Gordon Prize

Last updated July 04, 2023

The Bernard M. Gordon Prize was started in 2001 by the United States National Academy of Engineering. Its purpose is to recognize leaders in academia for the development of new educational approaches to engineering.^[1] Each year, the Gordon Prize awards $500,000 to the grantee, of which the recipient may personally use $250,000, and his or her institution receives $250,000 for the ongoing support of academic development.^[1] Although the Gordon Prize is relatively new, within engineering education, it is viewed by many to be the American equivalent of the Nobel Prize.^[2]

Selection criteria

The nominee's ability to develop educational paradigms that create and develop engineering leadership skills and attitudes. Among the contemporary areas needing emphasis are: communication skills; teamwork skills; “hands-on” experience; innovative capacity; inventiveness and “drive”; ability to share, access, and interpret large volumes of information; and an interdisciplinary focus.
Demonstrated impact on the above-cited emphasis areas and the transferability of the innovation. Additional criteria can include demonstrated effect on prior students (proportion of students pursuing careers in industry, active engagement in elective student design opportunities, pursuit of advanced engineering education, etc.), student evaluation of relevant courses, and peer recognition of the uniqueness of the new teaching approach.
Significant impact within the institution and/or replication at other institutions.
Emphasis on project success.
Success in producing engineering leaders - nominators should identify individuals who have benefited from the innovation, including their past and present positions.
The potential of the nominee(s) to utilize the recognition and resources conferred by the prize to enhance and extend the innovative approach, including (but not limited to) replication of the innovation within other academic settings.

Recipients

2022 Jenna P. Carpenter (Campbell University), Thomas C. Katsouleas (University of Connecticut), Richard K. Miller (Franklin W. Olin College of Engineering), and Yannis C. Yortsos (USC Viterbi School of Engineering) for creating an innovative education program that prepares students to become future engineering leaders who will address the NAE Grand Challenges of Engineering.
2021 Linda G. Griffith and Douglas A. Lauffenburger from Massachusetts Institute of Technology for the establishment of a new biology-based engineering education, producing a new generation of leaders capable of addressing world problems with innovative biological technologies.
2020 David M. Kelley from Hasso Plattner Institute of Design Stanford University for formalizing the principles and curriculum of “design thinking” to develop innovative engineering leaders with empathy and creative confidence to generate high-impact solutions.
2019 Paul J. Benkeser, Joseph M. Le Doux, and Wendy C. Newstetter from Georgia Tech and Emory University for fusing problem-driven engineering education with learning science principles to create a pioneering program that develops leaders in biomedical engineering.
2018 Paul G. Yock from Stanford University for the development and global dissemination of Biodesign, a biomedical technology program creating leaders and innovations that benefit patients.
2017 Julio M. Ottino from Northwestern University for an educational paradigm that merges analytical, rational left-brain skills with creative, expansive right-brain skills to develop engineering leaders.
2016 Diran Apelian, Arthur C. Heinricher, Richard F. Vaz and Kristin K. Wobbe from Worcester Polytechnic Institute for a project-based engineering curriculum developing leadership, innovative problem solving, interdisciplinary collaboration and global competencies.
2015 Simon Pitts and Michael B. Silevitch from Northeastern University for developing an innovative method to provide graduate engineers with the necessary personal skills to become effective engineering leaders.
2014 John P. Collier, Robert J. Graves, Joseph J. Helble and Charles E. Hutchinson from Dartmouth College for creating an integrated program in engineering innovation from undergraduate through doctorate to prepare students for engineering leadership.
2013 Richard Miller, David Kerns, Jr., and Sherra Kerns from Franklin W. Olin College of Engineering for the foundation of Olin College and its student-centered approach to developing effective engineering leaders.
2012 Clive L. Dym, M. Mack Gilkeson, and J. Richard Phillips from Harvey Mudd College for creating and disseminating innovations in undergraduate engineering design education to develop engineering leaders.
2011 Edward Crawley from MIT for cofounding the CDIO Initiative, by innovating and rethinking engineering education. CDIO currently has over 50 collaborators worldwide.
2009 Thomas H. Byers and Tina Seelig for pioneering, continually developing, and tirelessly disseminating technology entrepreneurship education resources for engineering students and educators around the world. (STVP Program at Stanford University)
2008 Jacquelyn F. Sullivan and Lawrence E. Carlson for the Integrated Teaching and Learning Program that infuses hands-on learning throughout K-16 engineering education to motivate and prepare tomorrow's engineering leaders.
2007 Arthur W. Winston, Harold S. Goldberg, and Jerome E. Levy for innovation in engineering and technology education. They were founders and lecturers at the Gordon Institute during its early years.
2006 Jens E. Jorgensen, John S. Lamancusa, Lueny Morell, Allen L. Soyster, and Jose Zayas-Castro, for creating the Learning Factory, where multidisciplinary student teams develop engineering leadership skills by working with industry to solve real-world problems.
2005 Edward J. Coyle, Leah H. Jamieson and William C. Oakes for innovations in the education of tomorrow's engineering leaders by developing and disseminating the Engineering Projects in Community Service (EPICS) program.
2004 Frank S. Barnes for pioneering an Interdisciplinary Telecommunications Program (ITP) that produces leaders who bridge engineering, social sciences, and public policy.
2002: Eli Fromm for innovation that combines technical, societal, and experiential learning into an integrated undergraduate engineering curriculum.

Related Research Articles

Shantou University, a key comprehensive university under the provincial Project 211 program in Shantou, Guangdong, was founded in 1981 with the approval of the State Council.

Business education is a branch of education that involves teaching the skills and operations of the business industry. This field of education occurs at multiple levels, including secondary and higher education

<span class="mw-page-title-main">Robert Mendenhall</span>

Robert Winton Mendenhall is a pioneer of educational technology and entrepreneurship best known as the former president of Western Governors University (WGU).

<span class="mw-page-title-main">Olin Business School</span> Business School at Washington University in Saint Louis, Missouri

The Olin Business School is one of seven academic schools at Washington University in St. Louis. Founded in 1917, the business school was renamed for entrepreneur John M. Olin in 1988. The school offers BSBA, Master of Business Administration (MBA), MS in Supply Chain Management, MS in Finance, Masters in Accounting, MS in Business Analytics, MS in Leadership, Executive MBA, Doctor of Business in Finance (DBA) and PhD degrees. In 2002, an Executive MBA program was established in Shanghai, in cooperation with Fudan University and in 2017, along with IIT-Bombay started an EMBA program in India.

The Maryland School of Public Policy is one of 14 schools at the University of Maryland, College Park. The school is located inside the Capital Beltway and ranks 16th nationally for schools of public policy according to U.S. News & World Report (2012).

Bernard Marshall Gordon is an American engineer, inventor, entrepreneur, and philanthropist. He is considered "the father of high-speed analog-to-digital conversion".

The Frank Batten School of Leadership and Public Policy is the public policy school of the University of Virginia.

The Wallace H. Coulter Department of Biomedical Engineering is a department in the Emory University School of Medicine, Georgia Institute of Technology's College of Engineering, and Peking University College of Engineering dedicated to the study of and research in biomedical engineering, and is named after the pioneering engineer and Georgia Tech alumnus Wallace H. Coulter. The graduate program has consistently ranked 2nd in USNWR rankings, while the undergraduate program ranks 1st in USNWR rankings.

Many engineering educators see service-learning as the solution to several prevalent problems in engineering education today. In the past, engineering curriculum has fluctuated between emphasizing engineering science to focusing more on practical aspects of engineering. Today, many engineering educators are concerned their students do not receive enough practical knowledge of engineering and its context. Some speculate that adding context to engineering help to motivate engineering students' studies and thus improve retention and diversity in engineering schools. Others feel that the teaching styles do not match the learning styles of engineering students.

The academics of the University of Southern California center on The College of Letters, Arts, and Sciences, the Graduate School, and its 17 professional schools.

The African Leadership Academy (ALA) is an educational institution located in the outskirts of Johannesburg, South Africa, for students between the ages of 16 and 19 years old, with current alumni coming from 46 countries.

Bangladesh Youth Leadership Center (BYLC) is the first leadership institution in Bangladesh. Originally developed at Harvard Kennedy School's Center for Public Leadership in 2008, Bangladesh Youth Leadership Center was established in Bangladesh in 2009. The signature component of BYLC is the four-month-long youth leadership program, Building Bridges through Leadership Training (BBLT). Besides the BBLT program, BYLC also conducts programs and workshops for university students.

The Tepper School of Business is the business school of Carnegie Mellon University. It is located in the university's 140-acre (0.57 km²) campus in Pittsburgh, Pennsylvania.

Orel State University or Turgenev State University of Oryol, officially Orel State University named after I.S. Turgenev, formerly Oryol State Pedagogical Institute, is a university in Central Federal district of Russia in the city Oryol which is the Administrative centre of Oryol Oblast. OSU opened in 1931 as Industrial-Pedagogical Institute. Today OSU is a member of Association of the Classical Universities of Russia.

The University of Pretoria Faculty of Engineering, the Built Environment and Information Technology educational programs stretch back to 1908 and consists of the School of Engineering, School for the Built Environment, School of Information Technology and the Graduate School of Technology Management. The university is the only African collaborator in the CDIO engineering initiative: Since 1997, the university as a whole has produced more research outputs every year than any other institution of higher learning in South Africa, as measured by the Department of Education's accreditation benchmark.

Ahmedabad University is a private, non-profit university in Gujarat, India, set up in 2009 by the Ahmedabad Education Society. It comprises three schools and seven centres with opportunities for interdisciplinary scholarship. Ahmedabad University offers students a liberal education focused on research and interdisciplinary learning. The University offers bachelors, masters and doctorate degree programmes in all the schools.

The Center for Neurotechnology (CNT) is an Engineering Research Center funded by the National Science Foundation to create devices to restore the body's capabilities for sensation and movement. The National Science Foundation has awarded the CNT $~30 million since 2011.

The STEM pipeline is the educational pathway for students in the fields of science, technology, engineering, and mathematics (STEM). The start and end of this STEM pipeline are disputed, but it is often considered to begin in early education and extend into graduation or an adult career in STEM.

Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, formerly known as Vel Tech Dr. RR & Dr.SR University and commonly referred to as Vel Tech, is a private institute located in Avadi, Chennai, Tamil Nadu. It offers undergraduate, postgraduate and Doctoral programmes in engineering and technology, in addition to a Master of Business Administration and Polytechnic. It consists of four other campuses such as the Multi Tech, High Tech, VTRS, School of Media Technology & Communication And the Arts and Science.

<span class="mw-page-title-main">C-STEM Center</span>

C-STEM is a UC Approved Educational Preparation Program for Undergraduate Admission for all UC campuses, meaning that participation in the C-STEM program is recognized in the UC admissions process as achievements that have explicitly prepared students for college and career. C-STEM has University of California A-G Program Status. High schools can easily add the A-G approved rigorous C-STEM curriculum to their own school’s A-G course lists to satisfy the UC/CSU admission requirements.

References

1 2 "Gordon Prize information". Archived from the original on 2006-12-07. Retrieved 2006-12-12.
↑ William A. Wulf and George M.C. Fisher "A Makeover for Engineering Education" Issues in Science & Technology Spring 2002 p. 35-39.

External links

This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.

[Gordon-1] 1 2 "Gordon Prize information". Archived from the original on 2006-12-07. Retrieved 2006-12-12.

[2] William A. Wulf and George M.C. Fisher "A Makeover for Engineering Education" Issues in Science & Technology Spring 2002 p. 35-39.

[1]

[2]