Skip navigation

ENE Memo: April 29, 2013

From the Head: 4/29

Our stated vision for engineering and engineering education is:

We envision engineers who, in collaboration with others, help communities globally to achieve their aspirations in creative yet responsible and sustainable ways. The education of these engineers is informed by sophisticated knowledge about how people learn to engineer. It attracts and develops a diverse range of people and is suited to addressing complex sociotechnical issues. This vision implies that we radically rethink the boundaries of engineering and the purpose of engineering education.

This vision is a product of strategic thinking. Our mission to transform engineering education on the basis of scholarship and research is one means to help bring about this vision. This mission embodies the idea of everyday excellence, that we should strive to always be the very best we can be at our job and not expect special recognition for doing excellent work. Excellence is what we should be about every day—always pushing the boundaries, always improving and never settling for second best. Excellence is not measured by effort expended but by extraordinary results achieved. We often have to remind our students of this fact.
An essential personal discipline that enables excellence is accountability. To achieve our mission and thereby help to realize our lofty vision, we must hold ourselves and each other accountable. Individually we need to be self-aware and personally responsible for our actions. This is a foundation for being able to expect accountability from each other. Accountability is an organic, collectively embodied core value, not something that has to be enforced through a formal organizational structure. Ensuring we all have "no bad days" begins with self-awareness and is achieved through concerted self-discipline.
We have a once-in-a-generation opportunity to create a new, different and exciting academic department; something special—a light on the hill. Not just special in terms of what we do but more importantly a special academic culture, a transformational community of practice. As we enter our tenth year as ENE and we reflect on so many incredible achievements thus far, we face a pivotal question. Do we simply grow and mature into just another department? Or do we grasp this unique opportunity to be an exemplar of what is possible in the future as higher education goes through a period of significant external challenge and self examination?


Strategic thinking, excellence, and accountability - espoused value ENE Strategic Plan, p3.


Calendar: 4/29

Spring 2013

  • May 8-9: ENE Advance (9:30-3:30) 

Summer 2013

  • June 17 - July 11:  STAR​ (Student Transition, Advising and Registration)

Fall 2013

  • Aug 13: ENE Faculty Advance 
  • Aug 14: BGR lunch
  • Aug 14-16: ENE PhD orientation
  • Aug 19: Classes Begin
  • Sept 27: 2nd Annual First-Year Engineering Friday
  • Sept 28 Homecoming & Family Weekend
  • TBD:   ABET Site Visit (Mon + Tues; most likely in Oct)
  • Nov 8: Engineering Education Industrial Advisory Council (E2IAC) 
  • Nov 9: ENE Friends at the Football
  • Nov 14: 3rd Annual Interdisciplinary Engineering Colloquium

Kudos: 4/29 the graduating undergraduate students—Ben Horstman, Nuclear Engineering; Tyler Schluttenhofer, Law & Society; Gabriel Valtierra, Creative Writing; Bailey Mantha-Nagrant, Interdisciplinary Engineering; Miles Evans, Environmental and Ecological Engineering; Aaron Lemcherfi, Aeronautical Engineeringinvolved in INSPIRE's Undergraduate Pre-College Research In STEM Education (UPRISE) Academy. These students worked with INSPIRE for years on research projects, and we would like to thank them and celebrate their impressive accomplishments:


Best Research Award 2012: Purdue University Undergraduate Research and Poster Symposium: Engineering, Math and Computational Sciences for Horstman, B., Carr, R.L. & Strobel, J. (2012). “Model Eliciting Activities: A Teaching Tool to Promote Engineering Thought-Processes.”

Best Abstract 2012: Purdue University Undergraduate Research and Poster Symposium: Humanities and Social Science for Lemcherfi, A. Kult, B. Duncan-Wiles, D., & Strobel, J. (2012) "K-12 Student Attitudes Towards Engineering."


Lemcherfi, A. Kult, B. Duncan-Wiles, D., & Strobel, J. (April 2012)  K-12 Student Attitudes Towards Engineering. Poster presented at Butler University Undergraduate Research Symposium. Indianapolis, Indiana.

Evans, M., Mantha-Nagrant, B., Duncan-Wiles, D., & Strobel, J. (April 2012). WIWD: Assessing Teachers' Understanding of Engineering. Poster presented at the Purdue University P-12 Engagement Symposium. West Lafayette, Indiana. Also presented at the Butler University Annual Undergraduate Research Conference. Indianapolis, Indiana.

Carr, R.L., Diefes-Dux, H., Horstman, B. (2012). Change in Elementary Student Conceptions of Engineering Following an Intervention as Seen from the Draw-an-Engineer Test. Proceedings from 2012 Conference of the American Society of Engineering Education (ASEE). San Antonio, Texas.

Carr, R.L., Diefes-Dux, H., Horstman, B. (2012). Analysis in Engineering Construct Knowledge (Work in Progress). Proceedings from 2012 Frontiers in Education, held at Seattle, Washington, October, 2012.

Carr, R. L., Diefes-Dux, H. A., & Horstman, B. J. (2012). Work in progress: Analysis of change in engineering construct knowledge. Proceedings of the 42nd ASEE/IEEE Frontiers in Education Conference, Seattle, WA.

Horstman, B., Carr, R.L. & Strobel, J. (2012). Model Eliciting Activities: A Teaching Tool to Promote Engineering Thought-Processes. Poster presented at 2012 Purdue University Undergraduate Research and Poster Symposium, West Lafayette, Indiana.

Yoon, S. Y., Evans, M. G., & Strobel, J. (2012). Development of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers.

Proceedings of the American Society for Engineering Education (ASEE) Annual Conference and Exposition, 2012-4413, San Antonio, TX, USA.

Yoon, S. Y., Evans, M. G., & Strobel, J. (under review). Validation of the Teaching Engineering Self-efficacy Scale (TESS) for K-12 teachers: A structural equation modeling approach. Journal of Engineering Education. 

To suggest content for future issues of ENE Memo, contact David Radcliffe or Lisa Tally by midday Friday for the following week's issue.