interest Assessment, Topic Selection, Problem Definition, Personal Assessment

Getting Started

• applied, experimental, abstract, theoretical • industry, small company, laboratory, post-doc, professoriate

Master Plan (Big Picture)

• scope, objectives/goals, strategies/tactics, literature survey plan, problems/subproblems/experiments

Planning

• Personal Plan, Academic/Intellectual/Scholastic Plan (Learning), Research Plan (Knowledge Creation), Career/Professional Plan

Resources: A Comprehensive Support Infrastructure

• Funding, Technical, Academic, Career/Professional, Personal, Physical

Time Management (prioritizing)

• timeline, critical deadlines, milestones, forks (options, contingency plans)

PhD Student Mentoring (COSEPUP) Checklist (pages 47-49)

• Intellectual Growth and Development

• Research

• Professional Career Development

• Academic Guidance

• Skill Development

• Personal Communication

(COSEPUP- Committee on Science, Engineering, and Public Policy)

PhD Student Mentoring Checklist (page 49)

• Detailed Plan

• Feedback for Mentor (session checklist)

• Feedback for Student (session checklist)

• Academic Guidance

• Consult Department/College/University Mentoring Guide?

History of Education • 17th c - Harvard (1636); John Locke (Human Understanding,

1690) - clean slate, senses, combine simple ideas, progress gradually to complex ideas

• Age of Enlightenment (Reason) (18thc) - reason, education can improve one’s life; instrument for social reform (B. Franklin, T. Jefferson)

• Modern Education (19thc) - Johann Heinrich Pestalozzi - (1) concrete before abstract, (2) immediate before distant, (3) easy before complex, (4) proceed gradually, cumulatively, slowly…we in engineering can learn a from Johann!

• Free public education (1852, Mass); Compulsory school attendance laws (1918); first EE program (1882, MIT); National Science Foundation (1950)

Teaching • “Teach by doing whenever you can, and only fall back upon words when

doing is out of the question.” Jean Jacques Rousseau, French Philosopher …Let them see you do it, then let them do it. • “The teacher who is attempting to teach without inspiring the pupil with

desire to learn is hammering on cold iron.” Horace Mann, American Educator …Must capture the imaginations of students! • “More important than the curriculum is the question of the methods of

teaching and the spirit in which teaching is given.” Bertrand Russell, British Philosopher, Mathematician

…Convey enthusiasm.

Research-Mentoring Program

• Modeling, Simulation, Animation, and Real-Time Control

• Flexible Autonomous Machines operating in an uncertain Environment

• Over 120 students have participated – Distinguished seniors, Goldwater Scholars

– NSF, Fulbright, GEM, ONR, IBM, Honeywell Fellows

– Engineers, Analysts, Designers, Managers, Consultants, Entrepreneurs

• Natural integration of teaching, research, service, mentoring

Technologies • Affordable desktop/mobile Computing; handheld devices • WWW - access to information/disinformation • WWW courses, distance learning, learning on demand • Software: modeling, simulation, computation, analysis, speech

synthesis and recognition • Multimedia (animation, audio, video) development/authoring

tools • Interactive hyperlinked multimedia E-Books (modern materials)

– PROS: can significantly enhance learning process, inspire, accommodate different learning styles, can raise standards

– CONS: misuse, information overload, lack human component, accessibility, cost (must narrow digital divide)

• “The products of modern science are not in themselves good or bad; it is the way they are used that determines their value.”

David Sarnoff; RCA, NBC

Possible Impacts of Technology

• PRO – Can result in an Education Revolution - the likes of which

the world has never seen !

• CON – May cause gap between “haves” and “have-nots” to grow to

levels that produce socioeconomic instability.

– This cannot be permitted to happen! Everyone must be participate.

Issues, Challenges, and Potential Problems

• Information Overload/Misinformation – higher education needs to address this

• Societal Issues – Apathy and Complacency (Phil Condit, Boeing CEO)

• Diversity Issues – Inclusion: Everyone must have a stake in our society !

– Misplaced Values • $10 M/year for hitting home runs

– Impatience • Fast Food Education, Give me the answer, Loss of Depth

– we must play a bigger role; society needs us!

Figure 1: U.S. Workforce Data (page 15)

• More education, less unemployment; Less education, more unemployment • Unemployment almost half that in January 1993 • Consequence: Harder to find qualified workers to continue economic boom

Background

• New Economy – Requires Highly Trained Technical Individuals

– Requires Diversity

• Traditionally, the Nation has relied on importing STEM talent

Problem

• Global Economy

– Competition for highly trained STEM talent

– Many nations are absorbing their MS/PhD

– Many nations are increasing their PhD

production capacity

Problem

• U.S. STEM Workforce Issues – Not producing enough STEM PhD’s

– Potential STEM talent is being lost to other disciplines

– Underrepresented groups are disproportionately represented

• Women, Blacks, Hispanics, American Indians, Pacific Islanders, People with Disabilities

Need for Diversity • Matter of national security (NSF, NSB, OSTP)

– We live in a dynamic world - a world where ideas, intellectual capital, and innovation are the key to providing opportunities

– To remain competitive, we must have a highly trained workforce • technology, social, cultural, history, languages, business, economics, etc.

• STEM Issues: – Potential STEM talent is being lost to other disciplines

– Underrepresented groups are disproportionately represented in STEM workforce (i.e. Women, Blacks, Hispanics, American Indians, Pacific Islanders, People with Disabilities)

It is a critical issue that is being severely neglected !

• Dr. Duncan Moore, Associate Director of Technology, OSTP

The Need for Diversity

• Nation built on diversity (and many struggles) “Give me your tired, your poor. Your huddled masses yearning to breathe free. The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me. I lift my lamp beside the golden door!” Emma Lazarus, 1883

• Different perspectives broadens our national dialogue

• Familiarity tears down prejudices, fears, stereo-types, etc. – essential for interacting and doing business with peoples across the globe

• Diversity must be a cornerstone for our domestic and foreign policies

Programs

• Doctoral Mentoring Initiation and Research Documentation (Up to $500)

• Faculty Communications Network (Up to $500)

• Faculty-Student Mentoring Network (Up to $2500)

• Peer Mentoring Network (Up to $500-$2500)

- “Post-Workshop Incentives”

MORE RECENT

DATA

First University S&E Degrees By Country

USA China S. Korea Taiwan Iran Israel Germany UK Russia Canada0

102030405060708090

100

De

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S&E DegreesNon-S&E Degrees

USA China S. Korea Taiwan Iran Israel Germany UK Russia Canada05

10152025303540

De

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es(%

)

EngineeringNatural Sciences

First University S&E Degrees By Country

First University CSEM Degrees By Country

19851987 1989 1991 1993 19951997 1999 2001 2003 20050

50

100

150

200

250

300

350

400

450

500

Deg

rees

(× 1

000)

CSEM:Mathematics/Computer, Engineering

ChinaJapanS. KoreaUSAUKGermany

19851987 1989 1991 1993 19951997 1999 2001 2003 200525

30

35

40

45

50

55

60

65

70

75

Deg

rees

(%)

CSEM vs S&E

ChinaJapanS. KoreaUSAUKGermany

Median Annual Salaries in S&E Occupations

Bachelor’s Degrees By Field of Study

1971 1976 1981 1986 1991 1996 2001 2003 2004 2005 20065

10

15

20

25

Y

Per

cent

age

(%)

HumanitiesSocial and behavioral sciencesNatural sciencesComputer sciences and engineeringEducationBusinessOther fields

S&E BS, MS, & PhD Degrees by Field

% of BS, MS, PhD Degrees Going to Females

1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 200510

20

30

40

50

60

70

80

Years

Pe

rce

nta

ge

(%

)

Female share of S&E bachelor`s degrees

Engineering

Computer sciences

Physical sciences

Mathematics

Social sciences

Agricultural/Biological sciences

Psychology

1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 200510

20

30

40

50

60

70

80

YearsP

erce

ntag

e (%

)

Female share of S&E master`s degrees

Engineering

Computer sciences

Physical sciencesMathematics

Social sciences

Agricultural/Biological sciences

Psychology

1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 20050

10

20

30

40

50

60

70

Years

Pe

rce

nta

ge

(%

)

Female share of S&E doctoral degrees

Engineering

Computer sciences

Physical sciences

Mathematics

Social sciences

Agricultural/Biological sciencesPsychology

% BS, MS, PhD S&E Degrees to Underrepresented Minorities

1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 20050

1

2

3

4

5

6

7

8

9

10

Years

Per

cent

age

(%)

Minority share of S&E bachelor`s degrees

Asian/Pacific IslanderBlackHispanicAmerican Indian/Alaska Native

1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 20050

1

2

3

4

5

6

7

8

Years

Per

cent

age

(%)

Minority share of S&E master`s degrees

Asian/Pacific IslanderBlackHispanicAmerican Indian/Alaska Native

1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 20050

1

2

3

4

Years

Per

cent

age

(%)

Minority share of S&E doctoral degrees

Asian/Pacific IslanderBlackHispanicAmerican Indian/Alaska Native

Foreign Share of U.S. S&E Degrees, Short Term Stay Rates of Degree Recipients

Academic Employment

Academic employment of S&E doctorate holders reached a record high of 274,200 in 2006 - 183,500 male (66.9%), 90,700 female (33.1%) [3, page A5-31, Table 5-19]. Male Science 244,500 157,400 64.4% 87,000 35.6% 17,400 mathematics 14,100 81% 3,300 19% 5,800 computer science 4,500 77.6% 1,200 20.7%*[1] 39,900 physical science 32,600 81.7% 7,300 18.3% 50,000 social science 31,800 63.6% 18,200 36.4% 96,100 life science 58,300 60.7% 37,800 39.3% 35,300 psychology 16,100 45.6% 19,200 54.4% Engineering 29,700 26,100 87.9% 3,600 The above shows that women are disproportionately represented in science and engineering academic positions – particularly in mathematics, computer science, the physical For underrepresented minorities - defined by NSF as blacks, Hispanics, American Indians/Alaska Natives [3, page A5-39] - at the doctoral level, we have the following [3, Science 22,000 9% 1,100 mathematics 6.3% 300 computer science 5.2% 2,400 physical science 6% 5,400 social science 10.8% 7,000 life science 7.3% 3,900 psychology 11% Engineering 2,200 7.4%

[1] Note that computer science percentages for females do not sum to 100% because of round off error.

Arizona Data

.

2005-2006 2021-2022 U.S. Arizona U.S. Arizona White 65.2% 54.8% 52.2% 36.9% Hispanic 14.4 30.4% 25.7% 46.5% Black 14% 5% 12.9% 6.3% Asian 5.3% 3% 8% 5.5% American Indian 1.1% 6.7% 1.2% 4.5%

Computer and mathematics 8.2% Architecture and engineering 12.3% Life, physical, and social sciences 5.6% Health care practitioners and technical 12.4% Health care support 30.2% Legal 7.1% Education, training, and library 15.4% Food preparation and serving 37.8%