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 Geo. Chemistry 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 Geo. Chemistry 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& Mat. E Chem& Geo. Chem. E Physics Geo. Phys Mining. E Geo& Geo. E Applied Math/Stats Pet. E Econ& Business Strategic Board 1307 Students 343 Grad 964 Undergrad 79 Faculty 1331 Students 497 Grad 834 Undergrad 82 Faculty LAIS Elec. E& Comp. Sci Civil& Env. E Mech. E 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 21 st 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/User. Files/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 • Environmentadvanced processes and products • Utilization in • 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 (Aug 11 -now); Interim Division Director (Jan-Aug 11) – 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 – Ph. D 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 15 min-3 hour 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 … … to Intelligent Behavior … … 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 $12 M in projects from a variety of government and private sponsors, including a large autonomous mobile robots contract from Do. D 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 Mine. SENTRY 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 Ph. D (Dec 2011) • Funding: >$16 M over 22 years at 3 schools ($1 M 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 21 st century world in which we find ourselves
Inevitable Course of “Progress” Outsourcing Trade Deficient China India Globalization Research? Do we really need more Ph. Ds in the world? ? C lam a o up s yi it us n Me xic o Hu bbe Pea rt k Aging Populations As ia y ilit b S Ne ocial w. I nfo Netw o rm atio rk, n. A ge ina ta s Su Afr ica t lane e. P h Fe t ing ed 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 21 st century what electrical engineering was to the last half of the 20 th 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 build a – Be true to your mission program whose graduates make a difference • Work at the intersection of traditional disciplines solving the fundamental problems • Continually update and revise curriculums and course content • Build alliances withfacing society your “product” people that want • 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 a climate that supports biomechanics in the – Define the proper role of “bio” andand builds from new existing (and CSM) by focusing on niche, missioncollege strengths centric areas that are in demand – Promote and develop Smart. GEO program 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 BSx. E 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
i. DESIGN CENTER Integrated Design in Engineering via Science and Innovation for Global Needs College of Engineering and Computational Sciences i. DESIGN EPICS Industry NGO VCs Foundations Non-Profits CAPSTONE AMS CEE HUMANITARIAN ENGINEERING BY DOING REU Experiences Project-based learning Service learning Internship and Coop Entrepreneurial Global Experiences EECS ME 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 i. Design “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 • Structure. Hands-on, project based engineering –education curriculum that student participants as they “work Graded levels of responsibility for 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 21 st 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 Learning – We should take advantage of technology to adopt new ideas Build such as active learning models where “the out there programs that people come to CSM lecture for, not homework” becomes theprograms that people pick once they come professional, non-thesis MS • We should significantly expandto CSM 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 – Engineers Without Borders Leadership Develop niche programs that give all engineering – Leadership focus (Valparaiso) students Engineering (George educational experiences curriculum-based Fox) – Servant aimed at the greater good – Office for Global Engineering (Rose-Hulman) • CSM is already a leader in this regard through its Mc. Bride 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 immediate priority is to establish a College. Tenure-track faculty from the former EG and MCS divisions must mentoring average per-faculty both tenurewide improve theirsystem for faculty, funding and their publications 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? ” Teaching Matters But, careful! ---“P is not for Practical” in Ph. D 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 activities, external interactions in place administrative services to improve information processes for the – Deliberate outreach to students, alumni, industry, donors College Faculty, including grants and contract account – Transparent management practices; management support – 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
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