Spring 2015

News from the School of Engineering Education at Purdue University: Home to all First-Year Engineering students, an undergraduate program in Multidisciplinary Engineering and Interdisciplinary Engineering Studies, the first-of-its-kind Ph.D. program in the world, and the Institute for Pre-College Engineering (INSPIRE).

ENE Growth

The end of the 2015 Spring Semester marks the next life transition for many of our students.

The May 16th commencement exercise included nearly two dozen graduates from our Multidisciplinary Engineering and Interdisciplinary Engineering Studies degree programs. Seven of our graduate students joined them - six earned a Ph.D while one graduated with a master's of science degree. Several thousand First-Year Engineering students will matriculate to their chosen engineering major. Some will be staying with us in the Multidisciplinary Engineering program, but the vast majority will be transitioning to one of the other discipline schools. This is a major milestone in their college experience. Best wishes to all of our graduates!

Along with our students' academic growth, ENE realized a long-awaited physical growth. On February 11th - the tenth anniversary of our graduate program's approval by the Indiana Commission for Higher Education - we moved into our new research space across Northwestern Avenue from Armstrong Hall. Faculty, graduate students, postdoctoral researchers and staff related to the research enterprise have nearly 17,000 square feet of space on the third floor of Seng-Liang Wang Hall. This is the first time since the School's founding over a decade ago that all research activities will be under one roof.

To our knowledge, this is the first-of-its-kind facility dedicated solely to engineering education research. It includes simulation classrooms, a fabrication lab, smart suites for collaboration, observations labs, interview rooms and a secure data analysis room. Nearly all these rooms have write-on walls, write-on tables or both.

These research areas were all identified in a needs analysis that was part of the College of Engineering's master planning process. The facility is the new home for our graduate students and the Institute for Pre-College Engineering (INSPIRE) as well.

With the relocation of the graduate students' office from Armstrong Hall to Wang Hall, the space they vacated will be used by the undergraduate degree programs (MDE/IDES). Dr. Mary Pilotte, director, and Chris Pekny, advisor, will move their offices into the space. There is also ample room for our undergraduates to meet and collaborate on projects. We hope this fosters more of a community among the MDE/IDES students, much like there is among students in mechanical, civil and the other engineering schools.

Finally, as we move MDE/IDES operations "a few doors down," we make room for two new First-Year Engineering advisors. Purdue Provost Debasish Dutta granted our request for the additional staff. Our FYE advisors have a tremendous job in guiding students through their first year courses and preparing them for future success. With recent growth in student enrollment, we found it necessary to seek additional help, so that all FYE students receive the care and attention they expect and deserve.

We are proud of the work we have done and success we have achieved during the first part of 2015. We invite you to campus to experience it for yourself. As always, keep in touch.

Dr. David Radcliffe

Kamyar Haghighi Head of the School of Engineering Education

Faculty Members Receive CAREER Awards

Morgan Hynes and Jennifer DeBoer, both assistant professors in the School of Engineering Education, are the recipients of a National Science Foundation (NSF) CAREER award.

Hynes received funding to investigate how grades 5-8 students’ engagement in and perceptions of engineering are influenced through participating in certain engineering challenges. The specific aim of the project is to develop engineering curriculum materials that intentionally integrate students’ personal interests in engineering design challenges. Hynes believes this work addresses the issue of diversity among engineers.

“Even with the increased national attention of the profession, the representation of women and minorities in engineering remains dismal,” he says.

Various surveys show less than 20% of engineering majors are women. Similarly, underrepresented minorities, such as African Americans and Hispanics, are represented at rates less than half (relative to their representative population) with little sign of improvement.

“By presenting engineering in broader contexts, we’ll investigate whether more students are able to identify their own personal interests in the engineering challenge, which could result in a more positive perception of engineering,” Hynes says.

The research is comprised of three studies: 1) students’ interests interview study; 2) classroom simulation study; and 3) classroom implementation study. Findings from all three studies will inform the design and implementation of an interest-based engineering curricular approach.

DeBoer received funding for her proposal on evaluating and improving online courses for engineering undergraduates from diverse backgrounds.

“Increasing the retention and achievement of women, minorities, and high attrition groups in engineering is of paramount national strategic interest,” she says, “and online learning has emerged as a popular strategy for expanding access.”

There is limited evidence that online courses work for the diverse groups of students in engineering classes. In fact, early findings from other disciplines suggest that virtual instruction exacerbates achievement gaps. DeBoer’s proposal pushes research and practice to better serve all of the varieties of engineering students in three major ways:

  1. It analyzes underrepresented or high attrition student groups independently, rather than studying average effects for a whole class.
  2. It tracks individual student behaviors to better explain differences in student success and better recommend support systems that are tailored to unique students.
  3. It studies undergraduate online and blended learning in five widely varying contexts, including two international sites, to greatly expand the spectrum of tools that can inform undergraduate engineering in the United States.

Universities involved in the project are Purdue University, MIT, Taylor’s University (Malaysia), Morgan State University (historically black college/university), and University of Geneva’s partnership with adult learners in Kenyan refugee camps. A key part of the project is ENGR 131: Ideas to Innovation I, a First-Year Engineering course DeBoer teaches at Purdue. Its online modules will be used as a “test bed” to immediately apply some of the best practices derived from the research.

This five-year project builds on initial results to improve and reevaluate the structure of online materials. Enhancing digital educational tools to better support unique groups of students, especially those that have high rates of attrition, can fulfill the nation’s growing need for a highly qualified and diverse engineering workforce.

The Faculty Early Career Development (CAREER) Program is an NSF-wide activity that offers the Foundation’s most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of these two activities within the context of the mission of their organizations.

Frissora Receives 2015 Outstanding Alumni Award

Henry A. “Hank” Frissora, MD, FACS, a 1979 graduate with an Interdisciplinary Engineering degree in biomedical engineering, is the School of Engineering Education’s 2015 Outstanding Alumni Award recipient.

Frissora decided as a junior high student that he would pursue medicine as a career. It was a friend of his uncle – the dean of a medical school at the time – who steered him towards biomedical engineering instead of biology or a traditional pre-med program. When the time came to find a university with an undergraduate program in biomedical engineering in the mid-1970s, Frissora discovered Purdue University was offering the best package.

“Purdue stood out as having a great engineering reputation and a new program in interdisciplinary engineering that would allow me to create a major around my interest in biomedical engineering,” he said.

Outside of course work in many engineering disciplines, including those dedicated to biomedical engineering, his passions included creating a daily cartoon, Red Bricks, published on the editorial page of the Purdue Exponent during his four-year tenure at Purdue. He served as a teaching assistant in Al Chiscon’s renowned “Social Impact of Biology” course. As well, he enjoyed lab research in the newly created biomedical engineering center under Dr. Charles Babbs’ mentorship. These pursuits helped him gain entry to Harvard Medical School. From there he completed his surgical residency at the Harvard Surgical Service at the New England Deaconess Hospital. He completed a research fellowship at the Children’s Hospital in Boston in tumor angiogenesis and traveled to London for a fellowship in breast and vascular surgery at the King’s College Hospital. He is a Fellow of the American College of Surgeons (FACS) and diplomate of the American Board of Surgery.

Frissora describes himself as one of the last General and Vascular surgeons, currently working at Beverly Hospital, a member of Lahey Health. He has enjoyed the evolution of both fields, as traditional procedures have been totally changed by minimally laparoscopic and endovascular techniques. He teaches residents and serves as a preceptor for the medical device company, Ethicon, which allows him to give training sessions in the operating room and lectures around the country. He has mentored many students from high school through residency pursuing careers in surgery and biomedical engineering.

Tapping further into his biomedical engineering background, Frissora is designing new medical products, including a surgical mesh adaptation for laparoscopic repairs of abdominal hernias. He also has developed and adapted several surgical techniques relying on engineering-based principals. After the eye-opening experience of leading a medical team in running a hospital in post-earthquake Haiti, Frissora plans to shift his career towards further global outreach missions.

Speaking to a class of multidisciplinary engineering students while on campus, Frissora told them it is important to have a work/life balance, to look for challenges and to be happy with what you do – both career and hobbies. He also stressed the need to have a mentor or two.

“You’re going to somebody, looking for advice. Give something back there. You have a lot of fresh ideas. You have a lot of things to inspire your teachers, and that’s how it keeps going. And you’re going to be a mentor one day,” he said.

Frissora lives on the North Shore of Boston with his wife, Audrey, a breast radiologist. Their two daughters are off to school; Alessandra, a doctorate student in psychology, and Giuliana, an undergrad in environmental engineering. He is an avid ocean sailor and racer, backcountry skier and struggling golfer.

You can watch a video of Frissora receiving his award in the Media Gallery section of this newsletter.

Study Abroad in Australia

Multidisciplinary Engineering (MDE) students in the Acoustical Engineering and Engineering Management concentrations have a new study abroad opportunity.

Students in these programs may spend their sixth semester at the University of Queensland (U.Q.), one of the country’s leading research and teaching institutions, near Brisbane, Australia. Courses offered are aligned specifically to their plans of study, allowing for students to advance their degree objective without losing time to graduation.

“We are very excited to develop MDE’s first study abroad program in coordination with our partners at the U.Q.,” says Mary Pilotte, associate professor of engineering practice and director of Interdisciplinary Engineering Studies and Multidisciplinary Engineering (IDES/MDE). “We believe this will not only enhance the quality of our graduates’ technical education, it will expedite the development of their global competencies – critical skills and capabilities for their professional development.”

This opportunity was made possible through a competitive Incentive Study Abroad Program grant awarded to IDES/MDE through the generosity of the Global Engineering Program.

Both plans of study include Engineering Management & Communication, Australian Culture and Australian History. The Engineering Management plan includes Project Management with a focus on “high-tech electrical & information technology engineering laboratories, where dealing with risk & fast changing technologies are special factors.” The Acoustical Engineering plan includes Engineering Acoustics, which covers such topics as the physiological aspects of sound, statistical noise measures, and reflection & transmission of sound.

MDE students who enroll in the 12 credits are eligible for a $3,000 scholarship from Purdue. The incentive is part of the university’s Purdue Moves program. It is designed so students might fully understand issues from a world perspective.  In addition, MDE will be providing a sign-up incentive ($250) for the first MDE student that registers and completes the study abroad program, in addition to offering travel assistance grants ($500) available to the first 8 students that register.

“While the University of Queensland study abroad agreement applies specifically to these two MDE concentrations,” Pilotte says, “all IDES/MDE students are encouraged to take part in any study abroad opportunity made available to them; it will benefit their professional perspective for a lifetime.”

Collaboration Brings Nanotechnology to FYE

First-Year Engineering (FYE) students in ENGR 132: Ideas to Innovation II were exposed to nanotechnology through mathematical modeling of a quantum dot application thanks to a collaboration with faculty in the School of Chemical Engineering.

Bryan Boudouris, assistant professor of chemical engineering, used part of a National Science Foundation (NSF) grant headed by Michael Harris, Reilly Professor of Chemical Engineering, to introduce FYE students to nanotechnology. The goal was to create a new path for undergraduate students to develop an interest in nanotechnology by providing a strong background that starts in their foundational courses and continues throughout their career at Purdue.

“We put together a program that pushed the boundaries of complexity while still allowing it to be communicated to a broad audience,” Boudouris says.

He collaborated with Heidi Diefes-Dux, professor in the School of Engineering Education – where the FYE Program is housed.

“She taught me a number of significant lessons regarding engineering education pedagogy, which is one of the many big things she did for me,” he says. “She also showed me what was realistic to try to cover versus what was unrealistic for a group of students from a very diverse set of backgrounds.

“I had some misconceptions, especially with respect to what I thought previous experience in high school was versus the data that Heidi showed me on the prerequisite skills the students actually have. That helped me center my thinking on learning objectives.”

“We don’t do nanotechnology in FYE,” Diefes-Dux says. “And I thought, I’d be interested in writing new mathematical modeling problems, ones that introduce students to current topics in engineering serve dual purposes of exposing students to the topic and enabling realistic context for learning mathematical modeling and design.”

Boudouris created a mathematical modeling activity involving quantum dot solar cells. The two decided to stick with the topic and also created a new class design project for students – Developing a Simulation Suite for Planning Photovoltaic Solar Panel Fabrication. The idea was piloted in two sections of ENGR 132 during the Fall 2014 Semester. All 15 sections of the class are doing the modeling activity in the Spring 2015 Semester and more than half of the sections continuing it with the design project.

Connecting FYE with the other disciplines

The video lecture Boudouris made after the pilot allowed him to have "face time" with students in multiple sections of ENGR 132.

The collaboration between Boudouris in the School of Chemical Engineering and Diefes-Dux and others in the School of Engineering Education has been an involved, yet enjoyable, process, according to those participating. Besides meeting to draft and revise plans, Boudouris gave a lecture to each section of the class during the pilot phase and recorded a 16 minute video lecture for use in the roll-out this spring. Diefes-Dux says the time commitment and demanding constraints for the problems developed for the FYE students can make it difficult to connect with the professional schools.

“The problems have to have pretty solid story lines,” she says, “because we want the students to have a complex enough story to read that they have to kind of tease out who are all the stakeholders and why do these stakeholders care. So it can’t be a three line problem. It has to be a richer thing than that.”

While the basic concept of the problem came somewhat easily for Boudouris, he said the critical part was the ENE faculty and staff helping him format the content and deliver the material to the students in the best way. Without these crucial aspects the learning objectives associated with even the most cutting-edge problem could be lost.

“I think any junior faculty member can come up with a word problem for their field that has to do with nanotechnology,” he says, “and learn how to make something bigger from there. That has been the cool part.”

Boudouris thinks the experience will benefit him when it’s time to teach the students as sophomores and juniors, because he will have a better understanding of the instructional methods used in the FYE program.

“We want to highlight this partnership,” Diefes-Dux says, “because I think we can create more problems like this and I think that it’s an opportunity for researchers in engineering to disseminate their research to audiences and have impact with their research, but also have impact and face time with our first-year students.”

Early data

As with most instances of introducing a new technique, method or problem in FYE, engineering education faculty and graduate students conduct research on its implementation and impact on students. Doctoral candidate Kelsey Rodgers is heading up the research on the implemented quantum dot modeling and simulation design activities.

“Based on research I conducted with Drs. Diefes-Dux and (Krishna) Madhavan, we found ENGR 132 students have trouble understanding what makes a simulation and the connection between mathematical models and simulations,” Rodgers says. “This new modeling activity presented an opportunity for the research team to further the mathematical modeling development with a simulation development design project.”

She says having the mathematical modeling and the design project both focused on the quantum dots problem context gave students a more connected learning experience.

“Our preliminary findings have shown that more students present a better understanding that simulations are based on mathematical models,” Rodgers says, “and the simulation design project has even enabled some teams to further improve their original mathematical models while adding the components necessary for their simulation, such as manipulatable variables and visualization.”

The team’s overall research on introducing nanotechnology into FYE shows it enables many students to understand how nanotechnology is impacting the various disciplines of engineering and their field of study. This finding is similar to the goal of the NSF grant project that involves Boudouris.

“Does this encourage more students to continue in nanotechnology pathway from their FYE classes, on? Do they seek out those kinds of classes when they enter their disciplines – those elective classes? Do they do research that’s more nanotechnology-focused?” he says.

NSF officials want to know what happens after graduation. They hope to find out if undergraduate experiences with nanotechnology lead students to find graduate programs or careers with nanotech companies.

ENE Research Investigates K-12 Engineering-centered Education

A study led by Dr. Tamara Moore, associate professor in the School of Engineering Education, that aims at improving engineering education in public schools, found only a dozen states clearly define and lay out engineering curricula for K-12 students in their science standards. Only four of these states present a "comprehensive" inclusion of engineering.

Researchers are trying to improve engineering education in public schools to address a national need for highly skilled engineers for the workforce.

"For me the real need is to have more diverse ways of thinking in engineering," said Tamara Moore, an associate professor of engineering education at Purdue University. "One of the requirements of a good engineering team is to have people coming at a problem from lots of different directions. We need a more diverse population of engineers, but I also want people to be more engineering literate. I want all people to have an understanding of the importance of engineering in the fabric of our society."

The researchers have created a framework that includes 12 indicators to define the ideal K-12 engineering education. They used the framework to assess state-level standards in science for all 50 states and also to new "Next Generation Science Standards" from the National Research Council of the National Academy of Sciences.

Findings were detailed in a research paper published in March in the Journal of Research in Science Teaching. The paper was authored by Moore; Kristina M. Tank, an assistant professor in Iowa State University's School of Education; Aran W. Glancy, a doctoral student and research assistant at the University of Minnesota; and Jennifer A. Kersten, formerly at the University of Minnesota.

Of the 12 states that explicitly include engineering in their standards, four were comprehensive: Maine, Massachusetts, Minnesota and Oregon. Three were nearly comprehensive: New York, Pennsylvania and Washington. And five were non-comprehensive: Illinois, Indiana, Kansas, Oklahoma and Texas.

The framework elevates engineering design to the level of scientific inquiry within the academic standards and was described in a previous paper by the same authors published last year in the Journal of Pre-College Engineering Education Research.

"I am hoping people will use this as a way to look at curricula, as a way to look at whether or not engineering is taught meaningfully," Moore said. "So much of engineering in K-12 focuses on tinkering with stuff, figuring out how a toy works, for example. What is needed is a more plan-full way of thinking of it, a more analytical approach that asks how an engineer would solve a problem and then teaches science and mathematical thinking through engineering."

For example, when teaching the subject of heat transfer to sixth-graders, the conventional "inquiry-based approach" might ask students to examine how objects or materials melt and to measure the rate of heating in different materials.

"But an engineering, design-based approach might say, 'let's create a design feature to help keep this penguin-shaped ice cube from melting,'" she said. "Or, 'does sticking a Mylar sheet between my hand and a hot light bulb reduce the heating on my hand?'"

The research is now being used in a curriculum-development project called EngrTEAMS: Engineering to Transform the Education of Analysis, Measurement and Science, an $8 million National Science Foundation-funded research project.

The researchers are working with 200 teachers in Saint Paul, Minnesota, and surrounding suburbs, to introduce the approach for 15,000 students in fourth through eighth grades. The project began in 2012 and includes professional-development workshops for teachers in the school districts.

"We bring in about 50 teachers a year, so we've got about 100 teachers involved at this point," Moore said. "They then pilot it in summer in STEM camp with students who just come for fun. Then they do the whole unit in their classroom during the school year and we observe."

The districts span highly diverse, urban populations, to far less diverse rural schools.

"We want to see whether this works no matter which population we are looking at," she said.

In Memoriam: Bill LeBold

Dr. William K. (Bill) LeBold, former Purdue administrator and professor of engineering, passed away Jan. 23, 2015, at the age of 91.

Kind, caring, and student-centered are just a few of the qualities that friends and colleagues are remembering most about LeBold.

"Bill was one of the kindest people I have ever met," says William Oakes, professor in the School of Engineering Education (ENE). "He did so much for others. He loved Purdue, the students and its people."

Karl Smith, Cooperative Learning Professor in ENE and the Morse-Alumni Distinguished Teaching Professor and Emeritus Professor of Civil Engineering at University of Minnesota, first met LeBold around 1980. The two bonded over their shared interest in engineering education research.

"Bill was a great friend and fabulous networker," Smith says. "I remember, vividly, the many times he took me under his wing at American Society for Engineering Education (ASEE) events and introduced me to lots of people. He did, indeed, know everyone.

"Bill’s enthusiasm was infectious and his generosity legendary. I, too, was inspired by Bill and aspire to follow his dedication to advancing and celebrating the successes of others."

LeBold was a professor of engineering in Freshman Engineering from 1962 until his retirement in 2002. He also served as director of Engineering Educational Research Studies (72-84), Interim Director of Measurement and Research Center (1971), Assistant to the Dean of Engineering (1957-71), Associate Professor of Engineering and Educational Research (1958-61) and Research Assistant in Engineering Education, (1954-57). LeBold also held a courtesy appointment in Educational Psychology, Educational Studies, School of Education. He earned a BS and MS in electrical engineering and a PhD in psychology.

“Bill was a national authority on educational and employment opportunities for women and minorities in engineering and science, and an expert on supply and demand for engineers,” says David Radcliffe, Kamyar Haghighi Head of the School of Engineering Education at Purdue. The Freshman Engineering Program at Purdue evolved into the present-day First-Year Engineering Program, housed in ENE.

“We have lost a dear friend and colleague; a lifelong contributor to the development of engineering education based on scholarship and research at Purdue and nationally,” Radcliffe says.

Lebold helped develop and administered the Purdue Interest Questionnaire to assist more than 60,000 engineering, science and technology students and graduates in making educational and career decisions. He was a commissioner of the Engineering Workforce Commission, 1990-94.

In 2013, LeBold was featured (via video) in the ENE Interdisciplinary Colloquium “Indomitable Innovators.” The following is an excerpt from that, in which he recounts his start at Purdue.

The new dean, George Hawkins, had just come back from a sabbatical before he became dean, and so he had been at UCLA, saw research work doing there, that’s why I was hired, essentially. They liked the fact that I had been teaching engineers, doing counseling; I had those three assignments; work with freshman engineers, alumni study, set up orientation seminar for new faculty and new graduate students; in three years (we) had so much data; doctoral dissertation, did longitudinal study of freshman engineering students; So that was my start.”

LeBold donated his papers to the Purdue University Libraries, Archives and Special Collections. The material from 1955 to 2002 primarily relates to vocational interests and student success, freshman engineering students, and similar studies. You can find a list of his papers HERE.

The following statements are from LeBold’s friends and colleagues at Purdue:

“Such sad news - we’ve lost one of the most incredibly kind people I have been blessed to know.”

“He could probably be dubbed the ‘Father of Student Success in Engineering’—so much of what’s going on now has an origin with him.”

"He was truly a pioneer in the emerging field of engineering education."

Spring 2015 Honors & Awards

Dr. Matt Ohland received a 2015 Charles Murphy Outstanding Undergraduate Teaching Award.

Dr. William Oakes received the 2015 Faculty Engagement Fellow Award.

Dr. Şenay Purzer was selected for Purdue's 2015-2016 Entrepreneurial Leadership Academy, a yearlong fellowship program.

Dr. Joyce Main was selected for a Teaching for Tomorrow Fellowship, a yearlong program focused on teaching.

Dr. Allison Godwin received the National Association for Research in Science Teaching (NARST) 2015 Outstanding Doctoral Research Award for her dissertation, “Understanding Female Engineering Enrollment: Explaining Choice with Critical Engineering Agency.”

Dr. Alice Pawley received the ENE Award for Excellence in Mentoring.

Dr. Stephen Hoffmann received the ENE Award for Leadership.

Dr. Morgan Hynes received the ENE Award for Excellence in Undergraduate Teaching.

Lee Rynearson, ENE graduate student, received the Purdue University Graduate School's 2015 Excellence in Teaching Award.

Ryan Senkpeil, ENE graduate student, received the College of Engineering's Magoon Award for Excellence in Teaching.

Nick Fila, ENE graduate student, received the College of Engineering's 2015 Outstanding Research Award.

Anastasia Rynearson, ENE graduate student, received the College of Engineering's 2015 Outstanding Service Award.

Kelsey Rodgers, ENE graduate student, received the ENE Outstanding Research Award.

Catherine Berdanier, Nicole Pitterson and Nichole Ramirez, ENE graduate students, received the ENE Graduate Student Outstanding Service Award.

Schuyler Putt received the 2015 Interdisciplinary Engineering Studies/Multidisciplinary Engineering (IDES/MDE) Service Award.

Frank Blubaugh and Rebecca Kartheiser received the 2015 IDES/MDE Outstanding Senior Academic Achievement Award.

Sonja Adams and Paul Hickner received the 2015 IDES/MDE Outstanding Junior Academic Achievement Award.

Brittany Mihalec-Adkins, undergraduate research student with INSPIRE, received the Flora Roberts Award as an outstanding senior woman in honor of her contributions to Purdue based on her scholarship, leadership, character and service to the campus community.

Spring 2015 Media Gallery

ENGR 142 Final Design Project: a proof of concept prototype for a small-scale autonomous lunar vehicle (ALV) - VIDEO

2015 Outstanding Alumni Awards ceremony - VIDEO

Outstanding Alumni Award recipient Hank Frissora (IDES `79) and his wife, Audrey, look at old "Red Brick" cartoons he drew for the Purdue Exponent. Frissora also spoke about his career path and gave advice to students in the Interdisciplinary Engineering Design course.

Students in the Interdisciplinary Engineering Design course met with Wabash National representatives as part of their capstone project to envision the “next generation” commercial temporary shelter.

Brandon Reese (MDE `10) with Epic Systems Corp. returned to campus for a presentation and recruitment session geared towards current Multidisciplinary Engineering students.

ENE opened up the new research space in Wang Hall for the College of Engineering Advisory Council and the ENE Industrial Advisory Council meetings.

Graduate students who won ENE awards (left) with Dr. Ruth Streveler, chair of the Graduate Program Committee. Dr. Stephen Hoffmann receives the ENE Leadership award from Dr. Michael Loui, the Dale and Suzi Gallagher Professor of Engineering Education.

Dr. Michael Loui presents the ENE Mentoring award to Dr. Alice Pawley (left) and the ENE Undergraduate Teaching award to Dr. Morgan Hynes.

Connect with the School of Engineering Education:




     Interdisciplinary Engineering Studies & Multidisciplinary Engineering Alumni

     ENE PhD Alumni

Giving to Engineering Education

Give to the School of Engineering Education at Purdue, and you'll help transform the learning experience of our engineering students and foster the dynamic growth of engineering education as an academic discipline. Your contributions support student scholarships and fellowships, faculty recruitment, and educational and research opportunities across these programs and initiatives:

First-Year Engineering. It's crucial to provide today's students a curriculum based on engineering fundamentals and the development of professional skills--and to integrate that curriculum with facilities that are truly state-of-the-art. Our First-Year Engineering Program does just that.

Multidisciplinary Engineering/Interdisciplinary Engineering Studies. This program brings together disciplinary perspectives at the undergraduate level to equip students as leaders who can address complex global challenges.

Research and graduate program. Field-defining faculty and gifted doctoral students are pioneering research in engineering education and, through the graduate program, making a significant impact on the nation's science and technology agenda by establishing the next cadre of engineering leaders.

INSPIRE. The Institute for Pre-College Engineering (INSPIRE) pursues ground-breaking research and innovative programs that show P-12 teachers how to bring engineering concepts into the pre-college classroom. Dedicated to increasing interest in engineering and diversity among engineering students, INSPIRE is ultimately about preparing a globally competitive engineering workforce.

Each gift to the School of Engineering Education makes a difference. We invite you to join us in achieving our goals by either increasing your current level of annual giving or making an outright gift, planned gift, or pledge commitment.

Outright gifts can include property and gifts-in-kind as well as cash and appreciated securities. Deferred gifts can have significant tax and estate planning benefits for you and your family. If you choose to establish an endowment, your gift will be invested in perpetuity, and the annual income it generates will be used to support the university needs you select. Every gift is important in achieving our goals, and we hope you will consider making your gift today!

To make an online gift, click here. To discuss needs and opportunities in more detail, please contact:

Rebecca L. Fry
Director of Development
(765) 494-0023