Ideas for the 2009 Grant Proposal

The table columns are listed in the  the solicitation as themes to be be included in the project description. The full description can be found in the NSF Solicitation page

Project Vision, Goals, Objectives and Outcomes Intellectual Basis / Related Work Current  State
Implementation Plan Collaboration and Management Plan Evaluation Plan
louise It would be difficult to create any new courses at LCC relative to the project.  What is done with our current courses would depend on how they connect with MSU.  Which of our courses would be involved?  In my dept we really don't have any engineering courses - the closest is my CPSC131 (Numerical Techniques & MATLAB) which transfers as EGR102.      
  • Develop a collaborative model(s) for addressing the cross-disciplinary skill (soft and computational/technical skills) needs employers have of today's entry-level engineers that create a more "holistic" or "integrated" engineer such as creating innovative co-op/internship programs and other project-based learning opportunities that more tightly integrate work and learning environments. Part of this work could include creation of core competency model that outlines the core competncies (skills, knowledge, attritbutes) of a holistic/integrated engineer for which we could map against the curricular changes that MSU/LCC will pilot and innovative coop/internship/project-based learning experiences that support the development of this integrated/holistic/21st century engineer.   Cross disciplinary context is very important.  Examples of innovative academia/business partnerships and successful co-op programs below: The Fraunhofer Institute (FIT) for Applied Information Technology located in Germany, houses researchers and university faculty together to work on "real life" projects for businesses: FIT faculty linkages to universities and post secondary degree opportunities for students Business services: Kettering University has some interesting co-op models, featured here is a summer program: . Other co-ops include 1 semester on the job, 1 semester at school. -KF     (CSW could help support/deliver this work)
  • Bringing the collaborative process to scale - clarify/identify MSU/LCC's engineering strengths; map/identify other engineering programs throughout Michigan/Midwest/other key geographic regions that are innovative/ complementary in their approach to MSU/LCC in developing "holistic/integrated" engineers that MSU/LCC could partner with and/or learn/benchmark from (e.g., Wentworth's Professional Enggineer program)  to help further inform curricular change  at MSU/LCC over the long-term (e.g., 3-5 + years). (CSW could help support/deliver this work)
  • Address the computational implications of the emerging green economy on engineering disciplines and employer practices target dissemination and more explicit partnership development between education institutes such as MSU/LCC and Michigan businesses that embrace sustainability/triple bottom line practices (companies whose businesses goals are framed around economic, environmental, and social principles think Cascade Engineering)(CSW could help support/deliver this work)
  • Be more explicit in naming, building, and implementing a larger networked partnership/collobaoration model to aid the dvelopment, refinement, and implementation of computational problem solving curricula. For isntance, we could create network model that would be a feeder into the CPACE Transformative model pulling together the collobartive efforts under a employer-educator-workforce development netwrok model umbrella called the CPACE Engineering Talent Development Network. The collaborative network would include: CPACE Advisory Board/MSU/LCC/CSW, other stakeholder members: employers, education institutions, workforce and economic development organizations, industry alliances, Engineering College advisory boards ?, Industry information inputs (workforce needs, labor market information, map of innovative engineering education programs, list of employers, career paths, etc). This network would continuous feeder of ideas and support to inform: new MSU/LCC curriculum, Other various education institutes efforts, and employer's in-house training/education programs. (CSW could help support)
  • [Discussed during November CPACERs meeting] Doing a smaller curriculum change pilots within two engineering disciplines rather than across all engineering disciplines such as chem and civil engineering.
  • [Discussed during November CPACERs meeting] Developing and implementing a more comprehensive communication/dissemination strategy (different from what was originally envisioned) that includes reaching out to internal MSU stakeholders (e.g., other Michigan (and Mid West) education institutes, employer groups/networks, etc) through a variety of ways from communications outreach to meeting/forums - this strategy could encompass (but is not limited to) ways to regularly inform business and industry about efforts of the CPACE project, how process could be applied to other institutions and other disciplines and education-employer partnerships, and/or regularly communicate about what is going on with the College of Engineering across the disciplines and why it is important to employers- emphasizing MSU/LCC's engineering niche/unique engineering competencies, etc (CSW could help support/deliver this work)
  • Develop an education-employer model/benchmarks that would show/describe how the CPACE model/approach helps to increase technology transfer -- employers often don't know how to access academia and their research so developing more ways to partner and disseminate information would help.
    (CSW could help support/deliver this work)
  • (Name: AB member idea) Developing and implementing a method/protocol/tool to measure computer aptitude (e.g., CPACE Score) and performance factors (MU-L comment: this is a task well beyond the scope of the budget and our capacities re: psychometrics.  Plus the politics of this are probably intractable.  cf previous discussions about developing concept inventories.)-- this could be a tool developed in collaboration with key employers as one way to engage/extend/enhance employer-education partnerships(CSW could help support/deliver this work)
  •  Take Chem E because they already have some examples of this going on.
  • We will use the feed back from CPACE to augment it
  • We need CS representation helping us in the implementation. We will spend the money in buying a CS faculty 
  • CS faculty and other faculty help  to develop the instruction and materials.
  • LCC could probably integrate into Calc courses.
  • If the problems are developed the faculty will use them.
  • Engage and develop ways to partner with Minority employer industry groups to address minotrity engineering computational skill gap and challenges associated with building minority talent pipeline to facilitate seamless transition of secondary students into CT-focused undergraduate programs anf then into employment as an engineer.  TM comments: I would add here a focus (still) on women in computing.  Research shows that they secure degrees but still lack an understanding of career paths, mentors and the other networks that support success, including a workplace free of bias.  This topic may be separate from a discussion of "minority" students due to potential variations in how minorities (which includes men and women, in this context) and women experience discrimination, access to information and resources, mentors and professional networks. 
    (CSW could help support/deliver this work)
  • Look at ways to leverage computational engineering connections between undergraduate, graduate, and business/industry.
    (CSW could help support/deliver this work)
  • Keep a vital AB - expand, revitalize, and leverage the partenship in different ways (find ways to engage the employers interviewed/surveyed) TM comments: Industry partners could provide interesting examples that could be integrated in the curric Ex capstones like OSU does where they get projects from industry Business leaders as guest faculty, could be a seminar or capstone level course- KF    (CSW could help support/deliver this work)
  • Apply the idea of getting"authentic problems" from industry partners to find ones that fit into courses [THis idea links to the AB expansion revitalization idea above]
    (CSW could help support/deliver this work)
  • In ME thye have industry sponsors design projects Important at the course level
  • In Chem E take a big project and find pieces that could go to the sophomore level and can be tight to design.  Get faculty buy in
  • tools that could be used thru the project
  • Change management and organizational development strategy creation  and facilitation. Bring someone from biz (Gloria Rogers from ABET) CSW has experience as well and connections to others who might be able to assist. Important to have higher ed and bis perspective.
Mark Integrating computation into disciplinary curriculum
  Preliminary efforts in ChemE and some discussions in Civil
  •  Use AB and industry connections to provide authentic problems for the projects
  • Buyouts for faculty in disciplinary depts to develop projects that require computation to solve
  • Buyouts for CSE faculty to ensure alignment of projects with computational principles/concepts framework.  NOT visiting lectures about computing in the disciplinary courses.
  • Postdoc / grad students to help develop instructional materials and faculty support
  • Support for disciplinary faculty to ensure that computation is viewed in broader scheme, not just as a "skill" to be learned to do this particular project.
  • Develop computational principle/concept matrix that is used across all courses to help students situate the computational aspects of the projects in larger framework.
Neeraj Ideas for the NSF proposal Class II # If possible summarize the results (qualitative and quantitative) from the current project.
    1. How do employers define CT versus universities?
    2. The definition of CT is a function of the kind of business (MDOT versus TRADEC).  The applications are vastly different.
    3. How do employers see the future of their business and how CT can help?  I remember us asking this question at the second panel meeting.
  1. Describe the current efforts in the college - EGR 102, CSE 131, initiatives in Chemical Engineering and we may need to identify one more string to as an example.  Maybe we should map out our curriculum and see where all CT fits
  2.  Engaging another institution (OSU or similar) is probably a good idea.
  3.  What are high schools doing to prepare the students regarding CT, a selected high school perspective maybe a good idea?
  4. Linkages with ABET criterion 3.
  5. The Wing article on CT has some valid characterization of CT.