ENE Memo: February 22, 2016
From the Head: 02/22/2016
Back in the day ....
In searching through the archives at Purdue Library for materials for our pictorial history, I came across the following from the 1964-65 report to the engineering faculty, part of a report to the university President.
For the past few years the Department, particularly through the efforts of Prof. W. W. Briggs, has encouraged high school students to gain credit in college courses by examination. Thus in the spring of '64 forty-four students gained college credit in biology, English, chemistry, physics, mathematics, language and history via College Board Advanced Standing Examinations and eighty others by taking Purdue Advanced Standing Examinations.
The Department hopes to double or triple the number taking such examinations in the next year.
The Department's belief in allowing each student to get credit for college level work taken in high school and to progress at a pace commensurate with his ability and motivation does meet adverse reaction from some college administrators and numerous high school counselors and parents. Their advice to many students seems to suggest taking an easier way, not seeking advanced standing, honors courses or top grades, The Department does not condemn or condone such advice, but holds that many students would develop poor habits if unchallenged or subjected to repeat material.
Very few high schools seem aware of advanced standing examinations, or if so, unaware of the statistical evidence in favor of taking advantage of this opportunity for advanced placement.
A few students who have had outstanding college preparation have, by taking· advanced standing examinations, been able to enter graduate school in three years or less. Charles Kofadar, a 1963-64 freshman, was so well prepared in high school and by self-directed study, that at the end of two years it was decided to let him proceed directly to the Ph.D. degree if he wished. The Department intends, by such early identification of ability and achievement, to encourage all students, not just the honors students, to progress at a pace commensurate with ability and background, Many average students can gain advanced standing in at least one subject.
As more students enter with college-level credit we can anticipate raising the level at which students will start. Gradual up-grading has occurred in mathematics and chemistry since 1956 because of the continually improved programs in most high schools.
A new course, Elementary Engineering Design, developed by Professor John Gibson and two associates, was offered to a limited number of freshmen to test the feasibility of introducing freshmen to engineering practice through preliminary design problems. Student enthusiasm for the course was high. A similar course will be developed by Prof. Joseph Modrey - Professor Gibson having left the University - and conducted with the- aid of a considerable staff for one hundred and fifty freshmen as a further test.
Although the research staff has been occupied to a great extent on the ASEE Goals Study, several research projects have been conducted under the direction of Prof, W. K. LeBold. A study soon to be reported is concerned with whether student attrition from engineering is related to (1) discrepancies between university experience and pre-college expectations and (2) degree of integration into the "university."
A study showed a significantly greater increase of interest in socio-humanistic and intellectual activities by students who remained in engineering than by those who transferred to non-engineering areas.
A review of studies of graduation, transfer and withdrawal rates of engineering students will be available in 1965, a new study to explore the effect of non-intellectual factors on withdrawal from engineering discovered that a crucial factor in attrition is the extent to which the student, before entering college, has explored his interests, especially as modified by his abilities. Freshmen were found also to be concerned with getting a role definition … learning precisely what different kinds of engineers do, It is known that they rely heavily on upperclassmen for such role definitions. Students who made friends of upperclassmen and were satisfied with their programs increased their interest in engineering. Students who dropped the program had cultivated few or no such friendships. It was found that freshman contacts with upperclassmen are made almost entirely on a chance basis, if at all.
In some ways the more things change, the more they stay the same.
...to Allison Godwin on being awarded a prestigious NSF: CAREER grant titled "Actualizing Latent Diversity: Building Innovation through Engineering Students' Identity Development." Congratulations.
...to the Monica Cardella and the INSPIRE team on being accepted as a partner in the 100Kin10 network. As part of the application process, they are required to provide a commitment statement. Theirs is: Commitment to Retain Excellence: By 2020, my organization will develop curricular resources and offer professional development for 500 K-8 teachers to be able to teach and integrate engineering and computer science with science, mathematics, and literacy.
...to Brent Jesiek on receiving 2016 ENE Award for Excellence in Mentoring. Congratulations!
...to Heidi Diefes-Dux receiving the 2016 ENE Award for Leadership. Congratulations!
...to Michael Loui for being recognized by the National Academy of Engineering for designing and delivering an exemplary educational program in engineering ethics. The NAE report showcases 25 engineering programs, including two that Dr. Loui is a member: PRIME Ethics: Purdue's Reflective & Interactive Modules for Engineering Ethics and Ethics Sessions in a Summer Undergraduate Research Program (University of Illinois at Urbana-Champaign and Purdue University). Congratulations to you and your faculty teams!
Funding Opportunities: 02/22/2016
Selected Funding Opportunities:
NSF Software Infrastructure for Sustained Innovation (SI2: SSE & SSI) The goal of the SI2 program is to create a software ecosystem that includes all levels of the software stack and scales from individual or small groups of software innovators to large hubs of software excellence. The program addresses all aspects of cyberinfrastructure, from embedded sensor systems and instruments, to desktops and high-end data and computing systems, to major instruments and facilities. The SI2 program under this call will solicit proposals in two classes of awards: Scientific Software Elements (SSE), and Scientific Software Integration (SSI). SSE proposals due April 26. SSI proposals due September 19.
NSF Dear Colleague Letter: Cultural Anthropology Research Experience for Graduates (REG) and Research Experience for Undergraduates (REU) Supplements To advance the integration of research and education, the Cultural Anthropology program of the NSF invites researchers holding existing NSF awards to request a REG or REU Supplement. Whether a REG or REU supplement request, the student's research should be his/her own research project; supplements are not intended to support clerical or research assistants to the PI. Deadline: March 1
NSF Antarctic Research This program fosters research on globally and regionally important scientific problems. In particular, the program supports research that expands fundamental knowledge of the region as well as research that relies on the unique characteristics of the Antarctic continent as a platform from which to support research. Antarctic fieldwork will be supported for research that can only be performed or is best performed in Antarctica. Deadline: May 16
DOD-DARPA Young Faculty Award This announcement solicits ground-breaking single-investigator proposals from junior faculty for research and development in the areas of physical sciences, engineering, materials, mathematics, biology, computing, informatics, and manufacturing of interest to DARPA’s Biological Technologies Office (BTO), Defense Sciences Office (DSO) and Microsystems Technology Office (MTO). Deadline: April 5
EPA Environmental Education Local Grants Program The purpose of the Environmental Education Local Grants Program is to support locally-focused environmental education projects that increase public awareness and knowledge about environmental issues and provide the skills that participants in its funded projects need to make informed environmental decisions and take responsible actions toward the environment. Deadline: April 8
President’s FY17 Budget Proposal:
- AHRQ Budget Proposal
- USDA-NIFA Budget Proposal
- NIST Budget Proposal
- DOE Budget Proposal (PDF)
- NSF FAQs for NSF 16-516 GEO Opportunities for Leadership in Diversity (GOLD)
As always, we appreciate your sharing this information with your faculty. Please contact Sue Grimes (firstname.lastname@example.org), Kristyn Jewell (email@example.com), or Perry Kirkham (firstname.lastname@example.org) with any questions.