COLORADO SCHOOL OF MINES
Background and Vision
College of Engineering and Computational Sciences
Colorado School of Mines
Dean Candidate Presentation
Kevin L. Moore, Ph.D., P.E.
Interim Dean, Interim Mechanical Eng. Dept. Head
G.A. Dobelman Distinguished Chair and Professor of Engineering
Director, Center for Automation, Robotics, and Distributed Intelligence
Colorado School of Mines
8 December 2011
The New College at CSM
COLORADO SCHOOL OF MINES
Big Changes
COLORADO SCHOOL OF MINES
Chemistry and GeoChemistry
Chemical Eng
Economics/Business
MERGE
Engineering
Environmental Science/Eng
Geology and Geological Eng
Geophysics and Geophysical Eng
Liberal Arts and Int. Studies
Math/Computer Science
Mining and Earth Systems Eng
Metallurgical and Materials Eng
Petroleum Engineering
Physics
SPLIT
Chemistry and GeoChemistry
Chemical Eng
College
Applied Math and Stats
Civil & Environmental Eng
Electrical Eng & Comp Sci
Mechanical Eng
Economics/Business
Geology and Geological Eng
Geophysics and Geophysical Eng
Liberal Arts and Int. Studies
Mining and Earth Systems Eng
Metallurgical and Materials Eng
Petroleum Engineering
Physics
Even Bigger Changes
COLORADO SCHOOL OF MINES
Provost
Associate Provost
College
Dean of Graduate Studies
Metal&
MatE
Chem&
GeoChem
ChemE
Physics
GeoPhys
MiningE
Geo&
GeoE
Applied
Math/Stats
PetE
Econ&
Business
Strategic Board
Strategic Board
1307 Students
343 Grad
964 Undergrad
79 Faculty
1331Students
497 Grad
834 Undergrad
82 Faculty
LAIS
ElecE&
CompSci
Civil&
EnvE
MechE
College
1997 Students
409 Grad
1588 Undergrad
70 Faculty
• Numbers represent declared majors from Fall 2010 Enrollment Report
• Faculty denotes T/TT and Teaching Professors
• Strategic boards have been formed to promote budgetary synergies in non-college departments
Of Departments and Degrees
COLORADO SCHOOL OF MINES
Undergrad Degrees (grad similar)
COLORADO SCHOOL OF MINES
• Expect to move to discipline-specific degrees:
Department of Civil and Environmental Engineering
B.S. Civil Engineering
B.S. Environmental Engineering
Department of Electrical Engineering and Computer
Science
B.S. Electrical Engineering
B.S. Computer Science
Department of Mathematics
B.S. Applied Mathematics and Statistics
Department of Mechanical Engineering
B.S. Mechanical Engineering
Why we did this
COLORADO SCHOOL OF MINES
• Why did CSM do this? The change was driven by desire to
- Address structural imbalances in resource allocation across the campus
caused by popularity of existing Engineering degree
 Previous structure was not responsive (programmatically or fiscally) to
this trend
- Give an organizational structure that
 Promotes strategic use of resources
 Exploits synergies among our faculty and programs
- Evolve our degrees to address the needs of our future graduates
 Meet expectations of students, alumni, employers, and faculty
 In the context of the world of the 21st century
• What is the goal of the re-org?
- Degrees become “Degrees of Distinction”
- College and departments becomes “Destinations of Choice”
Why Dean?
COLORADO SCHOOL OF MINES
•
•
•
What is a Dean?
- From the Latin decanus, “a leader of ten”
- The head of a significant collection of departments within a university, with responsibilities
for approving faculty hiring, setting academic policies, overseeing the budget, fundraising,
and other administration (http://en.wikipedia.org/wiki/Dean)
A Dean is needed for
– Integrating the interests of various constituencies into a common sense of purpose, including
goal setting and strategic planning
– Creating incentives from existing resources to stimulate new and continuing contributions
and commitments to the institution
– Maximizing the institution’s efficiency in transforming contributions and commitments of all
kinds into educational products and services
“The Role of the Academic Dean,” Tim Sensing, Abilene Christian University
http://www.acu.edu/sponsored/restoration_quarterly/documents/451/Sensing.451.pdf
Isn’t that what a Department Head does?
– Yes and no
– Department heads do this at finer level of resolution, not at the institutional level
– Department Heads are bulldogs for their department
Dean vs. Department Head?
COLORADO SCHOOL OF MINES
The Dean is an intellectual leader among the tenured faculty and is the
chief academic and administrative officer of the College.
• Aligns the College’s priorities with the President’s Strategic Goals.
• Is a member of the Academic Affairs Leadership Team.
• Creates, promotes, and maintains a strategic vision for advancing
excellence and innovation in all facets of the College.
• Fosters interdisciplinary and multidisciplinary synergistic research
and educational collaborations.
• Develops and maintains strong partnerships with alumni, industry,
and donors.
• Actively participates in fundraising.
• Advocates for all stakeholders in the College.
• Effectively leads and communicates through a Council of Chairs.
• Oversees recruitment, evaluation, development, promotion and
tenure of faculty and staff.
• Oversees training and supervision of teaching assistants and
adjunct faculty.
• Achieves a sustainable student body known for excellence and
innovation in education.
• Manages all college resources including budget, laboratory and
classroom space, and administrative staff.
•
•
•
•
Set strategic direction
Establish priorities
Set policy and procedures
Allocate resources
- Money
- People
- Space/facilities
• Acquire resources
• Define and plan programs
• Promotes synergy
•
•
•
•
The Department Head provides leadership toward the
achievement of the highest possible level of excellence in the
teaching, research, and service activities of the department.
• Represents the unit’s goals, interests, and needs to the College
Dean
• Informs the unit’s faculty, staff, and students of the strategies
and policies of the College Dean and other administrators.
• Is a member of the Dean’s Council of Chairs.
• Is a member of the Department Heads Group that reports to the
Provost.
• Recruits academic and staff personnel and recommends
appointments to Dean (could be none in a given year).
• Recommends to the Dean personnel actions including
performance evaluations, promotion, compensation increases,
sabbatical and other leaves of absence, and terminations.
• Manages all aspects of program delivery including unit
finances, committees, teaching assignments, student advising,
graduate student admissions, and other duties for faculty and
staff.
• Prepares schedule of courses in collaboration with the Dean and
the Registrar.
• Works collaboratively with Dean to be a liaison for alumni,
industry and donors
Set tactical actions
Establish operational objectives
Execute policy and procedures
Manage resources
- Money
- People
- Space/facilities
• Acquire resources
• Implement programs (w/Dean)
• Promote department
Section 16: Interim Procedures to Accompany Engineering Reorganization - http://inside.mines.edu/UserFiles/File/policies/FAC/PM_Sec%2016.pdf
Why Dean?
COLORADO SCHOOL OF MINES
• Why can’t the Provost play the Dean role
– This was possible in the past
– As we grow, it becomes less possible to
focus the direction of 14 bulldogs
(faculty may be cats, but department
heads are bulldogs!)
– There are simply too many departments
at CSM for the Provost to effectively
manage
– Same reason the military subdivides
• Why did I apply to be Dean?
- To develop and implement strategies to
achieve my vision for engineering
education
http://www.army.mil/info/organization/unitsandcommands/oud/
Outline
COLORADO SCHOOL OF MINES
• Background
– About Me
– My Academic Career
– Research Overview
• Vision for Engineering Education
– Challenges and Opportunities
– The College of Engineering and Computational
Sciences at CSM
Colorado School
of Mines
Located in Golden, Colorado, USA
10 miles West of Denver
CSM sits in the foothills of the Rocky Mountains
CSM has about 300 faculty and 5000 students
CSM is a public research institution devoted to
engineering and applied science, especially:
• Discovery
and recovery of resources
Earth
•• Energy
Conversion of resources to materials and energy
•• Environment
Utilization in advanced processes and products
• Economic and social systems necessary to ensure
prudent and provident use of resources in a
sustainable global society
Background About Me
COLORADO SCHOOL OF MINES
• Joined CSM August 2005
– Interim Dean (Aug11-now); Interim Division Director (Jan-Aug11)
– G.A. Dobelman Distinguished Chair and Professor of Engineering
 Research in autonomous mobile robotics, iterative learning control,
coordination and control, applications to material processing and
energy systems
 Teaching signals and systems, robotics, control
– Director of CSM’s CARDI research center
– Currently an ABET PEV for ASEE
• Spent a year at Johns Hopkins Applied Physics Lab
– Independent researcher, focusing on autonomous systems and control
• 6 years at Utah State University
– Research in the area of control systems and robotics
– Teaching focus on junior/senior/capstone design experiences
– Director of the Center for Self-Organizing and Intelligent Systems
Background About Me
COLORADO SCHOOL OF MINES
• 9 years at Idaho State
– Research in the area of control systems, especially for materials
processing
– Founding director of Measurement and Control Eng. Research Center
– Served a one-year stint as Interim Associate Dean
• Prior to that
– PhD in EE (controls) from Texas A&M, while working as a lecturer
– 3 years at Hughes Aircraft
– MSEE degree from USC in LA
– BSEE degree from LSU in Baton Rouge
– Internship at Texas Instruments in Houston
– Worked custodial and construction to get through undergrad school
• Licensed PE (Idaho), consult DBA System Analysis and Control Company
(earned >1/3 of my income from consulting over a 1/3 of my career)
Shades of an academic career!
COLORADO SCHOOL OF MINES
From red … to white,
For better or worse!
My Academic Career
COLORADO SCHOOL OF MINES
My academic career has been characterized by:
• Academic leadership in my area of specialization (control systems)
– Coordinate course offerings and content
– Establish and maintain lab facilities
– Establish research directions
– Build consensus and esprit de corps
Example: At USU, led successful effort to combine the introductory course in
control systems taught in two departments into a single course. All control
systems courses at USU were cross-listed between electrical and mechanical
and there was a department-independent rotation of classes between faculty
in the control area.
My Academic Career (cont.)
COLORADO SCHOOL OF MINES
• Teaching
– In my area of specialization (control systems and robotics)
– Design and capstone courses for junior and senior students
At both USU and ISU I developed stand-alone control systems lab; at ISU I
wrote a formal lab manual for the class.
At both USU and ISU I was able to “re-vamp” the design experience to give
it a systems-engineering life-cycle point of view, with an emphasis on
design methodology, independent of discipline.
Comment: My Teaching Philosophy is based on the idea that a University
is not just to train engineers and businessmen, but is also to educate "...
members of society in the art of living with people, and in fitness for the
world." (Cardinal Newman, Idea of a University - 1852). Giving students a
systems perspective is an important way to begin to achieve this ideal.
My Academic Career (cont.)
COLORADO SCHOOL OF MINES
• Administrative experience
– Interim Dean and Mech E Dept Head and EG Division Director at CSM
– Director of CARDI at CSM
– Director of CSOIS at USU
– Director of MCERC at ISU
Example: Successfully proposed and won designation of the Measurement
and Control Engineering Research Center as one of ISU’s official centers.
Successfully promoted the MCERC for 6 years, attracting funding, and
supervising and conducting research.
– Interim Associate Dean at ISU for one year
Example: As Interim Associate Dean at ISU, I carried out daily operational
decision-making for the College, which had 19 faculty and 420 students, and
I participated in all the decision-making and academic processes associated
with the University. Ditto at CSM, with 38 faculty and ~1600 students.
My Academic Career (cont.)
COLORADO SCHOOL OF MINES
• Administrative experience (cont.)
– Solid experience with managing budgets
– Actively involved in formal strategic planning efforts
– Experience with ABET and Pacific Northwest Accreditation
Example: Was the architect of the EE program at ISU that was ultimately
accredited by ABET
– Experience building collaborations and working with multi-campus and
distance education situations
Example: Was a leader of efforts to find ways for the three universities in
Idaho to work together in engineering education in a cooperative and noncompeting way through shared graduate faculty membership and course
coordination and sharing.
My Academic Career (cont.)
COLORADO SCHOOL OF MINES
• Service
– Wide variety of committees work at department, college, and university
levels
– Experience with industrial advisory committees
– Significant amount of K-12 outreach and publicity efforts
Example: In a 10 year period at two schools, averaged about 300 kids a
year through my robotics lab in 15min-3hour sessions
– Active in IEEE Service, including conference organization and associate
editorship for several journals
Comment: Developed a good repertoire of organizational “people
skills” as a result of my experience
Comment: A distinctive and deliberate characteristic of mine is an
interdisciplinary perspective on academic life, be it relative to teaching,
administration, service, or research
Research – Towards “Smart”
Autonomous Systems
COLORADO SCHOOL OF MINES
From Control …
Tsp
Q
Error
-
PID
… to Intelligent Control …
Measure
REFERENCE MODEL
… to Intelligent Behavior …
ADAPTIVE
CONTROLLER
GMAW PROCESS
… to Cooperative
Autonomy …
Iterative Learning Control
COLORADO SCHOOL OF MINES
Current Trial's
Input
Current Trial's
Output
Plant
1993
Next Trial's
Input
Iterative
Learning
Controller
Desired
Output
2007
Intelligent Control for Material
Proccessing
COLORADO SCHOOL OF MINES
Welding Control
(2003)
Foundry Control
COLORADO SCHOOL OF MINES
COLORADO SCHOOL OF MINES
“Putting Robots in Harm’s Way So People Aren’t”
ODIS – the Omni-Directional Inspection System
An ODV Application: Physical Security
CSOIS Administrative Experience
COLORADO SCHOOL OF MINES
Accomplishments: As Director of CSOIS from 1998-2004, I
•
•
•
•
•
•
•
Managed a research organization of between 15 and 40 employees, depending on
funding, including full-time engineering and support staff, post-docs, and students
Managed facilities and physical resources
Hired/fired/motivated employees, planned and supervised staff activities, managed
budgets, interacted with funding sponsors, written proposals and project reports as
well as papers, etc.
Publicized my center through webpage development, media reports, community
outreach, K-12 education, etc.
Successfully managed over $12M in projects from a variety of government and
private sponsors, including a large autonomous mobile robots contract from DoD
Been involved with intellectual property issues and small business through spin-off
companies from my research center
Led the commercialization of one of our physical security robots
UAVs
More Research Projects
COLORADO SCHOOL OF MINES
Mote-based Robots
Just for Fun
MineSENTRY
Autonomous Mobile Radios
Building Efficiency Control
By the Numbers
COLORADO SCHOOL OF MINES
• Books/Monographs:
• Journal Articles:
•
•
•
•
•
3
38 plus 3 in press
(16 at CSM in 6 years)
Conference Papers (peer-reviewed):
114
Conference Papers (not peer reviewed):
41
Technical Reports/White Papers:
150+
Presentations:
350+
Graduate Students: 32 MS (Dec 2011), 5 PhD (Dec 2011)
• Funding: >$16M over 22 years at 3 schools ($1M PI-share at CSM in 6
years), from a variety of government and industry sources
• Teaching:
23.5 years
4 schools
83 sections
Ave = 3.5 classes/year
22 different courses
Outline
COLORADO SCHOOL OF MINES
• Background
– About Me
– My Academic Career
– Research Overview
• Vision for Engineering Education
– Challenges and Opportunities
– The College of Engineering and Computational
Sciences at CSM
From opportunity to accomplishment
- Visions for the new College COLORADO SCHOOL OF MINES
This world is but a
canvas to our
imagination…
Henry David Thoreau
… and the sky is the limit!
But, things don’t just happen;
we have to decide where we are
going before we can get there
What we hope to achieve
COLORADO SCHOOL OF MINES
• At the risk of making some people mad, I would submit
The vast majority of the students in the former Engineering
Division were there because it had the closest degrees to what
they were interested in at CSM
The vast majority of students in the former Engineering Division
did not pick CSM because of the degrees in the Engineering
Division
My vision is that the College at CSM is a “destination of
choice” because of its “degrees of distinction”
A Vision for the new College:
COLORADO SCHOOL OF MINES
The new College at CSM will be a “destination of choice”
because of its “degrees of distinction”
CSM’s new College will
• house educational, research, and outreach programs of
distinction …
• …known for their high quality, innovation, and impact on
improving the lives of people …
• …through a focus on engineering design and research
challenges related to earth, energy, and the natural and built
environments …
• …with departments and programs that are destinations of
choice for undergraduate and graduate students, employers,
and funding agencies from around the world.
Constraints that affect this vision
COLORADO SCHOOL OF MINES
• We must preserve:
– Unique mission: Earth, Energy, Environment
– Sense of existing culture and community: Mines is Special!
– Identity and reputation with all constituencies
 Students
 Alumni
 Employers
 Faculty
– Ease of faculty collaboration: Interdisciplinary activities
are still valued (indeed essential)
• We must also be realistic about the context of the 21st century
world in which we find ourselves
Inevitable
Course of
“Progress”
Research? Do
we really need
more PhDs in
the world?
Outsourcing
Trade Deficient
China
India
Globalization
Aging
Population
s
Genteel
Engineering?
The Rising Storm has arrived!
COLORADO SCHOOL OF MINES
• Rising Above the Gathering Storm: Energizing and Employing America for a
Brighter Economic Future, National Academies (Augustine, 2005)
• Engineering for a Changing World: A Roadmap to the Future of Engineering
Practice, Research, and Education, James J. Duderstadt, President Emeritus
and University Professor of Science and Engineering, The University of
Michigan
• The Engineer of 2020 (Parts I and II), National Academy of Engineering
(Clough, 2004, 2005)
• Educating Engineers: Theory, Practice, and Imagination, Carnegie
Foundation for the Advancement of Teaching (S. Sheppard and W. Sullivan,
2007)
• The Science and Engineering Workforce: Realizing America’s Potential,
National Science Board (NSB, 2003)
• Moving Forward to Improve Engineering Education, National Science Board
(NSB, 2007)
Challenges for Engineering Education
COLORADO SCHOOL OF MINES
• First, I am not a good forecaster or seer!
• All professions face the challenge to be relevant over time, but I think
engineering is at an interesting place in its history
• Challenges from inside the profession:
– The process of technology development makes existing technology
irrelevant, as new fields of study emerge that extend, encompass, and
often replace the historical fields from which they emerged
 E.g., what was research is now “technician” work
– That is, our very activity can lead to “putting ourselves out of a job”
 E.g., vacuum tubes to transistors to VLSI to …
• Challenges from outside the profession
– Emergence of the biological sciences
 Arguably will be to the last half for the 21st century what
electrical engineering was to the last half of the 20th century
- Traditional EE/ME/CE may need to rethink their place in the scheme
of things
Aside: A Perspective on the Evolution of
Engineering Disciplines
(not completely original with me; also arguable)
Date
Quantitative Sciences
Engineering Disciplines
1850
Physics
Civil, Mechanical
1950
Chemistry
Electrical, Chemical,
Petroleum, Nuclear,
Aerospace
2050
Biology
Biological Eng. ???
Genetic Eng. ???
Today – we can make proteins from DNA/RNA
Next – we need to understand how to
make functions from proteins
Then – it will be time for bio-engineering
(biology “by-the-numbers”)
Challenges for Engineering Education
COLORADO SCHOOL OF MINES
• State budgets for higher education are declining
• Private schools are also affected by the economic climate
• Countries in Asia, especially China and India, are in a growth
phase
• The time may come when a bachelor’s degree in engineering
from a US school will not carry the same “weight” that it does
today
• If so, what’s an engineering school to do …. ?
– To strive to be the leader in academic research?
– To produce a well-educated workforce of engineers and
quantitatively-educated leaders and citizens?
– To find a “sweet spot” where no one else is at?
Some Answers
COLORADO SCHOOL OF MINES
• Don’t be all things to all people
– Carefully define your constituency
– Focus on niche areas, do what you are good at
Strive
to mission
build a program whose
– Be true
to your
a difference
• Work at thegraduates
intersectionmake
of traditional
disciplines
solving
theand
fundamental
problems
• Continually
update
revise curriculums
and course content
• Build alliances withfacing
people society
that want your “product”
• Form global alliances: “think globally, act globally”
• Do things that matter
Distinctive Faculty and Research -1
COLORADO SCHOOL OF MINES
• Programs of distinction must have niche foci with faculty
who are world-renowned experts in their specialty
– Each department must have a select number of research and
educational niches of excellence
• Applied Mathematics and Statistics
– Support the computational and analysis needs of the campus
as a whole
– Become a stronger research unit
– Niche area(s) ???
Distinctive Faculty and Research -2
COLORADO SCHOOL OF MINES
• Civil and Environmental Engineering
– Become the premier “water resources in the urban west”
program in the country
– Maintain existing excellence in geotechnical engineering
– Determine the proper role of structures in the new CEE
department
• Electrical Engineering and Computer Science
– Figure out how to put EECS on the smart grid map
– Maintain excellence in systems and control, power system
and power electronics, wireless sensor nets, networking
– Find and promote the synergies in EECS (Intelligent
Systems a la BU?)
Distinctive Faculty and Research -3
COLORADO SCHOOL OF MINES
• Mechanical Engineering
– Maintain excellence in thermal/energy sciences
– Build center of excellence in applied mechanics and materials
– Expand capabilities in robotics, manufacturing, and design
• Other key foci Faculty and Research
Build the
a climate
thatofsupports
builds from
– Define
proper role
“bio” andand
biomechanics
in the new
existing
strengths
college (and
CSM) by focusing on niche, missionareasSmartGEO
that are program
in demand
– Promotecentric
and develop
and Underground
Construction and Tunneling
– Expand collaborations with the Department of Mining
Engineering, Physics, and Geophysics
– Unify the College’s renewable energy efforts
Distinctive Education -1
COLORADO SCHOOL OF MINES
• Programs of distinction must be excellent and innovative in
pedagogy and curriculum
• Six initiatives (almost all at the undergraduate level):
1. Become leader in design in undergraduate eng ed.
2. Become a leader in pedagogical innovation in eng. ed.
3. Successfully accredit new BSxE degrees
4. Become leader in true interdisciplinary eng. ed.
5. Expand professional, non-thesis MS and certificate programs
(power systems, structures, water resource management)
6. Develop innovative “cradle-to-job” approaches to engineering
education (ROTC-type partnerships between K-12, CSM, and
employers
iDESIGN CENTER
Integrated Design in Engineering via
Science and Innovation for Global Needs
College of Engineering and Computational Sciences
iDESIGN
EPICS
CAPSTONE
Industry
NGO
VCs
Foundations
Non-Profits
AMS
CEE
HUMANITARIAN
ENGINEERING
BY DOING
EECS
ME
REU Experiences
Project-based learning
Service learning
Internship and Coop
Entrepreneurial
Global Experiences
CSM-WIDE
Engineering by Doing
Seniors act as
advanced designers
and design team
leaders
Sophomores and juniors work on advanced
processes and carry out basic design
functions
Freshmen learn basic hands-on skills
related to fabrication and assembly
while working on real-world projects
Graduate students act
guide teams in design
optimization and systems
engineering, act as project
managers, and serve as
customer liaisons
CSM iDesign
“Engineering by Doing”
• Motivated by project-oriented approaches to engineering education
• Focus on the supervised practice of engineering
• Entity that works with local business and non-profits (e.g., Purdue EPICS)
– Product development
– “Consulting”Design Early and Often
• StructureHands-on, project based engineering
–education
Graded levelscurriculum
of responsibility
for student
participants
as they “work
that
exposes
all students
their way up”
to real-world problems with global
• Freshman interns
experiences
throughout
their studies
• Sophomore
and junior
apprentice designers
• Senior-level journeyman system designers
• Graduate-level project management
– Global internships in design
– Graduate student design experiences
– Research for Undergraduates Experiences
Distinctive Education -2
COLORADO SCHOOL OF MINES
• Pedagogical innovation: I believe that we can be more effective
if we move into the 21st century in the classroom
– Physics has been a leader in this area. There is no reason the
majority of engineering classes can’t move to the “Physics
Studio” model
Teaching
and
– We should take
advantage
of Learning
technology to adopt new ideas
that
people
comewhere
to CSM
outBuild
there programs
such as active
learning
models
“the lecture
for, not
that people pick once
becomes
theprograms
homework”
they expand
come to
CSM
• We should significantly
professional,
non-thesis MS
programs
– Power Systems, Structures, Water, other ...
Distinctive Education -4
COLORADO SCHOOL OF MINES
• Beyond being a destination for its own sake, engineering
education should be motivated by the goal of improving
people’s lives by attacking the fundamental problems facing
society
Service
and Leadership
– Engineers Without
Borders
Develop niche programs that give all engineering
– Leadership focus (Valparaiso)
students
curriculum-based
educational
– Servant Engineering (George Fox)
experiences aimed at the greater good
– Office for Global Engineering (Rose-Hulman)
• CSM is already a leader in this regard through its McBride and
Humanitarian Engineering minors. I would like to do more
Distinctive Culture
COLORADO SCHOOL OF MINES
• Programs of distinction enjoy low student-to-faculty ratios
and must have a culture of excellence in both teaching and
research at both the graduate and undergraduate levels
– Programs in the College must move from 42:1 to at least
25:1 faculty students
ratios,
if not lower
Faculty
Mentoring
– An
Tenure-track
faculty
from is
thetoformer
EG and
MCS divisions
immediate
priority
establish
a Collegemust
theirsystem
averagefor
per-faculty
and their
wideimprove
mentoring
faculty,funding
both tenurepublications metrics
track and teaching professors
– Excellence in faculty must be cultivated though proper
mentoring and incentives for performance
To research or not to research …?
COLORADO SCHOOL OF MINES
Thermodynamicist George Francis Fitzgerald, who
wrote in an 1892 letter to the journal Nature,
“… if Universities do not study useless subjects,
who will?”
But, careful! ---“P isTeaching
not for Matters
Practical” in PhD
Teaching faculty in the college must be accorded equal
!
status compensation as tenure-track faculty and must
earn this by being pedagogical leaders on campus and
nationally
Distinctive Behavior
COLORADO SCHOOL OF MINES
• Programs of distinction operate with efficient processes in
all areas, including
– Attractive, effective facilities and operation that support the
enterprise
What
Can
The College
Do For
Me?
– Customer
service
approach
to student
enterprises,
faculty
An immediate
priority
is to put in place administrative
activities,
external
interactions
services to improve information processes for the
– Deliberate outreach to students, alumni, industry, donors
College Faculty, including grants and contract
– Transparent account
management
practices;support
management
– Open information flow
– Entrepreneurial web presence and publicity practices
My Style as a Leader/Manager-1
COLORADO SCHOOL OF MINES
•
Excellence in programs, research or teaching, is obtained when the
participants have “bought in” to the vision of the program
–
Buy-in can only occur through choice
•
A Dean should be a facilitator, regulator, leader, planner, motivator,
organizer, administrator, “buy-in” broker
•
In my case:
– I am primarily a facilitator
– I tend to be “hands off”
– I am a good planner.
– I am very organized
– I am a good “big picture” person and I also have a good sense of
details
– I am fair, objective and reasonable – to a fault
My Style as a Leader/Manager -2
COLORADO SCHOOL OF MINES
•
•
Weaknesses
–
Not confrontational
–
Expect everyone will “do the right thing,” though I know better
My managerial strategy is to:
– Try to give employees choices within the mission of my
organization
– To empower them with the authority and resources needed to
achieve the responsibilities that they have chosen
– To then hold them accountable for their actions
Outline
COLORADO SCHOOL OF MINES
• Background
– About Me
– My Academic Career
– Research Overview
• Vision for Engineering Education
– Challenges and Opportunities
– The College of Engineering and Computational
Sciences at CSM