College of Engineering and Computational Sciences
FY16 Budget Strategies Presentation
Kevin Moore, Dean
February 2015
2
Outline
 Overview
 Mission/Vision/Focus
 CECS and Mines’ Strategic Plan
 By the Numbers
 Departments and Programs
 Summary
 Initiatives and Strategic Needs
 College-Level Discussion
 Summary
 Goals Far and Near
 Initiatives and Strategic Investments
3
CECS Mission
CECS addresses the
challenges of a sustainable
global society related to
earth, energy and the natural
and built environments by
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
Educating the next
generation of leading
engineering-citizen
designers and scientists
Expanding the frontiers of
knowledge through
research
4
CECS Vision and Focus
 CECS will be a national and global go-to destination for
distinctive education and research that makes the world
a better place to live through its focus on livable,
efficient, intelligent infrastructure: water, energy,
systems, and information for a sustainable world
Water, energy,
civil, and
information
infrastructure
Sanitation,
agriculture and
business
Good health,
stability and
peace
Education
and improved
quality of life
People, Planet, Profits:
Sustainable infrastructure empowers civilization
5
CECS Departments and Programs
 Applied Mathematics and Statistics
 Civil and Environmental Engineering
 Electrical Engineering and Computer
Science
 Mechanical Engineering
 EPICS
 Humanitarian Engineering
6
CECS @ Mines: A Snapshot
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“Traditional” engineering (EE, ME, CE, EnvE), math, and comp sci
A young, developing college
 All degree programs are effectively two years old
 Significant effort to develop and accredit new degrees
 Alumni base is not deep
 Faculty growth from 75 to 115 since August 2011
 1 in 3 is new in four years!
 Faculty Mix
 30 Teaching Professors
 28 Assistant Professors
 19 Associate Professors
 25 Full Professors
Significant delivery by adjuncts (26% of CECS SCR; compare to
3% CASE, 13% CERSE)
7
CECS Topical Areas
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Mathematical Biology
Uncertainty Quantification
STEM Outreach
Water Resources
Geohazards and Geotechnical Engineering
Environmental Chemistry and Microbiology
Resilience and Sustainability
Underground Construction and Tunneling
Big Data/Graph-Based Data Analytics
Electromagnetics, RF, and Wireless Communications
Information Sciences (compressive sensing, control)
Power Engineering
Thermal Sciences, Energy Conversion (including renewables)
Solid Mechanics and Materials
Biomechanics, Rehabilitation, and Assistive Technologies
Robotics and Automation
8
CECS and Mines’ Strategic Plan
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Reputation (primary role)
 National and international reputation of graduates capabilities and
accomplishments, due to innovative engineering design education
 National and international reputation for research excellence – each
department having faculty recognized as leaders in their fields
Culture
 Initiatives focused on a more deliberate education of the whole engineer will
support a culture of excellence
Revenue
 Targeted areas of professional and executive education in CECS
 Increased research revenue as CECS matures
 Diversify distribution of majors across CECS (and campus) by growing (and
refocusing) selected degree programs
Infrastructure (Dean’s role)
 Improved processes that reduce faculty (and staff) workload
 Development efforts to secure additional facilities and financial resources
needed to move forward
CECS
Undergraduate Students Fall 2014
CECS Undergraduate Students Fall 2014
1828 – 43% of Campus Total
Applied Math, 84,
4%
Electrical Engineering and Computational Sciences, 469,
26%
Mechanical, 953,
52%
Civil and Environmental Engineering, 322,
18%
9
CECS Graduate
Students Fall 2014
CECS Graduate Students Fall 2014
409 – 32% of Campus Total
Electrical Engineering and Computer Sciences, 106
26%
Mechanical Engineering, 127
31%
Applied Math and Statistics, 33
8%
Civil and Environmental Engineering, 143
35%
10
CECS Research Awards FY 14
$9,295,530 – 18% of Campus Total
Applied Math and Statistics, 390,836, 4%
Mechanical Engineering, 3,476,167, 38%
Electrical Engineering and Computer Science, 1,129,686, 12%
Civil and Environmental Engineering, 4,276,842, 46%
Does not include Foundation 11
12
CECS Faculty FY 14
101.5 – 35% of Campus Total
EPICS, 2.67, 3%
Mechanical Engineering, 27.5, 27%
Electrical Engineering and Computer Science, 24, 23%
Applied Math and Statistics, 22, 22%
Civil and Environmental Engineering, 24.3, 24%
13
CECS Credit Hour Delivery FY 14
53,104 – 38% of Campus Total
Mechanical Engineering, 9043, 17%
CECS admin., 1317, 3%
EPICS, 4424, 8%
Electrical and Computer Science, 11738, 22%
Applied Math and Statistics, 18219, 34%
Civil and Environmental Engineering, 8403, 16%
14
Applied Mathematics and Statistics
Existing Strengths/Programs of Distinction
 Deliver high-quality mathematics education to whole campus
Emerging Strengths/Opportunity Areas
 Stronger research presence mainly due to new T/TT faculty
 New research signatures developing
Weaknesses/Threats
 Missing generation (only one AP, full profs approaching retirement)
 Small undergraduate program
 Graduate student funding model (faculty have not fully adjusted to
institutional funding model that is not like the large state U)
 Tenured teaching load of 2 and 2 even for research active faculty
 DH stepping down in August 2016 (no clear successor)
 Faculty separated in two buildings
15
Applied Mathematics and Statistics
Initiatives
 Teaching Postdoc program (phased plan to reduce tenured teaching load
and reliance on full-time adjunct faculty)
 Variety of pedagogy innovation experiments (AMS Learning Center)
 Piloting classes related to actuarial certification to attract more UG majors
 UNC-Mines teacher certification program to attract more UG majors
 Exploring non-thesis MS programs to attract more graduate students
 Possible Center for Mathematical Engineering
Strategic Challenges and Needs
 Strengthen the graduate program (additional faculty lines,
TA and RA funding)
 Resources to support delivery innovation, particularly
studio classroom space
 Research stimulation (variety of initiatives proposed)
 New department head
16
Civil and Environmental Engineering
Existing Strengths/Programs of Distinction
 Water Resources
 Geotechnics (including Underground Construction and Tunneling)
 Environmental Chemistry and Microbiology
Emerging Strengths/Opportunity Areas
 Structural engineering
 Resilience and sustainability
Weaknesses/Threats
 Declining CE UG numbers (not matched nationally), though BSEnvE
is growing
 New ASCE/ABET rules making UG CE and EnvE delivery harder to
achieve due to lack of breadth in program
 Faculty and grad students separated in two-three buildings (labs in
five)
17
Civil and Environmental Engineering
Initiatives
 Developing a suite of research initiatives around sustainability
 Water-energy-food for a rapidly-growing arid west
 Sustainable structures/cities/communities (with ME, EECS)
 UC&T
 Focus on continued UG curriculum development
 Reimagine our program for senior design/capstone that provides more
discipline-specific and can also allow for a significant research component
Strategic Challenges and Needs
 More TAs to deliver needed UG laboratory courses
 Graduate Fellowships to attract top talent
 Incentives to reward collaborative, interdisciplinary
research
 Balancing engineering versus science
 Delivering two distinctly different degree programs
 Classroom spaces for studio instruction
18
Electrical Engineering & Computer Science
Existing Strengths/Programs of Distinction
 UG EE has a strong reputation in industry
 CS programs (grad and UG) are very well respected by industry
 Growing strong support from industry
 Some pockets of research reputation (signals, ad-hoc networks, wireless sensing)
Emerging Strengths/Opportunity Areas
 Graph-based big data analytics
 Computer science employment sector is strong
 Teaming with ME faculty in bio-related and robotics/automation research; also
aerospace defense
 Electromagnetics-based research could link to core campus research areas
Weaknesses/Threats
 Lack of well-defined research signatures in the department with suitable critical mass
of faculty and strong funding base
 Relatively-heavy service load for department
 Still finding a departmental vision following EE/CS merger: does EECS exist to
support Mines mission or can it help drive it
 Small number of tenure/tenure track faculty spread over two degree programs (7.5 in
CS and 9.5 in EE)
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Electrical Engineering & Computer Science
Initiatives
 UG curriculum development (reorganizing programing and circuits service
courses, initiating computer engineering track/minor, new labs)
 Building new labs with the help of industry
 Incentivize research funding
 Improving student recruitment and retention
 Improving relations with industry and local universities
 Improving department standing through publicity
 Department-level Strategic plan
Strategic Challenges and Needs
 Transition from a service department to a
research
active department
 EE/CS combination in one department
 Fitting into the CSM mission and strategic plan
 More faculty and TAs, staff, space
20
EPICS
Existing Strengths/Programs of Distinction
 National reputation in engineering education circles
 Regarded as highly beneficial by both alumni and recruiters
Emerging Strengths/Opportunity Areas
 Opportunity to remake EPICS I into a signature program that provides a
reason for students to attend Mines over other institutions for core
education
 Increasing technical rigor in EPICS II
 Improving departmental integration to align learning frameworks, strategies,
and priorities
Weaknesses/Threats
 Continued over-reliance on adjuncts despite recent hiring
 Inertia that slows curriculum change
 Increased tendency of departments to pull out of EPICS II
21
EPICS
Initiatives
 Lead the charge for reform of the first (and maybe second) year programs
 Promote integrated learning based in real world challenges
 Understand and improve attraction and retention levers for under-represented
groups
 Improve consistency and quality of student experience
Strategic Investments
 Space for design-based learning: studio classes, maker space, student
collaboration
22
Mechanical Engineering
Existing Strengths/Programs of Distinction
 International reputation in thermal sciences and energy conversion research
 Strong undergraduate B.S. program (ABET-accredited) with crosscurriculum initiatives for effective disciplinary learning
 Leadership of a strong interdisciplinary Capstone Design Program housed
in ME
Emerging Strengths/Opportunity Areas
 Solid mechanics and materials
 Robotics and autonomous systems; aerospace; manufacturing
 Biomechanics/rehabilitation/assistive technologies groups have potential
Weaknesses/Threats
 Lack of space and staff to support significant continued innovation in design
education
 Lack of space and technical support staff to help faculty build research
infrastructure
 Continued (though improved over the past four years) imbalance in UG
student/faculty ratios relative to other research-active units on campus
23
Mechanical Engineering
Initiatives
 Undergraduate program
 Continue to expand cross-curriculum teaching for design, programming, etc.
 Increase hands on experiences with improved infrastructure
 Graduate program
 Institute research division core curriculum
 Increase research funding in areas of potential growth – solid mechanics and
materials, robotics, and biomechanics
 Take advantage of new Web person to promote department
Strategic Challenges and Needs
 Faculty lines for robotics (infrastructure), teaching faculty,
and theoretical mechanics
 Expand technical staff (to facilitate growth of new faculty
research programs
 Increase TA support to allow for more effective UG
program and seed research programs of new faculty
24
CECS Long-Term Goals
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Research and education reputation:
 Go-to place for Intelligent, Efficient Infrastructure (WaterEnergy-Information) for a Livable, Sustainable World
Reputation for best-in-class engineering design education
 “Engineering by Doing” – A UG students involved in some
kind of professional practice, REU, and/or Innovation/E-ship
experiences throughout their program of study
 Revamped BSE program becomes highly sought after
Stronger reputation in research
 CECS faculty must generate same per faculty funding as
other colleges for Mines to become top 30
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CECS Strengths and Opportunities
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Large number of undergraduate majors in traditional eng/comp sci
 Enable diversity of employer base for Mines as a whole
Large percentage of junior faculty at early stages in their career
 A number of “rising stars” and solid early career APs can be strategically
enabled to become leaders in their field
Existing Strengths/Programs of Distinction
 CEE Department is in top 30 (particularly due to water expertise)
 Energy conversion (particularly thermal sciences)
 Solid UG education, particularly capstone design program and EPICS
program (well-recognized in ASEE engineering ed community)
Emerging Strengths/Opportunity areas
 Solid mechanics and materials
 Robotics and autonomous systems
 Information sciences/computer science
 Underground construction and tunneling
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CECS Weaknesses and Threats
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Large number of undergraduate majors
Larger ME faculty-to-student ratios than much of campus
Over-reliance on adjuncts
Only 20% of campus research portfolio
 EE program brings in very little funding (nearly all top 30 engineering
schools have strong EE/ECE programs)
 ME faculty also could do better in getting money
 AMS has no mid-to-senior level role models for young faculty
TA, RA, Technical ,and support staff growth needed
 Such staff could manage labs, assemble and maintain equipment,
support studio and design initiatives, support proposal development,
manage facilities, etc., freeing faculty time for conducting research
Lab and design studio space expansion needed for growth or
innovation in research and pedagogy
 Space may be adequate at current faculty research level, but is enough?
CECS Strategies
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Continue to support existing, nationally-prominent areas of excellence
Promote other emerging areas of research excellence; particularly develop
Programs of Distinction in EECS and AMS
 Robotics/automation/autonomous systems for aerospace/defense, field
applications, manufacturing, assistive technologies
 Sustainable infrastructure (cities/communities of the future)
 Information Sciences/Big Data in EECS
Incentivize development of selected professional and executive education
programs (in addition to Environmental)
 Structural Engineering
 Power and Energy Systems Engineering
 Software Engineering
 ORwE
Develop Undergraduate Programs of Distinction
 Expanded Computer Science educational programs
 Continue to grow Humanitarian Engineering with CSR and Assistive Tech. focus
 Work toward a stronger, integrated FirstYear@Mines program
 Expanded BSE and Innovation & Entrepreneurship programs
Use new Communication Specialist to “spread the word”
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BSE Program – Imagine …
Press release on Mines home
page, late 2015:
“Mines announces new,
ground breaking program in
undergraduate education!
Interdisciplinary team of
college faculty envision the
future of engineering
education aimed at educating
the whole engineer.”
Significant collaboration with CERSE and CASE
Significant collaboration with Humanitarian Eng
Significant impact on diversity via social relevance
Slide partially due to Jered Dean
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CECS Specific Resource Needs
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Enable young faculty to live up to their potential
 Additional TA slots (honest estimate – seek 19 additional TA slots
to add to existing current ~41)
 Additional technical support and staff positions (also supports
experiential instruction) – can become self-supporting over time
Expand/strengthen CS program (and EE)
 Anecdotally, Career Center estimates can place 3x existing
number this May
 Will require more computer classrooms, faculty, TAs
Expand BSE Program (interdisciplinary campus wide effort)
 Need at least 2 FTE faculty and 0.5 FTE staff to dedicate to
program initially
Expand support for experiential learning (studios, design
experiences)
 Need expanded design learning spaces (new building!)
A VISION: Mines Innovation Hub: Design,
and Engineering Applications for Society
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… a sustainable physical hub
(building!) where students are
supported to make meaningful
impacts on technical, social,
and business challenges …
enabled by an inspiring set of
physical, financial, and
curricular resources, with
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Slide partially due to Pathways to Innovation Team
30
Maker Spaces
Collaboration
Reconfigurable collaboration
spaces
Machine Shops
Research Labs
… and more!
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University as a Process Flow
Have recently done very well with these
Students
Faculty
University
and its
Programs
Programs
Resources
Targeted investment will make an impact
‐ New Programs in Innovative Education and Research
‐ Resources to support those programs Environment/Culture
‐ Space ‐ Community
Graduates
‐ Undergrad
‐ Grad
Papers
Patents
Startups
Etc.
Reputation
Great recent progress; more needed to move forward
Actively working on this with Senate and AA Executive Team
Impact on Reputation 32
Cost FY16
Research
‐ TAs
‐ Support Staff
Education
‐ BSE Program
‐ CS expand FY17
FY18
FY19
FY20
Initiative
Faculty hiring
‐ CS/EE
‐ ME
New “Design” Building comes online
FY21
FY22
FY23
Budget Impact
TAs
Ongoing cost; expected to produce increased research productivity and better instructional outcomes
Support staff
Initial cost; could phase out over time as impact on research generates revenue
BSE/CS programs
No initial cost; will require resources as programs’ popularity grows
New “design” building
Only possible with philanthropy, eventual impact on facilities maintenance budget; advances reputation
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Questions?
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BACKUP SLIDES
CECS Departments and Programs
 Applied Mathematics and Statistics
 BS, MS, PhD in Applied Mathematics and Statistics
 Civil and Environmental Engineering
 BS in Civil Engineering (ABET Accredited)
 BS in Environmental Engineering (ABET Accredited)
 MS, PhD in Civil and Environmental Engineering
 MS, PhD in Environmental Engineering Science
 Electrical Engineering and Computer Science
 BS, MS, PhD in Electrical Engineering
 BS, MS, PhD in Computer Science
 Mechanical Engineering
 BS, MS, PhD in Mechanical Engineering
 Programs
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EPICS
BS in Engineering, with Specialties in CE, EE, EnvE, ME
Humanitarian Engineering Minor (with CERSE)
Pathways to Innovation (new initiative with CERSE and CASE faculty)
Interdisciplinary Degree Participation
 Hydrology, Nuclear Sci/Eng, Materials Science, ORwE
35
TotalTotal Undergraduate Students Fall 2014
Undergraduate Students Fall 2014
CERSE, 1313,
31%
CASE, 1108,
26%
CECS, 1828, 43%
36
Total Graduate Students Fall 2014
Total Graduate
Students Fall 2014
CERSE, 542,
42%
CASE, 339, 26%
CECS, 409,
32%
37
38
Research Awards per College FY 14
Research Awards per College FY 14
CASE $24,772,872; 47%
CECS $9,295,530; 18%
CERSE $18,706,241; 35%
39
Total Faculty per College FY 14
CERSE, 89.92, 33%
CASE, 86.56, 32%
CECS, 101.5, 35%
40
Total Credit Hours per College FY 14 CECS, 53144, 38%
CASE, 37332, 26%
CERSE, 48109, 34%
41
Applied Mathematics and Statistics
(AMS)
FY13
FY14
FY15
Undergraduate Majors
85
92
84
Graduate Students
49
33
38
MS Thesis
25
18
16
MS Non‐thesis
7
0
3
PhD
17
15
19
17,689
18,219
17,967
Tenure/Tenure Track
11
13
14
Teaching Faculty
8
8
8
$39
38%
36%
Research Awards
$ 1,058,194
$ 390,836
Research Expenditures
$ 827,190.62
$ 750,212
Student Credit Hour Generation
Faculty
% of SCH delivered by Adjuncts
42
AMS Budget
FY13
FY14
FY15
TAs Funded by Institution
8
8
15
RAs Funded by Institution
4
2
5
RAs Funded via extramural Funding
6
4
2
RAs Fellowships Funded by Institution
4
4
5
RAs Fellowships Funded via extramural Funding
0
0
1
Graduate Student Funding
Budget
Operating
$ 60,000
Student Hourly
$ 38,000
Adjunct
$ 77,609
43
Civil and Environmental Engineering
(CEE)
FY13
FY14
FY15
Undergraduate Majors
398
355
322
Graduate Students
174
152
160
MS Thesis
31
24
30
MS Non‐thesis
94
71
74
PhD
49
57
56
6,580
8,403
8,231
Tenure/Tenure Track
19
19
17
Teaching Faculty
3.6
3.8
5.78
% of SCH delivered by Adjuncts
4%
27%
13%
Research Awards
$ 6,893,576
$ 4,276,842
Not available
Research Expenditures
$ 6,578,473
$ 6,751,946
Not available
Student Credit Hour Generation
Faculty
44
CEE Budget
FY13
FY14
FY15
TAs Funded by Institution
11
11
11
RAs Funded by Institution
4
13
15
RAs Funded via extramural Funding
51
41
34
RAs Fellowships Funded by Institution
4
3
5
RAs Fellowships Funded via extramural Funding
10
8
12
Graduate Student Funding
Budget
Operating
$ 75,000
Student Hourly
$ 16,000
Adjunct
$ 202,309
45
Electrical Engineering and Computer
Science (EECS)
FY13
FY14
FY15
Undergraduate Majors
409
425
469
Graduate Students
96
81
110
MS Thesis
18
29
23
MS Non‐thesis
35
17
49
PhD
43
35
38
11,190
11,738
11,566
Tenure/Tenure Track
13
15
17
Teaching Faculty
6.5
8
7
% of SCH delivered by Adjuncts
20%
4%
7%
Research Awards
$ 1,140,478
$ 1,129,686
Research Expenditures
$ 1,390,367
$ 1,157,308
Student Credit Hour Generation
Faculty
46
EECS Budget
FY13
FY14
FY15
TAs Funded by Institution
15
14
10
RAs Funded by Institution
6
4
3
RAs Funded via extramural Funding
17
15
13
RAs Fellowships Funded by Institution
5
2
2
RAs Fellowships Funded via extramural Funding
3
2
4
Graduate Student Funding
Budget
Operating
$ 70,000
Student Hourly
$ 38,000
Adjunct
$ 177,341
47
Mechanical Engineering (ME)
FY13
FY14
FY15
Undergraduate Majors
860
904
956
Graduate Students
99
95
129
MS Thesis
26
23
28
MS Non‐thesis
33
36
49
PhD
40
36
52
7,891
9,043
11,072
14.5
19
22
1
4
5
13%
1%
2%
Research Awards
$ 3,337,416
$ 3,476,167
Research Expenditures
$ 2,248,537
$ 2,982,240
Student Credit Hour Generation
Faculty
Tenure/Tenure Track
Teaching Faculty
% of SCH delivered by Adjuncts
48
ME Budget
FY13
FY14
FY15
TAs Funded by Institution
8
7
14
RAs Funded by Institution
7
9
12
RAs Funded via extramural Funding
24
21
30
RAs Fellowships Funded by Institution
4
2
1
RAs Fellowships Funded via extramural Funding
2
1
2
Graduate Student Funding
Budget
Operating
$ 60,000
Student Hourly
$ 22,500
Adjunct
$ 96,390
49
EPICS
FY13
FY14
FY15
Undergraduate Majors
n/a
n/a
n/a
Graduate Students
n/a
n/a
n/a
MS Thesis
n/a
n/a
n/a
MS Non‐thesis
n/a
n/a
n/a
PhD
n/a
n/a
n/a
5,582
4,424
6,650
0
0
0
Teaching Faculty
3.7
2.7
3.7
% of SCH delivered by Adjuncts
58%
79%
77%
Research Awards
$ 203,925
$ 22,000
Research Expenditures
$ 26,854
$ 7,266
Student Credit Hour Generation
Faculty
Tenure/Tenure Track
50
EPICS Budget
FY13
FY14
FY15
TAs Funded by Institution
4
4
4
RAs Funded by Institution
0
0
0
RAs Funded via extramural Funding
0
0
0
RAs Fellowships Funded by Institution
0
0
0
RAs Fellowships Funded via extramural Funding
0
0
0
Graduate Student Funding
Budget
Operating
$ 55,000
Student Hourly
$ 3,000
Adjunct
$ 306,446
51
College of Engineering and
Computational Sciences (CECS)
FY13
FY14
FY15
1,752
1,776
1,831
Graduate Students
418
361
437
MS Thesis
100
82
97
MS Non‐thesis
169
136
175
PhD
149
143
165
52,230
53,144
56,502
Tenure/Tenure Track
57.5
66
70
Teaching Faculty
27.8
26.5
29.4
% of SCH delivered by Adjuncts
28%
27%
26%
Research Awards
$ 12,633,589
$ 9,295,530
Research Expenditures
$ 11,071,421
$ 11,648,971
Undergraduate Majors
Student Credit Hour Generation
Faculty
52
CECS Budget
FY13
FY14
FY15
TAs Funded by Institution
45
44
53
RAs Funded by Institution
21
28
35
RAs Funded via extramural Funding
98
81
79
RAs Fellowships Funded by Institution
27
11
24
RAs Fellowships Funded via extramural Funding
15
11
19
Graduate Student Funding
Budget
$1,354,453
Operating
$ 364,000
Student Hourly
$ 120,000
Adjunct
$ 870,453
53
Another Measure: Teaching Loads
FY14
T/TT
CECS
AMS
CEE
EECS
ME
TF
66
13
19
16
19
EPICS
CASE
CBE
CH
MME
PH
CERSE
EB
GE
GP
LAIS
MN
PE
CSM Total
61
15
13
16
18
67
10
16
12
14
6
10
194
26
8
4
8
4
3
20
8
4
2
7
21
3
2
12
1
3
67
Credit Credit BS Total Hours Hourse Student/ Majors/ Delivere
Delivere
(TT+TF) (TT+TF)
d per d per TF
T/TT
203
853
21.4
17.6
231
891
5.2
3.6
126
755
22.5
16.2
177
918
20.3
16.6
273
938
38.8
34.7
307
189
1018
16.7
12.6
200
462
28.2
24.7
213
1616
9.5
5.8
185
209
15.0
7.4
157
1396
12.7
10.0
278
737
18.0
11.9
194
1140
9.9
1.3
247
931
18.9
8.2
184
16.5
9.6
333
622
0.5
288
22.3
16.3
414
913
58.7
50.7
224
869
14.0
Funding per T‐TT Facuty
$57,709
$355,336
$77,154
$156,960
$469,577
$216,416
$459,831
$381,668
$139,540
$224,198
$508,928
$717,346
$380,505
CECS “Immediate” Needs Wish List
 ME








TAs: currently 11.2, needs 15
Teaching faculty or 3 adjuncts/semester
AP replacement (retirement)
CEE


TAs: currently 9.2, needs 12
TF replacement (resignation)
AMS



Funding of Teaching Postdoc Program
TAs: currently 12.2, needs 16
2 APs or junior Ps at a minimum
EECS



TAs: currently 8.5, needs 16
2-4 aPs
Several more TP
Technician and Staff support


2 technicians
3 additional PAs
Space


Allocation that allows better co-location of departmental faculty in CEE and AMS

Building for Water Institute /CEE
New “Design” building with labs and studio space (would house Dean’s suite)
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