E@M Magazine, Fall 2011

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THE MAGAZINE OF THE A. JAMES CLARK SCHOOL of ENGINEERING

Clark School Students Set Records, Win Top Scholarships and Rank Highly with Employers

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Dear Friends of the Clark School,

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A. James Clark School of Engineering Darryll Pines Dean James F. McMenamin Assistant Dean for Communications Missy Corley Communications Coordinator 3RWb]`WOZ O\R 2SaWU\ AbOTT

Nancy Grund Editor Beth Panitz Contributing Writer Laura Figlewski Art Director Engineering @ Maryland is published twice a year for alumni and friends of the A. James Clark School of Engineering and the Glenn L. Martin Institute of Technology at the University of Maryland. Letters to the editor and alumni notes are welcome. Please send them to Engineering @ Maryland Editor, 3214 Kim Engineering Building, University of Maryland, College Park, MD 20742-2831. Information can be sent by fax to 301.314.6868 or by e-mail to mcorley@umd.edu Please note that Engineering @ Maryland refers to the A. James Clark School of Engineering by that name in all cases, including stories that describe alumni who graduated before the name was established, in 1994, to honor Mr. Clark’s outstanding philanthropy. COVER PHOTO BY EARL ZUBKOFF

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Clark School Students Set Records, Win Top Scholarships and Rank Highly with Employers

1ZO`Y AQV]]Z abcRS\ba O`S `SZS\bZSaa In May, a team of 50 graduate and undergraduate students set new U.S. records with the first flight of their Gamera humanpowered helicopter. In, July, they returned for a second session, having made improvements to the cockpit, transmission, rotors and landing gear–and experienced their first real calamity, a crash from which recovery seemed impossible. But they worked through the night, repairing and strengthening the structure they had spent two years designing and building. Competitive bicyclist and Maryland biology student Judy Wexler climbed into the pilot’s seat and started pedaling furiously, using hands and feet. She and the Gamera project leaders–aerospace engineering doctoral students Joe Schmaus and Will Staruk for the 3\UW\SS`W\U . ;O`gZO\R N 4OZZ

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THE CHALLENGE OF THE SIKORSKY PRIZE July session, Mor Gilad and Brandon Bush from the May session (see photo above right)–had several goals in mind: Get Gamera airborne (and don’t crash). Go beyond the 4.2-second record they had already established. And, maybe, just maybe, approach the criteria for the famed Sikorsky Prize. There was one other goal in everyone’s mind, instilled by Clark School Dean Darryll Pines–let’s show ourselves, and the world, that it is still possible to expand the range of human capabilities. 11.4 glorious seconds later they had shattered their previous flight time and set new U.S. records for flight duration and flight duration by a female pilot–as certified by the National Aeronautic Association in August.

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When asked to define key characteristics of University of Maryland alumni, graduates list a competitive spirit and readiness for hard work among the top attributes. Clark School students bear out that assessment, excelling in daunting challenges and international and national competitions.

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“Contests and prizes are great motivators for our students, who have the spirit of competition in their blood,� confirms Clark School Dean Darryll Pines. “They are creative, hard-working and fight through setbacks. And each challenge raises their expectations higher.� (See Recent Competitive Successes, next page.) In motivating the Gamera team, Pines told the students about an opportunity he passed up in graduate school. “I declined an invitation to participate in a competition to build a human-powered, fixed-wing aircraft that eventually flew 74 miles across the Aegean Sea,� explains Pines. “I decided then that if I were ever in a leadership position, I would challenge my students to do something inspiring, something that changes their perceptions of what’s possible. Gamera does just that.� Adds team member Brandon Bush, “You learn what it really means to be an engineer when you work on a project like Gamera.� 3\UW\SS`W\U . ;O`gZO\R N 4OZZ

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EVOb AbcRS\ba :SO`\ T`][ 1][^SbWbW]\a Clark School students will play key roles this fall with WaterShed, the University of Maryland’s entry in the 2011 U.S. Department of Energy Solar Decathlon, a competition to design and build a house powered solely by the sun. In 2007 the university won first place among U.S. teams, and second internationally, with its LEAFHouse design. Inspired by the university’s location near the Chesapeake Bay, WaterShed emphasizes not only solar power but also the conservation and re-use of water through a “green roof� and a constructed wetlands. The house, designed and built by a multidisciplinary team of engineering, architecture and environmental science students, will be on display from September 23 through October 2 at

the National Mall’s West Potomac Park. Working on cross-disciplinary teams requires students to think outside the box. “Students from each discipline apply their own problem-solving methods, and through interdisciplinary work they all gain a greater understanding of how different thought processes contribute to a problem’s solution,� says Associate Professor of Architecture Amy Gardner, who serves as one of the team’s advisors. Dave Akin, associate professor of aerospace engineering and director of the Clark School’s Space Systems Laboratory, has coached undergraduate teams to victory in NASA’s Revolutionary Aerospace Systems Concept-Academic Linkage (RASC-AL) competition for three of the past four years. “The hands-on experience helps students

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connect theory and equations with reality and choose career paths,� says Akin. “These aren’t just idle exercises. A team’s entry could become part of a future space mission.� Competitions often allow students to work side by side with world-class researchers who act as advisors. Matthew Tarascio, M.S. ’02, aerospace engineering, and now a Sikorsky Aircraft lead engineer, led Maryland to victory in 2001 in the American Helicopter Society Graduate Student Design Competition. His team’s advisors were Clark School Aerospace Engineering Professor Inderjit Chopra and Visiting Professor Marat Tishchenko, chief designer of the world’s largest helicopter, the Soviet-era Mil Mi-26. Vladimir Stavnychyi, B.S. ’11, aerospace engineering, who led Gamera’s structures group, met the CEO of Aurora Flight Services

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during a Gamera presentation. That meeting led to a subsequent interview and job offer from the company. Says Stavnychyi, “My hands-on experience with Gamera set me apart from other applicants.� EVOb 3[^Z]gS`a :SO`\ T`][ 1][^SbWbW]\a Many companies and professional organizations sponsor contests or provide financial assistance to teams as investments. In 1980, the American Helicopter Society established the Sikorsky Prize competition, which was originally funded by Sikorsky Aircraft at $20,000. In 2009, Sikorsky upped the prize to $250,000. Their goal? To “inspire ingenuity in the next generation of engineers who will design our industry’s future,� says Mark Miller, Sikorsky’s vice president of research and engineering. Adds Tarascio, who both works for Sikorsky and $ coordinates the com1:/@9 A16==: >=A7B7=< 7< /6A petition for the AHS, “Sikorsky Aircraft’s 5@/2C/B3 23A75< support helps make a 1=;>3B7B7=< =4 new generation excited >/AB " G3/@A about aerospace engineering. The students are passionate about the project and get a thrill seeing something they designed and constructed take flight.� Constellation Energy, a leading U.S. supplier of energy products and services based in Baltimore, is supporting the university’s 2011 Solar Decathlon team with a $50,000 E2: Energy to Educate grant. In addition to demonstrating the company’s commitment

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to reducing carbon emissions and creating new energy solutions through solar power, their support helps them find great employees. “To be number one in the marketplace, Constellation has to be top-notch at every stage,� says Adrienne Alberts, Constellation’s director of college relations and diversity. “It’s important to bring in new talent with that competitive edge and team experience. These students not only understand the spirit of competition but also the spirit of cooperation.� W.R. Grace & Co., a global specialty chemicals and materials company based in Columbia, Md., is supporting Maryland’s Chem-E-Car team, whose fuel-cell-powered vehicle will compete nationally in October. “I’m a strong believer in students solving real-world problems where there is more than just one solution,� says Grace scientist David Ward, who brought the project to the attention of Grace’s corporate offices. “The competition teaches students to get back up when things don’t work and to learn from experience.� The company also hopes that sponsorship makes great Clark School chemical :STb b] `WUVb( 1ZO`Y AQV]]Z abcRS\ba 9SdW\ 0ObSa ESab]\ 0`SRO AO\RVgO engineering students more >ObSZ O\R 0`Sbb 9]ZZS` bSab bVSW` likely to consider Grace as a 1VS[ 3 1O` Q][^SbWbW]\ dSVWQZS future employer. 1][^SbWbW]\ 0]]aba BSQV 3\b`S^`S\Sc`aVW^ Seed money to commercialize new technologies or launch a new business is the prize offered by the University of Maryland $75,000 Business Plan Competition, sponsored by the Clark School’s Maryland Technology Enterprise Institute (Mtech). The promise of new funding spurs potential university entrepreneurs to conduct market research, set price points, explore long-term capitalization and consider other important business questions. “Entrants must be ready to answer tough questions,� says Dean Chang, director of Mtech Ventures. “It’s a dress rehearsal for pitching their start-up to potential investors.� In its eleven years, the competition has helped launch a number of commercial successes. Recent winners Squarespace Inc., a top Web publishing and blogging platform, and Lurn, a leader in e-learning technologies, have made the Inc. magazine list of the 500 fastest growing companies.

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Rebois R eb bois came ca to the Clark School of Engineering from Montgomery Blair High School in Silver Silvver Spring, Spring Md., and has gone on to study at Imperial College London and the University of of Cambridge, Cam mbridg supported by Marshall, Udall and Truman Scholarships. Not only did he earn excellent exceelleent grades gra at the Clark School, he also served as president of the university’s nationally recognized recoogn nized chapter c of Engineers Without Borders and led its projects in Ethiopia and Burkina Faso. Fasoo. IIn n Bah Bahrain, Qatar and the United Arab Emirates, he performed research on alternative energy development. deveeloopmen He served as a research assistant with the Brookings Institution’s Energy Security Initiative Initiiatiivee and interned at the U.S. Department of Energy Office of Policy and International Affairs. Dylan D yllan Rebois R Re is an outstanding Clark School student–and he is not alone. In rrecent ecent years the Clark School has attracted more and more top-performing young men and and d women women (see Incoming Freshmen, by the Numbers, below) who thrive on the wealth of reseearcch, edu research, education, entrepreneurship and service opportunities offered by both the Clark School and d the th he many man nearby federal and state agencies and tech corporations. They go on to capture and morre and and more m of the world’s most prestigious scholarships, not only for engineering but also more

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5]W\U b] bVS A]c`QS As part of the University of Maryland, a land-grant institution, the & Clark School is required to draw 70 percent of students from its home state–and Maryland is a state with a remarkable pre-college educational program. In 2011, for the third straight year, Maryland’s public education system received three first-place national rankings: Education Week, the College Board (for advanced placement performance) and the The Washington Post’s Challenge Index list (for the highest percentage of rigorous high schools). The Clark School, through its Top 25 Engineering Source Schools Program, makes a special effort to recognize the Maryland high schools that provide it with the greatest number of students, including certificates from and occasional visits by Clark School Dean Darryll Pines. “Too often college or university leaders do not make the time to visit high schools,� says Pines. “My personal contact with principals 1:/@9 A16==: and guidance counselors =<3 G3/@ demonstrates the Clark C<23@5@/2C/B3 School’s interest in their @3B3<B7=< :3D3: excellent programs and encourages their continued commitment to providing an oustanding education in math, science and technology.� Nick Novak, principal of River Hill High School, Clarksville, Md., a Blue Ribbon High School and a Top 25 Engineering Source School, notes that “Dean Pines’s visit affirms that our efforts in STEM education are paying off for our students, who are prepared

90%

to succeed in challenging, top-quality programs such as the Clark School’s. When our students and teachers can watch something like the Gamera flight online, it’s fun and it shows them what young people can do, given the right opportunities. That’s an important motivator.� (For the current list of Top 25 Engineering Source Schools, visit www.eng.umd.edu/prospective/top25.)

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for leadership, public service, the environment, international relations and other areas of interest. “Our students are academically strong when they enter the Clark School, and they get so much stronger after taking advantage of all of the opportunities the school offers,� says Francis Duvinage, director of the university’s National Scholarships Office. “They can compete at the highest level with scholarship applicants throughout the country.�

=\S b] =\S @SQ`cWbW\U Clark School Professor and Associate Dean for Undergraduate Student Affairs William Fourney and his staff have developed recruitment methods that emphasize direct, personal interactions. They believe that while electronic tools like Skype and Facebook have their place in reaching prospective students, a one-to-one approach to recruitment and a personal touch are crucial to attract top students. “In all of our activities, our goal is to create indi/aa]QWObS 2SO\ EWZZWO[ 4]c`\Sg eWbV RW`SQb]`a vidual connections with ]T abcRS\b aS`dWQSa ZSTb b] `WUVb ( @]aS[O`g students,� says Bruk >O`YS` 1S\bS` T]` ;W\]`WbWSa W\ AQWS\QS O\R Berhane, Clark School 3\UW\SS`W\U 8S\\O 2]ZO\ C\RS`U`ORcObS /RdWaW\U O\R /QORS[WQ Ac^^]`b >OWUS A[WbV coordinator of under E][S\ W\ 3\UW\SS`W\U 6SWRW AOcPS` 1] ]^ O\R 1O`SS` AS`dWQSa O\R 8O\S 4W\Sa 7\bS`\ObW]\OZ graduate recruitment. O\R :SORS`aVW^ >`]U`O[a “We take time to provide personal explanations of our programs and how they match student interests. We describe engineering in terms of making the world a better place, starting with our own programs, internships at nearby federal agencies and corporations, and eventually employment. And we engage students in basic, hands-on, team activities to build confidence and show them and their parents the approach we take in real classes.� A key ingredient in the school’s recruitment strategy: the cadre of 70 Clark School student ambassadors trained to conduct school tours, staff open houses and receptions for admitted students, and visit regional high schools. “No matter what a prospective student 3\UW\SS`W\U . ;O`gZO\R N 4OZZ

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What has made the difference? “Our teaching and retention philosophy is ‘one student at a time,’� says Fourney. “You must recognize students as individuals who have a great deal to offer humanity. And you need to engage them, as soon as they enter, with classes that have interesting formats and are led by teachers who truly want to be in the classroom with first- and secondyear students.� In January 2006, Fourney established this approach through a program called Keystone: The Clark School Academy of Distinguished Professors. By carefully selecting faculty members committed to its goals, the program ensures students the best learning experiences early on and improves student retention and graduation rates. Keystone professors receive a 5`SOb BSOQVW\U( 6]e b] A]ZdS bVS @SbS\bW]\ >`]PZS[ renewable three-year appointAchieving academic success at the Clark School is hard work. ment that includes a salary Two decades ago, the Clark School was losing two of three students increase, discretionary funds prior to graduation, according to Associate Dean William Fourney. and additional staff. Today, in a program that has only become more challenging, nearly The first course to benefit 90 percent of students who enter the Clark School remain enrolled from the program was ENES after the first year. After the second year, 75 percent of students 100, Introduction to Engineering 9Sgab]\S >`]TSaa]` 9S\ 9WUS` e]`Ya remain enrolled. Design, involving formal lectures, eWbV abcRS\ba ]\ V]dS`Q`OTb ^`]XSQb presentations by outside speakers, STUDENT RETENTION RATES and a team project to design and build autonomous hovercraft 100% that are showcased in an end-of-semester competition. Today the program assists seven courses. “We’ve gradually increased the scope 90 of the program and revamped courses over the years to make them 80 more challenging and more standardized,� says Fourney. “One of the most important results of the program is that faculty members 1 ST YEAR 70 get to know students. When the students pursue scholarships, 2 ND YEAR jobs and research spots, faculty members are ready to support and 60 3 RD YEAR recommend them. A clear indicator the program works is that many students return to Keystone to serve as undergraduate teaching fellows.� 50 Additional factors that improve retention include the sense of 40 belonging that arises from participation in the many student teams and organizations and the school’s vibrant undergraduate research 2 00 0

is interested in, we can match him or her with a highly enthusiastic ambassador who has similar interests,� explains Berhane. “It makes a difference when a peer shows the pathway from courses, programs and internships to a readiness to improve the world.� Brendan Lees, a former civil engineer who teaches engineering courses at Sherwood High School in Olney, Md. notes, “Our students are limited in their knowledge of what they can do with an engineering degree. The ambassadors opened their eyes to the different disciplines and the research and study-abroad options.� His students now work in tandem with Clark School Engineers Without Borders students to devise engineering solutions for the residents of Burkina Faso. “This exposure has given our students a sense of how engineers can improve lives around the world,� explains Lees.

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/\ =\U]W\U 1VOZZS\US( 7\Q`SOaW\U AbcRS\b 2WdS`aWbg Educators and employers agree: diversity is crucial for the future of engineering. “When we bring together a student population that is diverse in backgrounds and perspectives, we prepare students for the variety they will deal with in the working world,� explains Dean F E M A L E A N D M I N O R I T Y ST U D E N T PA R T I C I PAT I O N

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Darryll Pines, a director of the Sloan Scholars Program and the National GEM Program (two national initiatives that support under-represented minority students in the sciences and engineering). “Ask any of our Corporate Partners, who are some of the greatest diversity advocates: the more variety students experience, the better prepared they’ll be when they go to work.� Improving diversity means finding ways to attract and retain female and under-represented minority students. As described in the following sections, the Clark School has well-established programs to address this challenge. E][S\ W\ 3\UW\SS`W\U /R]^ba :WdW\U :SO`\W\U /^^`]OQV

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Since 2006, the percentage of incoming female undergraduates at the Clark School has exceeded the national average, according to Paige Smith, who directs the school’s Women in Engineering (WIE) program. To help retain those students, WIE has introduced a new initiative that is yielding promising results. Flexus: The Dr. Marilyn Berman Pollans WIE Living and Learning

Together with her professional staff, Rosemary Parker, director of the Center for Minorities in Science and Engineering, oversees more than a dozen pre-college programs, eight retention programs, three recruitment programs and four outreach and Saturday programs–a continuum of education, inspiration and guidance designed to improve recruitment and retention of African-American, Hispanic-American and Native American engineering and AbcRS\ba OQQSaa QO`SS` W\T]`[ObW]\ Ob science students. bVS 1S\bS` T]` ;W\]`WbWSa W\ AQWS\QS O\R 3\UW\SS`W\U Two of the center’s most successful programs are the Louis Stokes Alliances for Minority Participation, a multidisciplinary program funded by the National Science Foundation to increase the number of students pursuing graduate education in science, technology, engineering and mathematics, and the ESTEEM Research Mentoring Program, which targets high school students to conduct research projects with a faculty member. Parker notes that increasing the number of under-represented minority students is a major component of the school’s strategic plan, and that there is a strong foundation for success. “In 2009, the university was ranked sixth by Diverse Issues in Higher Education for awarding bachelor’s degrees to African-American students,� says Parker.

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Community eases the transition to engineering for first- and second-year female undergraduates by providing a living-learning environment. “The second year’s cohort in 2008 had a 100 percent retention rate after year one and a 94 percent retention rate after year two. The fall 2009 cohort had a 97 percent retention rate after year one,� explains Smith, who notes that non-participating 2c`W\U ]`WS\bObW]\ 4ZSfca abcRS\ba e]`Y W\ bSO[a b] PcWZR O PSdS`OUS students had a 72 percent QO``WS` T`][ aW[^ZS [ObS`WOZa retention rate. Based on the success of Flexus, the Clark School has received a National Science Foundation grant for a program, slated to begin in fall 2011, to help improve retention rates for all first-year students. 1`SObW\U O 1]\bW\cc[ T`][ ;WRRZS AQV]]Z b] 5`ORcObS AQV]]Z

20

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program (involving one third of all students); peer and faculty mentoring; the Creating Academic Responsibility in Engineering (CARE) program, which reviews students’ academic progress every semester and develops plans to boost academic performance; and specialized programs that address the needs of female and minority students (see below).

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Intern Nina Paraloglou, B.S. ’11, civil engineering, has a

great job as an analyst in the systems integration

group at Accenture, the global management consulting, technology services and outsourcing company, just around the beltway in Reston, Va.

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Paraloglou found her way to Accenture by working with the Clark School’s Co-op and Career Services program, the school’s interface between students and employers for internships, co-ops and full-time employment. Through hard work and determination, she gained experience with multiple potential employers and was able to make informed decisions about the early direction of her career. Here’s how. Guided by Career Services, Paraloglou landed an internship at geotechnical services company GeoConcepts Engineering, Inc., in Ashburn, Va. For GeoConcepts, she traveled to numerous construction sites testing concrete strength as part of the initial design phase of various construction projects. Her experience translated back to the classroom. “When I enrolled in Introduction to Geotechnical Engineering, I knew the language and was already comfortable with the materials,� says Paraloglou. Determined to intern at Clark Construction Group as well, Paraloglou met their representatives at a Chi Epsilon career fair and even at the Clark School picnic. The result: a summer internship working at a Clark-built residential and office complex, where she met with owners and architects to address concerns in the residential units. “The Clark team was fabulous,� Paraloglou states. “They showed me the ropes in project management, and I learned about the financial side of the construction industry.� <W\O >O`OZ]UZ]c

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With her growing interest in the systems and management aspects of engineering, Paraloglou approached Accenture at another career fair and landed an interview that led to her job. “When I was asked situational questions in my interview, I had so many examples, so many answers readily available,� says Paraloglou. “The internships were excellent experiences and helped me determine what to look for in a full-time job.�

to help solve a cooling tower problem at the firm’s coal generation plant south of Baltimore. “In class, you get caught up in the equations and formulas, but through my internship I was able to put all of that to use,� she explains. During a co-op placement at MIT

:SO`\W\U b] E]`Y E]`YW\U b] :SO`\ Students who participate in internship and co-op experiences often have a decided advantage in the job market. “Frequently former interns are the first students to receive full-time job offers,� says Heidi Sauber, director of Co-op and Career Services. Clark School students agree that professional experiences help them gain confidence in their engineering skills, increase their understanding of organizational cultures and focus on their career options.

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Lincoln Laboratory, Herzberger obtained a security clearance and worked on a classified Air Force project to build a first-of-its-kind compact satellite. Together with leading scientists she worked on computer modeling for thermal and shock testing, and in the process realized her primary interest is in the aerospace industry. Herzberger went on to complete two summer internships at Lockheed Martin

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Charles Chiang, B.S. ’11, bioengineering, interned with Igene Biotechnology, a small, Columbia, Md., company focused on specialty biochemical products for the feed and agrichemical industries. “It was the first time I saw applications of bioengineering in industry,� relates Chiang. “I learned how engineering and biological principles are applied to create a product.� Chiang continued his work during the school year, maintaining bioreactors and identifying trends and problem areas with Igene’s astaxanthin product. “My experience at Igene drew on a key component of the Clark School’s educational program: teamwork,� says Chiang. “From the ENES 100 hovercraft project onward, I learned how to work in teams.�

A PRIME LOCATION FOR EMPLOYMENT, RECREATION, CULTURE

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As the only intern on a Constellation Energy team of seasoned engineers, Jaemi Herzberger, B.S. ’11, mechanical engineering, was able to apply her classroom knowledge

#3

Aeronautics, working on a SkunkWorks project to develop a virtual model of the F-35, a fifth-generation stealth aircraft. While Lockheed Martin offered Herzberger a leadership position, she decided to pursue her graduate degree in mechanical engineering at the Clark School, where she will complete a research fellowship this fall with NASA Goddard.

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Throughout his senior year, Chiang worked for the Food and Drug Administration in the Center for Devices and Radiological Health (CDRH) in Silver Spring, Md. “Our goal was to create an in vitro model for testing medical devices for blood clotting.� This fall, Chiang reports to a full-time position at CDRH. “I will be reviewing submissions for medical devices, determining if they are substantially equivalent to medical devices on the market and working with companies to refine their applications.�

TYPES OF O R G A N I Z AT I O N S T H AT P R O V I D E D INTERNSHIPS FOR CLARK SCHOOL

8% ACADEMIA*

68% PRIVATE INDUSTRY

24 % FEDER AL OR STATE AGENCIES

STUDENTS, 2010

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6SZ^W\U 1ZO`Y AQV]]Z AbcRS\ba ;OYS 1O`SS` 1]\\SQbW]\a Last year The Wall Street Journal surveyed major employers to learn the schools from which they were most likely to recruit for entry-level jobs. In the engineering category,

*(University of Maryland or another institution)

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GAINING INTERNATIONAL PERSPECTIVES

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Adam Hannibal, B.S. ’12, aerospace engineering, spent a week of his 2011 winter break working 15-hour days at the Bell Helicopter Boot Camp in Forth Worth, Texas. As part of a 10-person team, including Bell designers and systems engineers, Hannibal was charged with creating a new assembly process to minimize damage to the bearings of the V-22 Osprey, a military helicopter produced by Bell. “I was familiar with drive systems through my work on the Gamera project and I had lots of experience working on a team, beginning with ENES 100,� explains Hannibal, who also made his first professional presentation to Bell’s engineering design group. Based on his performance, Hannibal served a summer internship working in research and development at Bell. “I worked closely with R&D staff to study how wrinkle defects in composites, such as carbon fiber, affect the strength of materials used to build helicopters,� he adds. Through his assignment, Hannibal had the opportunity to meet contractors and vendors, including representatives from nearby Lockheed Martin. While many of these organizations might make a great eventual empoyer, Hannibal believes further education must come first. “Right now, I am interested in pursuing my master’s degree in aerospace engineering. That will make me an even stronger contributor going forward.�

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the Clark School ranked third in the nation. This ranking is borne out by the fact that, in the last academic year, representatives from some 500 organizations, from Fortune 100 companies to federal labs to tech start-ups, looked to recruit students from the Clark School. They came in search of talented, hands-on, team-oriented students to fill internship, co-op and full-time positions. According to Heidi Sauber, they weren’t disappointed. “More than 1,000 Clark School students participate in internships and co-op placements annually,� says Sauber, and, despite the recent economic downturn, “some 60 percent of Clark School undergraduates have employment offers in hand when they graduate.� (See Come to Where the Opportunities Are, p. 16.) Many employers perceive internships and co-op placements as investments in their future workforce. As Sauber notes,

“They allow employers to reduce recruitment and training costs while giving them opportunities to preview potential hires at work.� Overwhelmingly, Clark School students receive high ratings on work performance evaluations. “We get great feedback from human resources departments, recruiters and Clark School graduates in the industry about the contributions of our student interns,� adds Sauber. (See Assessing Clark School Students, p. 15.) One reason for high employer interest, according to Sauber, is the school’s focus on teaching practical skills. “Increased emphasis on hands-on activities, capstone courses that allow students to apply theory to real-world projects, student competitions that instill teamwork and an ability to overcome setbacks– all of these prepare our students to perform well in the workforce.� A second reason is the dedication of the Clark School staff. Once the school’s sole

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career services expert, Sauber now heads a team of professionals who offer a full range of capabilities. These include workshops on a variety of job search topics, resume clinics, mock interviews, career fairs, employer information sessions, networking receptions and extensive contacts. “Our students are very motivated to find jobs themselves,� says Sauber. “We do all we can to help them with traditional services and with online tools, such as job listings and database searches, but ultimately the students are responsible for their own success.� The school’s close involvement with the many government agencies and tech corporations in the federal region–Maryland, Washington, D.C., and northern Virginia– is a third factor. “In comparison with most areas of the country, the federal region has a high demand for engineering talent and is more resistant to recessions,� Sauber notes (See A Prime Location for Employment, Recreation, Culture, p. 12.) “The Clark School has deep ties to these agencies and companies through its research program, and there’s a natural tendency for them to seek our students as well. The opportunities are all around us.�

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Since 2003, Shanghai Jiao Tong University’s Institute of Higher Education and Center for World-Class

Highest Levels

Stellar Graduate Students Are Crucial to Continued Progress

Universities has published the Academic Ranking of World Universities to recognize outstanding research programs. In 2011, the Clark School rose two positions to #11 worldwide. Criteria included the school’s total number of highly cited researchers; total number of

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papers indexed by “Science Citation Index-Expanded� in engineering; percentage of papers published in the top 20 percent of engineering journals; and total

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engineering-related research expenditures. The rankings clearly demonstrate the powerful impact of Clark School faculty members, many of whom are internationally recognized researchers, across all departments and the school’s institutes. Yet the rankings also speak to the quality of Clark School graduate students. These brilliant young men and women work side by side with faculty members, contributing ideas, posing questions, working long hours in the laboratories, facilitating and accelerating the discovery process, laying the foundations of their own careers–not to mention excelling in top international competitions and mentoring undergraduates. (See student profiles throughout this section.) Producing more of these next-generation experts is crucial to the future of engineering, the U.S. economy and U.S. security. “Our graduate programs give students every opportunity to conduct world-class research, publish and present their work, and prepare to make significant contributions at the very highest level in industry, academia and the public sector,� says

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Associate Dean for Faculty Affairs and Graduate Programs Mark Shayman. Every Clark School department has programs to recruit, attract and retain the most highly qualified graduate students, yielding excellent results: the average quantitative GRE score for incoming doctoral students increased from 761 in fall 2010 to 779 in fall 2011, while attrition rates and time-to-degree-completion declined, cites Shayman. The median time-to-completion in the Clark School’s doctoral programs is 5.3 years, considerably lower than national averages reported by the National Science Foundation. Key targets for recruitment are underrepresented minorities, U.S. citizens and women. This fall, two GEM Fellows

entered the Clark School as part of the National GEM Consortium, a universityemployer partnership to promote the participation of under-represented minorities

#11 1:/@9 A16==: >=A7B7=< 7< B63 /1/23;71 @/<97<5 =4 E=@:2 C<7D3@A7B73A in science and engineering. “It is a feather in our cap to attract these students, who have been recruited by many of the nation’s other top universities,� says Shayman, whoo

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notes Clark School Dean Darryll Pines is a former GEM Fellow. While continuing to attract top international students, the school is slowly increasing the number of U.S. students admitted to its graduate programs. “In the past, international students obtained degrees, stayed in the U.S. and contributed to our economy,� explains Shayman. “Now, with excellent job opportunities in India, China and other parts of the world, many of these students return to their home countries. It is critically important that we continue to educate increasing numbers of U.S. graduate students who can contribute to our economic vitality.� More than 25 percent of the doctoral students participating in the Clark School’s Future Faculty Program (see Those Who

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Can–Teach, p. 22) are female, well above the percentage of total female doctoral students in the school–an indicator that female students are taking advantage of specialized programs to build professional networks and help them advance their careers. 4SRS`OZ @SUW]\ @SaSO`QV =^^]`bc\WbWSa Not only do Clark School graduate students benefit from leading faculty advisors, outstanding facilities and a wide range of teams and programs to join, the school’s location at the doorstep of many of the nation’s premier federal laboratories makes it easier for them to find and win career-making research opportunities. “From NSF graduate fellowships to opportunities with all branches of sh

the military to partnerships with NIST and NASA Goddard, we are sitting on a jackpot with so many federal labs close to campus,� says Alison Flatau, Clark School associate dean of research. Faculty members work proactively with students to help them locate funding for their research, leading them through the fellowship and grant application process and navigating specific agency protocols and the mounds of paperwork required for national security clearance. Among the many initiatives supporting postdoctoral fellows are the National Research Council (NRC) Research Associateship Programs, which provide postdoctoral and senior research fellowships at more than 20 federal agencies. Many of the participating federal laboratories use the programs to

recruit potential new employees, bringing them in initially on two-year postdoctoral appointments. “Often graduate students are not aware of the opportunities for postdoctoral research in federal laboratories. The Research Associateship Programs help to make these connections,� says Ray Gamble, director of the fellowships office of the National Research Council. “Our programs are great vehicles for bringing the brightest researchers into the federal research system. Almost half of the postdocs end up staying at their labs as either permanent or contract employees.� Steven C. DeCaluwe, Ph.D. ’09, mechanical engineering, extended his NRC associateship at the NIST Center for Neutron Research, in Gaithersburg, Md., for an additional

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year. “The collaborators, equipment and overall research culture at NIST have been top-notch, and the program has been a great opportunity to broaden my research horizons and expand my skills in the lab,â€? explains DeCaluwe, who researches polymer electrolyte fuel cells and lithium-ion batteries. His work focuses on how the interfaces in operating fuel cell and battery systems influence device operation. For Alfonso Mejia, Ph.D. ’09, civil and environmental engineering, his NRC associateship helped him make a threestep move from the Clark School to the National Weather Service (NWS) to Riverside Technology, a company that partners with NWS. “The program eased my transition from universitybased research in flood modeling to the NWS Office of Hydrology, where I became more familiar with the operational challenges of flood forecasting,â€? /ZT]\a] ;SXWO states Mejia. At Riverside, he will continue to contribute to NWS initiatives through his new position. Jason R. Hattrick-Simpers, Ph.D. ’07, materials science and engineering, spent his associateship at the NIST Materials Science and Engineering Laboratory, Scie where he developed a complete suite whe high-throughput measurement techoff h niques for screening hydrogen storage niqu materials. “My time at NIST was the mat most productive period of my career so mos far,â€? he says. “The work I performed and the open-door policies at NIST 8Oa]\ @ 6Obb`WQY AW[^S`a allowed me to collaborate and share allow ideas with scientists throughout the agency who have become idea friends and future collaborators,â€? says Hattrick-Simpers, who frien now an assistant professor in the Department of Chemical is n Engineering at the University of South Carolina. Eng BV] BV]aS EV] 1O\´BSOQV The Clark School created the Future Faculty Program to T provide doctoral students with the tools and experience to prov enter academia and become successful teachers and researchers. ente “As one of the nation’s top engineering schools, we have a responsibility resp to help produce great engineering teachers who will inspire and motivate future generations of students,â€? says Shayman, Shay who directs the Future Faculty Program. The ultimate goal of the program: place Clark School students in leading institutions inst where they can have the greatest impact and form new partnerships between those institutions and the Clark School. To T apply, students must pass the Ph.D. qualifying exam and have a minimum of three semesters remaining before graduation. In aaddition, the program assesses students’ motivations for becoming beco faculty members and their potential for securing

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tenure-track positions. Each year, approximately 20 students enter the program, and eight program participants now hold faculty positions at universities around the world. Shayman anticipates increasing numbers of placements as Future Faculty graduates gain the postdoctoral experience required to apply for many faculty positions. 6SZ^W\U E]`YW\U 3\UW\SS`a ;OYS 1O`SS` B`O\aWbW]\a Many undergraduates complete their bachelor’s degrees and enter the workforce only to realize they need advanced degrees to move forward in their careers. The Clark School is making it easier for growing numbers of working engineers to take that next step through its Professional Master of Engineering and Graduate Certificate in Engineering program offerings. “We are providing a service to the engineering community and enhancing the visibility of the Clark School by giving working engineers greater educational options,� says George Syrmos, who directs the Office of Advanced Engineering Education (OAEE). Increasing numbers of students are pursuing Clark School graduate education through traditional on-campus classes, online courses and video-teleconferences to remote sites in Maryland, says Syrmos. In 2011, the school awarded 160 Master of Engineering degrees, more than doubling the number of degrees conferred in 2001 and surpassing the school’s strategic plan goal to confer 150 master’s degrees by 2013. This fall OAEE admitted a record 250 new students to its graduate programs. The office draws on faculty expertise from throughout the school to develop niche programs to meet emerging needs. For example, in 2009, OAEE created the nation’s first Master of Engineering program in Sustainable Energy Engineering, which now has 62 students enrolled and graduated its first class in May. “We are in the process of putting together a cybersecurity program at the master’s and certificate levels,� says Syrmos. “We listen closely to companies and federal agencies to meet their educational needs.� Two recent examples: Syrmos and his staff are finalizing a proposal to Sikorsky Aircraft to develop a Graduate Certificate in Engineering in Rotorcraft for the company’s engineers, and they have offered a Graduate Certificate in Reliability Engineering to engineers at NASA’s Johnson Space Flight Center in Houston.

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W

hen the Whiting-Turner Contracting Company was created in 1909, its founders

embraced the philosophy that engineers should manage both the daily operations of the company and all of its construction projects. That philosophy holds true today, and the firm has increasingly turned to the A. James Clark School of Engineering to build its pipeline of engineers.

“Engineers are the backbone and lifeblood of this organization,â€? says Charles “Chuckâ€? A. Irish, Sr., B.S. ’52 and Whiting-Turner senior executive vice president. “We hire engineers who want to spend their careers at Whiting-Turner, and we give them an opportunity to advance to management positions within the company. All of our senior managers have spent most of their EVWbW\U Bc`\S` AS\W]` 3fSQcbWdS DWQS careers at Whiting-Turner,â€? >`SaWRS\b 1VO`ZSa Âľ1VcQYÂś / 7`WaV notes Irish, citing the 73-year career of current Whiting-Turner CEO Willard Hackerman. To ensure the pool of high-quality engineers remains strong, Whiting-Turner recently established an endowed fund to support civil engineering students. Each year, three incoming freshmen will receive scholarships from the $1 million endowment, based on academic merit, demonstration of leadership and judgment and engagement in school and community activities. In addition, all of the recipients, known as Whiting-Turner Scholars, will receive a paid internship opportunity following their freshman year, which could extend to additional summers.

TO

LEARN MORE ABOUT MAKING A GIFT TO THE

/ :]\UabO\RW\U @SZObW]\aVW^ Through its support, the firm hopes to encourage students to pursue careers in civil engineering. “There is a strong demand for civil engineers,� explains Irish. “The infrastructure of this country is in major need of improvement, requiring the employment of construction and design firms and fueling demand for civil engineers.� More than 50 years ago when Irish joined the firm, “Whiting-Turner had little or no interaction with the university,� he recalls. “I was one of the first Maryland graduates to enter the firm, and I began to build the relationship with the engineering school.� Over the years, that relationship has flourished. In addition to EVWbW\U Bc`\S` 13= EWZZO`R 6OQYS`[O\ the firm’s participation in the school’s Corporate Partners program (see p. 24), the company has sponsored the Whiting-Turner Business and Entrepreneurial Lecture Series for more than 15 years, bringing renowned speakers to campus to discuss issues critical to success in engineering-oriented businesses. The firm also established the Charles A. Irish, Sr. Chair in Civil and Environmental Engineering in 2001. To demonstrate his personal commitment to the school, Irish created the Charles A. Irish, Sr., Scholarship Endowment, which also assists civil engineering students. 1`SO[ ]T bVS 1`]^ “The recruitment of top engineering students is important to continuing the Whiting-Turner tradition,� explains Irish. “Through our efforts, we have learned that student internships provide a good source of permanent employees. It’s a great two-way street. We have a chance to see the quality of work the interns provide, and they have a chance to see how we work, without a formal commitment,� he says. The close proximity of College Park to Whiting-Turner’s Baltimore headquarters is an asset. “We have found that many Maryland students want to stay in the region for full-time employment,� says Irish. Throughout the years, Irish has witnessed the rising quality of students. “I’ve said it many times before: University of Maryland students hold their own with peers from any other engineering school in this country. College Park offers a rigorous program, and these students are the cream of the crop.� N

CLARK SCHOOL,

PLEASE CALL OR WRITE:

Leslie Borak, assistant dean for external relations, Clark School of Engineering, University of Maryland, College Park, Maryland 20742-2831 301-405-0317 lborak@umd.edu

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Nonprofit Org. U.S. Postage PAID

Permit No. 10 College Park, MD

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FIRST-CLASS MAIL

PERMIT NO. 538

COLLEGE PARK, MD

POSTAGE WILL BE PAID BY THE ADDRESSEE

COMMUNICATIONS JEONG H. KIM ENGINEERING BUILDING A. JAMES CLARK SCHOOL OF ENGINEERING UNIVERSITY OF MARYLAND COLLEGE PARK, MD 20740-9950

Clark School Places 11th

Worldwide in Academic Ranking of World Universities See “International Ranking” at http://tinyurl.com/clarkrank

clark school

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