I found that I really liked working on a practical engineering problem where you had

to build something and work with a team of students . I realized that that was really
the core of what engineering is and that I should try to stick it out t hrough some of
those more theoretical classes.”
That was exactly the point, and it was hitting home. Matthew Johnson, a computer
engineering major from Illinois, shared, “One thing that concerned me about
becoming an engineer was that there was this image of a typical engineer being some
intelligent yet antisocial person who would just be sitting at a desk erunching
numbers and solving physics problems all day.

ineering had to be more than just cold, hard math and sci- it's more social than most
would think.

ers and
But 1 knew eng
ence. Engineering involves people; olves creative and innovative design, drawing
upon artistic
Engineering inv e needs and hopes and aspirations of others.
concepts, and catering to th I think iFoundry has that same stance. ¡Foundry seeks to
create a better
engineer, not one who can just do the technical work but one who can also interact
with and understand people, be creative, and make something totally unique that
meets the deepest needs and desires of others. I joined
¡Foundry because that is the type of engineer Í aspire to be.”
David Goldberg: “The Olin effect at Illinois?”
As th
As e ute sed 1 Just tte tii and do su ios assessment data started 2 aspira Ona assertive
acts—and as the happening and puzzled NO in, l was both excited by what wa$ | ited
Olin in 2008, 1 had ho y . e the one hand, when earlier | had Vi : express strong identity
Lo ia the day when Illinois freshmen would longed for the day when ness and take
initiative on their WN pere itwas. | remember call would have the Olin effect at
Illinoi5. and and it was similarly exciti ing Mark and Sherra and sharing the newS,
ng and disorienting to them.
a
A