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STANFORD UNIVERSITY SCHOOL OF ENGINEERING
AERONAUTICS & ASTRONAUTICS BIOENGINEERING CHEMICAL ENGINEERING CIVIL & ENVIRONMENTAL ENGINEERING COMPUTER SCIENCE ELECTRICAL ENGINEERING MANAGEMENT SCIENCE & ENGINEERING MATERIALS SCIENCE & ENGINEERING MECHANICAL ENGINEERING
Associate Professor Yi Cui’s paper batteries.
LETTER FROM THE DEAN
What is Stanford Engineering’s place in the world? It’s a question with two different answers.
Until recently, the literal answer to that question would be that Stanford Engineering is on the west side of the Stanford campus, spread out among many buildings and labs. That answer would then be followed by the question: What department are you looking for? However, this answer just became a whole lot more interesting with the recent opening of the Jen-Hsun Huang Engineering Center. We now have a headquarters that ties those many buildings and labs together in a center for all of Stanford Engineering.
Associate Professor Zhenan Bao’s electronic skin sensor is sensitive enough to detect this Chorinea faunus butterﬂy placed on it.
Letter from the Dean (Continued)
“If you build places where people want to be and where people want to work together, you can create partnerships to tackle the big problems that this world faces. ”
JAMES D. PLuMMER Dean
The Huang Center and the new Center for Nanoscale Science and Engineering join the Yang and Yamazaki Environmental and Energy Building (Y2E2) in the new Science and Engineering Quad. A true center of science and engineering at Stanford, it is already a hub for students, faculty, alumni and industry. Nearby are the newly renovated Peterson Building and the Volkswagen Automotive Innovation Lab. Together they offer faculty, students and industry vital new research and teaching resources. Come check it out if you haven’t already. The second answer to the question “What is Stanford Engineering’s place” is that we are all over the world. Wherever the teaching of engineering principles and the creative application of science can bring about progress and solutions to the world’s challenges. Stanford Engineering faculty, students and alumni can be found all over the globe, fighting disease, seeding new economic opportunities, and creating and spreading knowledge. All of us are part of a shared mission to educate leaders and seek solutions to global problems.
This year’s annual report takes you on two tours. The first is a home tour, introducing you to our newest facilities on campus. The second is a series of “postcards” from some of our recent or current research and teaching projects around the world: stretching from Russia to Antarctica, from China to Chile. We also introduce a modified version of our online “Ask the Expert, ” in which we invite industry and higher education experts to voice their thoughts on an issue that means the world to us: the future of engineering education. Whether in our campus labs, half a world away or somewhere in between, our faculty, students and staff relish their quest to advance engineering research and teaching. A few highlights include: Extraordinary technologies flow like water, or ink, from the lab of materials science and engineering Associate Professor Yi Cui. In two separate projects involving engineered structures at the nanoscale, Cui and his students developed a water filter that acts 80,000 times faster than other filters. They also developed a conductive ink that allows paper or fabric to act like a battery by conducting electricity.
Photo taken with Professor Marc Levoy’s Frankencamera.
Associate Professor Krishna Shenoy
In the same department, Assistant Professor Nick Melosh has produced two innovations with nanoscale underpinnings: a potentially high-efﬁciency solar cell that can harvest electricity from both light and heat, and an electrically sensitive probe that can penetrate and eavesdrop on individual cells without disturbing their function. Electrical engineering Associate Professor Krishna Shenoy is leading a $14.9 million effort to develop technologies to treat brain injuries. The project will conduct fundamental neuroscience research to design therapies to repair or bypass neural tissue damaged by trauma or stroke. Shenoy is working closely with bioengineering and psychiatry Associate Professor Karl Deisseroth, who has pioneered a way to study diseased brain cells with optogenetics, a technique that uses light to control the activity of a speciﬁc set of neurons. Marc Levoy, professor of computer science and electrical engineering, has gained substantial notice for advancing the ﬁeld of photography by designing digital cameras and software that allow users full programming control of the camera. With his Frankencamera platform, camera features are limited only by the skill and imagination of the programming community.
An ultrasensitive, highly ﬂexible electronic sensor that feels pressure as delicate as an alighting butterﬂy was developed by chemical engineering Associate Professor Zhenan Bao. The key innovation is the use of a thin ﬁlm of rubber molded into a grid of tiny pyramids. The ﬁlm is sandwiched between two parallel electrodes, creating an electronic sensor with potential uses ranging from artiﬁcial electronic skin for prosthetic limbs to touch-screen displays. These are just a few examples of how Stanford engineers are working to improve lives and make the world a better place through science and technology. In our classrooms and labs both on campus and around the world, Stanford continues to strive for worldwide impact and relevance. It is a tremendous journey that knows few, if any, real boundaries. We can all be proud to work in a discipline where our place is everywhere. And yet we can be equally proud of our new home on campus. Join us on our travels, and come visit us at home.
Solar technology in Assistant Professor Nick Melosh’s lab.
Associate Professor Zhenan Bao
JAMES D. PLUMMER
Dean, Stanford Engineering
TOUR STANFORD’S NEW SEQ, WHERE DESIGN = FUNCTIONALITY Walk through Stanford’s Science and Engineering Quad and see big plans come to life. Amidst limestone exteriors, geometric walkways and sunlit atria is a new home for collaborative learning and discovery. Throughout the buildings you’ll find faculty, students and staff from across disciplines working together. In spaces designed for interaction, not retreat, there’s a buzz of energy. Creativity and inspiration are encouraged throughout open spaces, workshops, and 21st-century laboratories. Students are everywhere, taking ownership of the lounges with moveable furniture as well as the terraced lawn and indoor/outdoor cafe. Faculty don’t have to track down colleagues in far-flung locales; they run into each other naturally, and as a result, collaboration is fostered. This is the exciting sweep of Stanford’s vision of interdisciplinary teaching and research. Nowhere is it better embodied than at the Stanford School of Engineering, where in all nine of its highly ranked departments and two institutes, the sum of different perspectives equates to solving problems, gaining insights and asking what next. At the school, world-changing research and innovation is taking place in buildings designed for tackling the world’s challenges head-on. BUILDINGS THAT BRING PEOPLE TOGETHER “The university culture has historically been built around individual excellence, says ” James D. Plummer, dean of the School of Engineering. “But to deal with big problems such as energy, climate change and human health, you need a multidisciplinary approach. So we’ve been figuring out ways to foster collaboration among people who are technically the best in their fields. What comes out of that is building places that bring them together. ”
“As the cornerstone of the new quad, I found the Huang Center very welcoming. It reﬂects Stanford’s legacy of innovation and buzzes with energy that will last long into the future.”
Jerry Yang and Akiko Yamazaki Environment and Energy Building TERESA SCHAFFER MEDEARIS MS 1986 Industrial Engineering
Center for Nanoscale Science and Engineering 4
To that end, long gone are what Stanford University architect David P. Lenox diplomatically refers to as “the one-story concrete block buildings” that were west of the Main Quad—a neighborhood otherwise known as the Industrial Slum. In the rush to foster research in such areas as microwaves and lasers after World War II, the hastily constructed structures served their purpose and time. But, then, other Stanford buildings did that, too. Through spurts of campus construction in the 1960s, ’70s and ’80s—especially after the 1989 Loma Prieta earthquake—a hodgepodge of architectural styles emerged. The larger, grander vision of a world-class university as aesthetically pleasing as it was functional was being lost.
In January 1996, the William Gates Computer Science Building, home to the Computer Systems Laboratory and the Department of Computer Science, was up and buzzing, gathering together students and faculty who had previously worked in 11 different buildings on and off campus. By 1999, the Hewlett and Packard Quad was flanked by four modern edifices dedicated to science and engineering: the Hewlett Teaching Center, the Packard Electrical Engineering Building, the Paul G. Allen Building and the Gates Building. The Mechanical Engineering Research Laboratory opened on the Panama corridor in 2002, and together the Schools of Medicine, Humanities and Sciences, and Engineering opened the James H. Clark Center for Biomedical Engineering and Sciences in 2003. The Science and Engineering Quad, known as SEQ, began taking shape about two years later. When all of the quad’s four buildings are complete, the structures will encompass more than 550,000 square feet of teaching and research space. The final addition, the Bioengineering and Chemical Engineering Building, due to be finished in 2014, will be connected to the others at the second-story and underground levels. Including the central courtyard, the total complex will measure 8.2 acres. The quad’s first building, the Jerry Yang and Akiko Yamazaki Environment and Energy Building—affectionately dubbed Y2E2—was dedicated in March 2008. Gathered under its roof are ecologists and economists, biologists and legal scholars, earth scientists, engineers and policy analysts, too. Another SEQ cornerstone, the Center for Nanoscale Science and Engineering, began operation in the fall of 2010 to allow Stanford faculty and students working at the nanoscale to share equipment and space. The ability to create materials and devices at the scale of one-billionth of a meter promises to have
virtually unlimited applications, everything from more effective medicine to lightning fast communications and cleaner fuels. And to make better use of those fuels? The building that houses the Volkswagen Automotive Innovation Lab (VAIL), home to the Center for Automotive Research at Stanford, opened in April 2010. Here on the western edge of campus, interdisciplinary teams work to develop the next generation of transportation solutions. Among their show-stopping innovations: the autonomous car. Stanford Engineering, a groundbreaking nexus of science, medicine, business, design, law and engineering excellence, has been on a roll. And it’s clearly not over. A NEW HOME FOR STANFORD ENGINEERING Dedicated in October 2010, the Jen-Hsun Huang Engineering Center, the headquarters of Stanford Engineering with nearly 130,000 square feet of shared spaces that include classrooms, a conference center, machine shops, a cafe and the new Frederick Emmons Terman Engineering Library (where digital is king), is already far more than a mere aggregate of its parts. In collaboration with student focus groups, designers led by Boora Architects of Portland, Ore., provided ways for students to work together with ease. High on the list were accessible technology, movable tables, comfortable chairs, whiteboards and, most important, space. This applies to outdoors, too. Movie nights are planned for the ground floor plaza, where a balcony will be the perfect spot to lower a screen, and in Palo Alto’s mild climate, the terraced lawn will make ideal bleacher seats. Ike’s Place, the sandwich concession at the Forbes Family
“Shelley” - Stanford’s newest autonomous vehicle - atop Pikes Peak.
THE OLMSTED PLAN RESTORED In 1991, Stanford trustees asked thenuniversity architect David J. Neuman whether landscape architect Frederick Law Olmsted’s grand design for the university might be restored. The answer, happily, was yes. First to be razed were the buildings of the Industrial Slum, among them the Applied Electronics Lab and the Electronics Research Lab. The contemporary structures that replaced them were organized around a clear western axis and quadrangle as Olmsted had prescribed.
The Center of Inspiration (Continued)
Cafe, routinely draws not only faculty, staff and students from all over campus but community residents, too. To get a sense of how the Huang Center is literally changing the face of the school, one need only recall its predecessor, the Frederick Emmons Terman Engineering Center. “You had no idea you were anywhere special when you walked into Terman, says Sandy ” Meyer, Huang facilities director. “You didn’t know what went on there, the groundbreaking work, the history, or what would be the future of Stanford Engineering. One of the goals with the Huang Center is to tell that story. ” That story is one-of-a kind. “Touchstones” installed throughout the building showcase the achievements of engineering alumni and faculty. It is here that you can see the original servers Yahoo! founders Jerry Yang and David Filo used to find and categorize pages on the Web in the early 1990s. You can check out servers devised by Google founders Sergey Brin and Larry Page to run their initial internet indexing software. Displays include Don Knuth’s multi-volume The Art of Computer Programming, known as the bible of computer programming, models of the anaerobic bioreactor, early examples of nanocharacterization and, dating many decades earlier, the Durand propeller and texts. The history of Stanford Engineering and its future promise are displayed as art, a living museum that educates and illuminates. The student perspective on all the engineering changes afoot? In an editorial following the Huang Center dedication, The Stanford Daily issued its verdict on the building and the SEQ by telling all to drop whatever they were doing and go visit it immediately.
“As long as Stanford remains a residential university, the physical spaces we occupy will affect our productivity in material ways, ” the editorial read. “Magnificent buildings like the engineering quad go one step farther and add a sense of wonder to this campus. Wonder, one might claim, has no practical value and is a waste of tuition money. But Stanford and other top schools attract the best talent in part because they inspire dreaming… which is why, for the first time in our Stanford career, a few members of this [editorial] board wandered into the engineering quad and stood for some time in front of the list of donors. It seems even we ungrateful youth can be moved. So thank you. ”
Impressive as this may be, as university architect Lenox points out, “The most sustainable building is the one you didn’t build. Exhibit A: the renovation completed ” in March 2010 of the Peterson Building, which houses the Stanford Center for Design Research, the Design Group in the Department of Mechanical Engineering, and the Hasso Plattner Institute of Design at Stanford, otherwise known as the d.school. WRITING ON THE WALLS ENCOURAGED Character may well be the watchword of the Peterson Building today. While its exterior blends perfectly with the surrounding buildings south of the Main Quad, inside it looks to be part hip ad agency, part ’60s mod and part preschool for grown-ups. Padded benches and chairs, whiteboards festooned with colored sticky notes, and rooms that change dimensions thanks to moving walls are too big for 3-year-olds. Yet armed with a marker, anyone can write on the walls, and they usually do. While traditional office spaces can still be found around the edges of the building, it’s the center of the structure where most of the action takes place. There is not so much as a partition to separate staff, one of many design decisions arrived at after the d.school moved through a series of temporary quarters. “With each move, we learned a lot, says ” mechanical engineering Professor Bernie Roth, the d.school’s academic director. “We redesigned the space to how we live, mindful of the process we teach, how we work. Now we’re just cheek to jowl. It’s more like living with family at home than working in an office. ” The center of the building is also where you will find the large glass garage door that leads to an airy two-story atrium ringed by
Jen–Hsun Huang Engineering Center
GREEN IS GOLD Like its SEQ predecessors, the newest addition to the quad is decidedly green. Rapidly renewable materials were used in architectural woodwork and furniture and the university’s recycled water system flushes toilets. Performance models suggest that overall energy use, including plug loads, will be 42% less at the Huang Center than in standard buildings. High-performance windows make extensive use of daylight and photocell technology, and the structure employs a combination of natural ventilation and active chilled beams.
Department of Bioengineering and member of the new building’s faculty planning committee, says, “Our faculty and students simply can’t wait until this building is ready. ” The new structure will have the same sustainability profile as its SEQ brethren and will bring biology-oriented teaching and research into the midst of the School of Engineering. “One of the major trends in bioengineering over the last 10 to 20 years has been the move toward molecular-level engineering, Altman says. “The original ” biomedical engineering departments were concerned with devices at the organ and organism level. This is still an important thrust, but we are adding capabilities in molecular, cellular and tissue engineering that depend critically on the molecular reality. Our colleagues in chemical engineering have been thinking at this level for several decades, so the interface between chemical engineering and biological engineering will create opportunities at the biochemical engineering and chemical biology frontier that should be very exciting. ”
Atria facilitate natural lighting and ventilation.
Collaboration spaces abound in the Huang Center.
an open balcony and topped by a large skylight. But lest anyone forget the rectangular-shaped home of the civil engineering department constructed in 1889—one of the first Stanford buildings— an original sandstone wall was incorporated into the remodel and in a paean to design thinking itself, used to enhance the artsy, open feel of the place. The hallmark of the d.school is interdisciplinary collaboration and project-based education to actively engage students in the process of learning and creating. In other words, this is the place to learn by doing. In the Physical Prototyping Lab, doing is a way of thinking and students are encouraged to experiment and make mistakes. One example of a student project that made it big is a simple treadle water pump that has been a lifeline to thousands of people in the developing world. Indeed, real-world application has been a vital calling card of Stanford research, and as university architect Lenox notes, campus buildings are designed to “become magnets for solving the problems of the world. ” CHANCE ENCOUNTERS Case in point: the yet-to-be-built Bioengineering and Chemical Engineering Building. Professor Russ B. Altman, chairman of the
“It was evident that Stanford really listened to its faculty and students when designing the building. I was impressed by so many of the design elements, especially In speaking of the planned building’s “connectivity, chemical engineering ” how the open spaces Professor Curtis W. Frank, who chairs the faculty planning committee, notes the central and gathering sites staircase and the attention to sightlines through hallway design and extensive use encourage social and of glass. “This will promote the chance encounters that can lead to sparks of academic interchange. ” inspiration, he says. “Students sharing ”
facilities for biophysical characterization, biochemical preparation, and molecular and tissue imaging will lead to collaborations, frequently in advance of faculty involvement. Synergy. Collaboration. Innovation. Sustainability. Real-world applications. Stanford Engineering.
AL HARRIS BS 1947 Industrial Engineering
SOCIAL SOFTWARE FOR FARMERS Gujarat and Madhya Pradesh, India
WATER, SANITATION AND HEALTH Dar es Salaam and Bagamoyo, Tanzania
FINANCIAL ENGINEERING PROGRAM Hong Kong, China
Objective: Our goal is to increase the availability and accessibility of pertinent information to farmers in rural India. The project involves a field study of Avaaj Otalo, an information service designed to provide farmers with access to agricultural information over mobile phones. The service includes a voice message board for farmers to post questions, listen and respond to the questions and answers from other farmers, and receive agricultural advice from experts. Impact: Typically, agricultural information reaches rural communities in India in a top-down fashion. As a result, information is often not timely or relevant to the local context. The top-down approach also leaves little room for farmers to learn from each other. Avaaj Otalo provides a platform for rural communities to share information. Using voice as the medium allows farmers to communicate and engage without being required to read or write, speak a particular language or need training on any technology other than a phone. Team: Professors Scott Klemmer (CS) and Tapan Parikh (UC Berkeley); graduate student Neil Patel (CS); and the Development Support Center and Digital Green of India Surprises: Farmers have found all types of creative uses of the general-purpose message board, including as a source of entertainment, as a medium to conduct business and to advertise, and even as a personal media player by recording songs and playing them over their phone on demand.
Objective: This field-based investigation studies human behaviors that affect water management, sanitation and hygiene in local families. We are also evaluating how changes in family behavior can affect morbidity and mortality in children under 5 years of age. Impact: Diarrhea remains a leading cause of death and illness for children age 5 and under in sub-Saharan Africa. By understanding what motivates households to reduce the risk of waterand sanitation-related illness, this research can improve the design of public health programs that target families with young children. Team: Professors Jenna Davis and Ali Boehm (CEE); graduate students Amy J. Pickering (Emmett Interdisciplinary Program in Environment and Resources), Angela Rice and Isaac Weaver (CEE), and Helena M. Horak (medicine); postdoctoral scholars Maggie Mongomery and Sarah Walters (CEE); undergraduate students Annalise Blum, Alison Fong and Rachelle Strickfaden (CEE), Charles Johnson (ME), Charles Mbatia (CS), Kirsten Rogers and Jessie Lui (Hum Bio) Surprises: Given the long duration of the work, something unexpected happens every day or two. Our team has many challenges and joys together. Challenges include delayed shipments of microbiology supplies and power outages. The joys include mastering enough Swahili to have dreams in the language, deepening friendships with our Tanzanian collaborators, and outings for swimming, snorkeling and seeing wildlife.
Objective: To share the expertise of our management science and engineering faculty with Hong Kong professionals in banking, investment, and securities and corporate strategic planning. Participants complete a series of four-day courses including investment science, options theory and practice, credit risk, and investment and finance. Upon completion, they earn a certificate in financial engineering from Stanford. Impact: Working professionals are able to enhance their careers and the results of the companies they work for by participating in this program. Participants are able to employ learned skills in theoretical finance and computer modeling to make pricing, hedging, trading and portfolio management decisions. Team: Professors David Luenberger, James Primbs, Edison Tse and Kay Giesecke (MS&E); Law School lecturer Laurence Franklin Surprises: Designed for working professionals in the Hong Kong region, the program’s success has attracted students from Australia, Singapore, Malaysia, Korea and Japan who fly to Hong Kong five times per year to participate.
MEDICAL DEVICE DESIGN Jaipur, India
Objective: We are trying to improve the functional design of above-the-knee prostheses. A goal is to build the prostheses both efficiently and inexpensively using the materials and manufacturing capabilities available from Bhagwan Mahaveer Viklang Sahayata Samiti (BMVSS), a nonprofit organization in India. Impact: More than 10 million people in India suffer from walking disabilities due to paralysis, deformed limbs, loss of limbs, dysfunction of joints and other causes. Most of these people reside in poor rural villages with little or no health care. The device has been used successfully by the Jaipur clinic in more than 1,200 above-knee amputees and usage continues to grow. Team: Professor Tom Andriacchi (ME); mechanical engineering students Ayo Roberts, Joel Sadler, Angelo Szychowski and Eric Thorsell Surprises: One of the first patients with the device climbed a tree (see photo). The project was recognized as one of Time magazine’s 50 Best Inventions of 2009.
STANFORD ENGINEERING AROUND THE WORLD Stanford engineers can be found all over the world, seeking solutions to global problems through research and collaboration. Our faculty share a few examples of Stanford Engineering in action. INDIA cell phones aid farmers, amputees gain improved prostheses, and trafﬁc congestion is reduced SINGAPORE the next generation of medical devices aids the disadvantaged ANTARCTICA mapping underwater icebergs AFRICA studying how to reduce the spread of water-borne illness RUSSIA math helps direct HIV prevention programs CHINA Hong Kong business professionals learn risk management
CON NECT ING THE GLOBE
Social software in India
Medical device design 9
Connecting the Globe (Continued)
HIV PREVENTION St. Petersburg, Russia
INFOSYS – STANFORD TRAFFIC PROGRAM Bangalore, India
“It was both very inspiring and deeply moving to visit AIDS hospitals and clinics, where we saw the people who were receiving help for their HIV infection. ”
MARGARET BRANDEAU Professor of Management Science and Engineering, Stanford Engineering
Objective: Our project aims to help decision makers in Russia make the best use of HIV prevention resources. Toward that end, we have analyzed a variety of actual and proposed HIV prevention and treatment programs using mathematical and computer simulation models to estimate the economic costs and health benefits. We have made six trips to Russia and have met with health ministers, physicians, members of NGOs, academics and others who are involved in HIV prevention in Russia. Impact: Russia has one of the fastest growing HIV-positive populations in the world. Helping decision makers understand the health benefits of alternative HIV prevention and treatment programs helps them get the most from their scarce resources. This work will help ensure that HIV prevention programs will reach those people who are most at risk, and HIV treatment programs can be extended to the greatest number of eligible patients. Team: Professors Margaret Brandeau (MS&E) and Doug Owens (medicine); graduate students Elisa Long and Sabina Alistar (MS&E), and Eva Enns (EE) Surprises: It was both inspiring and deeply moving to visit AIDS hospitals and clinics, and meet the people receiving help for their HIV infections. The heroic doctors, social workers and psychologists delivering their care did so for little pay and little recognition.
Objective: Bangalore’s roads can be terribly congested. Our analysis suggested that if we could create the right incentives and deterrents, we could get commuters to spread out the rush hour and reduce congestion at peak times. Impact: By working with the commuters at Infosys Technologies in Bangalore, our pilot project showed that providing incentives did lessen commute times. Employees who traveled outside of peak commute times earned credits that allowed them to enter raffles and win cash bonuses. The program garnered significant participation and lowered commute times substantially. Providing off-peak buses added to the incentives and saved fuel. We learned that reducing congestion on the road via incentive mechanisms can contribute to economic growth, a healthier environment due to less pollution and an improved quality of life. Team: Professor Balaji Prabhakar (EE, CS); graduate students Deepak Merugu and Naini Gomes (EE) Surprises: It was interesting to witness commuters taking on direct responsibility for improving their own commuting experience and how they were motivated by positive reinforcements. We are now applying our research to the Stanford campus through financial incentives for staff and faculty who come to campus either earlier or later than the traditional “rush hour. ”
ICEBERG SAMPLING Scotia Sea, at the Antarctic Circle
SINGAPORE – STANFORD BIODESIGN Singapore
Objective: The goal of this project is to develop and demonstrate a new navigation system that will make it possible for autonomous underwater vehicles (AUVs) to sample the water column surrounding free-drifting icebergs. Under a grant from the National Science Foundation, our team spent a month aboard the Nathaniel B. Palmer, a research vessel ice breaker. We collected data using a multi-beam sonar mounted to the side of the ship. Using this data, we have been able to prove the feasibility of the mapping of submerged surfaces of moving icebergs and then using these maps for navigation. Impact: Large, free-drifting icebergs are occurring with increasing frequency in the Antarctic, and each is a chemical and nutrient rich island that affects the biology of the surrounding pelagic ecosystem. Exploring, understanding and quantifying the magnitude of the impact of these icebergs is critically important to predicting the future of Earth’s oceans. AUVs offer a unique and important means of collecting critical data. Team: Professor Stephen Rock (AA); graduate student Peter Kimball (AA); and Brett Hobson and Joanna O’Neill from the Monterey Bay Aquarium Research Institute Surprises: We were a little “disappointed” in how easy our crossing of Drake’s Passage was. It was billed as the “roughest ocean in the world” and we were expecting four days of a non-stop E-ticket ride—but in reality we had an easy time. We did bounce off the walls occasionally, but it wasn’t anything like we’d expected.
Objective: The goal of the Singapore – Stanford Biodesign program is to train the next generation of medical technology innovators in Asia, facilitated through fellowships, internships and events. Stanford will work in partnership with the Government of Singapore, the National University of Singapore and the Nanyang Technological University. We will examine the clinical needs within Asian health care, identifying new opportunities for medical technology innovation. Impact: The program creates teams of fellows to work on low-cost medical devices for the medically underserved in Asia. Our teams will examine clinical needs within the communities of Southeast Asia, identifying opportunities for medical technology innovation. The teams will invent, prototype, develop and patent one or more technologies during their fellowship. Team: Professor Paul Yock (BioE and medicine); Biodesign directors and staff Chris Shen, Uday Kumar, Anurag Mairal, Christine Kurihara, Jui Lim, Ruey Peh and Wan Li Lim Surprises: The signing of the agreement for Singapore – Stanford Biodesign was a serendipitous event. President Hennessy was in Singapore as part of Stanford’s Leading Matters tour and was able to be present. Hundreds joined the team to celebrate.
Trafﬁc congestion in India
Singapore – Stanford Biodesign
Antarctic iceberg sampling
THE FUTURE OF ENGI NEER ING EDU CATION
“This makes it an exciting time to be an engineer, with myriad opportunities available. It also creates challenges for engineers to be more ﬂexible and creative. ”
MEHRAN SAHAMI Associate Professor of Computer Science, Stanford Engineering
ASK THE EXPERTS Preparing students to “hit the ground running” at their first job has been the historical goal for most undergraduate engineering programs. Curricula have stressed quantitative analysis, deep technical expertise and domain-specific problemsolving skills. But these skills are no longer sufficient in an ever-changing world. The internet has made information available anytime, anywhere. Careers as well as competition have gone global. Technology advances are made in practically the blink of an eye. As a global society we face difficult problems in energy depletion, environmental destruction and disease. Innovation, entrepreneurship, engineering design, systems integration and teamwork have become necessary skills for engineers tackling these daunting challenges. In parallel, several studies suggest student interest in engineering is declining in developed countries including the U.S., in contrast to developing countries like China and India where engineering is seen as a path to social mobility. The rate of women in engineering in the U.S. still lags significantly behind other fields, as well. How should engineering education adapt in response to these changes? What are the challenges and opportunities that a global, flat world presents to engineers and the institutions that educate them? Stanford School of Engineering Dean James D. Plummer asked a select panel of engineers and educators for their opinions about the current and future state of engineering education.
WHAT DOES A TYPICAL CAREER LOOK LIKE FOR AN ENGINEERING GRADUATE IN THE 21ST CENTURY? Barrett: I guess you can call it the three I’s: more interactive, more international and more integrated. Nearly all engineering jobs will interact more closely with the public and societal needs, whether that be the auto engineer designing cars for a competitive market or the bioengineer creating new health care products. It will be more international in the sense that nobody designs a PC, or an auto, or an airliner, for a single market. And project teams routinely include engineers from around the world, whether in solution design, problem solving or integration of international collaboration. A 21st-century engineering career is more integrated in the sense that cross-disciplinary work will be the norm. Whether it be the marriage of biology and engineering, materials and physics, or nanotech and alternative energy, every interesting problem requires an integrated solution with expertise from many different disciplines. Sheppard: Increasingly, the “typical” engineering career will not be typical. Gone are the days of graduates joining an organization that will be their lifelong career home. Changing business models, an increasingly diverse workforce, the impact of technology on how work gets done and the
By measuring the change in bacteria levels, engineers can determine ways to make beaches cleaner.
scope of today’s so-called “grand challenges” are some of the reasons why. This shifting climate calls for professionals who are self-starters, adaptable as well as flexible, and who see forming and reforming as the norm. Successful individuals need to think strategically and tactically about their career development, recognizing that continuous learning represents both currency and competency. Inherent in this shift is tension between loyalty to self, to firm or organization, to the profession and to the public at large. Sahami: The pace of innovation will only continue to increase. This will require engineers to more quickly understand new technologies, assimilate into new work structures and play roles that require hybrid thinking across many disciplinary areas. This makes it an exciting time to be an engineer, with myriad opportunities available. It also creates challenges for engineers to be more flexible and creative in helping to address many of the critical problems of the 21st century. Vest: Most engineering graduates will spend much of their careers engaging in “brain integration, i.e., working in global virtual ” teams and communities to solve problems, design systems and components, and establish manufacturing and supply chains. This will be a new generation of engineering, based largely on biology, rather than primarily on physics and chemistry, and some graduates will integrate neuroscience and cognitive science into engineering systems and devices. An increasing number will find themselves moving into senior policy, administrative and leadership positions.
THE PANELISTS: Craig Barrett, PhD, retired CEO and chairman of the board of Intel Corporation, and a former associate professor in materials science and engineering at Stanford. He is an advocate for improving education opportunities for children, raising achievement levels and promoting academic excellence. He chairs Change the Equation, a nationwide initiative to bolster innovation in education and improve science, technology, engineering and math education for every child. Mehran Sahami, PhD, associate professor of computer science at Stanford. Sahami spearheaded a successful effort to revamp the CS undergraduate curriculum to make it more appealing to students. His academic focus includes machine learning and information retrieval. Formerly a senior research scientist at Google, he maintains a consulting appointment at the company. Sheri Sheppard, PhD, PE, professor of mechanical engineering at Stanford. In addition to teaching, Sheppard conducts research on fracture mechanics and applied finite element analysis. Recently, she was lead investigator on a comprehensive national study of undergraduate engineering education. She is a strong advocate for making engineering education more accessible. Charles M. Vest, PhD, president emeritus and professor of mechanical engineering, MIT, and president of the National Academy of Engineering. Vest has been active in science, technology and innovation policy, building partnerships among academia, government and industry, and championing the importance of open, global scientific communication, travel and the sharing of intellectual resources.
Hands-on learning is fundamental in the Stanford Smart Products Design Lab.
IN ADDITION TO A DEEP TECHNICAL EDUCATION, WHAT SKILLS SHOULD ENGINEERING SCHOOLS STRIVE TO PROVIDE THEIR STUDENTS TO PREPARE THEM FOR TODAY’S CAREERS? Sheppard: I have a problem with this question. Not because it implies that engineers need skills and competencies and that the list of these is changing and expanding; for, in fact, that’s true. Rather, I object to the implication that being a competent engineer is simply a matter of acquiring the right skill set. What is increasingly needed, in part due to the shifting career landscape, is a framework within which students can place and contextualize these skills. In other words, learning and internalizing the overarching significance of what is at stake when undertaking engineering work. Thinking only at the level of learning skills is akin to mastering the “tasks” associated with baseball: batting, pitching, catching, running, etc. Becoming skilled in these tasks may prepare one for playing baseball, but actually excelling at the game requires a whole different level of understanding, as well as heart.
The Future of Engineering Education (Continued)
Executive education provides working professionals with direct exposure to teaching and research at Stanford.
Barrett: I think three things are important here. First, prepare students to continue learning. The effective half-life of a university engineering education is shortening and graduates must be prepared to continue to grow and develop professionally over their careers. Second, the integrated problemsolving capability mentioned above is an important skill to attain. All engineers must be prepared to work across engineering and science disciplines. Third, engineering schools should continue their historic focus on problem solving. This skill is what makes engineers valuable to society and allows engineers to move ahead. It is not by chance that the most common educational background of Fortune 500 CEOs is engineering. The problem solving taught in engineering is applicable to any societal problem and it makes engineers extraordinarily valuable. Sahami: The ability to adapt to change and embrace lifelong learning are essential skills engineering schools should help instill in students. There is a real skill in being able to identify what you need to know to tackle a tough problem. The ability to identify shortcomings in current knowledge coupled with the drive, curiosity and understanding of the means to seek out that information are critical skills for an engineer. Fortunately, advances in information technology have made it easier for us to meet this challenge, and continuing to improve this capacity is itself an ongoing engineering challenge. But simply having such tools at our disposal doesn’t solve the problem. Students must be taught to think critically about when to employ such tools and understand that effective problem solving may require much more than simply looking up an answer to an immediate question.
Vest: Engineering schools must provide balanced opportunities and perspectives of both individual and team problem solving and design. They must encourage ethical behavior and good citizenship in both our nation and the world, establish a basic understanding of entrepreneurship and innovation, and a respect for design and manufacturing. They should develop in students a holistic view of science, engineering, arts, humanities and social science as an ongoing evolution of human understanding and capability. WHAT ARE THE MOST IMPORTANT THINGS ENGINEERING SCHOOLS CAN DO TO ATTRACT THE BEST AND BRIGHTEST STUDENTS TO CAREERS IN ENGINEERING? Sahami: For me, the love of engineering comes from a love of problem solving and a belief that solving problems can help better the world, even if sometimes it’s only in a small way. I believe students also want to have a positive impact on the world through the work they do. To attract the best and
State-of-the-art tools in the Stanford Nanocharacterization Lab allow researchers to explore a world previously unimaginable.
brightest students, it is necessary to present engineering as a way to make this kind of impact. Learning the skills to be an engineer, while important, needs to be coupled with a direct connection to how these skills can address pressing problems for humanity.
From technological solutions for improving education to engineering more efficient means for harnessing renewable energy sources, to developing devices to improve human health, engineering will play a role in most of the significant challenges humanity will face in the next century and beyond. We need the best and brightest minds to address these challenges, so it is critical to show students the direct link between an engineering education and the ability to make a significant impact on the world. Barrett: I think it is important that engineering schools not just worry about attracting the best and brightest but get involved in the K-12 process to help create the best and brightest. You can’t afford to sit back and just skim off the cream of the high school graduates. You have to get involved in improving STEM [science, technology, engineering and mathematics] education and interest in K-12 in order to increase the number of young people interested in pursuing careers in STEM. It’s dead wrong to say, as a president of a major U.S. research university did recently, that we don’t need to get involved in K-12 because we are a great university and can attract all the great students we need. Research universities have an important role to play in improving the value, quality and quantity of STEM education in K-12. Sheppard: Practicing engineering has never been more interesting or complex, as the problems that engineers are part of shaping and solving have serious human and global consequences. The work is often competitive at the local and international levels, and demands staying attuned to changing knowledge. It is increasingly interdisciplinary, or at least multidisciplinary; engineers are collaborating with others who have backgrounds in business, social science and
biological science. The work may involve travel, not just across the U.S. but around the globe, as well as the use of continuously evolving communications technology that aims to keep distributed teams connected. Engineering is an amazing combination of imagination and technological prowess that shapes and changes lives. This is also a sobering responsibility. Vest: Schools need to make clear through examples and especially through projectbased courses that engineers are central to meeting the grand challenges of sustainability, health and security so that human life on earth can be enjoyable and productive. They must project the excitement of engineering by exposing students to inspirational and interesting people, ideas and endeavors.
Engineers learn to work in cross-functional teams and communicate their ideas through multiple media.
HOW STANFORD ENGINEERING MEASURES UP Stanford Engineering encourages programs that educate engineers more broadly. For example, the Department of Management Science and Engineering, which teaches a rigorous core of engineering methods and techniques in the context of the social sciences, business and other disciplines. The school’s Hasso Plattner Institute of Design brings together teams of students and faculty from across campus to engage in “design thinking. The Stanford Technology ” Ventures Program provides students with leadership and business skills to prepare them to be successful entrepreneurs and industry leaders. And students across the school have the opportunity to spend their summers working in faculty research groups through the Research Experience for Undergraduates and through internships in China, Germany and, yes, even Silicon Valley!
“Practicing engineering has never been more interesting or complex, as the problems that engineers are part of shaping and solving have serious human and global consequences.”
SHERI SHEPPARD Professor of Mechanical Engineering, Stanford Engineering
The Future of Engineering Education (Continued)
Professor David Kelley of the Hasso Plattner Institute of Design attracts students from across campus to his lectures.
These programs are also making progress in attracting women. New interdisciplinary programs that fuse the life sciences and engineering, the environment and engineering, and management and engineering are driven by student demand, the potential for deep research and the potential real-world impact. Indeed, Dean James D. Plummer encourages students who do not necessarily fit the traditional engineering stereotype to consider engineering as a way to make a difference. “We’re looking for kids who think of the world in terms of finding solutions to big problems, like global warming, international development, the environment, said the ” dean in an interview earlier this year. “We want to attract students ... who might have a wider world view” than those in the traditional math- and science-laden programs featured at the nation’s top technical schools.
Stanford attracts students from around the world, and working side by side, they learn to understand and appreciate cultural diversity and new ways to look at the same problems. Finally, Stanford’s professional development and continuing education programs provide lifelong learning to alumni and the larger community. The Stanford Center for Professional Development’s extended education and distance-learning programs offer industry professionals access to world-class teaching and learning. Stanford helps students “connect the dots” between academic learning and real-world applications of engineering. As Professor Sahami said, “It is critical to show students the direct link between an engineering education and the ability to make a significant impact on the world. ”
“Stanford’s new SEQ creates an ecosystem for students from all disciplines to meet and collaborate. Walking around, you feel the energy, enthusiasm, entrepreneurial spirit and ‘out of the box’ thinking that will shape the future of technology and the formation of new enterprises and industries.”
SOHEIL SAADAT PhD 1982 Electrical Engineering
FACULTY HONORS & AWARDS
FACULTY HONORS & AWARDS
Russ B. Altman (BioE) Member, Institute of Medicine Fellow, International Society for Computational Biology Jack W. Baker (CEE) Shah Family Innovation Prize, Earthquake Engineering Research Institute CAREER Award, (NSF) Zhenan Bao (ChemE) Arthur C. Cope Scholar Award, (ACS) American Competitiveness and Innovation Fellow, (NSF) Beilby Medal and Prize, Royal Society of Chemistry Stephen R. Barley (MS&E) Distinguished Scholar, Academy of Management David W. Beach (ME) Design Engineer Hall of Fame, Product Design & Development Sarah L. Billington (CEE) “Best of What’s New” Award, Popular Science Mark L. Brongersma (MSE) Raymond and Beverly Sackler Prize in the Physical Sciences Fu-Kuo Chang (AA) NDE Lifetime Achievement Award, (SPIE) John M. Cioffi (EE, Emeritus) Alexander Graham Bell Medal, (IEEE) Markus Covert (BioE) Pioneer Award, (NIH) Craig S. Criddle (CEE) “Best of What’s New” Award, Popular Science Mark R. Cutkosky (ME) King-Sun Fu Memorial Best Paper Award, Transactions on Robotics, (IEEE) Bill Dally (CS, EE) Eckert-Mauchly Award, (ACM/IEEE) Computer Society Reinhold Dauskardt (MSE) University Researcher Award, Semiconductor Industry Association Structural Materials Distinguished Scientist/ Engineer Award, Metallurgical Society Gregory G. Deierlein (CEE) Top 25 Newsmakers of 2010, Engineering News Record Karl Deisseroth (BioE) Young Investigator Award, Society for Neuroscience Scott L. Delp (BioE) Journal of Biomechanics Award, American Society of Biomechanics Raine Visiting Professor, University of Western Australia Chuck Eesley (MS&E) Best Dissertation Award, Academy of Management Charbel Farhat (AA) Structures, Structural Dynamics, and Materials Award, (AIAA) Curtis W. Frank (ChemE) “Best of What’s New” Award, Popular Science David L. Freyberg (CEE) Tau Beta Pi Teaching Award Oliver B. Fringer (CEE) Presidential Early Career Award for Scientists and Engineers Yi Cui (MSE) Sloan Research Fellowship Gerald G. Fuller (ChemE) Distinguished Service Award, Society of Rheology Associate Member, University of Wales Institute of Non-Newtonian Fluid Mechanics Honorary Doctorate, University of Crete Journal of Rheology Publication Award Hector Garcia-Molina (CS, EE) “Most Important Hispanics in Technology, ” Hispanic Engineer & Information Technology Peter W. Glynn (MS&E) Best Publication Award, Applied Probability Society, (INFORMS) Andrea J. Goldsmith (EE) “100 Women of Influence, ” Silicon Valley/San Jose Business Journal Kenneth E. Goodson (ME) Allan Kraus Thermal Management Medal, (ASME) Robert M. Gray (EE) Signal Processing Society Education Award, (IEEE) Ronald K. Hanson (ME) Humboldt Research Award Siegfried Hecker (MS&E) Enrico Fermi Award Fellow, American Physical Society Eugene L. Grant Award for Excellence in Teaching Jeffrey Heer (CS) “TR35” (Young Innovators Under 35) MIT TechnologyR eview Sarah Heilshorn (MSE) New Innovator Award, (NIH) Martin E. Hellman (EE, Emeritus) Hamming Medal, (IEEE)
Faculty Honors and Awards (Continued) Lynn M. Hildemann (CEE) Teaching Excellence Award, Society of Women Engineers Kerwyn Casey Huang (BioE) New Innovator Award, (NIH) Thomas J. Hughes (ME, Emeritus) Humboldt Research Award Theodore von Karman Medal, (ASCE) Fellow, (SIAM) Most Cited Author Award, Elsevier Member, National Academy of Sciences Honorary Doctorate, Norwegian University of Science and Technology, Trondheim Foreign Member, Austrian Academy of Sciences Honorary Doctorate, Northwestern University Umran S. Inan (EE) Fellow, American Physical Society Thomas F Jaramillo (ChemE) . BRIGE Award, (NSF) MDV Innovators Award, Mohr Davidow Ventures Thomas Kailath (EE, Emeritus) Fellow, (SIAM) Blaise Pascal Medal in Computer and Information Sciences, European Academy of Sciences BBVA Foundation Frontiers of Knowledge Award in Information and Communication Technology Honorary D octorate, Visvesaraya Technological University of Karnataka State, India Riitta Katila (MS&E) Technology and Innovation Management Division, Academy of Management Glenn Katz (CEE) Walter J. Gores Award David M. Kelley (ME) Design Engineer Hall of Fame, Product Design & Development 18
Oussama Khatib (CS) Pioneer in Robotics and Automation Award, Robotics and Automation Society, (IEEE) Donald E. Knuth (CS, Emeritus) Katayanagi Prize for Research Excellence Ilan M. Kroo (AA) Multidisciplinary Design and Optimization Award, (AIAA) Jean-Claude Latombe (CS) Chevalier de l’Ordre National du Mérite (Knight of the National Order of Merit), France Larry J. Leifer (ME) Honorary Doctorate, Royal Institute of Technology, Stockholm, Sweden David G. Luenberger (MS&E) Honorary Professor, Hong Kong Polytechnic University Christopher D. Manning (CS) Fellow, (AAAI) Perry L. McCarty (CEE, Emeritus) Honorary Doctorate, Nanyang Technological University, Singapore Edward J. McCluskey (EE, CS, Emeritus) Pioneering Achievement Award, Special Interest Group on Design Automation, (ACM) Nick W. McKeown (EE, CS) Koji Kobayashi Computers and Communications Award, (IEEE) Nicholas A. Melosh (MSE) MDV Innovators Award, Mohr Davidow Ventures Teresa H. Meng (EE) Academia Sinica, Republic of China David A.B. Miller (EE) Member, National Academy of Engineering Subhasish Mitra (EE, CS) Presidential Early Career Award for Scientists and Engineers
Parviz Moin (ME) Fellow, American Academy of Arts and Sciences Bradford W. Parkinson (AA, Emeritus) Air Force Space and Missile Pioneers Hall of Fame Fellow, American Astronomical Society Elisabeth Paté-Cornell (MS&E) Ramsey Medal, Decision Analysis Society, INFORMS Arogyaswami J. Paulraj (EE, Emeritus) Padma Bhushan Award in Science and Engineering, India Ada Poon (EE) Okawa Research Foundation Award Beth Pruitt (ME) Denice Denton Emerging Leader Award, Anita Borg Institute for Women and Technology Mendel Rosenblum (CS, EE) Software System Award, (ACM) Tim Roughgarden (CS) Grace Murray Hopper Award, (ACM) Amin Saberi (MS&E) Sloan Research Fellowship Alberto Salleo (MSE) SPIE Early Career Achievement Award Tina L. Seelig (MSE) Bernard M. Gordon Prize, National Academy of Engineering Krishna V. Shenoy (EE) Pioneer Award, (NIH) Sheri D. Sheppard (ME) Walter J. Gores Award Robert I. Sutton (MS&E) Kosuke Ishii Award for Innovation in Industry Education
Stephen W. Tsai (AA, Emeritus) Fellow, Society for the Advancement of Material and Process Engineering Jeffrey D. Ullman (CS, Emeritus) John von Neumann Medal, (IEEE) Terry Winograd (CS) Fellow, (ACM) Yinyu Ye (MS&E) John von Neumann Theory Prize, (INFORMS) IBM Faculty Award Xiaolin Zheng (ME) Presidential Early Career Award for Scientists and Engineers
NEWLY APPOINTED EMERITUS FACULTY
Arthur L. Bienenstock SSRL (2010) Stephen E. Harris EE (2010) Zohar Manna CS (2010) Arogyaswami Paulraj EE (2010) R. Fabian W. Pease EE (2009) William J. Perry MS&E (2010) Martin Reinhard CEE (2010) Bernard Widrow EE (2010)
FACULTY DISTINCTIONS* American Academy of Arts & Sciences National Academy of Engineering National Academy of Sciences National Institute of Medicine National Medal of Science National Medal of Technology Nobel Prize Kyoto Prize NSF Faculty Early Career Development (CAREER) Program Awardees NSF Presidential Early Career Awards for Scientists & Engineers (PECASE) Royal Society of London Academie des Sciences (Paris) Academie Sinica (Republic of China) Norwegian Academy of Sciences Charles Stark Draper Prize (NAE) Marconi Prize Medal with Purple Ribbon (Japan) 33 79 17 5 8 4 1 2 42 14 3 1 1 1 1 1 1 3 3
Paul Kruger (1925-2010) (CEE, Emeritus) Milton Van Dyke (1922-2010) (ME, AA, Emeritus)
Turing Award Academy Award (Academy of Motion Picture Arts and Sciences) *Includes emeriti
AA Aeronautics & Astronautics BioE Bioengineering ChemE Chemical Engineering CEE Civil & Environmental Engineering CS Computer Science EE Electrical Engineering MS&E Management Science & Engineering MSE Materials Science & Engineering ME Mechanical Engineering SSRL Stanford Synchrotron Radiation Lightsource
EDUCATING LEADERS The mission of Stanford Engineering is to seek solutions to global problems through research and to educate leaders who can transform discoveries into changes that make the world a better place. The school continues to highlight four areas of research in which engineers can make particularly essential contributions: bioengineering and human health, the environment and energy, information technology, and nanoscience and nanotechnology.
SEEK ING SOLU TIONS
FACTS AND FINANCIALS Founded in 1925, the school is the intellectual home of more than 240 faculty members and 4,000 students. More than a quarter of all Stanford students are enrolled in the school. Stanford Engineering is organized around nine departments: • • • • • • • • • Aeronautics and Astronautics Bioengineering Chemical Engineering Civil and Environmental Engineering Computer Science Electrical Engineering Management Science and Engineering Materials Science and Engineering Mechanical Engineering
In addition to departmental programs and the Individually-Designed Major, several engineering-related interdisciplinary programs are available: • Architectural Design Program • Institute for Computational & Mathematical Engineering (iCME) • Stanford Design Program • Engineering Physics • Energy Resources Engineering • Science,Technology and Society The departments are responsible forgraduate curricula, research activities and some components of the undergraduate curricula. The school confers the degrees of Bachelor of Science (BS), Master of Science (MS), Engineer and PhD, and operates over 80 laboratories, centers and affiliate programs.
Stanford Engineering houses several institutions that embody the trend toward teaching and research that cut across academic boundaries. The Hasso Plattner Institute of Design encourages the practice of “design thinking” to drive innovation. The Woods Institute for the Environment promotes an environmentally sound and sustainable world. The Precourt Energy Efficiency Center and the Global Climate and Energy Project support research and teaching focused on achieving a sustainable and secure energy future. The Department of Management Science and Engineering is home to the Stanford Technology Ventures Program, which teaches entrepreneurship skills, conducts research and offers global technology outreach. Stanford Engineering’s facilities are located to the west and south of the university’s Main Quad. Stanford’s Science and Engineering Quad is now the center of science and engineering on campus. Its first building, the Jerry Yang and Akiko Yamazaki Environment and Energy Building (Y2E2), opened in 2008. The Center for Nanocale Science and Engineering and the Jen-Hsun Huang Engineering Center joined the quad in 2010. Plans for the fourth building, a Bioengineering and Chemical Engineering building, are under way. Together with a dozen or more other buildings, Stanford Engineering faculty, students and staff now work in facilities designed for the 21st century.
FINANCIAL INFORMATION In the fiscal year that ended August 31, 2010, the school’s finances show the impact of the global recession. Overall revenues and expenditures were higher than in the previous year, but gifts to the school and the market value of the school’s endowed funds showed a decline.
Revenues earned by the School of Engineering for indirect cost recovery and tuition far exceed the amount allocated to the school by the university, which is included under “University Funds. In 2009-10, ” the total research volume of the school, both direct and indirect, was $145,331,109. There also was an additional $28,849,727 in direct and indirect costs attributed to engineering faculty research projects managed outside the school.
SOURCES OF FUNDS (2009–10)
USES OF FUNDS (2009–10)
RESEARCH & TECHNICAL SALARIES $15,942,000 STAFF SALARIES $33,100,803 STUDENT AID $91,034,876
GRANTS & CONTRACTS $123,905,930
T TO TOTAL $270,423,092 $270,4 $2 ,423,
ENDOWMENT INCOME $44,275,629
UNIVERSITY FUNDS $56,643,801
FACULTY SALARIES $53,775,302
EQUIPMENT & SUPPLIES $76,570,111
TOP FEDERAL SOURCES OF RESEARCH FUNDING
(based on FY 2010 research expenditures)
DEPARTMENT OF DEFENSE $39,155,123
GIFTS AND AFFILIATES FEES TO ENGINEERING (2009–10)
GIFTS LIVING INDIVIDUALS CORPORATIONS FOUNDATIONS & ASSOCIATIONS BEQUESTS AFFILIATES REVENUES
$39,626,000 $17,153,000 $13,669,000 $8,777,000 $27,000 $14,839,000
NATIONAL INSTITUTES OF HEALTH $32,773,845 NATIONAL SCIENCE FOUNDATION OTHER FEDERAL DEPARTMENT OF ENERGY NATIONAL AERONAUTICS AND SPACE ADMINISTRATION $28,241,783 $17,698,237 $11,826,235 $7,644,218
TOTAL FEDERAL FUNDING NON-FEDERAL SOURCES
TOTAL GIFTS & REVENUES
MEMBERS By tItlE
Men Women 50 47 125 23 245 total
aluMNI By DEPaRtMENt (aS OF Fall 2010)*
44,109 8,093 52,202
Assistant Professor Associate Professor Professor Research or Teaching (non-tenure line) total
MEMBERS By DEPaRtMENt
Aeronautics & Astronautics Bioengineering Chemical Engineering Civil & Environmental Engineering Computer Science Electrical Engineering Management Science & Engineering Materials Science & Engineering Mechanical Engineering General Engineering total
2,644 113 1,858 7,086 5,802 13,390 8,647 1,637 8,101 3,710 52,988
Aeronautics & Astronautics Bioengineering Chemical Engineering Civil & Environmental Engineering Computer Science Electrical Engineering Management Science & Engineering Materials Science & Engineering Mechanical Engineering total (tenure line)
9 12 11 19 32 43 21 13 25 185
1 3 2 5 4 4 6 2 4 31
10 15 13 24 36 47 27
* Note: There are some alumni with degrees from multiple engineering departments, so the sum of alumni by department is higher than the total number of Stanford Engineering alumni.
aluMNI By GEOGRaPHy (aS OF Fall 2010)
15 29 216
California Rest of U.S. (includes U.S. Territories) Rest of World Unknown (no mailing address on file) total
tOP 10 FOREIGN cOuNtRIES
24,046 16,562 5,962 5,632 52,202
Japan France Singapore Taiwan Canada Hong Kong Mexico India Republic of Korea United Kingdom
647 604 484 407 368 339 312 266 274 220
DEGREES GRANTED (2009– 2010)
BS MS PhD/ENG
Men Women Total
276 101 377
703 242 945
199 50 249
STANFORD ENGINEERING is a global community of people bound together by a shared intellectual passion for applying science to create lasting innovations. Including faculty, students, and alumni, the number of Stanford engineers is about 56,000 strong. On these pages is an overview of the statistical scope of Stanford engineers on campus and around the world.
ENROLLMENT BY DEPARTMENT (2010 – 2011) (DECLARED MAJORS)
UNDERGRADUATE MEN WOMEN GRADUATE MEN WOMEN TOTAL
Aeronautics & Astronautics Bioengineering Chemical Engineering Civil & Environmental Engineering Computational & Mathematical Engineering Computer Science Electrical Engineering Engineering (non-departmental) Management Science & Engineering Materials Science & Engineering Mechanical Engineering Total
N/A N/A 26 22 N/A 200 72 126 96 24 79 645
N/A N/A 23 23 N/A 47 20 85 44 16 25 283
157 65 75 260 103 398 719 15 300 124 427 2,643
37 39 50 161 17 68 188 4 120 45 112 841
194 104 174 466 120 713 999 230 560 209 643 4,412
ENROLLMENT BY GEOGRAPHY (2010– 2011)
UNDERGRADUATE GRADUATE TOTAL
U.S. STUDENT ENROLLMENT BY ETHNICITY (2010 – 2011)
UNDERGRADUATE MEN WOMEN GRADUATE MEN WOMEN TOTAL
African American Asian American Caucasian Hispanic American Native American Two or more ethnicities Not Available
29 126 226 93 3 53 49
10 76 69 38 2 21 30
31 330 667 87 5 148 244
9 129 210 28 0 39 76
79 661 1,172 246 10 261 399
VOLUN TEER LEADER SHIP
ENGINEERING VENTURE CAPITAL FUND INVESTMENT VOLUNTEERS Marc Andreessen Bandel L. Carano Douglas C. Carlisle Navin Chaddha Matthew Cohler Joel Cutler James J. Goetz Adam Grosser Stephen T. Jurvetson Matthew J. Murphy David L. Sze Craig C. Taylor David Weiden Geoffrey Y. Yang THE STANFORD CHALLENGE SCHOOL OF ENGINEERING STEERING COMMITTEE Douglas J. Mackenzie (Chairman) Yogen K. Dalal Joseph W. Goodman Fredric W. Harman Hong-Seh Lim Burton J. McMurtry Kenneth Oshman Ajay B. Shah Harold A. Wagner John L. Walecka James W. Breyer (Chairman)
Stanford Engineering is fortunate to have the counsel of a group of dedicated volunteers. Advising the dean on broad strategic issues facing the school, its programs and its resources, these leaders give generously of their time and considerable expertise. Stanford Engineering thanks them for their service.
ENGINEERING ADVISORY COUNCIL Turki Al-Saud King Abdul Aziz City for Science &Technology Diosdado P Banatao . Tallwood Venture Capital LP Eric A. Benhamou Benhamou Global Ventures, LLC Vance D. Coffman Lockheed Martin Corp. Mark Dean IBM Corp. Judith L. Estrin JLabs, LLC Brian P Flannery . ExxonMobil Corp. Dionisio Garza Medina ALFA Don P Giddens . Georgia Institute of Technology Diane B. Greene Entrepreneur Jen-Hsun Huang NVIDIA Corp. Stephen T. Jurvetson Draper Fisher Jurvetson David E. Liddle U.S. Venture Partners Douglas J. Mackenzie Radar Partners Marissa A. Mayer Google, Inc. David C. Munson, Jr. University of Michigan Elon Musk Space Exploration Technologies Hasso Plattner SAP Atiq Raza Khosla Ventures Richard Rashid Microsoft Corp. Shankar Sastry University of California, Berkeley Ajay Shah Silverlake Sumeru Fund Tom Siebel First Virtual Group, Inc. Subra Suresh Massachusetts Institute of Technology Jerry Yang Yahoo! Inc.
DIRECTORY OFFICE OF THE DEAN Jim Plummer Dean 650.723.3938 email@example.com Curt Frank Senior Associate Dean, Faculty and Academic Affairs 650.723.3936 firstname.lastname@example.org Brad Osgood Senior Associate Dean, Education and Student Affairs 650.723.9106 email@example.com Laura Breyfogle Senior Associate Dean, External Relations 650.725.1584 firstname.lastname@example.org Andy DiPaolo Senior Associate Dean and Executive Director, Stanford Center for Professional Development 650.723.3616 email@example.com Clare Hansen-Shinnerl Senior Associate Dean, Administrative and Financial Affairs 650.723.0004 firstname.lastname@example.org EXTERNAL RELATIONS CONTACTS Office of Alumni Relations 650.725.1585 email@example.com Todd Logan Director, Corporate Relations 650.725.4219 firstname.lastname@example.org Shirley Moore Director, Major Gifts 650.724.6770 email@example.com Dana Padden Thomas Associate Director, Development, Stewardship and Development Communications 650.724.6253 firstname.lastname@example.org EXECuTIvE EDITORS Beth Curran Nancy Peterson EDITORS/WRITERS Beth Curran Diane Klein David Orenstein ART DIRECTOR Barbara McCain DESIgN 1185 Design PHOTOgRAPHY Nancy Etchemendy Tim Griffith Brett Hobson Amy Pickering Joel Simon John Todd PRINTER ColorGraphics, A Cenveo Company
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