VOLUME 1, ISSUE 1. SUMMER 2014
REACH
THE COLLEGE OF SCIENCE AND ENGINEERING IS MORE THAN A PLACE. IT’S AN ENERGY FIELD. In these pages, you can feel the pulse of our college. Experience what it’s like to dive deep into a research project. Feel the thrill of receiving not one but five internship offers, or of having a job offer before graduation. This is the next generation of leaders. Game changers. Deep thinkers. As their teachers and mentors, we believe our students can transform the world. These dynamic young people are preparing to create the future. To reach their goals, they need us. And we need you. Together, we will exceed expectations.
DEAN QUINN’S TOP 5 DR. MICHAEL QUINN SHARES A FEW THINGS HE’S PROUD OF. PLUS: HIS VISION FOR THE COLLEGE OF SCIENCE AND ENGINEERING. 1: I’m proud of our faculty. These dedicated educators continue to hone their skills and use new technology to create active learning environments. They are wonderful mentors. And the students love them. 2: We’re #1 in computer science and software engineering among the comprehensive independent universities in the Pacific Northwest. We have the most faculty, the most degree and certificate programs and the most students. Surprised? 3: We provide plenty of strong role models for young women. Women make up 40% of the full-time faculty of the College of Science and Engineering. A third of the engineering faculty and all of the engineering chairs are women. 4: We’re growing! We are planning a significant expansion of our science and engineering facilities. This will enable us to provide more students with meaningful learning experiences outside the classroom, develop new research programs and expand the number of graduate degree offerings.
$7K SENT 5 STUDENTS TO THE SOCIETY OF WOMEN ENGINEERS CONFERENCE. ALL 5 RECEIVED INTERNSHIP OFFERS.
5: Our vision is that Seattle University will be internationally recognized for excellence and innovation in science and engineering education. We’ll achieve this vision by providing our students with engaging learning experiences in classrooms, laboratories, service activities, research and development projects, design competitions and more. We need your help to reach our goal. Join us! Allison Henrich, PhD teaches Mathematics & Quantitative Reasoning as a service learning course. Her students tutor Bailey Gatzert Elementary students in math for two to three hours each week. By helping others, the SU students gain confidence in their own math abilities and develop a greater appreciation for mathematics. This holistic view of education is just one of the Jesuit values you’ll find throughout the College of Science and Engineering.
Reach(high) “FREQUENTLY, THE REALLY IMPORTANT DEVELOPMENTS IN TECHNOLOGY REACH ONLY THE UPPER CLASS. I WANT TO USE THE SKILLS I AM GAINING AT SEATTLE U TO DEVELOP THINGS THAT WILL HELP PEOPLE EVERY SINGLE DAY.”
A TANGIBLE DIFFERENCE
“ The longer I’ve been here, the more I realize how important the idea of educating the whole person really is. As a student at Seattle U, you’re not just cranking out equations. You’re learning to be a whole person, a real person, a good person.” SARA BEERY ('16 ECE)
By Sara Beery ('16 ECE)
My path towards becoming an Electrical Engineering major at Seattle U was a winding one. When I was dancing with the Atlanta Ballet, I started going to science and technology lectures at Georgia Tech. I became fascinated by the ways in which concepts are turned into real machines, and I recognized the tangible difference you can make in the world as an engineer. My father is a nurse, and I’ve always admired him because he goes out of his way to help his patients. Although I’m not cut out for the medical field, I do want a career that will help people who are suffering. I want to find ways to make technology universally accessible and not just a luxury. I have been looking into biomedical and agricultural companies. This summer, I’ll be working for John Deere in a product design internship for their Electronic Solutions team in Fargo, ND. I’m excited about the work they are doing to make farming more efficient, which could ultimately help alleviate world hunger. I received this internship after a round of interviews that started after the College of Science and Engineering sent me to the Society of Women Engineers conference in Baltimore last fall. I actually received five internship offers, four of which came as a direct result of attending that conference.
Dr. Agnieszka Miguel, chair of the Electrical and Computer Engineering Department, has been an amazing mentor. My fellow student Erica Flores and I are working with Dr. Miguel on our research. We are developing an image-processing program that uses a machine learning algorithm, for Panthera, a biological conservancy. Panthera uses motion-sensitive cameras to track snow leopard populations. The program we are creating will use artificial intelligence to recognize images of snow leopards, down to the individual animal. Basically, we are teaching a computer to make connections the way our brains do. At another school, there is no way I would be doing this kind of research as a sophomore. Former dancer Sara Beery is a 4.0 student. She is president of the Seattle University Chapter of the Institute of Electrical and Electronics Engineers and outreach coordinator for the Seattle University Chapter of the Society of Women Engineers.
“ I WENT ON SEVERAL SU SERVICE TRIPS TO DEVELOPING COUNTRIES. DURING THIS TIME I REALIZED THAT MY LIFE WOULD BEST BE SPENT HELPING THOSE THAT NEED HELP THE MOST.”
NON-TRAD STUDENT. NON-TRAD CAREER. Cory Michael Kelly decided to become a physician while providing medical care to civilians when he was deployed with the Army during Operation Enduring Freedom. “Despite the chaos and controversy of the wars,” he says, “we were able to provide high-quality health care to patients, many of whom had not seen a doctor in their life. Their gratitude amid such challenging times is what spurred my passion for medicine.” After Cory was injured during one of his military deployments, he was transferred to Madigan Army Medical Center for care. While at Madigan, he fell in love with the Pacific Northwest. As he looked toward the next phase of his life, Cory took a look at Seattle University. He liked what he saw. He was particularly drawn to the College of Science and Engineering, where all his classes would be taught by PhD professors in a small classroom environment. He chose to major in Cell and Molecular Biology because he believes this will increasingly be the focus of medicine and science as technology continues to improve our understanding of biology. When asked who has been his greatest influence among the Science and Engineering faculty, Cory says, “I can say with absolute certainty that I wouldn’t be where I am today as a person or a student without the emotional and academic support of Dr. Rob Rutherford. He has been an inspiration to me, not only as a scientist but also as an empathetic and caring person.”
Cory’s time at SU has inspired him to pursue a non-traditional medical career. After several SU service trips, he says, “I realized that my life would best be spent helping those that need help the most. I hope to spend my life working in developing countries, establishing programs to provide clinical care as well as academic learning opportunities for students.”
“While at SU, I worked alongside the members of the Seattle University Veterans Committee to establish the Yellow As a veteran and a non-traditional student, Cory has faced many challenges, and he is grateful to Ribbon Program for SU the CSE faculty and staff. “My time at Seattle U undergraduates. This has completely transformed me as an individual program has provided and as a leader,” he says. “I look at the world with compassion and motivation for social justice.” funding so that many veterans will be able to Cory Michael Kelly ('14 CMOL) is an Army veteran bring their leadership who served in the infantry from 2005 – 2013 and was deployed during Operation Enduring Freedom. and experience to Seattle University.” He was recently offered a position in PTSD research at Harborview Medical Center. While employed at Harborview, he will also be applying to medical school.
CORY MICHAEL KELLY ('14 CMOL)
THE FULL EQUATION One of the most exciting moments for Allison Henrich, PhD is when a student changes their mind about what math is. “Whether they change from seeing math as useless to seeing it as useful, or from viewing math as computational to viewing it as something requiring creativity, I love to see students address their misconceptions about the mathematical world.”
“Graduates from our department can change the world by promoting math literacy and by improving technology in areas such as environmental sustainability.” ALLISON HENRICH, PhD Associate Professor, Mathematics
Sometimes what it takes to change a student’s mind is an inspired teacher and a well-taught class. Brandi Fleming arrived at SU intending to major in chemistry. But Dr. Jim Humphreys’ freshman precalculus class “rebooted” Brandi’s passion for math. “His ability to explain a range of mathematical concepts and show how the concepts are intertwined helped me understand on a deeper level,” she says. Now in her senior year, Brandi has been working with Dr. Henrich on her research in knot theory, the study of knots from a mathematical perspective. Knot theory is used to model molecules in chemistry and has biological applications as well. Dr. Henrich’s work deals with a type of knot structure that may be particularly useful in the study of DNA. Knot theory presents some of the hardest problems in mathematics today, yet both Brandi and her mentor describe it visually. “Think of a knot as a knotted circle sitting in space,” says Dr. Henrich. “There is a certain amount of mathematical intuition that everyone has about knots, so it’s something I can easily describe to a group of students. I love that knot theory is both deep and accessible. To prove one’s first result takes a couple of years of college math combined with logic and creativity.” In addition to her work with Dr. Henrich, Brandi has also participated in nonlinear wave theory research with John Carter, PhD. “I study the different derivations of important equations that model water waves,” Brandi explains. “This has many practical applications, including tsunami detection.” For Brandi, the chance to participate in cutting-edge research and personal attention from teachers who consistently go above and beyond expectations add up to a big difference. “At a larger university,” she says, “I do not think I would have had the opportunity to accumulate as much research experience as I have. Experiences like this set Seattle University’s CSE faculty apart from any other school.” “I wish there were more money in our college for students to do summer research with faculty,” says Dr. Henrich. “Funds for student stipends are fairly limited, and funding for faculty is even more limited. In a perfect world, every student who wanted to do summer research with a faculty mentor could do so. What a wonderful research community we would have at SU!”
SUMMER RESEARCH 2 STUDENTS + 1 FACULTY MEMBER = 1 TEAM SUPPORT FOR 1 TEAM = $18,700 16 TEAMS FUNDED FOR 2014 2 ADDITIONAL TEAMS STILL NEED SUPPORT!
Reach(deep) “MY BIGGEST DREAM FOR MY STUDENTS IS THAT THEY SEE HOW ENGINEERS CAN POSITIVELY AFFECT THE WORLD. THEN THEY CAN WORK TO CHANGE THE WAY THE ENGINEERING PROFESSION AS A WHOLE SEES ITS ROLE IN SOCIETY.”
JUSTICE AT THE VERY CORE “My experience with issues of social justice is what led me to leave consulting to pursue my doctorate and become a professor,” says Seattle University alumnus Nathan Canney, PhD. Dr. Canney now teaches courses in mechanics and structural engineering at his alma mater. He believes that elements of social justice should be at the very core of every engineer and scientist, and therefore a central part of the engineering profession. He knew that at SU he would find support for his values and his career goals centered on service and social justice in engineering. “My research focuses on the development of social responsibility in engineering students and professionals,” he says. “I don’t have to explain to my SU colleagues what this means or why it’s important. At SU there is already an underlying belief that we should be educating students to work to benefit all of society, including marginalized and underrepresented populations. I get to step into this culture, rather than fight to create it.” Dr. Canney encourages students to think beyond the traditional engineering design guides of cost. He believes that service integrated with the learning objectives of a class helps students think more holistically about the people who will be affected by their professional decisions. Along with his colleagues Dr. Nirmala Gnanapragasam and Dr. Paul Smith, Dr. Canney has developed a senior design project that will address substandard housing for the migrant worker populations in the Skagit Valley north of Seattle. Project participants will work with local NGOs seeking ways to provide better housing for seasonal workers.
“I am very excited to be working with a marginalized community so close to Seattle and to help expose my students to the myriad ways in which engineers can contribute to solutions for complex social problems,” Dr. Canney says. “I will be working with a student team next year on this project and, if it goes well, we will continue to work with these NGOs for years to come.” He concludes, “If we focus on the development of socially responsible scientists and engineers, we can subtly change the way the professions engage with the public, work to fix past environmental issues, consider sustainability in their work, and look more holistically at who is helped, who is ignored and who might be hurt by our work.”
$8K COURSE RELEASE ALLOWS 1 FACULTY MEMBER TO MENTOR STUDENTS COMPLETING THEIR SENIOR SYNTHESIS PROJECT
TEACHING FOR TOMORROW When Dr. Richard LeBlanc’s senior students begin their capstone projects, they probably won’t have all the knowledge they need. And that’s exactly the way Dr. LeBlanc likes it. “If we are doing our job as educators, our senior students have learned how to learn,” says Dr. LeBlanc, Chair of the Department of Computer Science and Software Engineering. “They will be able to look at a problem and ask: What else do I need to learn in order to be able to do this?” Dr. LeBlanc is confident that his students are prepared to ask and answer this question. In June, nine CSSE student teams presented the results of the work they’ve done for sponsors as diverse as Philips Medical Systems, Sage Bionetworks and the Snohomish County Public Utility District. “The projects are sponsor-driven, not topic-driven,” says Dr. LeBlanc. Project sponsors—corporations, nonprofit organizations, government agencies and public utilities—make a commitment of both money and time and spend an entire academic year engaged with student teams. The problems presented to the students are real-world problems, and the students tackle them using real-world methods. The students must first understand the domain in which the project exists. They spend the fall
EDUCATING THE WHOLE PERSON
quarter learning everything they can about the project sponsor, its business and its customers. Just as a consulting firm might, the students work closely with a sponsor liaison. They are expected to deliver concrete results by the end of spring quarter. This real-world industry experience exposes the students to a wide variety of career possibilities. “This interplay between the sponsor and the student team is something most undergraduates don’t get,” Dr. LeBlanc says. “Students don’t ordinarily get to engage with the business world at this level.” The demand for computer science professionals is on the rise and the CSSE department is growing to meet the need. In the past five years, the number of CSSE undergraduates has tripled. The department also offers a Certificate in Computer Science Fundamentals and two graduate degrees: Master of Science in Computer Science and Master of Software Engineering.
“Seattle University’s Master of Software Engineering was the only program I could find that included all the aspects of the software engineering cycle.” Iliana Sach Software Development Manager, Amazon ('10 MSE)
“We are educating the leaders who will create new technology,” says Dr. LeBlanc. With a strong foundation of technical knowledge, plenty of practice in teamwork and communication, industry experience and confidence in their ability to learn, his students will be ready.
What does it mean to study at a Jesuit university? At Seattle U, academic growth goes hand in hand with personal growth. As the students’ self-knowledge deepens, their sense of community expands. They develop an understanding of their place in the world and find their passion for making a difference. Our students are constantly challenging themselves to reach higher and go deeper into their own learning. We see evidence of this every day.
Reach(far) BEYOND OUR CAMPUS. OUTSIDE OUR CITY. ACROSS BORDERS. AS VOLUNTEERS, RESEARCHERS AND LEADERS, CSE STUDENTS AND FACULTY SHARE THEIR TALENTS AND THEIR TIME.
STEM: THE NEXT GENERATION As a young girl, Jen Sorensen loved going to science museums, looking under her microscope and building things with construction toys, including Capsela motorized vehicles and her dad’s Erector Set. She wasn’t thinking about science as a career. It was just fun. Science is still fun for Assistant Professor Jennifer Sorensen, PhD. As an undergraduate and doctoral student, she became passionate about computational chemistry, the use of computers and mathematical models to visualize and predict molecules’ structure and energy. “I love computational methods because they involve solving puzzles,” she says. “There is a sense of play involved in manipulating three-dimensional molecular models.” Not all young girls think science and math are fun. In fact, research shows that girls start to self-select out of STEM (science, technology, engineering and math) in middle school. Early experiences with STEM are critical. That’s why Dr. Sorensen is passionate about introducing girls to STEM fields. This passion led to Dr. Sorensen’s role as one of the principal investigators on Inquiry in the Community, a project that empowers Girl Scout staff and volunteers to be science facilitators. The project got started on what she calls “a professional blind date.” A mutual colleague committed to girls in STEM introduced her to Stephanie Lingwood, the science program manager for Girl Scouts of Western Washington (GSWW).
“It was a match made in heaven!” she says. “For months we worked to create a plan of how we could integrate STEM into GSWW, and we wrote a grant proposal that was funded by the National Science Foundation. We wrote the curriculum in 2008.” Seattle University students participated in the two-year pilot phase and have since developed additional inquiry science activities that complement Girl Scout themes and resources. Girl Scout councils in four states are now using Inquiry in the Community, which is adaptable and available for free to any Girl Scout council or afterschool program. And what about that girl—another young Jen—who’s getting messy with science through Inquiry in the Community? Dr. Sorensen says, “She has the opportunity to explore her curiosity and build her confidence as an investigator. With early positive experiences in science, she’ll be able to visualize herself as a future STEM professional and she is more likely to be persistent and successful as a science major in college. She may become an astronaut or an infectious disease researcher. And she’ll be an advocate for the importance of science and science education in our society.”
In March, 500 inquisitive middle school girls converged on SU for Seattle Expanding Your Horizons. Women veterinarians, botanists, engineers and other professionals teamed up with SU students and faculty to introduce the girls to exciting careers in STEM. They participated in three challenging, hands-on workshops, made new discoveries and had a blast. The College of Science and Engineering has been the official sponsor of SEYH since 2007. See you next year!
“STEM is a team endeavor. A dynamic and productive work team will include multiple perspectives, voices and approaches. Women are a critical part of this!” JENNIFER SORENSEN, PhD Assistant Professor, Chemistry
“Mechanical engineering is the broadest engineering discipline. It touches our lives daily, in everything from buildings and cars to electronics and medical devices. Grand challenges are upon us and it will require skilled, innovative mechanical engineers to solve them.” TEODORA RUTAR SHUMAN, PhD Chair, Mechanical Engineering
PROJECT CENTER 2014 34 Capstone design projects
31 Total number of sponsors
22 Sponsors in private enterprise
10 Projects involving data management/analysis
9 Projects involving power & energy
6 Projects for public utilities
4 Projects with positive impact on the environment
4 Projects for state, county or city governments
3 Countries
1 Project for the National Park Service
REAL WORLD. REAL WORK. At Projects Day in early June, 34 student teams presented the results of their capstone design projects. Project sponsors, CSE faculty members and 131 engineering students celebrated the culmination of nine months of hard work. Projects Day is an opportunity to thank the generous corporations, government agencies and nonprofits who have sponsored projects and engaged with our students this year. Plus, it’s a chance for these hardworking students to showcase their work and receive the congratulations they so richly deserve!
Reach(out) PROJECT-BASED LEARNING. COLLABORATIVE RESEARCH. INNOVATIVE TECHNOLOGY. DEDICATED, CREATIVE FACULTY. STUDENTS WHO ARE PASSIONATE ABOUT LEARNING AND INSPIRED TO DO JUSTICE. Our students are reaching for what they know is possible. As their community—professors, mentors, alumni and industry leaders—it is our responsibility to help them reach their goals. But we can’t do it alone. We need you. Help us meet the 2014 Dean’s Fund Challenge. Your unrestricted contribution to the Dean’s Fund can be used wherever the needs are greatest. Please join other alumni and community members and help us add 100 new Dean’s Fund donors by December 31, 2014. Your gift to the College of Science and Engineering Dean’s Fund is an investment in the leaders of tomorrow. Reach with us. Together, we can exceed expectations.
“ We believe research is a critical element of the educational experience for science and engineering students. We’re supporting the College of Science and Engineering to help provide additional opportunities for students to engage in research and prepare for graduate school or a career in industry.” PAT '69 AND MARY HERMANN WELCH, '69, '76
SUPPORT OUR VISION
YOUR GIFTS TO THE CSE DEAN’S FUND
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Visionary. Dynamic. Unrestricted.
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THE CHALLENGE
Student-faculty collaborative summer research team
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Course release for faculty member mentoring students completing senior synthesis projects
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$18,700
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by December 31, 2014
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$8,000
To make a gift to the CSE Dean’s Fund, visit seattleu.edu/giving and designate the College of Science & Engineering or use the enclosed envelope.
$7,000
5 students attend national professional conference
1 year’s supplies for Bailey Gatzert afterschool science program
$500
Lab supplies for student researchers
$3,000
To discuss your desire to make a gift, please contact: Michelle Finet Director of Development College of Science and Engineering (206) 296-2846 or finetm@seattleu.edu
901 12th Ave PO Box 222000 Seattle, WA 98122
AREAS OF STUDY Biology Chemistry Civil and Environmental Engineering Computer Science and Software Engineering Diagnostic Ultrasound Electrical and Computer Engineering Environmental Science Mathematics Mechanical Engineering Physics Michael J. Quinn, PhD Dean, College of Science and Engineering
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