Higher Education

Full STEM Ahead: CU Engineering Steps Up

Anna Tolette — Tue, 12 Nov 2024 20:53:21 +0000

Full STEM Ahead: CU Engineering Steps Up Anna Tolette Tue, 11/12/2024 - 13:53

Jeff Zehnder

In the midst a national growing need for engineers, Dean Keith Molenaar (ArchEngr’90; MCivEngr’95; PhD’97) has led faculty, staff and students in the co-creation of a new strategic vision for the College of Engineering and Applied Science, committing to expanding its role in the high-tech economy and further emphasizing a goal of engineering gender parity in the college.

How is the College of Engineering and Applied Science changing at CU?

This is a time of disruption for higher ed across the nation. Some universities are struggling with enrollment, and people are questioning the value of a four-year degree. But our record here is stronger than it’s ever been. For the second year in a row, we welcomed the largest classes of both undergraduate and PhD students ever.

You’ve put a major emphasis on recruiting more female engineers. Why is this important for the college?

Historically, the engineering profession has been male-dominated, and that puts us at risk of creating solutions to problems that don’t represent our broader society. Inclusion is a pillar of everything we do and integral to our impact. We need a more diverse workforce to solve the complex technological and infrastructure challenges of today’s world.

Where do gender parity efforts start at CU?

It starts early. The current vision builds on long-standing efforts by CU Boulder and national groups to expand access in science and math for girls in K-12. By showing up in early education, we’re giving students confidence that they can make an impact on society by being an engineer. And it’s paying off. Last year, 41 percent of our first-year engineering undergraduates were women, putting us #1in the nation in terms of gender parity among 167 public colleges of engineering, according to the American Society for Engineering Education.

You’ve been focused on fusing engineering with business. What impact has that had?

We’re beyond the traditional metrics of publishing papers as a primary metric for success. Patents are important. Economic impact is important. We need to focus on the implications and implementations of our work, not just the work itself. It’s inspiring the next generation of graduates and PhD students to be entrepreneurs. CU launched 35 companies last fiscal year through the Venture Partners program, placing us second among all universities over the last decade.

You recently created a new position within the college: Assistant Dean of Innovation and Entrepreneurship.

And we quickly selected Wil Srubar for the position. He’s a crucial addition to our college. He has both fundamental engineering and applied business experience — he’s started three companies already. The new position is helping us with translational work, moving things out of the lab and into companies through patents or startups.

The college is dramatically scaling up its economic impact for Colorado, with a particular focus on translating research into business success.

In a time of disruption, we need leaders. CU Boulder is a flagship of Colorado’s success — and the college of engineering is an economic driver in all that. There’s something special going on in Boulder. There have always been pockets of innovation and entrepreneurship in the college, but we’re evolving to focus more across the board on economic impact. We have a responsibility to help the state grow in a sustainable and equitable manner.

In 2021, CU built the Rustandy Building, connecting the Engineering Center and the Koelbel Building, home to the Leeds School of Business. What was the thinking behind this fusion?

Our partnership [with Leeds] is paramount, and the connection between business and engineering on campus is both an idea and a physical reality. We’re scaling up. The donor-supported project physically joined the buildings, adding 45,000 square feet of new classroom and collaboration spaces. It is a joy to see the energy in this shared space and make me hopeful for Colorado’s future leadership in high-tech industries.

How do you measure success for the college?

We compete with universities across the nation and continue to come out at the top. But while it has been great to climb in the rankings, we don’t chase that. People are seeing what we’re doing here. We’re leaders in AI, aerospace and sustainability, among other areas. We contribute to national defense and national security. Our faculty are highly sought after for leadership positions across the U.S. and participate in national conversations that shape the future of technology. Those are the indicators I look at.

How does engineering fit in with the rest of the campus?

Our rankings and national reputation come because we’re part of a comprehensive university — it’s one of our key advantages. We’re educating holistic engineers. They need to understand historic, political and business aspects of their work. To serve society well as engineers, we must have deep partnerships with the other colleges, schools and institutes across campus. We are fortunate to be part of a comprehensive campus, and we strive to contribute to our campus mission every day.

Interview by Jeff Zehnder, condensed and edited for clarity.

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Photo by Jesse Morgan Petersen

Dean Keith Molenaar has led faculty, staff and students in the co-creation of a new strategic vision for the College of Engineering and Applied Science, committing to expanding its role in the high-tech economy and further emphasizing a goal of engineering gender parity in the college.

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Fall 2024

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Major Change: Five Fresh Degrees

Anna Tolette — Tue, 12 Nov 2024 20:43:34 +0000

Major Change: Five Fresh Degrees Anna Tolette Tue, 11/12/2024 - 13:43

Kelsey Yandura

Did Greta Gerwig’s Barbie film boost Birkenstock sales? Does a high-fat diet increase anxiousness? How are business leaders addressing “Zoom fatigue” among employees? Can a jellyfish-inspired robot track climate change?

The questions facing industry professionals today can range from complex to straight out of a science fiction novel. To keep up with and prepare students for the ever-evolving times, academic institutions need to constantly reevaluate course content and degree offerings.

CU Boulder’s leadership strategically approaches the challenges of continuous modernization in higher education by examining both what and how students learn. This allows the university to remain on the leading edge of education while empowering students to navigate a fast-changing world.

“Our degrees don’t focus on a finite set of competencies, but on teaching students how to learn and lead,” said Katherine Eggert, vice chancellor for academic planning and assessment at CU Boulder. “What our graduates learn today may be outdated by tomorrow. They’ll need to acquire new skills quickly from the moment they start their careers.”

The university’s academic strategy is centered on equipping students with adaptable, real-world skills in programs that embrace multidisciplinary approaches, foster collaboration and generate creative solutions to complex problems.

Here are five of the latest undergraduate and graduate degree paths CU Boulder has unveiled over the past four years.

Corporate Communication (MA)

CU Boulder Online

When Kiana Junior (MCorpComm’25) graduated from the University of Wyoming in 2021 with a bachelor’s degree in nutrition, job prospects in her field of study were dire.

“I took the first job I could, which happened to be in the real estate industry,” said Junior. Three years later, she’s bounding ahead on a totally new path: working as a brand communicator and pursuing her master’s in corporate communication at CU, a fully online degree program introduced in 2020.

In the field of corporate communication, professionals study the way companies and organizations communicate with internal and external audiences to share information and manage brand perception.

“It’s the practice and art of distilling information with integrity and consistency,” said Junior. “Consumers and employees expect transparency and social responsibility from corporations, now more than ever — especially when it comes to social responsibility, environmental compliance and diversity.”

The curriculum is designed to be student-centric. “The students learn from a mix of university faculty and current and distinguished practitioners who are working in the field,” said Tobias Hopp, director of the program. “It’s a dynamic educational experience.”

The results speak for themselves.

“I could read something in class one day and take it to work the next day,” said Junior. “It’s directly applicable every single week.”

Business Analytics (BS)

Leeds School of Business

Businesses have access to more data than ever — but it’s what they do with this data that provides value. Streaming site subscriptions, airline loyalty memberships, coffee shop sales and nail salon customer reviews — each of these datasets can provide a wealth of information for the respective businesses.

That’s where business analytics comes in: using data to glean insights, inform strategic decisions and recommend meaningful changes within a business. This fast-growing field of study became a new undergraduate focus within the Leeds School of Business in 2022.

“It’s about critical thinking with data,” said Kai R. Larsen, professor of information systems at Leeds. “Datasets are only getting bigger. We tried to imagine what a major would look like so that students could really understand the story behind the numbers.”

Business analytics students learn how to translate and distill hard numbers into helpful information. It is designed to be paired with another area of emphasis within the business school, such as marketing, finance or accounting.

“The beauty comes from how to put all these parts together,” said Larsen. “Not only understand the problem, but be able to analyze and also distill the information into something that’s valuable.”

Public Health (BA)

College of Arts and Sciences

After wildfires in California in 2008, Colleen Reid, an associate professor of geography at CU Boulder, began studies to understand how wildfire smoke affects population health. Recently, she has been collecting data to understand how wildfire smoke gets into homes and schools and may affect children’s health in the Denver metro area. Reid hopes school districts can use the findings from her work to protect children from future high air pollution events, such as wildfires. Her work demonstrates the importance of careers in public health.

Starting in the fall of 2025, CU students will have the opportunity to pursue similar lines of work through the new public health major (BA) — a discipline focused on protecting and improving the health and well-being of communities and people. The field examines the underlying determinants of health within populations. For this new major at CU, students will learn about public health through courses within many different disciplines, including biology, statistics, geography, physiology, sociology, psychology and more.

“Public health goes beyond just individual bodies,” said Reid. “Seat belts are public health. Parks are public health. Climate change policy is public health. Food safety inspections at restaurants are public health.”

CU’s public health program plans to equip students with the tools to address the needs of today’s world — making strides to not only solve health problems, but also prevent them.

Biomedical Engineering (BS, MS, PhD)

College of Engineering and Applied Science

Earlier this year, a CU Boulder-led team made strides in the quest to develop naturalistic materials that can repair and replace human tissue. Their breakthrough focused on creating a “Band-Aid for the heart,” and the process consisted of 3D printing adhesive, elastic materials that are strong enough to support tissue mechanically.

This work, which can lead to revolutionary uses such as internal bandages and cartilage patches, demonstrates the innovative possibilities in biomedical engineering. By connecting engineering principles to the fields of medicine and biology, professionals in this discipline create enhancements to health care.

“A biomedical engineer on a team can form a crucial bridge between the clinicians and the engineers,” said Jessica McLaughlin, a teaching assistant professor in CU’s biomedical engineering (BME) department. “It’s critical to have someone at the table who can speak both languages.”

Since 2020, students at CU Boulder have had this professional pathway open to them through undergraduate and graduate biomedical engineering degrees. The multidisciplinary major teaches students how to create technology to address complex health problems.

“Anyone who cares about human health should be interested in this,” said Corey Nue, a biomedical professor at CU Boulder. “As engineers, we’re really uniquely positioned to impact the field through new devices, diagnostics and therapeutics.”

Robotics (MA, PhD)

College of Engineering and Applied Science

Perhaps the most futuristic major on the list is CU’s new graduate program in robotics, which kicked off in the fall of 2023. The program combines coursework and research from a variety of engineering fields, bridging the gaps between science, engineering and artificial intelligence.

“Robotics takes everything from computer science to mechanical engineering to electrical engineering,” said Sean Humbert, professor of mechanical engineering and director of the Robotics Program at CU Boulder. “These are the types of students we want to be getting — folks that want this multidisciplinary background to solve all sorts of problems.”

From agriculture and health care to security and defense, the applications of a robotics degree are endless. Students enrolled in the program can choose from more than 40 different courses taught by experts in areas like field robotics, reasoning and assurance, smart materials, human-centered robotics and biomedical robotics.

When leading the charge to bring the robotics program to life, Humbert envisioned a department built on flexibility and an eye for developing trends.

“It’s a rapidly changing field, and our terrific faculty span all of these different bins of research,” said Humbert. “We’ll be able to educate students and develop new classes as the new tools appear. It’s really exciting.”

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Illustrations by Israel Vargas

Take a peek at five new undergraduate and graduate degree paths CU Boulder has unveiled over the past four years.

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Developing the Universal Musician at CU Boulder

Anonymous — Tue, 16 Jul 2024 06:00:00 +0000

Developing the Universal Musician at CU Boulder Anonymous (not verified) Tue, 07/16/2024 - 00:00

Ally Dever

With over three decades of experience as a performer, educator, conductor and administrator, College of Music Dean John Davis champions a holistic approach to musical education through a mission he calls “developing the universal musician.” Davis originally joined CU Boulder in 1999 as director of the jazz studies department. Following three associate dean roles from 2012 to 2020, he assumed the role of dean in January 2021. He discusses his musical background, career achievements and the issues within higher education that have inspired his leadership philosophy.

How did you get your start in music?

My musical journey began with the decision to pick up the trumpet in elementary school, which is reflective of how one small choice can change a person’s entire life.

I eventually joined my high school jazz band, which was led by a band director who regularly performed in shows and big-band gigs. And that came at a time when jazz musicians like Stan Kenton and Woody Herman were touring the nation. That exposure really inspired me, so I stuck with it.

What prompted your shift from music performance to education and leadership?

After earning my master’s degree in music, I found myself seeking a change. I realized that the life of a professional freelance musician lacked the stability I sought, particularly in terms of job security and benefits.

Reflecting on my family’s military history, with my father’s service in both World War II and the Korean War, and my grandfather’s tenure as one of the oldest soldiers in the army, I became curious about that experience. So I enlisted as an infantry soldier for two years.

During my service, I gained a deeper understanding of the educational backgrounds of my fellow soldiers, many of whom had very little education beyond a GED or a few years of college. This made me realize the power of education in expanding opportunities beyond people’s immediate circumstances.

That really solidified my commitment to education and prompted my return to academia to pursue a doctorate in trumpet performance and pedagogy, with an emphasis in jazz studies. But I wanted to play a more significant role in shaping music education, and that ultimately steered me toward administration.

What’s the basis of your leadership philosophy?

Most music institutions have traditionally offered two career paths for students: performance and education. While those tracks are still very valid, many students are now seeking out music careers that don’t necessarily fit into those two areas, such as arts administration and entrepreneurship, tour management, recording engineering, music copyright law or health and wellness in music.

For decades, students have had to find their way to these careers through mentorships, outside education, self-teaching or learning on the job. As the dean, I want to address the demand for additional career pathways.

This has led me to establish the concept of the universal musician — a leadership philosophy and strategy aimed at providing students with a wide range of experiences and training so they can meet the demands of today’s industry and be better equipped to find success and fulfillment in emerging fields.

How did the pandemic impact higher education?

The pandemic was by far the most influential factor in shaping my approach to leadership.

During the peak of COVID-19, one of our professors shared an impressive composition created by a recent graduate and performed by current and former CU Boulder students over Zoom. I was struck by the remarkable quality of the sound and presentation, despite each musician performing from their own little Zoom square. From technical setup to sound engineering and video editing, the project showcased a range of abilities beyond the traditional curriculum and allowed students to explore unique avenues of learning.

It also highlighted the skills and training that we as a college didn’t provide at the time — these students had to develop these skills independently. Since then, we’ve offered new badges, micro-credentials, certificate programs and interdisciplinary degree options to give students more agency in their education. With these new offerings, we hope to confirm the value and redefined relevance of higher education today.

How do diversity, equity and inclusion factor into your philosophy?

Many musicians seeking higher education face significant barriers due to a lack of early training or access to instruments, teachers and practice spaces.

CU Boulder’s goal is to create an environment of inclusive excellence where all aspiring musicians, regardless of their background, feel welcome, valued and supported. It’s an essential part of our mission to develop universal musicians who are equipped and empowered to thrive in a rapidly changing world.

What’s your favorite song?

The one song that always stops me in my tracks is Charlie Chaplin’s “Smile.” The lyrics mean everything: “Smile though your heart is aching; smile even though it’s breaking…although a tear may be ever so near, that's the time you must keep on trying.” Despite being released in 1936, its relevance persists, demonstrating the impact of music across generations.

What do you believe is music’s most significant impact on society?

Music is what makes us human. When something of great significance takes place, people turn to music. It can serve as a celebration of joyous occasions, but it’s also where we find comfort and understanding in times of darkness.

Music provides a platform for self-expression and helps us navigate the complexities of the world and our role within it. And that is crucial in today’s society, where the need for connection and empathy is paramount.

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Photo by Matt Tyrie

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Olivia Omega Is Unlocking Doors for All Students

Anonymous — Mon, 04 Mar 2024 07:00:00 +0000

Olivia Omega Is Unlocking Doors for All Students Anonymous (not verified) Mon, 03/04/2024 - 00:00

Kiara Demare

As senior director of marketing and communications at the Denver Scholarship Foundation (DSF), Olivia Omega (Bus’01) is an inclusion and diversity advocate within higher education. Omega is a TedX speaker and author of Beautifully Branded: The Girl’s Guide to Understanding the Anatomy of Brand You. During Homecoming Weekend in November 2023, the CU Boulder Alumni Association recognized her with the Alumni Recognition Award.

What does being a part of DSF mean to you?

I was raised by a single mom, and in high school I didn’t know if I could even attend college, simply because of the financial commitment. If it weren’t for the scholarships I received through CU, I wouldn’t have been able to attend. I want others to have that same opportunity to step into whatever their purpose is.

Why is representation in spaces like higher education so important?

As human beings we gravitate toward what is familiar, and we see ourselves in other people. Even thinking back to when President Obama was first elected, my daughter was three years old at the time and commented, “Look at that family. They look like us.” We know that visualizing and manifesting is powerful, so when you see people who look like you achieving something great, you can start to look and emulate that.

Race-conscious affirmative action ended last year. How does this affect DSF?

DSF scholarships are more important now than ever. We’re helping mostly first-generation students of color whose parents didn’t go to college navigate the application process, the financial aid process, making sure that school is affordable and also making sure that they get to college and graduate as well.

What is it like returning as a President’s Leadership Class (PLC) mentor?

I get to meet with students often, and I have quite a few mentees who I work with. I can honestly attribute every opportunity in my life to either CU or I can track it back to PLC. It is also about making sure that there is representation and that young women and students of color see themselves at CU and that they see themselves as thriving alumni.

How have you seen CU Boulder change since you were a student?

I have hopes for some really great things coming out of CU. At Leeds, for the first time ever, it’s 55% women. When I was there, I want to say it was maybe half that. If we can get to a place where the systemic barriers to education are dismantled, and there is more access, more funding, tuition isn’t skyrocketing every year — if those things are eliminated, then there’s no need for DSF. Wouldn’t that be the greatest thing — where things have changed so much that the work we do to increase equity isn’t even needed?

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Photo courtesy Olivia Omega

As senior director of marketing and communications at the Denver Scholarship Foundation, Olivia Omega is an inclusion and diversity advocate within higher education.

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Janine Davidson: Bringing Leadership Lessons from the Pentagon to Colorado

Anonymous — Mon, 04 Mar 2024 07:00:00 +0000

Janine Davidson: Bringing Leadership Lessons from the Pentagon to Colorado Anonymous (not verified) Mon, 03/04/2024 - 00:00

Jessica Sachs

Janine Davidson (ArchEngr’88) is president of Metropolitan State University of Denver. Prior, Davidson was appointed by former President Barack Obama as the 32nd undersecretary of the U.S. Navy. Davidson also served as an Air Force officer and was the first woman to fly the C-130 aircraft. During the 2023 Homecoming Weekend, CU Boulder awarded her the George Norlin Award for her contributions in her career and community.

How have the lessons you’ve learned prepared you to lead a university?

At CU, I was an engineering student, Air Force ROTC cadet and a member of Greek life, which exposed me to unique people groups and leadership styles. Leading MSU Denver during the COVID-19 pandemic, I found myself tapping into my military flight training, where I learned how to stay calm in an emergency and take decisive action. I find leading a university is not unlike being a leader in the Pentagon, which built my patience for working within a large bureaucracy and an appreciation for the importance of structure and process for inclusive decision-making.

Are there any CU leadership moments that have inspired your decision-making at MSU Denver?

When [past CU president] Gordon Gee came to CU Boulder and decided to live in the dorms, it reinforced his focus on students. I’ve said my three priorities at MSU Denver are “students, students and students,” and President Gee showed me the power of always keeping students in mind.

How do you push students to become trailblazers?

More than half of MSU Denver’s fall 2023 class are first-generation college graduates. They already know it takes grit and perseverance to be a trailblazer. We encourage students to study what they love by giving them resources and connections. If you are passionate about something, you’re more likely to be good at it. And if you’re good at something, there will be room at the top!

What MSU Denver initiatives have you been the most proud of?

The Classroom to Career Hub ensures students leave college prepared for successful careers and has doubled the number of employers actively recruiting our students. We also implemented our Interdisciplinary Health Institute, which will prepare our students for a variety of healthcare careers while growing and diversifying Colorado’s struggling healthcare workforce.

What are your goals for the future of higher education throughout Colorado?

My biggest long-term goal is truly closing the equity gap for students. Many students are choosing to go to college out of state for financial purposes. We need to get more students ready for the future job market while keeping Coloradans in Colorado.

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Photo courtesy Janine Davidson

Janine Davidson is president of Metropolitan State University of Denver. Before transitioning to a higher education career, she was appointed by former President Barack Obama as the 32nd undersecretary of the U.S. Navy.

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Spring 2024

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Higher Education

Full STEM Ahead: CU Engineering Steps Up

How is the College of Engineering and Applied Science changing at CU?

You’ve put a major emphasis on recruiting more female engineers. Why is this important for the college?

Where do gender parity efforts start at CU?

You’ve been focused on fusing engineering with business. What impact has that had?

You recently created a new position within the college: Assistant Dean of Innovation and Entrepreneurship.

The college is dramatically scaling up its economic impact for Colorado, with a particular focus on translating research into business success.

In 2021, CU built the Rustandy Building, connecting the Engineering Center and the Koelbel Building, home to the Leeds School of Business. What was the thinking behind this fusion?

How do you measure success for the college?

How does engineering fit in with the rest of the campus?

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Major Change: Five Fresh Degrees

Corporate Communication (MA)

Business Analytics (BS)

Public Health (BA)

Biomedical Engineering (BS, MS, PhD)

Robotics (MA, PhD)

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Developing the Universal Musician at CU Boulder

How did you get your start in music?

What prompted your shift from music performance to education and leadership?

What’s the basis of your leadership philosophy?

How did the pandemic impact higher education?

How do diversity, equity and inclusion factor into your philosophy?

What’s your favorite song?

What do you believe is music’s most significant impact on society?

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Olivia Omega Is Unlocking Doors for All Students

What does being a part of DSF mean to you?

Why is representation in spaces like higher education so important?

Race-conscious affirmative action ended last year. How does this affect DSF?

What is it like returning as a President’s Leadership Class (PLC) mentor?

How have you seen CU Boulder change since you were a student?

Related Articles

Janine Davidson: Bringing Leadership Lessons from the Pentagon to Colorado

How have the lessons you’ve learned prepared you to lead a university?

Are there any CU leadership moments that have inspired your decision-making at MSU Denver?

How do you push students to become trailblazers?

What MSU Denver initiatives have you been the most proud of?

What are your goals for the future of higher education throughout Colorado?

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