techcentury A PUBLICATION OF THE ENGINEERING SOCIETY OF DETROIT
Daniel E. Nicholson, PE
112th ESD PRESIDENT
James A. Anderson Receives Rackham Humanitarian Award 11
The Impact of Technology on Student Cheating
V.23 | N.3 FALL 2018
ENGINEERING EDUCATION
17
IN THIS ISSUE:
Career and Life Advice: Networking Tips for Students
30
Possible is everything. Boost your technical know-how with master's
degrees and certificates in engineering from Lawrence Tech.
Southfield, Michigan | admissions@ltu.edu
Learn more: ltu.edu/engineering
ESD Executive Director Robert Magee (center) with Eastern Michigan University College of Technology Dean Mohamad Qatu (left) and EMU President Dr. James M. Smith. EMU hosted the residential portion of ESD’s Girls in Engineering Academy this summer.
Technology Century
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A P U B L I C AT I O N O F T H E E N G I N E E R I N G S O C I E T Y O F D E T R O I T
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PUBLICATION NOTES OUTGOING PRESIDENT’S MESSAGE INCOMING PRESIDENT’S MESSAGE ESD STUDENT CHAPTERS ESD CORPORATE MEMBER PROFILE IN MEMORIAM UPCOMING EVENTS UPCOMING DEADLINES CORPORATE MEMBERS
FEATURES
20 A Gold Star and Standard for STEM Education
BY CYNDI PERKINS
23
Launched! Girls in Engineering Academy Builds Rockets with NASA Grant
24 Can We Test for That? Staying Up-To-Date in Today’s Automotive Testing Climate
BY LAWRENCE YETTER AND JOHN PRICE
26
Education Never Ends: Stay Current with ESD Courses
27
The Fun of Engineering! Freshmen Design Products from Day One
BY MATT ROUSH
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James A. Anderson Receives ESD’s Horace H. Rackham Humanitarian Award
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ESD Annual Dinner Honors Achievement
15
Daniel Nicholson Becomes 112th ESD President
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Impact of Technology on Student Cheating
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EMU’s Sill Hall Renovation First Step in CoT Redo
34 Detroit Mercy Prof Brings Global Universities Together to Reach Sustainable Goals
BY YANG ZHAO
BY SUSAN THWING
28
The Grand Challenge of Education: A Look at Advancing Personalized Learning BY RICHARD HILL
30 Networking Tips for Students
BY DAVID PISTRUI
32
Making STEAM Education Boil with Kids through PBL
BY WILLIAM MOYLAN
BY DAVID PEMBERTON
www.esd.org | The Engineering Society of Detroit | 1
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Publication
techcentury
NOTES
V.23 I N.3 Fall 2018
20700 Civic Center Drive, Suite 450 • Southfield, MI 48076 248–353–0735 • 248–353–0736 fax • esd@esd.org • www.esd.org
Karyn Stickel Associate, Hubbell, Roth & Clark.
TECHNOLOGY CENTURY® EDITORIAL BOARD
CHAIR: Karyn Stickel, Hubbell, Roth & Clark Jason Cerbin, Honeywell Energy Services Group Sandra Diorka, Delhi Charter Township Utpal Dutta, PhD, FESD, University of Detroit Mercy Linda Gerhardt, PhD, General Motors Richard, Hill, PhD, University of Detroit Mercy William A. Moylan, Jr., PhD, PMP, FESD, Eastern Michigan University John G. Petty, FESD, General Dynamics (Retired) Dan Romanchik Matt Roush, Lawrence Technologicial University Larry Sak, PE, Fiat Chrysler Automobiles (retired) Rajiv Shah, PE, ACSCM Michael Stewart, Fishman Stewart Intellectual Property Filza H. Walters, FESD, Lawrence Technological University Cyrill Weems, Plante Moran CRESA Yang Zhao, PhD, Wayne State University
ESD 2018-2019 BOARD OF DIRECTORS
PRESIDENT: Daniel E. Nicholson, PE, General Motors Company VICE PRESIDENT: Kirk T. Steudle, PE, FESD, Michigan Dept. of Transportation TREASURER: Alex F. Ivanikiw, AIA, LEED AP, FESD, Barton Malow Company SECRETARY: Robert Magee, The Engineering Society of Detroit PAST PRESIDENT: Douglas E. Patton, FESD, DENSO International America, Inc. Larry Alexander, Detroit Metro Convention and Visitors Bureau Carla Bailo, Center for Automotive Research Katherine M. Banicki, FESD, Testing Engineers and Consultants Michael D. Bolon, FESD, General Dynamics Land Systems (Retired) Michael J. Cairns, Fiat Chrysler Automobiles Patrick J. Devlin, Michigan Building Trades Council Robert A. Ficano, JD, Wayne County Community College District Farshad Fotouhi, PhD, Wayne State University Alec D. Gallimore, PhD, University of Michigan Lori Gatmaitan, SAE Foundation Malik Goodwin, Goodwin Management Group, LLC Kouhaila G. Hammer, CPA, Ghafari Associates, LLC Ronald R. Henry, AIA, NCARB, Beaumont Health Marc Hudson, Rocket Fiber Leo C. Kempel, PhD, Michigan State University Scott Penrod, Walbridge Robert A. Richard, DTE Energy Bill Rotramel, AVL Powertrain Engineering, Inc. William J. Vander Roest, PE, ZF TRW (Retired) Terry J. Woychowski, FESD, Link Engineering Company
TECHNOLOGY CENTURY STAFF PUBLISHER: REATIVE DIRECTOR: C EDITOR: GRAPHIC DESIGNER:
Robert Magee, Executive Director Nick Mason, Director of Operations Susan Thwing Keith Cabrera-Nguyen
Technology Century® (ISSN 1091-4153 USPS 155-460), also known as TechCentury, is published four times per year by The Engineering Society of Detroit (ESD), 20700 Civic Center Drive, Suite 450, Southfield, MI 48076. Periodical postage paid at Southfield, MI, and at additional mailing offices. The authors, editors, and publisher will not accept any legal responsibility for any errors or omissions that may be made in this publication. The publisher makes no warranty, expressed or implied, with respect to the material contained herein. Advertisements in TechCentury for products, services, courses, and symposia are published with a caveat emptor (buyer beware) understanding. The authors, editors, and publisher do not imply endorsement of products, nor quality, validity or approval of the educational material offered by such advertisements. ©2018 The Engineering Society of Detroit
As members of our student chapters head back to campus this fall, this issue of TechCentury focuses on education in engineering. We feature articles about what several universities are doing to enhance engineering education, including improvements to the facilities at the Eastern Michigan University College of Technology. We also discuss the incorporation of design thinking and entrepreneurship into the undergraduate curriculum at Lawrence Technological University. Take a minute to check out our article on continuing education and how ESD can assist you with classes, programs and events. It will help you remain up-to-date on continued learning and education in the field. We also offer an examination of the use of Project Based Learning to enhance student education and develop knowledgeable workers with essential skills for success in the 21st century. Our Ethics in Engineering feature focuses on how technology has added new challenges to education, including cheating. We also welcome the new president of ESD, Dan Nicholson, with a feature on his career and accomplishments. We are continuing with our next installment of the NAE Grand Challenges for Engineering. In keeping with our education theme, this article focuses on advanced personalized learning. Our student focus is on the Girls in Engineering Academy. For our student readers, be sure to look at our announcement about the student writing contest. We hope you enjoy!
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Outgoing President’s Message
ESD is on a Strong Path
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t is with great pleasure and commitment that I have served as President of The Engineering Society of Detroit over the past three years. Just as the society we live in evolves, ESD has needed to evolve with it. We have, and will continue to do so, to meet the needs of our members and the engineering profession. When I took over as president, Robert Magee had just begun as Executive Director and we were looking at how to move the Society forward to benefit membership and expand our impact. Led by Robert and driven by a true desire to make a difference, the ESD Board of Directors has been energized both through board subcommittees and through the effective use of its members’ time and expertise in ways that benefit the Society. We’ve come a long way: % ESD’s Michigan Regional Future City Competition continues to grow and expand, reaching more students in Michigan, building on our most recent national win in 2015. % The ESD Girls in Engineering Academy was launched in 2017 to promote engineering to middle school girls—initially focusing on under-
served girls in Detroit schools. We need more engineers, and what a better place to start! Now entering its second year, we need to think about how to increase its potential. % ESD university chapters are on the rise, with active chapters at 13 Michigan universities with engineering programs. Reaching students at the beginning of their engineering education provides an opportunity for engineers of all disciplines to learn and grow together. And we are improving the value of membership in our society. Whether it is offering continuing education courses or supporting the region and our technical community by managing the Governor’s North American International Summit, ESD looks for ways to provide more opportunities and benefits. It has been my honor to be ESD President over the past three years. With your new president, Daniel Nicholson, and the continued force of Robert Magee’s directorship, the value of ESD and the difference we can all make to the community is immeasurable. I wish everyone the best of luck and I look forward to continuing to provide my support in any way I can.
Douglas Patton, FESD Immediate Past President, The Engineering Society of Detroit Executive Vice President & CTO, DENSO International America, Inc.
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President’s Message
Together, We Can Make Detroit a Future City!
T
hank you for the opportunity to serve as the 112th President of The Engineering Society of Detroit. Over the next few years, engineers— in every field of engineering—will be facing many challenges. Infrastructure, technology, environment, education, and more. But working together, we are up to those challenges. However, we have a lot to do. ESD is made up of people from every engineering discipline working together to solve problems. I see a brilliant future for Detroit, our region and the state that is filled with many more engineers at the heart of its growth. So we need to continue to actively inspire the next generation of engineers through our programs and dedicated support. ESD manages the Future City outreach program for the Michigan region. Taking this further, I see Detroit as a Future City—similar to those that the middle schoolers are imagining and designing as part of this important program. Right before us, we have the opportunity for greater connectivity, autonomous transportation, and high-tech infrastructure just waiting to happen. More and more Detroit is becoming well known as a city where people work, live, learn, attend sporting events and entertainment, and enjoy life while feeling safe and comfortable. Engineers are key to this continued transformation through their innovation and hard work. Within the ESD we have leaders and innovators who can make that Future City our home. I’m looking forward to working with all of you. Daniel E. Nicholson, PE President, The Engineering Society of Detroit Vice President, Global Propulsion Systems, General Motors Company
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ESD Student Chapters
ABOVE: ESD staff visited Lake Superior State University’s ESD Student Chapter in September. Chapter members live together in an engineering house (the “ESD House”), and were in need of household staples—like a microwave oven, disposable plates and utensils, bottled water, paper towels, cleaning supplies, and more—which ESD happily provided. LEFT: On the same road trip, staff visited Michigan Tech. ESD Executive Director Robert Magee is in the back row center. In the front row, from left, are student Jacob Hawley, ESD Membership Director Heather Lilley, College of Engineering Dean Janet Callahan, College of Technology Dean Dr. Adrienne Minerick, student Gabe Plattenberg, student Josh Rzeppa, and MTU President Dr. Richard J. Koubek. Hawley, Plattenberg and Rzeppa are co-leaders of the ESD Student Chapter at Michigan Tech.
On August 8, ESD hosted “Link in the D,” which connects engineering interns working for the summer in Detroit with top engineering executives.
6 | TechCentury | FALL 2018
Roy Link, Chairman and CEO of Link Engineering Co., at “Link in the D.”
ESD Corporate Member Profile / In Memoriam ALBERICI BOASTS 100 YEARS OF GROWTH In 1918, John Alberici, an Italian immigrant, founded J.S. Alberici Construction Co. in St. Louis, Missouri. The company dug in and by 1930, Alberici made its first equipment purchase, trading a horse and buggy for a truck. Later that decade, Alberici purchased its first crane. Now, 100 years later, the company has operations throughout North America and clients around the world, offering general contracting, construction management and design-build solutions, as well as the ability to self-perform key components of projects. “We work across a broad spectrum of industrial and commercial markets,” says Aaron Walsh, Director of Operations, Automotive. Walsh says the company began working in the automotive industry for clients in the 1970s in states like Missouri and Illinois. In 1988, the Alberici opened an office in Detroit to expand its work in the automotive market. “We’ve immersed ourselves in the auto market here and have grown that segment of the business. We hire locally, and are looking to expand further,” he explains.
With annual revenues exceeding $2 billion, Alberici was ranked as the 37th largest construction company in the United States by Engineering News-Record. “In addition to our LEED Platinum headquarters in St. Louis, we maintain a network of offices throughout North America. We serve in numerous markets including energy, water/ waste Water, health care, sports and entertainment, and many others.” In addition, the company owns and operates Hillsdale Fabricators—a 250,000 square foot a steel fabrication facility on 60 acres. Alberici employs more than 1,000 salaried professionals and owns an equipment fleet valued at over $50 million. “Alberici’s core business strategy remains straightforward: develop and maintain long-term relationships with all of our clients. Nearly 80 percent of our revenue comes from repeat business. As a result, Alberici has maintained consistent growth. We hold no debt, maintain a healthy balance sheet and backlog, and have exceptional bonding capacity,” he explains. “Alberici hires and retains the industry’s best talent.
Our team brings unique vision and understanding to each project and is committed to providing an unparalleled level of service.” For more information, visit alberici.com.
IN MEMORIAM
With deep gratitude for her participation and service, The Engineering Society of Detroit acknowledges the passing of:
LYDIA B. LAZURENKO, PE, FESD Retired/Lawrence Technological University, Mechanical Engineering Dept. Retired/General Motors Corp., Staff Project Engineer/Manager Wind Tunnels First Woman President of The Engineering Society of Detroit, 1992- 1993 Member of the College of Fellows ESD Distinguished Service Award, 1994 ESD Nominating Committee Strategic Planning Committee Education & Professional Activities Board Member since 1978
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Upcoming Events
PERSONAL ENRICHMENT & EDUCATIONAL CLASSES EARNING YOUR PE LICENSE INFORMATION SESSION
ESD REVIEW COURSES FOR THE STATE OF MICHIGAN PE LICENSING EXAMS
Attend this complimentary session and find out how you can earn your PE license. Engineering professionals will be on hand to answer your questions and provide you with the information you’ll need to get started on your path to licensure. The session will cover: % Why you should consider becoming a PE % State exam registration deadlines % Requirements and process for completing the State applications % Recommended study materials and steps for preparing for the exams % ESD’s Review Courses for FE/PE % Real life experiences of PE’s who have taken the exam and passed
Let our 70-plus years of experience help prepare you to pass the State of Michigan PE Licensure exam on your first try. You’ll learn in a small classroom-like setting from expert instructors in Southfield. For more details or to register for ESD’s PE review courses, please visit us online at esd.org or contact Fran Mahoney at 248-353-0735, ext. 116, or fmahoney@esd.org.
TUESDAY, NOVEMBER 13, 2018
The session is 12–1 p.m. at ESD Headquarters in Southfield. Lunch will be provided. It is complimentary, but preregistration is required. For more details or to register, visit esd.org or contact Elana Shelef at 248-353-0735, ext. 119.
Fundamentals of Engineering (FE) for Civil, Electrical and Mechanical TUES. & THURS., FEB. 5–APRIL 11, 2019
ESD’s Fundamentals of Engineering Review Course is for candidates planning to take the CBT Exam. Classes are held Tuesdays and Thursdays from 6-9 p.m., with additional Saturday classes for civil and mechanical. The Saturday session starts on February 16, 2019.
Principles & Practice of Engineering (PE) SATURDAYS, FEB. 16–MARCH 23, 2019 Our PE Review Course consists of six half-day Saturday sessions, focusing on problem solving techniques to pass the exam on your first try. Civil and environmental meets 8:30 a.m.–12:30 p.m. Mechanical and electrical power meet 1–5 p.m. The state exam date is April 5, 2019.
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PE CONTINUING EDUCATION CLASSES Need continuing education hours by October 31 for your PE license renewal? Check out ESD’s continuing education classes. The instructor-led, three and four-hour courses are taught by academic and industry professionals. All courses are held in the evening on Tuesdays and Thursdays, and in the morning and afternoon on Saturdays at ESD Headquarters in Southfield. Cost to ESD Members: $100 per four-hour course, $75 per three-hour course. Cost to Non-Members: $125 per four-hour course, $100 per three-hour course. To register or for questions, please visit esd.org or contact Fran Mahoney at fmahoney@esd.org or 248-353-0735, ext. 116.
Upcoming Events
CONFERENCE NORTH AMERICAN INTERNATIONAL CYBER SUMMIT 2018 Hosted by Gov. Rick Snyder MONDAY, OCTOBER 29, 2018
This year’s theme—“Taking the Lead: Collaborating to Solve National Cyber Security Problems”— focuses on building partnerships and balancing competition and information-sharing for improved security. It highlights our region’s innovations and accomplishments to provide thought leadership on cybersecurity collaboration. The event will bring together experts from across the globe to address a variety of cyber-security issues impacting the world. Speakers will lead featured breakout sessions on a variety of industry topics. The conference will take place at the COBO Center in Detroit. Cost to attend is $85. (A discount rate of $59 is available to students and members of several organizations.) For more info or to register, visit michigan.gov/cybersummit.
SAVE THE DATE
MEMBERS ONLY
VOLUNTEERS
MEMBERS-ONLY OPEN HOUSE
MICHIGAN REGIONAL FUTURE CITY COMPETITION
THURSDAY, NOVEMBER 29, 2018
You’re invited to join us as we celebrate the completion of our renovated headquarters. Our new office includes a Member Café, flexible meeting space with new furniture, an upgraded A/V system and a more open floor plan. Tour our new facility, meet members of the ESD Board and staff, enjoy hors d’oeuvres and refreshments, and visit with other ESD members. The special event is complimentary for ESD members. Space is limited; preregistration is required. To register online, visit esd.org. For more information or to register by phone, contact Heather Lilley at 248-353-0735, ext. 120.
MARCH 27: 28TH ANNUAL SOLID WASTE TECHNICAL CONFERENCE AND TRAINING DAY MAY 7: DTE/ESD MICHIGAN ENERGY EFFICIENCY CONFERENCE AND EXHIBITION JUNE 3: ESD ANNUAL GOLF OUTING
Visit esd.org for more information on upcoming programs.
COMPETITION DAY: TUES., JAN. 29, 2019
Future City is project-based program where students work with an educator and volunteer mentor to design a city of the future! The 2019 challenge is “Powering Our Future.” Teams will design a resilient power grid for their future city that can withstand and quickly recover from the impacts of a natural disaster. Mentors: Spend an hour or two a week between now and January coaching and advising a team. Share real-life experiences, offer technical guidance, and help translate academic concepts to the real world of engineering and design. Judges: Draw on your expertise to evaluate our team’s efforts. Judges are needed for: % Virtual City Design—Judging is December and early January. % City Essay—Judging is December and January. % Model and Team Presentation— Attend the competition day on January 29, 2019. To volunteer as a mentor, contact Allison Marrs at amarrs@esd.org or 248-353-0735, ext. 121. To volunteer as a judge, contact Leslie Smith at lsmith@esd.org or 248-353-0735, ext. 152. For more information about the program, visit esd.org/futurecity or futurecity.org. To sponsor, contact Elana Shelef at 248-353-0735, ext. 119 or eshelef@esd.org.
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Upcoming Deadlines
HONORS, AWARDS & RECOGNITION STUDENT WRITING CONTEST DEADLINE: NOVEMBER 16, 2018
The ESD TechCentury Engineering Student Writing Contest invites students to write a 750-word essay on what inspired them to pursue an engineering career, how they think the practice of being an engineer will change over the course of their professional career, or who has been their favorite engineering role model. The top three entries will be published in TechCentury, while the winning author will receive a $1,000 scholarship, sponsored by Fishman Stewart PLLC, and recognition at the 2019 Gold Award Reception. Rules can be found at esd.org. For more information, contact Elana Shelef at eshelef@esd.org or 248-353-0735, ext. 119.
ESD COLLEGE OF FELLOWS
NOMINATION DEADLINE: FEB. 28, 2019 It is again time to nominate ESD members for the rank of Fellow, one of the highest recognitions that ESD can bestow on one of its members. Candidates must be ESD members in good standing for the past five years. Candidates should possess outstanding and extraordinary qualifications and experiences in his or her profession as evidenced by accomplishments in the following major areas: technical achievement, professional achievement, and ESD service/leadership. Additional qualifications include professional society service and leadership accomplishment in the following areas: honors/awards, publication/ patents, academic service/leadership, and community service/leadership. Help us seek out and recognize engineering leaders within ESD by submitting a nomination. Instructions can be found at esd.org. For more information, contact Heather Lilley at hlilley@esd.org or 248-353-0735, ext. 120. 10 | TechCentury | FALL 2018
ESD HONOR AWARDS & SCHOLARSHIPS
SUBMISSION DEADLINE: FEB. 20, 2019
Outstanding Young Engineer of the Year
This award recognizes a young professional under the age of 35 who has best distinguished him/herself in the engineering and scientific communities. Criteria include education, work experience, and professional and community activities. Applicants must be members of ESD.
Outstanding Student Engineer of the Year
This award recognizes an undergraduate student who has best distinguished him/herself in the engineering and scientific communities. Criteria include academic background, extracurricular activities, and employment experience. The winner(s) will receive a $1,000 scholarship.
Outstanding High School Student of the Year
This award recognizes a graduating high school senior. To be considered, applicants must have a least a 3.0 GPA, plan on pursuing a career in the field of engineering or the life sciences, and participate in volunteer activities. The winner(s) will receive a $1,000 scholarship. Awards will be presented at the ESD Annual Dinner held in June. Applications and additional criteria can be found at esd.org. For more information, contact Sue Ruffner at sruffner@esd.org or 248-353-0735, ext. 117.
45th ANNUAL ESD CONSTRUCTION & DESIGN AWARDS
ENTRY DEADLINE: FEBRUARY 28, 2019 ESD’s Construction and Design Awards are unique in that they honor the three primary members of the building team—owners, designers, and constructors—and recognize outstanding team achievement and innovative use of technology. Submissions are being accepted from project teams composed of owner, designer and constructor. At least one of the primary members of the product team must be an ESD member. For more information on submission criteria and how to submit entries, please visit esd.org or contact Leslie Smith, CMP, at lsmith@esd.org or 248-353-0735, ext. 152.
TECHCENTURY IMAGE AWARD ENTRY DEADLINE: FEBRUARY 28, 2019
TechCentury is ESD’s award-winning publication that has been serving the needs of engineers and technical professionals since 1939. Published four times a year and online, the magazine covers a multitude of technical topics. The TechCentury Image Award is intended to recognize individuals who have promoted, publicized and enhanced the engineering and technical professions to the publicat-large through public engagement, mentoring, public speaking, authoring articles, and other publicly visible activities. Nominees do not have to be ESD members. Nominators must be ESD Members. The award will be presented at the ESD Annual Dinner in June. Nomination requirements and additional information can be found at esd.org or contact Susan Thwing at sthwing@esd.org.
Douglas E. Patton, FESD, (left) presents the Horace H. Rackham Humanitarian Award to James A. Anderson, PE, FESD, on June 21, 2018.
JAMES A. ANDERSON RECEIVES ESD’S HORACE H. RACKHAM HUMANITARIAN AWARD
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t The Engineering Society of Detroit’s Annual Dinner in June, James A. Anderson, PE, FESD, Founder, President and CEO of Urban Science, was presented with the Society’s most prestigious honor, the Horace H. Rackham Humanitarian Award. The dinner took place at Ford Field. The Rackham award is given yearly for outstanding humanitarian achievements as exemplified by meritorious technical accomplishments for the benefit of mankind or for extraordinary achievements in civic, business, public-spirited or humanitarian endeavors. Among Anderson’s many notable accomplishments that meet these criteria, his longtime support of the engineering community in Southeastern Michigan and his immeasurable impact on programs at Wayne State University stood out.
Further exemplifying both his generosity of spirit and financial generosity, during his acceptance speech, Anderson pledged $50,000 to support ESD’s college student chapters and outreach programs like the ESD Girls in Engineering Academy. He explained that this gift was to be the start of a $1-million campaign to support the Society. By applying his entrepreneurial spirit and analytical mind-set to every obstacle he faces, Jim Anderson has made a career out of solving the seemingly unsolvable. Upon joining the Engineering Faculty at Wayne State University in 1967, Mr. Anderson developed environmental simulation models and computer mapping techniques to display data created by these models. In 1972, he began working with the Center for Urban Studies at Wayne State University to expand his computer mapping capabilities to include census data, www.esd.org | The Engineering Society of Detroit | 11
employee data, and other forms of demographic information. In addition, he developed statistical and mathematical models for location analysis of demographic data. In 1977, when Cadillac was told that a particular market analysis problem “couldn’t be solved” with current technology, Mr. Anderson invented a mathematical solution that was imbedded in software and then founded Urban Science to deliver the solution. With headquarters in Detroit, the firm has grown to approximately 1000 employees in 19 offices across the world. Today Urban Science specializes in applying data analytics tools to manage the performance of product distribution systems in the automobile, financial services and retail industries. Mr. Anderson created a vision for Urban Science; a world where science and technology combine with entrepreneurial spirit to create opportunity and make the world a better place. This vision continues to drive him to give back to community and educational
Rackham Humanitarian Award Recipient James Anderson (seated, center) with his wife Patricia (seated, left) and their family at the awards dinner.
organizations based in Detroit that share his can-do attitude, including a $25 million dollar contribution to the College of Engineering at Wayne State University to establish the James and Patricia Anderson Engineering Ventures
Emcee Gary E. Mach, JD, congratulates James Anderson on receiving ESD’s highest honor, and thanks him for his generous donation to the Society.
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Institute. This investment will bolster the entrepreneurial efforts of engineering and computer science faculty and students and drive Detroit’s economic renewal by training and encouraging engineering students about inventing a better future and taking their inventions to market by creating a business. From raising money to giving money to actually developing products that enhance people’s lives, Urban Science makes community responsibility part of their mission. You will find Mr. Anderson and his company making a difference all around the world. Mr. Anderson has been an ESD member since 1977 and was inducted into the ESD College of Fellows in 2010. He received his bachelor’s degree and master’s degree in civil engineering with a minor in operations research, both from Wayne State University. He is a member of many professional organizations, including American Society of Civil Engineers and Michigan Society of Professional Engineers.
ESD ANNUAL DINNER HONORS ACHIEVEMENT
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t the 2018 Engineering Society of Detroit Annual Dinner, we honored accomplishments, achievements and leadership in our community. The event took place at Ford Field on June 21 and featured the ESD Leadership Awards as well as our annual ESD Construction and Design Awards. James A. Anderson, PE, FESD received our highest award, the Horace H. Rackham Humanitarian Award. All of the evening’s award recipients are listed on the following page. For a photo gallery, please visit esd.org.
Top row, from left: ESD Executive Director Robert Magee with College of Fellows inductee Jasmine L. Sisson, PE; Lifetime Achievement Award winner Sue Littles, FESD, with her son, Tristan. Second row: ESD Construction & Design Award recipients from Michigan State University, SmithGroupJJR and Barton Malow Company for the Michigan State University Facility for Rare Isotope Beams
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HORACE H. RACKHAM HUMANITARIAN AWARD
% James A. Anderson, PE, FESD, Founder, President and CEO, Urban Science
LIFETIME ACHIEVEMENT AWARD
% Sue Littles, FESD, Lead Architectural Designer and CAD Administrator, DTE Energy
COLLEGE OF FELLOWS INDUCTEES
% Douglas M. Gatrell, PE, Associate / Senior Design Engineer, GHD Services % Linda Gerhardt, PhD, Global Lead, Paint Quality, General Motors Company % Virinder K. Moudgil, PhD, President & CEO, Lawrence Technological University % Jasmine L. Sisson, PE, Assistant Vice President, WSP USA % Kimball Williams, Retired, Senior Manager / Technical Fellow, DENSO
DISTINGUISHED SERVICE AWARDS
% Ronald R. Henry, AIA, NCARB, Corporate Vice President, Real Estate, Design & Construction, Beaumont Health % Fran Mahoney, Member Services Associate, The Engineering Society of Detroit % Raymond J. Tessier, PE, Independent Environmental and Energy Consultant, Retired Global Director, Environmental Services, General Motors Company
CORPORATE PARTNER OF THE YEAR AWARD % Fishman Stewart PLLC
OUTSTANDING STUDENT CHAPTER LEADERSHIP AWARD
% ESD Student Chapter at Michigan State University 14 | TechCentury | FALL 2018
OUTSTANDING LEADERSHIP AWARDS
% Sean Conway, Director Customer Engagement & Competitive Assessment, American Axle & Manufacturing % Mark Murray, Sales Director, Paint and Final Assembly Systems, Dürr Systems, Inc. % Nassif Rayess, PhD, Associate Professor of Mechanical Engineering, University of Detroit Mercy
TECHCENTURY IMAGE AWARD
% James L. Newman, FESD, CEM, CSDP, LEED AP BD+C, ASHRAE OPMP & BEAP, Owner/Managing Partner, Newman Consulting Group, LLC
OUTSTANDING YOUNG ENGINEER OF THE YEAR AWARD
% Lauren Roller, PE, Associate, Structural Engineering, Harley Ellis Devereaux
2018 ESD CONSTRUCTION & DESIGN AWARD WINNERS
% Michigan State University Facility for Rare Isotope Beams Owner: Michigan State University Designer: SmithGroupJJR Contractor: Barton Malow Company % Central Park Elementary School Owner: Midland Public Schools Designer: French Associates & Strategic Energy Solutions, Inc. Contractor: Barton Malow Company % University of Michigan Art and Architecture Building— A. Alfred Taubman Wing Owner: University of Michigan Designer: Preston Scott Cohen, Inc. & Integrated Design Solutions Contractor: The Christman Company % General Motors Durant-Dort Factory One Owner: General Motors Company Designer: SmithGroupJJR Contractor: Brencal Contractors Inc.
OUTSTANDING COLLEGE STUDENT ENGINEER OF THE YEAR AWARDS
% Riana Manabat, Wayne State Univ. % Cord Sutter, Lake Superior State University % Devin Vogel, Michigan State Univ.
OUTSTANDING HIGH SCHOOL STUDENT OF THE YEAR AWARDS
% Arushi Arora, Novi High School, Novi % Brennan Burrows, Oxford High School, Oxford % Lauryn Taylor, Renaissance High School, Detroit % Jaedalin Wilson, Farwell High School, Farwell % Kobie Mueller, Huron High School, Ann Arbor % Annalese Lohr, Groves High School, Beverly Hills % Michal Ruprecht, Grosse Pointe North High School, Gross Pointe Woods
College of Fellows inductee Douglas M. Gatrell, PE, with his wife, Laura J. Genik, PhD.
Daniel Nicholson Becomes 112th ESD President
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bring together people who build things and advance technical solutions to better the community.
2015-2018 ESD President Douglas E. Patton, FESD (left), passes the gavel to incoming President Daniel E. Nicholson, PE.
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aniel E. Nicholson, PE, was officially welcomed as the new President of The Engineering Society of Detroit’s Board of Directors at the ESD Annual Dinner in June. Nicholson, who is Global Propulsion Systems Vice President at General Motors (GM), says he sees the role of ESD, and his presidency, as the opportunity to “bring together people who build things and advance technical solutions to better the community.” “ESD is unique,” Nicholson says. “It’s an organization that brings together a bunch of people who love to build things, create things, and who have a vision for Detroit—the place we all call home—to make it the City of Tomorrow.”
Nicholson was previously ESD Vice President and is dedicated to capitalizing on the unique qualities of Michigan to keep young people focusing on STEM and STEAM careers in the state. “At ESD, we have a responsibility to inspire students to choose STEAM careers that will be satisfying, rewarding and impactful. We must help our college students find the places that they can maximize their potential to contribute meaningfully,” he says. “Michigan ranks number one nationally in the number of engineers per capita. And it’s also a great place to live with affordable housing and inspiring new projects.” In Nicholson’s own life, that type of early hands-on learning was essential. He began his General Motors career at the Buick Motor Division as a co-op student in 1982. Upon his return from graduate school, he became a project engineer with the Powertrain Division of the Buick-Olds-Cadillac Group. His career has included international work as the resident product engineer for GM Powertrain in Shanghai, China. In June 2000, Nicholson was promoted to director of Controller Integration and Applications at GM Powertrain. He was responsible for integrating the hardware and software necessary to control the engines and transmissions for GM Powertrain products worldwide. In July 2002, he became the director of Engine Development, Calibration & Validation, responsible for the emissions, drivability,
on-board diagnostics and fuel economy for all engines in the North American portfolio. In 2014, he was named Global Propulsion Systems Vice President and is responsible for the design, development and testing of GM propulsion systems globally. Nicholson received his bachelor’s degree in mechanical engineering from General Motors Institute (now Kettering University). He received a Master of Science degree in mechanical engineering from Texas A&M University and a graduate certificate in Statistical Methods from Oakland University. Nicholson received his MBA from the Stanford Graduate School of Business. He is a licensed professional engineer in the state of Michigan.
Nicholson speaking to college students at an ESD leadership session.
www.esd.org | The Engineering Society of Detroit | 15
MONDAY, OCTOBER 29, 2018
COBO CENTER | DETROIT, MI
Taking the Lead: Collaborating to Solve National Cyber Security Problems Hosted by Governor Rick Snyder The Summit will feature: • Internationally recognized speakers • Experts from across the country • Presentations addressing cybersecurity issues impacting the world • Breakout sessions on emerging trends, technology and best practices
For more information or to register visit 16 | TechCentury | FALL 2018
www.michigan.gov/cybersummit
Ethics in Engineering
IMPACT of TECHNOLOGY on STUDENT
CHEATING BY YANG ZHAO
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echnology has profoundly changed student learning and education in many ways. Today, massive amounts of information are easily available through the Internet. Smart educational software, such as Wolfram|Alpha—a program that uses artificial intelligence to perfectly solve complex math equations— can provide students with step-by-step solutions in a few minutes. These computer tools are being introduced and gradually integrated into classroom teaching and beyond, much like calculators were introduced decades ago and are now a necessity in our daily life. Equipped with high tech communication and collaboration tools, classrooms are no longer isolated. Students can share what they are learning with others through the Internet. They can easily collaborate on group projects using software such as a wiki and Google Docs. While most of the technology-enabled changes in education are positive, technology also makes it extremely easy for students to cheat. And colleges and universities are having a hard time finding ways to combat it. Cheating in school is an age-old problem and is ever-evolving with technology. Surveys conducted between 2002 and 2015 by Dr. Donald McCabe and the International Center for Academic Integrity¹ show that about 39 percent of undergraduate students surveyed admit to cheating on tests, 62 percent on take-home written assignments, and 68 percent on either tests or written assignments. For graduate students, about 43 percent admit to cheating on tests or in written work. While traditional methods for cheating on a test by stealing peeks at their neighbor’s tests or with hidden notes written on the students’ hands are still prevalent, students now can store notes on their electronic devices to peek at, text fellow students and share answers, or communicate with their friends outside classroom for solutions. They can even hire people though the internet to solve the exam problems for them. Typically a student can take a picture of one or more test problems during the test, post it to the internet site, and receive solutions in a short period of time via texting to smartphones/ smartwatches or voice to wireless micro earbuds. This type of cheating is more common in math and sciencebased subjects, including engineering.
Cheating is not limited to exams in classrooms. For take-home assignments, students can search for solutions using Google or Wolfram|Alpha. They can also access solutions manuals of most textbooks on several web sites (e.g., Chegg.com and Transtutors) for a small fee. Online tutors are readily available to help students to complete assignments. People may argue that the use of computer tools and tutors to complete homework assignments should not be considered cheating, as students may only use the solutions to check the correctness of their own work and learn from mistakes. But when the only effort a student makes is to copy the correct solutions onto the paper, it is cheating. Technology is also making it easier to cheat on projects, essays, and even theses. In recent years, “contract cheating” is becoming a flourishing phenomenon, wherein students pay to have their assignments completed by an independent contractor within a specific turnaround time. Legitimate global outsourcing websites (e.g., Freelancer, Upwork, and Transtutors) allow potential employers to post jobs that freelancers can then bid to complete. In contract cheating, students place details of the assignment that they wanted completed on outsourcing websites. They choose one of the bids to complete the work and submit it for credit. This type of cheating activities are extremely easy to do and very difficult for universities to detect. To combat the cheating problem, some universities have developed specific policies to ensure that smart phones and smart watches are out of reach during exams. In some cases, students are not allowed to take bathroom break during exams to prevent them from accessing to the internet and communicating with others. However implementing these policies is a challenging task for instructors and proctors, as they cannot bodily search students. To make the problem worse, several companies openly targeted students with hidden micro earpieces
UNDERGRADUATE STUDENTS: 39% admit cheating on tests 62% on take-home tests www.esd.org | The Engineering Society of Detroit | 17
and miniature cameras that could be used for cheating. There are even cheating calculators on the market with all the capabilities of a tablet computer. These calculators can be used as a normal scientific calculator, but have advanced functions that can connect to nearby computers and smartphones to search the internet for any desired answers and get help from anyone who is connected to the user. If calculators are allowed in an exam, students can use such a cheating calculator and never get caught. With the further advancement of technology, there is a high possibility that these cheating devices can be integrated into eye glasses, clothing, or other wearable objects. Colleges and universities are also turning technology against cheaters. One way to prevent students from cheating in the first place is to use high-tech proctoring tools. In supervised proctoring centers, webcams and software tools monitor individual students by verifying the student, checking eye contact, limiting the accessible websites, and allowing for live viewing, recording, or automated flagging. While there are concerns about value, cost, and accuracy, this solution helps to discourage students from cheating. Plagiarism-detection software services also are being used by many universities (e.g., Turnitin) to check and compare students’ written work against the database and contents of most websites. These tools are effective to certain degree, but are not able to detect the assignment written especially for students by a third party in contract cheating. To combat contract cheating, companies are working with universities to develop artificial intelligence tools that can evaluate the writing styles of students and detect major differences in individual student’s submitted work. Another way to detect contract cheating is to search the contract cheating web sites and find out whether students have put the specific projects in a course for bidding. It is interesting to see that technology is being used to tackle the cheating issue in academia. Its effectiveness, however, is still to be measured and evaluated. 1. https://academicintegrity.org/statistics/
Yang Zhao, PhD, is a professor of Electrical and Computer Engineering in the Department of Electrical and Computer Engineering at Wayne State University and a member of the TechCentury Editorial Board.
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EMU’S SILL HALL RENOVATION FIRST STEP IN CoT REDO BY SUSAN THWING
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ome January 1, 2019, Eastern Michigan’s College of Technology (CoT) will begin a major renovation of its facilities. That’s when the renovation of Sill Hall, home of the CoT, begins. The $40 million project will modernize classrooms and labs and replace all major building systems. It will also include expansion to support new engineering programs. “Renovating and expanding Sill Hall will prepare us for expanding into new, exciting programs, and help us grow the engineering and technology offerings at Eastern Michigan,” explains Mohamad Qatu, PhD, Dean of the College of Technology. “Eastern Michigan has a deep commitment to educating students in STEM disciplines and the renovation our educational spaces, including Sill Hall, is a top priority.” Qatu says that Michigan has seen a considerable transformation in engineering needs and those businesses and industries are coping with a deficiency of qualified engineers. “High school students are looking for more career-driven disciplines that can assure reasonable career success. With the ever-changing and increasing world of technology, there is a vastly increasing need for educated and qualified engineers and technologists in Michigan and throughout the country. This expansion will help get those students ready for the future,” he explains. Qatu says new industries are developing within engineering, including robotics, autonomous vehicles, drone technology and use, and virtual reality. To meet these program needs, EMU has created a two-pronged approach to modernize and expand Sill Hall, and repurpose, renovate and expand Jones-Goddard Halls. Built in 1965, Sill Hall has not received any significant improvements or renovation since its original construction. The Sill project will include a major renovation of the 92,635 square foot structure, including modernizing
This conceptual rendering of Sill Hall shows the modern look of the new design, which prepare EMU to expand its programs.
classrooms and labs, revamping lecture halls, and updating student commons areas and faculty offices. The renovation would also create flexible use spaces for both research and instruction, along with replacing architectural, structure, mechanical and electrical systems. In total, the project includes an expansion of 16,000 gross square feet at Sill Hall to support lab space for the engineering program. In addition, several areas will be reconfigured as student “Maker’s Space” and collaboration areas. “A maker’s space is a modern delivery area that allows students to work as teams. They will be better able to participate in competitions, create projects for manufacturers and work with simulations. The maker’s space helps students collaborate to design, create and produce complete projects such as build an entire car for a competition,” Qatu says. The addition to Sill Hall will also enhance ADA access, provide for student interdisciplinary interaction, and set the direction for future expansions and connections to other CoT facilities. The approved cost to renovate Sill Hall is $40 million. At a funding mix of 75 percent state, 25 percent Eastern, the University’s cost share would be $10 million. The renovation of Sill Hall is only the first step to develop and expand EMU’s efforts to meet Michigan’s needs for additional engineers. Located between the two major CoT facilities—Sill Hall and Roosevelt Hall—stands Jones and Goddard Halls. Originally constructed as residence halls, and closed from use in 2005, the halls have only seen use as temporary swing-space storage for equipment and furnishings from other capital projects, according to the school’s capital outlay proposal. Plans are now in the works to use large portions of Jones
and Goddard Halls, combined with selective demolition and a corresponding advanced-technology addition to provide not only the additional square footage needed in the future decades for the Engineering Program, but also create a ‘Engineering and Technology’ campus within the University’s borders. The College of Technology currently offers 26 professional programs in applied engineering technology, applied management, applied design and military science and leadership. The CoT also offers research and training activities in textiles, polymers and coatings, and police and fire staff training. Future programs include creating a robotics lab, a virtual reality lab, and drone technology and expanding computer engineering. Setting sights on being a leader in manufacturing engineering, Qatu says EMU is prepared to prepare its students. “Manufacturing is alive and well in Michigan,” Qatu says. “But what we knew many years ago has changed, so we’ve evolved. The vast majority of our seniors participating in internships are working in manufacturing and they are moving directly into manufacturing positions after graduation.” Qatu says the focus on program development and a dedication to training students to directly enter the workforce is key. “While we encourage our students to continue to learn, and even eventually return for grad programs, our undergrads are ready to go straight to work in their chosen engineering field. “Graduates of CoT programs are well prepared to function in an ever-changing, global technological environment and to assume leadership roles in organizations, corporations, government agencies, and institutions of higher education throughout the world,” says Qatu. www.esd.org | The Engineering Society of Detroit | 19
Students in L’Anse, Michigan study earth science by making desktop landslides, an activity developed in the Mi-STAR curriculum.
A Gold Star and Standard for STEM Education B BY CYNDI PERKINS
y 2020, one in five jobs in Michigan will be STEM-related, reports the State of Michigan Bureau of Labor Market and Strategic Initiatives, which also projects that STEM job opportunities will grow by 11.8 percent, outpacing the expected 8.5 increase in other occupations. To meet those needs, the current standard for science, technology, engineering and math curricula in K-12 classrooms needs an upgrade. Mi-STAR, the acronym for Michigan Science Teaching and 20 | TechCentury | FALL 2018
Assessment Reform, is a statewide effort to revitalize and inspire STEM education. Spearheaded by Michigan Technological University, the program encourages lively, engaging activities that connect student learning to real-world problems rather than focusing solely on the abstract gold star of a high test score. Mi-STAR is a gold standard many are willing to embrace. The program has grown from 1,700 middleschoolers in 2015 to 45,000 in 2018. The number of teachers involved has expanded from the original 16 teachers in six locations to 450 teachers in 182
schools in 110 districts this year. The program launched in 2015, led by Michigan Tech faculty in coordination with Michigan teachers, school districts and five other universities (Central Michigan University, Eastern Michigan University, Grand Valley State University, Saginaw Valley State University, Western Michigan University) with a $5 million grant from the Herbert H. and Grace A. Dow Foundation. This past spring, Mi-STAR received an additional $1.9 million in funding from the National Science Foundation.
“Michigan Tech has a long history of taking the results of research and making them useful to society—we are good at taking theories and putting them into practice,” says Jackie Huntoon, Provost and Vice President for Academic Affairs at Michigan Tech and Mi-STAR cofounder. “When we started Mi-STAR, there was a lot of research about what works in STEM education. We reviewed all of it, reflected on our own experiences as teachers and put together a model that would work for all types of students.” This summer, Huntoon was named an inaugural member of the STEM Education Advisory Panel, overseen by the National Science
The Mi-STAR program has grown from 1,700 middle-schoolers in 2015 to 45,000 in 2018 and gives students a chance to learn STEM concepts through hands-on activities.
Jackie Huntoon, Provost and Vice President for Academic Affairs at Michigan Tech and Mi-STAR cofounder, is an inaugural member of the national STEM Education Advisory Panel.
Foundation, the U.S. Department of Education, the National Aeronautics and Space Administration and the National Oceanic and Atmospheric Administration. The panel’s mission is to advise and make recommendations on national education policy and identify opportunities to update the federal STEM education five-year plan. Mi-STAR itself is a forerunner of leading national STEM education; the project’s components are intentionally aligned with Next Generation Science Standards (NGSS). A multi-state consortium focused on cohesive learning for K-12 students across the physical, life, Earth and space sciences, as well as engineering design, NGSS includes Michigan Science Standards put in place to prepare students to apply scientific knowledge to their lives. The standards acknowledge that regardless of what they do for a living, all people benefit from understanding concepts like patterns, cause and effect, how to ask questions, define problems and engage in evidence-based argument. Teachers say the kind of 3D-learning built into the Mi-STAR curriculum levels the playing field and connects students with science and engineering in ways that taking www.esd.org | The Engineering Society of Detroit | 21
Teachers say the kind of 3D-learning built into the Mi-STAR curriculum levels the playing field and connects students with science and engineering in ways that taking notes and multiple-choice tests can’t. notes and multiple-choice tests can’t. Honors students stretch their capabilities; at-risk students excel. Students experiment, record and analyze data and present findings, digging into issues they can relate to that specifically affect life in Michigan. Unit challenges move students through rigorously developed and tested story lines. Like this: “Your parents want to live off the grid and you don’t! You need to create a wind or water generation plan that
who’s a doctor; it doesn’t matter if you don’t read at grade level or if you’re not good at test taking. We’re working to find answers and solutions together and my at-risk kids can problem solve with the best of them,” says science teacher Christine Geerer, who’s also science department chair at Grosse Pointe School District’s Parcells Middle School. Educators report that the research gets students talking to each other with genuine enthusiasm, and that presenting their findings to the
meets their criteria and convince them why your plan will work.” Or this: “Your local stream floods each year. It has something to do with changes in land use. The town planning committee wants you to explain why it floods and what they can do about it.” Other challenges, including explaining invasive species issues to State lawmakers and suggesting a management plan to help your mayor choose the best building materials for a new city center, tackle everyday situations that require science and engineering. “No one knows the answer; it can’t be Googled; it doesn’t matter if you’ve been to museums or have a parent
adults who come to hear about the work, creates the kind of meaningful dialogue that normally doesn’t ensue when students are presenting to their fellow classmates. Likewise, teachers learn a lot from the program. They benefit from collaborations with professional engineering societies, state agencies and researchers; the goal is to continually expand the team’s knowledge base while keeping training and materials affordable. “Anyone who has been to a high-need school district in Michigan knows that teachers and students around the state are struggling to pay for the resources they need,” says Huntoon. “Textbooks are expensive. Supplies are
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expensive. Teacher training is expensive. We’ve kept costs in mind the whole time as we developed Mi-STAR so that our products and services could reach the maximum number of people at the lowest possible costs.” Other guiding principles: ensure Mi-STAR is both by and for teachers, bringing educators into the thick of program development and nurturing a growing base of Mi-STAR teachers by providing opportunities like summertime professional learning facilitator training. The trainthe-trainer approach addresses scalability challenges head-on, building teacher preparation into the model from the outset. Huntoon says hearing from the teachers is the most exciting aspect of Mi-STAR’s success. “Stories about the impact the program has on their students brings tears to our eyes,” she says, explaining that teaching with
Mi-STAR can be challenging at first, because teachers have to give up some control in order to put students at the center of the learning process. With more practice, positive change is evident. “Kids who used to sullenly drag themselves into science class are now eager for class to begin.” That enthusiasm eventually transfers into STEM summer camps, a hard-earned degree and Michiganbased job opportunities. Cyndi Perkins is an awardwinning editor, journalist and columnist writes and edits for Michigan Tech’s web pages, electronic media and print publications. She finds work-life balance in the garden, on her yoga mat and anywhere near the water.
Launched!
GIRLS IN ENGINEERING ACADEMY BUILDS ROCKETS WITH NASA GRANT
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he Engineering Society of Detroit was recently awarded a grant from the NASA Michigan Space Grant Consortium. Since then, Grace Bushnell, a Girls in Engineering Academy (GEA) instructor and a PhD candidate in biomedical engineering at the University of Michigan, has been helping a group of GEA students create and implement a rocket launch. The launch is designed to align with NASA grant objectives related to space travel and aerodynamics. Launched during the academic year’s final class on May 19, the rockets were the creations of 34 girls all working in teams. The GEA was developed by ESD to be a hands-on, project-based pre-engineering program for middleschool girls. Beginning as a four-week summer program, the academy has an academic year component that exposes students to various engineering disciplines. According to Dr. Gerald Thompkins, the program manager, “Women remain disproportionately underrepresented in STEM professions and in engineering education, particularly African American and Hispanic women. GEA is designed to help ameliorate that gender gap and get girls interested and excited about STEM before they enter high school.” To that end, the first phase of the program has focused on underrepresented girls from Detroit schools. Participating in the design and launch of a rocket exposes students to both engineering and aeronautical concepts, says Bushnell. “They learn about velocity, thrust, lift, force, gravity and other related concepts. Students also designed and built a robotic vehicle and arm that will be able to simulate various space exploration applications and functionality. The goal is to increase student access within the context of engineering and space science.” The rockets were built using model kits with cardboard tubes and nose cones. Established by Congress in 1988 and implemented by NASA in 1989, the National Space Grant College and Fellowship Program (also known as Space Grant)
contributes to the nation’s science enterprise by funding research, education, and public service projects through a national university-based Space Grant consortia. The NASA Michigan Space Grant Consortium has a mission to foster awareness of, education in, and research on space-related science and technology in Michigan. Bushnell says she was thrilled to be a part of the program. “I had the great fortune to grow up with many opportunities to pursue hands-on projects in all sorts of areas—math, science, engineering, art, photography, geology, sewing—and this exposure was crucial for me to explore interests and develop a deeper passion for science and engineering,” she says. “I greatly enjoy working with kids and feel very strongly that hands-on project-based learning is critical, especially for young girls, to have exposure to subjects that are fantastically fun but may seem boring in school. “I hope to pay forward the curiosity and interest in science and engineering that was sparked in me as a young girl to the next generation of female scientists and engineers.” To learn more about the Girls in Engineering Academy, please visit esd.org.
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CAN WE TEST FOR THAT? STAYING UP-TO-DATE IN TODAY’S AUTOMOTIVE TESTING CLIMATE BY LAWRENCE YETTER AND JOHN PRICE THE KEY TO A RELIABLE AND COST-EFFECTIVE TESTING PROGRAM
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Automotive standards are complex and ever-changing
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ince 1970, the United States Environmental Protection Agency (EPA) has created and enforced the regulations dictating performance and efficiency models for almost every type of engine. From lawn mowers to freight trains, manufacturers must test for, and meet, the standards specified by federal regulations—a document that is altered, clarified, amended and expanded annually with regulations that become effective on a rolling basis varying by vehicle, engine type, and model year—and that’s just at the federal level. Regulations surrounding combustion engine development and production have never been more complicated, while the price for inaccuracy has never higher: recent allegations of emissions “cheating” have cost major automakers tens of billions in fines and untellable costs in consumer goodwill. In this climate, how can manufacturers protect themselves from inaccuracy, delays or possible fines: particularly for testing
standards that are constantly advancing? An all-inclusive testing regimen that allows for proper programming, planning and budgeting by internal teams can ensure that by the time the product makes its way to the regulator’s testing facility, the results are a formality—not a surprise. However, the problem is that many vendors, suppliers and developers struggle to recreate the results of the EPA’s test centers, and very few vendors or suppliers are currently up to the task of replicating the rigors of those environments. The U.S. EPA National Vehicle and Fuel Emissions Laboratory (NVFEL) facility in Ann Arbor, Michigan, consists of a laboratory building with approximately 187,000 usable square feet located on a 15-acre site. NVFEL is the primary EPA research laboratory for fuel and emissions testing, and the work performed there supports Office of Air & Radiation’s (OAR’s) Office of Transportation and Air Quality (OTAQ) activities related to automotive and fuel technologies.
IS FLEXIBLY DESIGNED TEST CELLS
The facility contains several varieties of chassis dynamometers— some capable of performing unique tests such as the EPA’s –7 °C cold test and SCO3 air conditioning test as well as the standard FTP and US06 tests. The facility accommodates nearly all engine sizes with test cells for vehicles as small as motorcycles and ATVs to a state-of-the-art heavy-duty test cell for tractor trailers and busses. The facility also includes an area dedicated to portable emission measurement and onboard diagnostic testing, and is home to some of the most advanced fuel testing capabilities in the world, with the ability to provide temperature conditioned fuels. As early as 2020, NVFEL’s upcoming sister-site in Southern California—dubbed the Air Resources Board of California Vehicle Emissions Testing Center (ARB)—will be brought into service as another world authority on vehicle emission testing and research. A joint-facility between the California Department of General
Services (DGS) and Air Resources Board, ARB is a 14-acre, 300,000 gross-square-foot campus dedicated to emissions testing. When completed, ARB will have some of the most advanced testing facilities on the Western seaboard, including light and heavy-duty emission testing; portable emissions measurement systems; dynamometers; dilution air filtration and conditioning systems; humidifiers; clean rooms; sealed housing evaporative determination (SHED) and environmental chambers; compressed gas systems; liquid nitrogen systems; and gas distribution systems and labs. As advanced as these facilities are, however, the real challenge is that they are never really finished: standards change, testing is augmented, and equipment advances—creating the demands on the structure along with it. So how can vendors and suppliers keep up, not just with testing standards, but also the facilities to replicate them? Few organizations can boast pockets as deep as the United States Government, so how can private entities protect themselves from the excessive expense of keeping pace? The most common error made when replicating a test cell is to only replicate what exists today— without considering how those tests and equipment will change. The crux of that assumption is that a test cell is just a concrete box, and that any new equipment required can just be purchased and plugged in. But the reality is that the advanced equipment and delicate instrumentation needed for accurate testing can’t just be unboxed and brought into service–facilities with flexible mechanical and electrical infrastructure capable of managing today’s and tomorrow’s loads are key to utilizing the newest testing methods and keeping equipment in service.
Mastering the testing process is essentially a mastery of the delicate balance between building systems and instrumentation: it requires a “facility-first” approach to ensure that money spent on instrumentation and equipment upgrades has the greatest possible longevity—that when the time comes it’s only a console that needs replacing, and not the entire testing infrastructure. This flexibly lies mainly in the test cell’s power infrastructure: the electrical system must be strong enough to handle the rigors of testing yet maintain the flexibility required for the constant changes in test requirements and instrumentation equipment. Electrical distribution should be readily available at the test cell to allow for this flexibility and supported by an infrastructure designed to meet constant changes with minor modifications without the need for redesign. Emission test cells represent a huge capital investment and changes in emission testing are inevitable. Take the time and make the effort, to plan now for flexibility.
Lawrence Yetter is a Mechanical Engineer in Harley Ellis Devereaux’s Detroit office. With over 37 years of design experience, Larry specializes in the development of environmental control and mechanical systems for research and laboratory facilities. His notable work includes the engineering design for multiple research and development entities including the United States Environmental Protection Agency and the California Air Resources Board, along with OEMs and other associated Tier One suppliers. John “Eric” Price is an Electrical Engineer in Harley Ellis Devereaux’s Detroit office. Over his 30-year career he has developed engineering design solutions for national industrial, healthcare, commercial and institutional applications. His notable work includes the engineering design for automotive research and development leaders including Ford Motor Company, Detroit Diesel, Robert Bosch Inc., Mercedes Benz, Toyota Motor Corp., and the United States Environmental Protection Agency.
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EDUCATION NEVER ENDS STAY CURRENT WITH ESD COURSES
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or engineers, getting the degree, then landing the job doesn’t mean the education cycle ends. Many engineers take their careers to the next level by pursuing the Professional Engineer credential. This is accomplished through a set of exams; the Fundamentals of Engineering Exam (FE), and the Professional Engineer Exam (PE). Both exams are administered by the National Council of Examiners for Engineering and Surveying or NCEES. The exams are discipline-specific. The FE exam is given as a computerbased test, and the PE exam is given twice a year and is currently still hand-written for most disciplines. Both exams, as well as work experience are necessary to obtain the PE designation. “The Engineering Society of Detroit can help. ESD regularly holds preparation courses for those taking the Michigan PE licensing exam. ESD courses have successfully prepared thousands of candidates for the state licensing exam in a variety of disciplines ranging from civil and environmental to mechanical and electrical-power,” says Elana Shelef, Director of Corporate Relations and Education Outreach. “Courses are taught in classroom settings at our Southfield facility by subject-matter experts,” she adds. The FE Review Course provides instruction in engineering fundamentals for candidates planning to take the CBT FE exam. The PE Review Course consists of 24 hours of instruction, on six half-day Saturday sessions, focusing on problem-solving techniques needed for the Professional Engineer exam. “The PE review courses presume that you have already taken and passed the FE exam relevant to your discipline,” Shelef says. Additionally, the Michigan Department of Licensing and Regulatory Affairs (LARA), mandates that professional engineers obtain 30 credit hours of continuing education every two years. To assist engineers with complying with their licensing requirements, ESD has opened up its FE and PE classes to current PE’s on an à la carte basis. “It’s a great resource for a ‘refresher’ review of core topics,” Shelef says. “At this time engineers must self-track, however the Michigan Department of Licensing and Regulatory Affairs (LARA) now audits engineers on a regular basis. ESD provides certificates of participation for all eligible programs and recommends that PEs log their activities and keep additional documentation to support those activities as required by LARA,” Shelef explains. Other educational opportunities offered by ESD include technical tours, monthly ESD Affiliate Council programs and speakers, and technical conferences such as ESD’s Solid Waste Technical Conference or the energy conference ESD hosts yearly with DTE Energy. For more information on any of these topics, please visit esd.org or contact Elana Shelef at 248-353-0735, ext. 119, or at eshelef@esd.org.
THE FUN OF ENGINEERING! Incoming Freshmen Design Products from Day One BY MATT ROUSH
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sed to be, the first couple of years of college coursework in engineering offered no fun at all. Calculus, physics, statics, advanced materials—and for fun, thermodynamics! In an effort to increase retention in engineering majors, Lawrence Technological University—like many other schools across the state—have added courses in engineering design into its engineering curriculum as early as first-semester freshman year. The idea, according to Heidi Marano, Director of the Entrepreneurial Engineering Design Curriculum at LTU, is to give students an early indication that while math and physics are invaluable tools in the engineer’s tool kit, what engineers really do is help real people solve real-world problems, through consultation, design, and the use of advanced materials. “Our incoming freshmen take a fundamentals of engineering design course to get their feet wet,” Marano said. Included are activities like designing a parachute-based egg chamber that will allow an egg to survive a two-story fall, designing a bridge out of straw, and creating a device to crush cans—all within limited parameters such as the types of materials allowed and a restricted budget. Sophomore year, Marano leads a class in entrepreneurial engineering
design, in which students work with real-world clients to solve real-world problems. The past few years, LTU students have been working with Services to Enhance Potential (STEP), a Detroit-based nonprofit that provides support and services to nearly 1,300 people with disabilities and other mental health needs in Wayne County. Among other services, STEP supports its clients in community-based jobs for dozens of employers. LTU students meet with STEP clients, learning about their disabilities and the challenges they face in the workplace. Students then return to the LTU lab and design products to meet clients’ needs, and then present the STEP clients with the final product. This year, sophomore students will also be
working with ConnectUS, a Livoniabased nonprofit that aims to provide meaningful activities for people with disabilities. Junior year, students are being introduced to a new LTU course, being taught by Marano and Andrew Gerhart, professor of mechanical engineering—leadership and professional development for engineering. The class will cover the entrepreneurial mind-set, ethics, leadership, teamwork and many more topics. By senior year, students are tuned in to the entrepreneurial mind-set in capstone projects, which often involve a real-world engineering problem posed by a real-world business or institution. For more information, check out LTUs courses at ltu.edu.
www.esd.org | The Engineering Society of Detroit | 27
The Grand Challenge of Education A LOOK AT ADVANCING PERSONALIZED LEARNING BY RICHARD HILL
Editor’s note: this is the sixth in a series of articles addressing key aspects of the National Academy of Engineering’s (NAE) and the National Science Foundation’s (NSF) list of The Grand Challenges of Engineering in the 21st Century. In this piece, we are examining the challenge to “Advance Personalized Learning.” According to the NAE, the growing appreciation of individual preferences and aptitudes has led toward more “personalized learning, in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.”
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f all of the Grand Challenges posed by the National Academy of Engineering, one that at first glance may not seem to be in the domain of engineers to solve is the challenge to Advance Personalized Learning. Despite this first impression, education is an area where engineers can arguably have some of the greatest positive societal impact by developing algorithms and software tools that improve student learning. Advancements in education are particularly powerful since their benefit is multiplied by the achievements of all students whose learning is impacted. This exponential benefit is akin to the financial analogy of the “power of compound interest.” The value of a differentiated approach to education has long been understood: students benefit from instruction at a level, pace and modality that is precisely suited to their skills, background and preferences. 28 | TechCentury | FALL 2018
But, the challenge has always been: how does a single teacher, in a class of many students, tailor their instruction for each specific student? The difficulty of this task is exemplified, and exacerbated, by the fact that the cost of education has historically outpaced inflation by a significant degree. Advances in technology that have improved worker productivity in a manufacturing plant or office have not been experienced to the same degree in more service-oriented fields such as education and health care. Relatively recent technological advancements, ranging from the internet to artificial intelligence, are beginning to make practical the promise of personalized learning. Technology can assist in the achievement of differentiated learning by promoting the dissemination of information in different forms, by replacing a human teacher in some instances, and in freeing the human teacher to use their time and skills more efficiently in other instances.
One of the first elements necessary for implementing a personalized approach to learning is for a wide variety of instructional materials to be available. The internet is a medium that leverages the efforts of the masses, enabling individual teachers, scholars, and experts to disseminate their knowledge and instructional materials across the world. Examples of efforts focusing on educating large numbers of students through the internet include Khan Academy, the MIT OpenCourseWare project, and a wide variety of Massive Open Online Courses (MOOCs) offered by such entities as Udacity, Coursera, and edX. These are often offered in collaboration with a range of worldclass universities. In its simplest form, the personalization aspect of education is an individual student searching the internet to find sources they like best. At this point, search engines and “recommender systems” aren’t primarily focused on an individual’s educational outcomes
or background, but they can help present materials a student is more likely to “like.” A common example of a recommender system is the algorithm Netflix uses to suggest movies to a user based on their viewing history, as well as the evaluations of other users to whom they are closely correlated. The most widespread example of how this would work for a student looking to teach themselves a new subject is YouTube. In this venue, an individual is presented with videos to help them learn anything from how to solve a mathematics or physics problem, to how to bake a whole chicken or grout the tile in a bathroom. Beyond just the dissemination of information, technological advancements have also resulted in the development of intelligent educational systems. The idea behind such systems is that they possess a wide range of instructional materials and activities, in a variety of forms and levels of sophistication, with the right piece being presented to the individual student at just the right time. Pedagogical research— that demonstrates the benefit to learning is achieved by providing a student immediate feedback and by presenting material that is at the right level of difficulty—is well established. It is desirable to keep the
work challenging enough to keep the student interested and to make them stretch, without being so difficult that they simply give up. The adaptive nature of these educational systems also attempts to present a topic in differing contexts, times and at appropriate intervals, so that the material is secured in a student’s long-term memory. The sophistication of existing intelligent educational systems still has significant room to grow. Much of the existing work has focused on more rote skills such as reading and vocabulary, and fundamental math skills. Some of the most visible tools that have emerged for the general public have focused on learning a foreign language. Other educational software tools implement diagnostics to assess where a student is in terms of their learning, and then serve the student materials based on this assessment. Additional systems employ genetic algorithms, where different sequences of material presentation are “tested,” and successful sequences are then replicated and tweaked. Otherwise stated, the lessons “evolve.” As techniques in artificial intelligence improve and are adapted to education, the efficacy of these educational software tools will only improve. In our everyday lives, we can already see the usefulness of virtual assistants such as Alexa and Siri to perform narrow tasks such
as providing directions, playing a song, or answering questions about the weather. The power of artificial intelligence is currently most suited to these well-defined tasks with very specific contexts. Answering a question on a specific academic topic is well within the reach of such tools. Educational software will be further improved as research into the neuroscience of learning advances. Even when some of these tools are not particularly intelligent, they still can be useful for a teacher attempting to reach a classroom full of differentiated students. By displaying the lecture, performing the grading, and providing student diagnostics, these tools can help teachers do their job better by providing information and by freeing them to focus on more active and individualized engagement of the students through discussion and open-ended projects—something the software tools can’t do…yet. Richard Hill, PhD, is an associate professor of mechanical engineering at the University of Detroit Mercy. His research interests are in discreteevent system modeling and control, nonlinear control, and vehicle and manufacturing applications. Dr. Hill holds a PhD in mechanical engineering and a master of science in applied mathematics from the University of Michigan. Prior to joining the Detroit Mercy faculty, Dr. Hill worked at Lockheed Martin Corporation on satellite attitude reference and control and was a high school math and science teacher.
www.esd.org | The Engineering Society of Detroit | 29
Networking
Networking Tips for Students BY DAVID PISTRUI
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n addition to the academic rigor and formative development associated with the college experience, students must also develop their social and professional skills. Well-developed networking skills can often be the difference between securing a job versus building a career that leads to professional fulfillment and personal happiness. This is especially true for young engineers and scientists. Networking is a human-centered endeavor that primarily involves face-to-face interaction with others. That’s not to say that there are not digital components (think LinkedIn). It is, however, a combination of activities and platforms centered around human interaction that are vital to developing solid networking skills. So what can students do to develop effective networking skills? First, it takes time and effort. Effective networking takes practice. You cannot learn it by reading books or watching YouTube videos, although both can help. You have to be willing to make yourself uncomfortable, put yourself into new situations—often with people you do not know. The good news is that as a college student you have taken the first step, so you are on your way! Two often overlooked skills that students need to work on include active listening and the ability to empathize. Active listening involves engaging with others and using what you hear to converse, probe and learn about others—it sounds easy but requires focus. As one of my professors taught me, there is a difference between listening and hearing what others are saying. Empathizing is the ability to gain a deep understanding of what impacts others. For example, what are their problems, challenges and pain points? It is the ability to “put yourself in their shoes”, so to speak. Developing good listening and empathy skills will not only help you to develop solid networking proficiency, it will also translate into better school/job performance and personal happiness. These five tips will jump start the development of your networking skills and abilities. 30 | TechCentury | FALL 2018
...it takes time and effort. Effective networking takes practice.
Developing effective networking skills is paramount to success in school, work or play.
Develop a personal elevator pitch
This is a snapshot about who you are, where you are going and what you want to achieve in tangible terms. The pitch is 90-120 seconds—that’s it. Think about it in terms of Now (I’m a student at University of Detroit Mercy studying mechanical engineering), Near (I’m looking for a summer internship in the automotive field), Future (I aspire to be an engineer working in the mobility industry on autonomous vehicles). Developing an effective personal elevator pitch takes practice. Stand in front of a mirror, record it on your phone—practice makes perfect!
appointment to meet, share your aspirations and ask for guidance and advice. In other words, find a mentor and create a network of professors (and other professionals) who can provide an excellent framework for the development of networking skills. Other important extracurricular networking opportunities include joining a club, attending events and volunteering in the community.
Undertake an internship / work a part-time job:
Securing internships and part-time jobs are excellent ways to strengthen your networking skills. Plus, work experience (any type of job that involves working with people is valuable) combined with a good education leads to getting the best jobs. So get out there and engage the marketplace. Get your resumé together, draft a cover letter (develop your written communication skills), get a proof reader and create a list of five personal references (great reason to set up a meeting with a professor). Developing effective networking skills is paramount to success in school, work or play. The only way to become a good networker is to engage with other people in an assortment of settings. If you actively engage in these five activities, you can be assured of being a more effective networker. The payoff will come in your academic endeavors, career development and personal life for years to come.
Create and maintain a LinkedIn profile
LinkedIn is a social media networking site that helps people maintain their professional identity and relationships online. It is a powerful tool used by individuals, companies and job recruiters. It is a must have. Their news feed and messenger features are essential networking tools you can utilize. It is important to realize this is your professional identity platform, not a place to post things associated with one’s social and personal life.
Practice active-curricular engagement
Developing good networking skills starts right in the classroom. The best way to get started is to employ an entrepreneurial mind-set. People who have an entrepreneurial mind-set engage with others, ask questions, form relationships and take an active approach in their educational development. Put simply, curricular engagement means actively participating in class, asking questions, learning to work in teams and taking some ownership in making your courses effective learning experiences in a collegial environment.
Engage in extra-curricular activities
As students you have just as many networking opportunities outside of the classroom and laboratory. Get to know your faculty outside of class. Set up an
David Pistrui, PhD, is an executive, entrepreneur and educator with more than 30 years of comprehensive experience serving the corporate, nonprofit and education sectors. Dr. Pistrui serves as Industry Liaison and Clinical Professor of Engineering, College of Engineering & Science, University of Detroit Mercy.
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Making STEAM Education Boil with Kids through PBL BY WILLIAM MOYLAN
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here is a general consensus among educators and business leaders that a significant gap exists between the necessary workplace skills needed and the current state of education. Project Based Learning (PBL) is a pedagogy that closes this gap with traditional K-12 teaching methods. This article reviews the use of PBL to enhance student learning and develop knowledgeable workers with essential skills for success in the 21st century. The critical skills that children must learn in order to survive, and ideally to thrive, in the new economy include: % Communications (oral and written) % Collaboration % Cooperation % Critical thinking and problem solving % Creativity % Computation and information technology competency % Career planning and lifelong learning.
may be described from two different perspectives. One perspective emphasizes the students performing a teacher-facilitated project, with the transformation from “teacher telling” to “students doing.” The second perspective uses a teacherguided project involving the students in their own self-directed learning using a standard curriculum. In both cases, the teacher is an enabler of learning, utilizing a hands-on approach to engage the student in learning, a hallmark of the PBL criteria.
The PBL Teacher as “The Guide on the Side”
An important aspect of the PBL classroom is the role of the teacher. They are transformed from being a “sage on the stage” to the “guide on the side.” The focus is on the process of teaching, instead of concentrating on a mastery of the subject content. This is the opposite of habitual teaching (preaching), completing assigned work, often consisting of prepared lessons, and test-taking. The PBL approach allows the These “7-Cs” are the skills in demand today and into the foreseeable teacher oversight of student-run future. PBL allows students to gain technical competence and personal confidence through the active application of the 7-Cs in solving complex problems. PBL involves the students as “active learners” preparing them for the world of work.
What is Project-Based Learning?
PBL is a constructivist learning pedagogy. The emphasis is on learning by doing through student engagement in hands-on projects, both individual and within teams. PBL 32 | TechCentury | FALL 2018
projects, augmented by “how to” discussions, demonstrations or lab sessions. Students utilize technology in a meaningful way to help their student team solve project design issues. Additionally, the PBL teacher / facilitator can use the Socratic Method of asking probing questions and facilitating interactive exchanges among students. This learning circle provides for in-depth understanding of the subject matter and course content, and makes learning fun. Improvements in student performance in science, engineering, technology and mathematics blended with the liberal arts (STEAM) use PBL as a construct for student engagement. PBL-based student team competitions improve student learning and are fun and fulfilling for youth. Below is a list, in alphabetical order, of three: % FIRST Robotics and FIRST Lego League. Dean Kamen is an inventor, entrepreneur, and tireless advocate for STEAM. His passion and determination to help young people discover the excitement and rewards of science and technology are
the cornerstones of FIRST (For Inspiration and Recognition of Science and Technology). The FIRST Robotics Competition challenges teams and their mentors to solve a common problem in six-weeks using a standard “kit of parts” and a common set of rules. Teams build robots from the parts and enter them in competitions. (More about this competition can be found at www.usfirst.org.) The FIRST Lego League (FLL) is an exciting alliance between FIRST and the Lego Company. Guided by adult mentors and their own imaginations, FLL students solve real-world engineering challenges, develop important life skills, and learn to make positive contributions to society. (More can be found online at www.firstlegoleague.org). % International Schools CyberFair, sponsored by Global SchoolNet, is an award-winning authentic learning program used by schools and youth organizations around the world. Youth conduct research and publish their findings on the internet. Recognition is given to the best projects in each of eight categories. This program encourages youth to become community ambassadors by working collaboratively and using technology to share what they have learned. Students evaluate each other’s projects by using a unique online evaluation tool. (Learn more at edweb.gsn.org/ gsncf/index.cfm.) % The National Engineers Week Future City Competition is a case-based, national competition of self-discovery. Middle-school student teams use SimCity, a simulation tool for city planning, to design their model city using innovative design solutions to solve some of the most pressing global challenges. This hands-on
activity exposes students to teamwork, problem solving and self-taught concepts of STEAM. Under the guidance of an engineer mentor, they build a scale model using recycled materials, write an abstract and an essay, and give a presentation to a panel of judges. Winners of statewide competitions compete at the national level in Washington, DC, during the annual National Engineers Week in late February. The Engineering Society of Detroit hosts the Michigan competition (esd.org/futurecity).
Educators Collaborate with Engineering and Business Professionals
A natural consequence and benefit of PBL student team competitions is the collaboration between educators and professionals. Nurturing the next generation of architects, engineers, project managers, and scientists is an essential part and mission of many professional societies and organizations, such as ESD. The sense of inspiration and excitement these competitions foster is a reward for both the students and professionals. STEAM education and the 7-C skills are front and center when professionals and educators team up to facilitate the PBL process; key factors in
developing the next generation of STEAM graduates. By volunteering to assist as a mentor, competition judge or guest in the classroom, the engineering community can broaden their understanding of the plight and pathos faced by teachers. Funding for improvements in education by government and educational foundations is very sensitive to business support. Involved professionals make the difference. A trained workforce prepared for the 21st century is a win-win-win situation. Project-Based Learning is as an effective and efficient learning pedagogy that actively engages students in authentic, problem-solving activities, which paired with the 7-Cs, prepare students for success in their careers and personal lives. Join your ESD colleagues at one of the above mentioned STEAM competitions because C’ing is believing! William Moylan, PhD, an associate professor at Eastern Michigan University, is a consultant, trainer, educator, expert witness and practitioner in professional Project Management and Construction Engineering. Dr. Moylan has extensive professional experience in all aspects of program and project management, including over eleven years internationally with the Arabian American Oil Co., and since 1983 has been involved in implementing information technology. He is a member of the ESD Editorial Board.
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Detroit Mercy Prof Brings Global Universities Together to Reach Sustainable Goals BY DAVID PEMBERTON
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pend a few minutes with Detroit Mercy’s Director of Sustainability Victor Carmona and his passion for what he does will leave you inspired. Whether Carmona is talking about his research projects in El Salvador, Mexico and Costa Rica or his thoughts on how to bring students studying different disciplines together, he will make you think in a new light. Carmona’s excitement comes through in everything he does. He doesn’t take on projects all over the world in hopes of becoming a rich man; he wants to change the world one project at a time. “What I’m talking about is creating scientists and engineers who don’t just look at research as a way to improve their career, but as a way to improve society,” Carmona says. “They look at it as a way connect and form partnerships with communities. The way I see it, we’re all learning how to speak community and we’re just using research to do it.” Carmona is Detroit Mercy’s first director of sustainability. Sustainability is defined as the quality of not being harmful to the environment or depleting natural resources, and thereby supporting long-term ecological balance. Carmona is an expert in tropical ecology and was previously an associate professor of Biology at Loyola Marymount University in Los Angeles. The College of Engineering & Science created a director of 34 | TechCentury | FALL 2018
sustainability position in an effort to bring different academic disciplines together to work on sustainability, and develop sustainable projects both in the community and abroad. “I think sustainability is extremely important in our college, which we have both the science side and the engineering side,” College of Engineering & Science Interim Dean Katherine Snyder says. “Sustainability can really touch upon every discipline we have in engineering and science … There are lots of opportunities here to bring folks together. Plus, it’s a really important social justice issue as well, so it fits really well with our mission.” Carmona has already assisted the College of Engineering & Science in dual-enrollment programs and he’s been tasked to help create sustainability curriculum that is crossdisciplinary. Detroit Mercy’s commitment to service and social justice is a major reason Carmona was drawn to Detroit. He hopes to make an impact on a number of social justice issues. “Detroit Mercy is very good at linking what they do back to the community,” Carmona says. “That really got me excited about coming here. This idea that you can take teacher-scholarship and bring in social justice by working with the community, I’ve never seen that.”
Marymount at the time, brought six students with him to present posters at the University of Central America (UCA) Conference. At that time, no undergraduate students presented posters in El Salvador. Once they saw students from the U.S. doing it, it was a game changer. “The idea of a student presenting a poster was like, ‘No, not us,’” Carmona says. “So we show up with these student posters, much like the ones we see at the symposium at Detroit Mercy. The students had them all translated and we have this makeshift poster session and all these UCA students are blown away. “After the symposium was done, my students are getting questions and they are not your typical symposium questions. In the U.S. it’s very technical aspects, in El Salvador it was very different questions, like ‘Why is this research important for society?’ ” The UCA students went to their professors and asked if they could start working on posters. “Now there is a full-blown poster session at these conferences,” Carmona says. “It came about not because we said, ‘Poster sessions are standard.’ It was simply by showing up. We showed up with the research, looked for ways to collaborate. We transformed, they transformed.”
Changing a culture
Carmona’s work abroad benefits students in those locations, but it also helps students at Detroit Mercy by connecting them to like-minded students in other parts of the world.
It took just one visit to El Salvador for Carmona to begin changing the norm. On his first visit in 2012, Carmona, who was working at Loyola
Bringing people together
Detroit Mercy students can see how their research affects other nations and it opens the door for them to do research abroad. “My work allows me to recruit students from these countries where I’m working so that we can bring some of these students in and learn from each other,” Carmona says. “The way I describe it is, ‘We can learn each other’s bad habits.’ We learn from each other’s outcomes.” Carmona believes working on a global level is critical, but it’s also important to do it the right way. “It’s global engagement. We go beyond academic tourism,” Carmona says. “We can’t just go abroad to go on a bus tour, take pictures of statues, go on the bus and say, ‘I went to Belgium.’ It can’t be that. It has to be: How does your degree help you solve the issues that many times we don’t see in our own backyard. But going abroad, you’re outside of your bubble and it’s very easy to see. Then you come home with new eyes. “That’s why trips to places like El Salvador are very important. Many of the issues we’re solving as an institution in an urban context are also being tackled in places like El Salvador. We are trying to find ways where we can collaborate. It’s about research. The common language is research.” Snyder says Detroit Mercy is already talking to schools in El Salvador about bringing their students here to work on a master’s or doctorate degree. She wants students to collaborate on an international level. “It’s really important for us to help students grow in their global perspective,” Snyder says. “You hear it a million times, the world is a small place now. You can’t get away with just knowing your little corner of the world, especially if you’re going into a professional discipline like science or engineering. There are responsibilities that come with those types of careers that involve having a world perspective, understanding how the things you do in your job impact both what’s near and far.”
Carmona also believes it’s vital for different disciplines to work together. He wants to see engineers, architects and scientists working in harmony so that when engineers and architects take on a projects like a community park, they will consult with each other and biologists to see what is the best course of action for everyone involved. “In the future, it’s not going to be who is going to build a really good rain garden; it’s going to be who builds a rain garden that lets people engage that space so you can use it, but also engages the biology so no one has to take care of it,” Carmona says. “You don’t have to go in there and weed it. It runs like a small ecosystem. It reclaims what we in ecology call ‘the functional ecology’ of that system. Many times, that ecology also has benefits to human health. We call those ecosystem services. It’s now paying us a service, and we don’t have to pay it anything, it just does it by being there. “Architects and civil engineers that design urban green areas, the last thing on their mind is the communities of animals that disperse and maintain those green habitats. Normally, people expect that if you have a green area, someone has to go in there and weed it. Someone has to go in there and plant trees. But the reality is, if we create a mini-ecosystem, we wouldn’t need to do any of those things.” Carmona has already begun bringing people together at Detroit Mercy. He does so with a strategy that uses common interests to develop a middle ground. “When I came here, I thought sustainability, multidisciplinary, how do I approach folks who are already doing research?” Carmona says. “That last thing they want to hear is, ‘I want you to do a new research project.’ So I used this tool I learned in my Fulbright. I went to Architecture and said, ‘Here’s what I do.’ I met folks, and they said what they liked, then that led to more conversations with other folks, and next thing you know
they’re telling me, ‘Oh, we’re doing this Fitzgerald revitalization right now. How do we get you on board?’ And that’s where we overlap.” Carmona wants to look at different pollinators in Detroit and make sure projects take into account biology before they are implemented. “It’s not, ‘Put up solar panels or a rain garden,’ it’s how do those elements interact with our mission as an institution?” Carmona says. “How do we engage the community? We’re teacher-scholars. We’re not just teaching classes, we’re not just doing research, we’re linking those two things. We have to get students to be able to process information. By linking those three things— teaching, scholarship and service or community outreach—we can begin to address the sustainability of any process.” The University already has projects in the works, including several in the city of Detroit. “We’re already talking to folks at Palmer Park,” Snyder says. “They have a number of things they want to do with the park, and they’re looking for some support. I think it blends really well to give us an outdoor laboratory for our students to work in. Plus, build opportunities for the community scientists. There are lots of opportunities like Palmer Park, and it’s so close by that we can leverage someone like Victor to bring these projects together to give our students a way to apply in a meaningful way their own disciplines to make the world a better place.” To learn more about Detroit Mercy’s College of Engineering & Science visit eng-sci.udmercy.edu. David Pemberton is a Web Content Specialist at University of Detroit Mercy where he develops stories, video and photography for the Detroit Mercy web site. Prior to coming to Detroit Mercy, Pemberton worked in the newspaper industry as writer, photographer and videographer for more than 10 years.
www.esd.org | The Engineering Society of Detroit | 35
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Future engineers of Michigan.
From 1,700 to 45,000 middle school students. From 16 teachers to 450. The Michigan Science Teaching and Assessment Reform (Mi-STAR) program has grown since 2015—and it helps teachers like Jennifer Martin from L’Anse focus on teaching the next generation of state scientists and engineers. Michigan Tech leads the initiative along with six partner universities and 110 Michigan school districts, taking abstract STEM concepts and making a real-world curriculum.
Michigan Tech creates the future—get the latest: mtu.edu/news @michigantech Michigan Technological University is an equal opportunity educational institution/equal opportunity employer, which includes providing equal opportunity for protected veterans and individuals with disabilities.
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Call 800-682-6881 for a quote. Be sure to mention that you are with ESD. SAVINGS AVAILABLE TO ESD MEMBERS AND MEMBERS OF THESE AFFILIATE SOCIETIES: Air & Waste Mgmt. Assn.–East MI Ch. (EMAWMA) Am. Chemical Soc.–Detroit Section (ACS) Am. Concrete Inst.–Greater MI Ch. (ACI-GMC) Am. Council of Engineering Companies–MI (ACEC) Am. Foundry Soc.–Detroit Windsor Ch. (AFS-DW) Am. Inst. of Architects-Detroit Ch. (AIA) Am. Inst. of Architects-MI (AIA) Am. Inst. of Chemical Engineers (AIChE) Am. Inst. of Constructors–MI Ch. (AIC) Am. Nuclear Soc. (ANS) Am. Polish Engineering Assn. (APEA) Am. Soc. for Quality–Greater Detroit Section 1000 (ASQ-DETROIT) Am. Soc. for Quality–Saginaw Valley (ASQ-SAGINAW) Am. Soc. of Agricultural & Biological Engineers–MI Section (ASABE) Am. Soc. of Body Engineers Int’l (ASBE) Am. Soc. of Civil Engineers–MI Section (ASCE) Am. Soc. of Engineers of Indian Origin–MI Ch. (ASEI) Am. Soc. of Heating, Refrig. & Air Conditioning Engineers (ASHRAE) Am. Soc. of Mechanical Engineers–MI (ASME) Am. Soc. of Plumbing Engineers–Eastern MI Ch. (ASPE-EMC) Am. Soc. of Safety Engineers–Greater Detroit Ch. (ASSE-DETROIT) Am. Soc. of Sanitary Eng. for Plumbing & Sanitary Research (ASSE) Am. Water Works Assn. (MI-AWWA) Am. Welding Soc. (AWS-DW) Arab Am. Assn. of Engineers & Architects, MI (AAAEA) Armenian Engineers & Scientists of America–MI Section (AESA-MI) ASM Int’l–Detroit Ch. The Materials Soc. (ASM-INT-DETROIT) Assn. for Facilities Engineering (AFE) Assn. for Iron & Steel Technology (AIST) Assn. of Business Process Mgmt. Professionals–SE MI Ch. (ABPMP) Assn. of Soil & Foundation Engineers (ASFE) Automotive Aftermarket Suppliers Assn. (AASA) Biomedical Engineering Assn. (BMES) Building Commissioning Assn.–Central Ch. (BCA)
Construction Specifications Inst. (CSI) Council of Supply Chain Mgmt. Professionals (CSCMP) CREW Detroit–Commercial Real Estate Women (CREW) Detroit Chinese Engineers Assn. (DCEA) Detroit Soc. for Coatings Technology (DSCT) ElectroChemical Soc. (ECS) Engineers Without Borders (EWBUSA) Great Lakes Renewable Energy Assn. (GLREA) Heavy Duty Manufacturers Assn. (HDMA) Illuminating Engineering Soc. of North America (IESNA) Inst. of Electrical & Electronics Engineers (IEEE) Inst. of Environmental Science & Technology (IEST) Inst. of Industrial Engineers Greater Detroit Ch. (IIE) Inst. of Mathematical Sciences (IMS) Instrumentation Systems & Automation Soc. (ISA) Int’l Council on Systems Engineering–MI Ch. (INCOSE) Japan Business Soc. of Detroit (JBS) Mechanical Contractors Assn. (MCA-Detroit) Mechanical Inspectors Assn. of MI (MIAM) Metropolitan Mechanical Inspectors Assn. (MMIA) MI Ch. of Am. Soc. of Landscape Architects (MASLA) MI Assn. of Environmental Professionals (MAEP) MI Assn. of Hazardous Materials Managers (MI-AHMP) MI Chemistry Council (MCC) MI Interfaith Power & Light (MIPL) MI Intellectual Property Law Assn. (MIPLA) MI Rural Water Assn. (MRWA) MI Soc. for Clinical Engineering (MSCE) MI Soc. of Professional Engineers (MSPE) MI Soc. of Professional Surveyors (MSPS) MI Water Environment Assn. (MWEA) MI!/usr/group (MUGORG) National Assn. of Corrosion Engineers (NACE) National Assn. of Women in Construction (NAWIC)
* Policies are underwritten by the Citizens Insurance Company of America and/or Citizens Insurance Company of the Midwest, companies of The Hanover Insurance Group. Participation in the group auto and home insurance program is based upon group membership and company underwriting guidelines.
Nat. Soc. of Black Engineers–Detroit Alumni Extension (NSBE-DAE) Net Impact Southeastern MI (NISEM) North Am. Soc. of Chinese Automotive Engineers (NACSAE) Project Mgmt. Inst.–Great Lakes Ch. (PMI) SAE Detroit Section (SAE-Detroit Section) SAE Mid MI (SAE-Mid MI) SAE Int’l (SAE-Intl) Safety Council for SE MI (SCSM) Saginaw Valley Engineering Council (SVEC) Soc. for Industrial & Applied Mathematics–Gr. Lakes Sec. (SIAM) Soc. for Marketing Professional Services–MI (SMPS) Soc. of Am. Military Engineers (SAME) Soc. of Am. Value Engineers–Greater MI Ch. (SAVE-GMC) Soc. of Applied Engineering Sciences (SAES) Soc. of Fire Protection Engineers–MI Ch. (SFPE) Soc. of Hispanic Professional Engineers (SHPE) Soc. of Manufacturers’ Representatives (SMR) Soc. of Manufacturing Engineers–Detroit Ch. No. One (SME) Soc. of Petroleum Engineers (SPE) Soc. of Plastics Engineers–Automotive Division (SPEA) Soc. of Plastics Engineers–Detroit (SPE-DETROIT) Soc. of Tribologists & Lubrication Engineers (STLE) Soc. of Women Engineers (SWE) SE MI Facility & Power Plant Engineers Soc. (SEMPPES) SE MI Soc. for Healthcare Engineering (SMSHE) SE MI Sustainable Business Forum (SMSBF) Southeastern MI Computer Organization, Inc. (SEMCO) Structural Engineers Assn. of MI–Am. Inst. of Steel Const. (SEAMi) Student Environmental Assn.–University of MI, Dearborn (SEA-UMD) TiE–The Indus Entrepreneurs (TiE) U.S. Green Building Council–Detroit Regional Ch. (USGBC-DRC) United States Army (USARMY) United States Navy (USNAVY)
Hartland Insurance Group, Inc. 691 N. Squirrel Rd., Suite 190 Auburn Hills, MI 48326 www.hartlandinsurancegroup.com 248-377-9600