Six universities have received major grants from the National Science Foundation (NSF) to revolutionize engineering departments through the RED program at NSF.

Grant recipients include:

• Purdue University has a project called An Engineering Education Skunkworks to Spark Departmental Revolution. Principal Investigators Anil Bajaj, Edward Berger, Elizabeth Briody, and Edward Morrison will focus on mechanical engineering programs. Additional information about this specific project is available here.
• Colorado State University’s Anthony Maciejewski, Zinta Byrne, Thomas Chen, and Michael DeMiranda have a project in electrical and computer engineering called Revolutionalizing Roles to Reimagine Integrated Systems of Engineering Formation that uses a holistic approach to educating undergraduates. According to an article on Colorado State’s web site, “Students have been taking some courses in isolation; they don’t know why they’re there and the relevance of what they learn,” said Dr. Chen.
• Computer science students at the University of North Carolina will benefit from The Connected Learner: Design Patterns for Transforming Computing and Informatics Education, which is led by Mary Lou Maher, Bojan Cukic, Celine Latulipe, Jamie Payton, and Steven Rogelberg.
• Additive Innovation: An Educational Ecosystem of Making and Risk Taking will be housed at Arizona State University Polytechnic School’s Department of Engineering and Manufacturing Engineering with Ann McKenna, Samantha Brunhaver, Shawn Jordan, Nadia Kellam, and Micah Lande at the helm. According to an article about the project on the ASU web site, one of the first steps in revamping the school’s culture will be to use a business model canvas, a disruptive tool frequently used by lean startups.
• The entire school of engineering at the University of San Diego will take on a project titled Developing Changemaking Engineers, which brings together Chell Roberts, Michelle Camacho, Ming Huang, Susan Lord, and Rick Olson. The project’s abstract states, “The project addresses how an engineering education that integrates traditional technical skills, enhanced social awareness and an integrated professional spine produces connected learning that empowers graduates to improve society – by practicing engineering within the contexts of social justice, peace, humanitarian advancement, and sustainable practices.”
• The project Shifting Departmental Culture to Re-Situate Learning and Instruction at Oregon State University’s Department of Chemical, Biomedical and Environmental Engineering was put together by James Sweeney, Michelle Bothwell, Milo Koretsky, Devlin Montfort, and Susan Nolen.