# Presentation: 144294

## Vectoring to 21st Century Engineering

- Joseph Bordogna
- National Science Foundation
- http:// www.eng.nsf.gov/
- ASEE Middle Atlantic Section
- Spring 1996 Regional Conference
- Temple University College of Engineering
- April 27, 1996

## A 21st Century World

**Cognitive****Revolution**

**Diverse**
**Workforce**

**Defense****Reinvestment**

**Information**
**Explosion**

**Demographic****Shifts**

**Environmental****Sustainability**

**Finite****Resources**

**International****Competition**

**Global****Economy**

**Dual****Use**

**Shared****Wealth**

## Innovation-Concurrent Integration

## Innovation vis-a-vis Productivity

**’**

**The source of wealth is something specifically human:  *****KNOWLEDGE***
**Knowledge applied to tasks we already know how to do is *****PRODUCTIVITY***
**Knowledge applied to tasks that are new and different is *****INNOVATION***

***Managing for the Future:  The 1990s and Beyond***
**Peter F. Drucker, 1992**

## Role of Industry:  Wealth Creation

**The interaction of technological innovation with the competitive marketplace is the fundamental driving force in capitalist industrial progress.**

***Joseph A. Schumpeter, 1942***

**Capitalism is a process of Creative Transformation**

## Role of Academe:  Building Capacity for Learning and Innovation

** ****Education**
** ****Research**

**Resource**
**Investment**

**Continuous**
**Learning and**
**Innovation**

**Knowledge**
**Integration**

**Knowledge**
**Creation**

**Knowledge**
**Transfer**

## Challenges for 21st Century Academe

**Educate students to see the world whole, help them sense the coupling among seemingly disparate fields of endeavor; **
**teach synthesis in balance with analysis; **
**enhance students’ capabilities to build connections between the world of learning and the world beyond.**

## Role of Federal Government:  Physical and Intellectual Infrastructure

**A healthy, educated public**
**Job creation, economic health and security**
**World leadership in science, engineering, mathematics and technology**
**Improved environmental quality and sustainable development**
**Harnessed information technology**
**Enhanced national security**

**Goals of Federal government investment:**

## Environmental Technology Scenarios

**Environmental Technology Scenarios**

**E**
**F**
**F**
**O**
**R**
**T**

**Avoidance**

**Monitoring**
**            ****& Assessment**

**Control**

**Remediation**
**          ****& Restoration**

**2000**

**2010**

**2020**

**2020**

**TIME**

## National Science and Technology Council

**National Science and Technology Council**

**National Science and Technology Council**
**(NSTC)**

**Education**
**& Training**

**Health, Safety &**
**Food**

**Civilian**
**Industrial**
**Technology**

**National**
**Security**

**Information &**
**Communication**

**Fundamental**
**Science**

**International**
**Engineering**
**& Technology**

**Environment**
**& Natural Resources**

**Transportation**

## National Science Foundation

**National Science Foundation**

**National Science Board**

**Director**

**Office of the****Inspector General**

**Staff Offices:**

**Notes:**
11
11

## Composition of Federal Outlays

**Composition of Federal Outlays**

- %

**	****	****	**_**1940**__**	**__**	**__**1965**__**	**__**	**__**1994**_
**Current $****	****	****	****    9.5****	****	****118****	****	****1,484**
**Constant 94 $****	****	****126****	****	****576****	****	****1,484**
**(dollars in billions)**

- Payments for Individuals

- All Other

- Net Interest

- National Defense

## The Federal Budget DollarWhere it goes....

**FY 1996 Budget:  $1.6 Trillion**

**Other Federal**
**Operations**
**5%**

**Grants to States & **
**Localities**
**15%**

**Direct Benefit**
**Payments for**
**Individuals**
**48%**

**NET Interest**
**16%**

**National Defense**
**16%**

## National R&D Expenditures:  1994

**National R&D Expenditures:  1994**

- Universities and Colleges
- 3%

- Other - 2%

- Federal
- Government
- 36%

- Industry
- 59 %

**By source of funds**

- Federal Government
- 10%

- Other - 4%

- Universities and
- Colleges - 12%

- FFRDCs - 3%

- Industry
- 72 %

**By performing sector**

**By character of work**

- Basic - 18%

- Development
- 59%

- Applied - 23%

## U. S. R&D Funding

**U. S. R&D Funding**

**Source:  FY 1995 U. S. Budget**

**46%**

**54%**

**$72 B**

**$83 B**

**Private **
**Sector**

**Federal **
**Government**

**Long-Term**
**10%**

**Short-Term**
**90%**

**Non-**
**Defense**
**46%**

**Defense**
**54%**

## Federally Supported Basic Research, byAgency

**FY 1994, $14.3 Billion total**

**NSF 14.3%**

**HHS 42.3%**

**DoD 8.6%**

**Other 4.1%**

**USDA 4.4%**

**Energy 12.4%**

**NASA 13.9%**

## Federal Obligations for Basic Research at Academic Institutions

**Federal Obligations for Basic Research at Academic Institutions**

**FY 1994, $7.2 B total**

**1%**
**2%**
**3%**
**9%**
**15%**
**9%**
**35%**
**1%**
**21%**

**Social Sciences**
**Mathematics**
**Computer Science**
**Earth/Env. Science**
**Physical Sciences**
**Engineering**
**Biological Sciences**
**Psychology**
**Medical Sciences**

**61%**
**58%**
**56%**
**51%**
**42%**
**33%**
**11%**
**11%**
**0%**

**(non-medical)**

## Federal Support for the Conduct of Research to Universities and Colleges in Fiscal Year 1993

**Federal Support for the Conduct of Research to Universities and Colleges in Fiscal Year 1993**

**Civil**
**Engineering**

**Chemical**
**Engineering**

**Electrical **
**Engineering**

**NSF**
**67%**

**Other**
**33%**

**NSF**
**52%**

**Other**
**48%**

**NSF**
**26%**

**Other**
**74%**

**Mechanical**
**Engineering**

**Metallurgical/**
**Materials**

**Aeronautical/**
**Astronautical**

**NSF**
**25%**

**Other**
**75%**

**NSF**
**10%**

**Other**
**90%**

**NSF**
**4%**

**Other**
**96%**

## Slide 19

## Slide 20

## NSF

**NSF**
**Vision**

**Enabling the Nation’s**
**Capacity to Perform**

## NSF Strategic Plan: Goals

- Enable the United States to uphold a position of world leadership in all aspects of science, mathematics, and engineering.
- Promote the discovery, integration, dissemination, and employment of new knowledge in service to society.
- Achieve excellence in U.S. science, mathematics, engineering, and technology education at all levels.

## NSF Strategic Plan: Core Strategies

- Develop Intellectual Capital
- Strengthen the Physical Infrastructure
- Integrate Research and Education
- Promote Partnerships

## Integrating Research and EducationDefinition

- discovery, curiosity and inquiry
- the dynamics of the shared student-teacher experience
- a holistic faculty and student body and effective partnerships
- availability of information/cognitive resources

*The weaving of knowledge creation, knowledge integration, and knowledge transfer into a robust whole that both defines and enables the process of continuous learning and the quest for new knowledge.*

- At all levels the learning process is enabled and enriched by:

## Some Enabling Paradigms for the Integration of Education and Research

*Encouraging learning within the context of discovery ***Individual Investigator Awards (IIA)**
*Discovery experiences for undergraduates***Research Experiences for Undergraduates (REU)**
*Engineering education within an integrative academic system***Engineering Research Centers (ERCs)**
*Continuous curriculum improvement***Combined Research-Curriculum Development (CRCD)**
*University/industry partnerships within an integrated education/research environment***Grant Opportunities for Academic Liaison with Industry (GOALI)**
*Development of integrated academic careers***Faculty Early Career Development (CAREER)**
**Recognition Awards for Integrating Research and Education (*****New*****)**

## Evolution of Engineering Education in the USA 

**1749****	****“Mechaniks ... to be informed of the Principles of that Art by which ****	****weak Men perform such Wonders, Labour is saved, Manufactures **
**	****expedited ...”  “Balance useful knowledge with general knowledge ****	****to serve mankind.” Benjamin Franklin on curriculum for educating ****	****youth**
**1776****	****“Wealth of Nations” -- Making and Moving Things -- Adam Smith**
**1794****	****West Point Engineering School, New York -- George Washington**
**1817****	****First civil engineering curriculum at West Point modeled after Ecole ****	****Polytechnic**
**1821****	****First Civilian engineering course in U. S. at Norwich Academy, Vermont**
**1835****	****First engineering degrees, Rensselear Polytechnic Institute.  Based on 18th ****	****century focus on engineering as a blend of the arts, with creation of ****	****artifacts and systems to serve society.  Laid foundation for liberality in ****	****engineering education that has blossomed in latter half of 20th century.**

## Evolution of Engineering Education in the USA 

**(continued)**

## Evolution of Engineering Education in the USA 

**(continued)**

**Past:****	****Curriculum in response to workforce needs for **
**	****a new technology**
**Future:****	****Technology needs change quickly -- education must**
**	****be more than a response**
**	****Expertise in a single discipline is no longer enough**
**	****Ability to contribute and thrive through change**
**	****Engineering graduate:  commodity or wealth creator?**

## Challenges for 21st Century Engineers

**Increasing pace of technological innovation**
**Post-cold war international politics**
**New kinds of military conflicts and economic partnerships**
**Shift from defense development to commercial competition; merging of defense and commercial industrial base**
**Vastly improved global communications, intelligent information technology, and low-cost computing power**
**Increasing number and strength of U. S. trading partners **
**Changing demographics, expanding social infrastructure**
**Environmental concerns increasingly important**

## Meeting the Challenge

**Systems integration; synthesis**
**Engineering science; analysis**
**Problem formulation as well as problem solving**
**Engineering design**
**Ability to realize products**
**Facility with intelligent technology to enhance creative opportunity**
**Ability to manage complexity and uncertainty**
**Teamwork; sensitivity in interpersonal relationships**
**Language and multi-cultural understanding**
**Ability to advocate and influence**
**Entrepreneurship and decision making**
**Knowledge integration, education and mentoring**

**Next Generation Engineering Skill Set**

## Meeting the Challenge

**Next Generation Engineering Career Paths**

**Sustainable development:  avoiding environmental harm; energy / materials efficiency**
**Life cycle / infrastructure creation and renewal**
**Micro / nanotechnology / microelectromechanical systems**
**Mega systems**
**Smart systems**
**Multimedia and computer-communications**
**Living systems engineering**
**Process quality / control**
**Management of technological innovation**
**Enterprise transformation**
**. . . ?**

## Traditional Undergraduate Sequenced Curriculum

**Science****Mathematics****Humanities & Social Sciences**

- Freshman

**Science****Mathematics**
**Eng. Science**
**H . & S. S.**

- Sophomore

**Eng. Science**
**Disciplinary Eng.**
**H . & S. S.**

- Junior

**Disciplinary Eng.**
**Design Project**
**H . & S. S.**

- Senior

- Passing Through Filters

## Components of a Holistic Baccalaureate Education 

- Vertical (In-depth) Thinking
- Abstract Learning
- Reductionism - Fractionization
- Develop Order
- Understand Certainty
- Analysis
- Research
- Solve Problems
- Develop Ideas
- Independence
- Technological - Scientific Base
- Engineering Science

- Lateral (Functional) Thinking
- Experiential Learning
- Integration - Connecting the Parts
- Correlate Chaos
- Handle Ambiguity
- Synthesis
- Design / Process / Manufacture
- Formulate Problems
- Implement Ideas
- Teamwork
- Societal Context
- Functional Core of Engineering

## Holistic Engineering Curriculum

**Holistic Engineering Curriculum**

**Year 1**

**Year 2**

**Year 3**

**Year 4**

**Integrated Humanities/Social Sciences**

**K-12**

**Hands-on Lab, Design, System Methodologies**

**K-14 Interface**

**Integrated, Unified,**
**Science & Math**
**As Needed**

**Research Experience**
**In-Depth Science**

**Capstone**
**Engineering**

**Functional Core of**
**Engineering Up Front**

**In-Depth Disciplinary**
**Engineering**

**Baccalaureate**
**Interface**

**BS/MS**
**(Practice**
**Oriented)**

**BS**
**(Industry)**

**BS/PhD**
**(Research**
**Oriented)**

## Functional Core of Engineering

- Design to meet safety, reliability, operational, cost, and environmental requirements
- Manufacturing and construction
- Creation and operation of complex systems
- Understanding of physical constructs and economic, industrial, social, political, and international context in which engineering is practiced
- Understanding and participating in the process of research
- Intellectual skills needed for career-long learning

## Characteristics of Next Generation Engineering Graduates

- Understand the functional core of the engineering process.
- Analyze and synthesize; formulate problems and solve them; become adept at group problem-solving strategies.
- Think across disciplines (laterally) as well as in disciplinary depth (vertically).
- Communicate ideas effectively to influence diverse groups, including non-engineers; act both independently and as a team member.
- Recognize the relationship of the engineering enterprise to the social/economic/political context of engineering practice and the key role of this context in engineering decisions..
- Develop the motivation, knowledge base, and intellectual capacity for career-long learning.

## Engineering Education

**Integrative**
**Discovery-Focused**
**Doctoral**
**Curriculum**

**Career-Long**
**Learning**
**Infrastructure**

**Practice-Oriented**
**Master’s-Level**
**Curriculum**

**Engineering Education**

**Enable**
**Next Generation**
**Engineer**

## NSF Budget Request(Millions of Dollars)

- Research & Related Activities
- Education & Human Resources
- Academic Research Infrastructure
- Major Research Equipment
- Salaries & Expenses
- Office of the Inspector General
- Total, NSF

- 2314
- 599
- 100
- 70
- 132
- _4_
- $3,220

- 2,472
- 619
- 0
- 95
- 134
- _5_
- $3,325

- FY 1996
- _Estimate_

- FY 1997
- _Request_

- Percent
- _Change_

- 6.8
- 3.3
- -100.0
- 35.7
- 1.5
- _4.5_
-      3.3

- %

## National Science Foundation

**Engineering Investments**

**Enabling the nation’s capacity to perform by: **

**Investing in the creation of new knowledge within disciplines and at their interfaces**
**Enabling knowledge transfer connections and partnerships among diverse communities**
**Fostering holistic themes in academe through the integration of education and research**
**Supporting systemic reform of engineering education and the research paradigm**

## Directorate for Engineering

**Assistant**
**Director**

**Bioengineering &**
**Environmental**
**Systems**

**Civil &**
**Mechanical**
**Systems**

**Chemical &**
**Transport**
**Systems**

**Design,**
**Manufacture, &**
**Industrial Innovation**
**(includes SBIR)**

**Electrical &**
**Communications**
**Systems**

**Engineering**
**Education &**
**Centers**

**FY 1996    $316.4M**

**$23.2M**

**$48.0M**

**$38.1M**

**$89.2M**

**$38.5**

**$79.3M**

## Engineering Budget Request(Millions of Dollars)

- Bioengineering & Environmental Systems
- Chemical & Transport Systems
- Civil & Mechanical Systems
- Design, Manufacture, & Industrial Innovation
- Electrical & Communications Systems
- Engineering Education & Centers
- Total, ENG

## Engineering Directorate Research and Education in Areas of National Priority(Millions of Dollars)

- Advanced Materials and Processing Program
- Biotechnology
- Civil Infrastructure Systems
- Environment and Global Change
- High Performance Computing & Communications
- Manufacturing
- Science, Mathematics, Engineering, & Technology
-        Education

## Some FY 1997 Budget Emphases

- Optical Science and Engineering
- Plasma Processing
- Nano/Micro Particles
- Learning & Intelligent Systems
- Sensing and Control
- Intelligent Manufacturing
- National Nanofabrication Users Network (NNUN)

## Learning and Intelligent Systems

**How do human and synthetic learning mechanisms operate?**
**How can we build intelligent machines to respond to learner’s needs?**
**What unifying principles underlie and connect the diverse phenomena that constitute intelligence and learning?**

**Augment the capacity to learn and create by developing new knowledge and technology to help harness vast, diverse, and dynamic information resources**

## NSF National NanofabricationUsers Network (NNUN)

**•  ****Infrastructure Enhancement**
**•  ****Integration of Research and Education**
**•  ****Partnerships and Alliances**

**Stanford**** ****•**
** ****Nanofabrication**
** ****of silicon devices**
** ****CMOS, BiCMOS**

**•**** ****Cornell**
**  ****Nanofabrication**
**  ****of compound semi-**
**  ****conductor devices**

**UC Santa Barbara ****•**
** ****Quantum electronics**
** ****and nanoscale mat’ls**

**•****Penn State**
**  ****Advanced non-**
**  ****traditional mat’ls**

**•**** ****Howard**
**   ****Wide bandgap**
**   ****semiconductors**

***An integrated network of user facilities, providing researchers expertise to fabricate nanometer-scale structures, devices and circuits, aiding diverse disciplines from engineering to physics to biology***

**http://snf.stanford.edu/NNUN/**

## Solutions Have a Finite Lifetime

**Today’s problems come from yesterday’s solutions.**
*	**	**	****Peter M. Senge, “The Fifth Discipline”***

## Hardening of the Categories

**“****There is no graver threat to the process of discovery than that dread disease, ‘hardening of the categories’.”**
- 						***Bob Miller***
***	******	******	******	******	******	******Science Artist***
***	******	******	******	******	******	******San Francisco***

## Engineering

**“****Engineering is the integration of all**
**knowledge to some purpose.”**

**-- *****Fumio Kodama***