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CU ��ý�� and Siemens Digital Industries Software Celebrate ABET Recognition of Design for the Circular Economy Credential

Shane Hua — Mon, 22 Jun 2026 15:51:31 +0000

CU ��ý�� and Siemens Digital Industries Software Celebrate ABET Recognition of Design for the Circular Economy Credential Shane Hua Mon, 06/22/2026 - 09:51

The ��ý��’s Engineering Management Program (EMP), in collaboration with Siemens Digital Industries Software, proudly announces a major milestone for the Design for the Circular Economy credential—all three learning pathways to achieve the microcredential are now recognized by Accreditation Board for Engineering and Technology (ABET), marking the first industry-academic credential of its kind to receive this distinction.

The Design for the Circular Economy certificate, offered on the Coursera platform, is a 100% online, asynchronous credential designed to equip students and working professionals with the skills needed to succeed in the rapidly emerging field of sustainability and the circular economy. This field focuses on redesigning products and systems to reduce resource consumption and enable materials to be reused or transformed into new products at the end of their lifecycle. CU ��ý�� students, faculty, and staff can access non-credit content at no cost via CU on Coursera.

Developed through a collaboration between CU ��ý��’s EMP, Siemens Digital Industries Software, and the Academic and Learning Innovation (ALI) team, the credential reflects a shared vision to bridge industry and academia. The program prepares technical professionals to serve as key contributors to sustainability initiatives and to step into leadership roles within the circular economy.

“The Design for the Circular Economy credential represents a new model for industry-academic collaboration,” said Wendy Martin, EMP Interim Director & Lockheed Martin Endowed Professor. “This recognition from ABET underscores the quality, relevance, and impact of the program in preparing professionals to tackle critical global sustainability challenges.”

The 12-course program has already reached more than 30,000 course enrollments, reflecting strong global demand for accessible, industry-aligned education in sustainability, engineering, and leadership.

During a recent celebration event, partners from Siemens, ALI, ABET, Coursera, and ��ý��’s sustainability community joined faculty, staff, and learners to recognize this achievement. Students participated both in person and virtually, sharing how the program has helped them apply circular economy principles in their careers, organizations, and personal life.

Pull quotes

"Sustainability is one of the defining challenges of our time, and today’s workforce needs the knowledge and skills to meet it head on. Achieving ABET recognition for the Design for the Circular Economy microcredential tells learners — and employers — that this credential delivers on that promise." — Dora Smith, Senior Director, Siemens Future Workforce Strategy

"Our collaboration with Siemens reflects a shared belief that high-quality sustainability knowledge and skills should be widely available. The Design for the Circular Economy microcredential gives learners a focused, credible way to develop expertise in sustainable operations, supply chain, and leadership. Full ABET recognition of all three pathways is a meaningful validation of that work. Additionally, for those learners interested in continuing their education, progress from this microcredential can transfer and be upgraded toward an aligned CU ��ý�� graduate certificate or master's degree from the Engineering Management Program." — Wendy Martin, EMP Interim Director and Lockheed Martin Endowed Professor, Engineering Management Program, ��ý��

"The Design for the Circular Economy microcredential, developed by Siemens and the ��ý��, has met ABET's standards across all three of its pathways. This is exactly the kind of industry-academic collaboration that helps align education with evolving workforce needs." — Dr. Michael K. J. Milligan, CEO, ABET

“An excellent, full-range introduction to circularity in a variety of industries, institutions, governments, and industrial operations. Additionally, it's great to benefit from the combined efforts of industry and academia teaming up, the way Siemens & ��ý�� did for this.” — Design for the Circular Economy on Coursera Learner

About the partners

��ý��, Engineering Management Program integrates management skills with technical and engineering knowledge to prepare current and future leaders to advance great opportunities, and launch effective solutions for organizations, societies, and the planet with flexible course offerings. Learn more about the EMP on Coursera here.

For more information about the Design for the Circular Economy courses and graduate certificate, visit here.

Siemens Digital Industries Software helps organizations of all sizes digitally transform using software, hardware and services from the Siemens Xcelerator business platform. Siemens' software and the comprehensive digital twin enable companies to optimize their design, engineering and manufacturing processes to turn today's ideas into the sustainable products of the future. From chips to entire systems, from product to process, across all industries. Siemens Digital Industries Software – Accelerating transformation.

To learn more about Siemens’ credentials for industry and how Siemens is working with academic and commercial partners to develop the workforce of the future, visit here.

ABET is a globally recognized quality assurance organization offering services and global partnerships to help equip professionals to confidently face the future.

The ��ý��’s Engineering Management Program (EMP), in collaboration with Siemens Digital Industries Software, proudly announces a major milestone for the Design for the Circular Economy credential—all three learning pathways to achieve the microcredential are now recognized by Accreditation Board for Engineering and Technology (ABET), marking the first industry-academic credential of its kind to receive this distinction.

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Congratulations to Adrianne Lewallen (MEngrMgmt ’21) — recipient of the 2026 CU ��ý�� Engineering Alumni Engagement Medal

John Svoboda — Wed, 25 Feb 2026 20:45:45 +0000

Congratulations to Adrianne Lewallen (MEngrMgmt ’21) — recipient of the 2026 CU ��ý�� Engineering Alumni Engagement Medal John Svoboda Wed, 02/25/2026 - 13:45

Adrianne is a Systems Engineer Lead at Lockheed Martin, where she oversees the architecture, integration, and verification of advanced aerospace and defense systems. But her impact on EMP extends well beyond her professional accomplishments.

Since graduating, Adrianne has shown up for this community in every way that matters. She’s spoken at commencement ceremonies, served on our Industry Advisory Council, participated in industry panels, mentored senior design teams, and championed the EMP degree within her organization — actively encouraging her own employees to pursue the program and hiring EMP alumni onto her team.

We are proud to recognize Adrianne with the 2026 Alumni Engagement Medal. She is exactly the kind of leader and ambassador that makes this program what it is.

Thank you, Adrianne. The EMP community is better because of you. 🎓

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Professor Ron Duren profiles the EMP and our mission in tech leadership:

John Svoboda — Fri, 30 Jan 2026 17:54:14 +0000

Professor Ron Duren profiles the EMP and our mission in tech leadership: John Svoboda Fri, 01/30/2026 - 10:54

At the ��ý��, we remind our engineers that even the most brilliant design is meaningless if it can’t be manufactured, marketed, and sold in a way that sustains a business. Innovation is vital...The EMP and Leadership

Professor Ron Duren profiles the EMP and our mission in tech leadership.

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Amy H. Moore Ph.D. brings prodigious biomedical experience as new EMP faculty: Profile interview

John Svoboda — Tue, 24 Jun 2025 23:59:33 +0000

Amy H. Moore Ph.D. brings prodigious biomedical experience as new EMP faculty: Profile interview John Svoboda Tue, 06/24/2025 - 17:59

Amy H. Moore Ph.D.

Today we are speaking with Dr. Amy Moore, a new Scholar in Residence at the EMP.

Amy’s background is in biomedical product development, project management and commercialization. She has previously taught physiology and neurobiology courses while also leading a research laboratory. Amy transitioned into medical commercialization by supporting both bio-med entrepreneurs as well as the companies evaluating new technologies for investment. In addition, Amy has had multiple leadership roles in product development, intellectual property, licensing, and strategy.

Amy will be joining the EMP faculty in the Fall of 2025. Amy holds a PhD in Neuroscience from UCLA and an MBA from the University of Minnesota Carlson School of Management. Amy and her husband are proud parents to two college-aged kids.

EMP: Amy Moore- thank you so much for spending some time with us today.

Dr. Amy Moore: Absolutely.

EMP: Let’s start at the beginning—can you tell me something about your early life that you feel really shaped your career path?

Amy Moore: I was that kid—the one always asking, “Why is it like that, Mom?” “How does that work, Dad?" I had a relentless curiosity. I never liked being boxed into just one thing—I got good grades, played multiple instruments, competed in sports, loved marching band (which is basically a sport actually), and I loved heavy metal (and its aggressive hairstyles).

EMP: That’s an amazing mix. So when did tech or engineering start to take center stage in your thinking?

Amy Moore: Funny enough, I was actually planning to go to college for music. But then I saw this colorful PET scan in my high school psych class—one of a musician’s brain next to a non-musician’s. That image changed everything for me. I ditched the conservatory plans and enrolled in college with a focus on Neuropsychology and Neurobiology under Cognitive Science

EMP: That’s a big shift! What was it about that moment or that image?

Amy Moore: Something clicked. - how was one brain different from another, different enough that could be captured in these images. I got hooked on brain research and tools used to see the brain—just completely fell in love with it. In undergrad, I’d spend all my spare time in the lab—running data, analyzing it, interpreting with my lab mates. Then in grad school, I got involved in building a PET system to detect metabolic changes in rodent brains. At the time, I didn’t think of it as engineering—I just saw it as a tool to understand impact of and recovery from brain injury. But looking back, that was my first real taste of engineering.

EMP: Do you remember a favorite subject during undergrad?

Amy Moore: Besides the direct neurobio and lab classes? Linguistics, hands down. It amazed me how different cultures could have such similar communication structures. It totally broadened how I saw human connection.

EMP: Let’s talk career. What was your first job after school?

Amy Moore: I went straight from undergrad to PhD to postdoc to a faculty position – just as I had planned. Every role came through networking. Conferences, research circles, that kind of thing. My most memorable interview moment was for a faculty role, and the computer system crashed so I couldn’t show the beautiful brain slides I had prepared. I had to do a literal chalk talk—on a blackboard—about brain inflammation. I think I even referenced Monsters, Inc. somehow! But the chair told me they were impressed by my ability to adapt and I got the offer the next day.

EMP: That’s incredible. Did you have any mentors who really guided you during those early stages?

Amy Moore: Oh, absolutely. My undergrad mentor—she loved undergraduate teaching and involving students in research. She passed up offers to run a larger lab with grad students and postdocs without a requirement to teach courses because she knew that here passion was with teaching and advising undergrads. In grad school, my mentor emphasized ethics and equity for early-career scientists. And in business school, I had a mentor who taught me that communication between teams is critical—because no one, especially patients, benefits when egos get in the way.

EMP: How would you say your career evolved over time? And what role did your graduate education play?

Amy Moore: Career counselors always say, “play to your strengths,” and honestly, one of mine is being a student. I like having coursework that backs-up my work. For example, I once got an offer to teach music in elementary school. I had my neuroscience background and my music past, but I still felt weird not having formal training. So, while I was a postdoc, I enrolled at Eastman School of Music. I loved it.

EMP: Great. But you mentioned ending up in industry—was that part of the plan?

Amy Moore: Not planned - not even a little. As mentioned early, my career goal was always to do neuroscience research and teach undergraduate students – and I had achieved that! But I had the opportunity to enroll in a full-time MBA program as a Forte Foundation Fellow. Going to business school in my 40s completely changed how I saw the world. I started to better understand how decisions get made outside academia. It pushed me to see where a bench scientist like me could add value beyond R&D. That shift was huge.

EMP: Can you share a project or accomplishment you're especially proud of?

Amy Moore: I am most proud of supporting 150+ faculty, post docs, and grad students to develop business plans and start-up launch strategies for their biomedical innovations as a program manager for a federally-funded commercialization program.

EMP: Do you feel your university experiences helped prepare you for life outside the lab?

Amy Moore: Definitely. One thing I miss about academia is the luxury of being able to ponder - to think deeply, critically, and collaboratively. That kind of intellectual freedom is rare and so valuable.

EMP: How about networking? Has that played a big role in your career?

Amy Moore: Huge. And I’m still learning. I’ve gotten better at researching events ahead of time, so I know who’ll be there and what they care about. I practice a 30-second response to “so tell me what you do?” question. I jot down quick notes after conversations to personalize follow-ups. I still struggle to start conversations though as it is natural for me to revert to the part of me that is so comfortable alone in a lab or studying a dataset. —that’s my work-in-progress.

EMP: You’re transitioning to a new role as EMP faculty. What drew you to this opportunity?

Amy Moore: After being part of a team that brought a therapeutic to market, I realized how much I missed that early-phase energy—discovery, prototyping, entrepreneurship, all of it. When this job posting came up, the timing just felt perfect.

EMP: What excites you most about teaching?

Amy Moore: I love learning what drives students to take the course. I get energized by staying up to date with the material and constantly finding better ways to communicate it. It’s exciting to hear how students respond—it helps me improve for the next time.

EMP: Let’s talk AI—it’s transforming engineering. Where do you think it’s having the biggest impact?

Amy Moore: I see AI as a tool—its power comes from the intent of the person using it. What I find fascinating is how different people define AI or misunderstand how it’s created. Those conversations force us to reflect: How do we assess truth? What level of confidence makes us trust—or reject—information? Those are deep questions.

EMP: Last one: If you could give your 25-year-old self one piece of advice about careers or employers, what would it be?

Amy Moore: My value isn’t tied to the protein I studied or the number of papers I published. I have a mindset and skillset that are useful in all kinds of organizations—if I’m willing to explore. Working well in teams benefits everyone -get comfortable with colleagues communication styles and be clear on your own—it’ll save you stress. And seriously, don’t wait until you’re 42 to take your first accounting and economics classes!

EMP: Dr. Moore- thank you so much for your time today.

Amy Moore: Of course- thank you!

A brief interview with Amy H. Moore Ph.D, the EMP's new Scholar in Residence, discusses biomedical research, commercialization, teaching, and career trajectories.

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Todd Mosher brings deep aerospace background to EMP Faculty

John Svoboda — Mon, 23 Jun 2025 22:10:26 +0000

Todd Mosher brings deep aerospace background to EMP Faculty John Svoboda Mon, 06/23/2025 - 16:10

The Engineering Management Program and the College of Engineering and Applied Science are pleased to announce the addition of a dynamic new Scholar in Residence, Todd Mosher.

Todd J. Mosher, Ph.D., is a strategic leader with 36 years of aerospace engineering and program management experience on human spaceflight, satellite, and launch vehicle programs. He is currently a University of Colorado Engineering Management Scholar in Residence. As an entrepreneurial leader, he helped one small company go public and assisted two others in exiting to an acquisition. He led and authored successful proposals resulting in over $5B in opportunities from defense, civil, and commercial space customers. Todd has taught at four universities, with CU becoming the fifth. He was a NASA astronaut finalist in 2008 and a Presidential Leadership Scholar in 2024. Todd is a first-generation college graduate and a fourth-generation Coloradan.

Todd is the holder of four college degrees, including a Ph.D. and M.S. in Aerospace Engineering from the University of Colorado. He has been married for 35 years to his wife Sally and has three adult children.

Todd will be joining the EMP faculty for the Fall 2025 term.

Welcome Todd!

Todd J. Mosher, Ph.D., brings 36 years of aerospace experience to the CU ��ý�� EMP faculty

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EMP welcomes new faculty with deep biomedical background.

John Svoboda — Mon, 23 Jun 2025 21:46:15 +0000

EMP welcomes new faculty with deep biomedical background. John Svoboda Mon, 06/23/2025 - 15:46

Amy H. Moore Ph.D.

The Engineering Management Program and the College of Engineering and Applied Science are pleased to announce the addition of a dynamic new Scholar in Residence, Amy Moore.

Amy H. Moore is a biomedical product development strategist who focuses on efficient cross-functional communication and project management across the commercialization process. She held faculty roles which enabled her to teach physiology and neurobiology courses while also leading a research laboratory. Amy transitioned to the medical industry by supporting entrepreneurs in business development as well as companies evaluating new technologies for investment. In addition, Amy has had multiple leadership roles in product development, intellectual property, licensing, and strategy within an ecosystem of health and life science companies.

Amy holds a Ph.D. in Neuroscience from University of California at Los Angeles and an MBA with Medical Industry Specialization from the University of Minnesota Carlson School of Management. Amy and her husband are proud parents to two college-aged kids.

Amy will be joining the EMP faculty for the Fall 2025 term.

Welcome Amy! “

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New EMP faculty brings deep aerospace background: Profile interview with Todd J. Mosher, Ph.D.

John Svoboda — Mon, 23 Jun 2025 20:43:27 +0000

New EMP faculty brings deep aerospace background: Profile interview with Todd J. Mosher, Ph.D. John Svoboda Mon, 06/23/2025 - 14:43

EMP Staff

Todd J. Mosher, Ph.D., is a new Scholar in Residence at the EMP.

Todd’s career includes 36 years of aerospace engineering and program management experience. As an entrepreneurial leader, he helped one small company go public and assisted two others in exiting to an acquisition. He led over $5B in contracts from defense, civil, and commercial customers. Todd is a first-generation college graduate and has four degrees, including a Ph.D. in Aerospace Engineering from CU. He has been married for 35 years to his wife Sally and has three adult children.

EMP: Todd- great of you to spend some time with us. Can you tell us about something from your early life that influenced your career path?

Todd Mosher: Absolutely. My dad worked at the Jet Propulsion Lab for five years during an exciting time in planetary science, right when I was starting elementary school. He was part of the Viking Mars lander team, and his name is even on the Voyager records that are now out past the edge of our solar system. With astronaut wallpaper on my bedroom walls and an astronaut G.I. Joe, it’s safe to say I was hooked on space from an early age.

EMP: Fantastic. When did you start thinking seriously about a career in engineering?

Todd Mosher: I’m a first-generation college student. Since my dad had worked closely with engineers, he was pretty convinced early on that both my brother and I should go into engineering—before we’d even really thought about it ourselves. Turns out, he was right. We both became engineers.

EMP: What was it about aerospace engineering that drew you in?

Todd Mosher: For me, the dream of becoming an astronaut was the motivation. If you want to be an astronaut, it makes sense to understand the vehicles you’d be flying. But beyond that, I was as excited about designing them as I was about flying them.

EMP: Absolutely. Did you have a favorite subject in college?

Todd Mosher: Definitely. I’ve always had a love for communication—both writing and speaking. I enjoyed journalism because I liked the challenge of telling stories clearly and effectively.

EMP: Can you recall your first job after college- how did it happen?

Todd Mosher: My first job was with General Dynamics Space Systems, working on Atlas rockets. I got the job thanks to a connection—my uncle’s friend helped me out. That taught me something important. Personal connections often open more doors than a stack of resumes ever will.

EMP: Excellent advice. Did you have a mentor who made a difference early in your career?

Todd Mosher: I’ve been lucky to have several great mentors, and I still do. One in particular encouraged me to go back to grad school full-time at the University of Colorado, even after I had already earned a master’s degree from the University of Alabama in Huntsville. That push really shaped the direction of my career.

EMP: How has your career path evolved over time, and what role did graduate education play?

Todd Mosher: I’ve been fortunate to work across a wide spectrum of projects—from robotic spacecraft and human spaceflight to launch vehicles. I’ve worked for major companies like Amazon. I have helped one startup go public and supported two others through acquisitions. I’ve also taught at four universities, with CU being the fifth. Without a doubt, graduate education opened a lot of those doors. It’s a reminder that learning should never stop.

EMP: Completely agree. Is there a particular project or accomplishment you're especially proud of?

Todd Mosher: In 2024, I was honored to be selected as a Presidential Leadership Scholar. It’s a competitive program where leaders learn from the experiences of presidents George W. Bush, Bill Clinton, George H.W. Bush, and Lyndon Johnson. I got to meet both Presidents Bush and Clinton, as well as top officials, scholars, and business and civic leaders. Being part of that network has been eye-opening and broadened my perspective.

EMP: Besides technical skills, how did your university experiences prepare you for your career?

Todd Mosher: University life gave me a chance to explore a wide variety of topics, which helped me appreciate the importance of being well-rounded. Grad school, and especially a Ph.D., forces you to go deep into one area—but that deep dive still happens in a setting where you're exposed to many other ideas. That cross-pollination is so valuable.

EMP: A perspective your students no doubt benefit from. How important has networking been in your career, and do you have any advice on doing it well?

Todd Mosher: Networking has played a huge role in every step of my career. But I think the key is not to treat it as a transaction. Instead of asking, “What can I get from this person?” ask, “How can I help them?” When you approach it with that mindset, you’ll find that the benefits come back to you many times over.

EMP: You are a new member of the EMP faculty. What inspired that change?

Todd Mosher: I’m at a point in my career where leaving a legacy matters more than chasing titles. Teaching and sharing what I’ve learned is one of the best ways I know to leave something meaningful behind.

EMP: What excites you most about teaching?

Todd Mosher: What I love about teaching is the immediate feedback. In most jobs, you’re always waiting—for a promotion, for a proposal to be accepted. But in the classroom, you can tell right away if students are getting it. That real-time connection lets you adjust and improve on the fly.

EMP: With AI becoming more common in engineering, what’s your take on its impact?

Todd Mosher: AI is just another tool—and like any tool, it depends on how we use it. I don’t think it’s something to be afraid of. Instead, those who learn to use AI effectively will be able to accomplish more and work more efficiently. Of course, it can be used for both good and bad, so it’s on us to make the right choices.

EMP: If you could give your 25-year-old self one piece of career advice, what would it be?

Todd Mosher: Time is your most valuable asset. At 25, it feels unlimited—but later, you’ll wish you had more of it and had used it more wisely. Don’t fear mistakes—they’re how you learn. Just make sure you grow from them. And this doesn’t just apply to your career; it’s true for every part of life that makes it meaningful.

EMP: Todd, thank you so much for joining us today.

Todd Mosher: Certainly- I enjoyed it!

A quick interview with the EMP's new Scholar in Residence, Todd J. Mosher, Ph.D, touches on teaching, career direction and an early fascination with aerospace.

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Jessica Rush Leeker Employs $2M NSF Grant to Expand Learning Resources in Engineering for Black Families

Anonymous — Wed, 11 Sep 2024 20:45:36 +0000

Jessica Rush Leeker Employs $2M NSF Grant to Expand Learning Resources in Engineering for Black Families Anonymous (not verified) Wed, 09/11/2024 - 14:45

Published: September 11, 2024 • By Wendy Martin

Jessica Rush Leeker has been awarded a $2M National Science Foundation grant to advance her research on creating informal learning resources out of a structured, formal environment that promotes the participation of Black families in engineering. Her work focuses on developing pathways for Black families to engage in engineering practices and see themselves as integral members of the engineering community.

Jessica Rush Leeker

Leeker's project, supported by the $2M National Science Foundation grant, is a collaborative effort. In partnership with Lauren Mims from New York University and Tamecia Jones from North Carolina State, Leeker will co-develop informal learning resources with Black families. These resources, designed for children aged six to ten, will provide opportunities to engage in various engineering activities at home. The aim is to encourage children to consider engineering careers by allowing them to engage in engineering practices such as empathizing, defining, ideating, prototyping, and testing.

A Real-life, Community-driven Project

For Leeker, this grant presents an invaluable opportunity to expand her innovative research on the role of informal learning in engineering education among Black families. This project will explore how these identity-affirming resources can foster children's engineering identities and interests by connecting them with their historical and cultural roots, enhancing their sense of belonging and confidence in engineering fields.

Leeker's research will involve co-developing these resources with Black families across various settings in the United States. By capturing and analyzing interactions between caregivers and children, as well as the children's creations and reflections, Leeker aims to understand how these informal educational experiences shape children's perceptions of their capabilities and potential careers in engineering.

“We plan to develop educational tools and frameworks that can be replicated beyond the initial study, enhancing the broader educational landscape by incorporating these rich cultural narratives into engineering education,” Leeker said. “This will not only benefit the participating families but also create a model that can be adapted and used in other contexts, transforming how underrepresented groups engage with engineering globally.”

Leeker believes this research can significantly increase diversity and inclusion in engineering fields by reconnecting children with their legacies of innovation and problem-solving. Their goal is to build bridges between generations, linking personal and communal histories with contemporary educational and professional opportunities in engineering. This approach is expected to enrich children's academic and personal development, thereby broadening participation and success rates among underrepresented in engineering disciplines.

Inclusion of Other Populations

“This grant is a testament to the importance of creating inclusive educational resources that reflect the diversity of our communities. I am excited to see how these informal learning tools can inspire the next generation of Black engineers and innovators. We hope to expand these efforts to other underrepresented populations in STEM,” Leeker said. “By partnering with Black families, we can develop educational materials that teach engineering concepts and celebrate the rich cultural heritage of Black scientists and engineers. This approach is crucial for fostering a sense of identity and belonging in STEM fields, and we aim to extend this inclusive model to other communities as well.”

Future Aspirations

“Our goal is to create a sustainable model for informal engineering education that can be replicated across different contexts. This project will serve as a blueprint for engaging underrepresented communities in meaningful and impactful ways, with the potential to adapt and apply these methods to a wider range of populations,” Leeker added.

Engagement and Dissemination

The resulting deliverables from Leeker's research will include video workshops for caregivers, easy-to-use engineering activities, and wide dissemination of findings, public media, high-traffic repositories, and professional networks of science and engineering educators. The empirical findings will also be shared widely via professional conferences and journals in educational research.

Ultimately, Leeker's project aims to broaden participation in engineering among the Black population, who remain underrepresented in engineering pathways and careers. This grant supports a vision of developing new approaches to STEM learning in informal environments, providing multiple pathways for broadening access to and engagement in engineering education.

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Global Semester: ESCEND Engineering Management/Entrepreneurship Minor (Lisbon, Portugal)

Anonymous — Tue, 17 Oct 2023 19:15:16 +0000

Global Semester: ESCEND Engineering Management/Entrepreneurship Minor (Lisbon, Portugal) Anonymous (not verified) Tue, 10/17/2023 - 13:15

Complete your Engineering Management or Entrepreneurship minor while spending Fall semester abroad in Lisbon, Portugal!

Learn More Information

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Breaking New Ground: Building Equitable and Sustainable Communities

Anonymous — Tue, 01 Nov 2022 16:51:32 +0000

Breaking New Ground: Building Equitable and Sustainable Communities Anonymous (not verified) Tue, 11/01/2022 - 10:51

In 2021, Robertha Richardson from Tuskegee, Alabama, sat down to read Equity, Inclusion and Diversity in Engineering: Why They Matter. The article featured Dr. Jessica Rush Leeker, Director of Undergraduate Education, and Stephen Dunn, Professor of Engineering Management at CU ��ý��’s Engineering Management Program (EMP).

Richardson is the founder of Harvest Dreams, a nonprofit focused on fostering sustainable food production systems and affordable housing in her local community. She comes from a family of Black farmers who’ve owned for 100 years the Tuskegee land they farm.

“Richardson saw the article and reached out to me to explore whether we could create any partnerships or synergies,” says Rush Leeker. “She knew she wanted to do something to create more sustainable communities, and that’s how the Building Legacy in Engineering research project got started.”

An Improving Undergraduate STEM Education (IUSE) grant is funding the project that involves PI, Dr. Jessica Rush Leeker, Co-PIs, Shawhin Roudbari and Laura MacDonald, a collaboration between CU ��ý��’s College of Engineering and Applied Sciences (CEAS) and Environmental Design (ENVD) and Tuskegee University's College of Agriculture, Environment and Nutrition Sciences led by Dr. Raymon Shange.

Together, they’re pioneering a "living-learning lab" through design-build projects that experiment with agricultural-land infrastructure that’s socially and ecologically sustainable.

Building Legacy in Engineering—A Unique Partnership

Tuskegee University’s partnership is partly because of its proximity to Harvest Dream, Ms. Richardson, and her family’s land there. Additionally, Tuskegee’s prominence as one of the nation’s top historically Black colleges and universities (HBCU) and its deep-rooted connections to Black history and education made it the perfect choice for the collaboration.

“We knew we needed a partnership with Tuskegee. We did not want to come in as a predominantly white institution when there was a school already there,” Rush Leeker explains. “So, we started to work on potential synergies and authentic partnerships to create, and we’re excited to be working with Tuskegee University.”

The project that began with Ms. Richardson now seeks equally forward-thinking students and community members to participate.

“Because Richardson cares a lot about the legacy of her family, we knew we wanted something with stakeholder engagement and community engagement,” says Rush Leeker. “We wanted the community to have a say, and students, to work together each year. So, approximately ten students from CU ��ý�� and ten students from Tuskegee will work together to create the living-learning lab.”

Collaborating To Build Resilient Communities

The partnership between a predominantly white institution and an HBCU College is a pioneering and exciting initiative in community partnership.

The lab will be designed as a “living” design, and the dynamics will change yearly. “The best part about this project is that we don't know what it’ll always look like,” Rush Leeker adds. “Every year, a group of students and different professors will design, and they’ll have themes they work on and then pass on to the next year and the next.”

Rush Leeker admits there is risk involved when there’s so much freedom to explore, but everyone agrees it is a risk worth taking. “I want to shout out to Harvest Dreams about not being scared to do this and to be excited about it,” she says.

Harvest Dreams already plays an important role in building equitable and sustainable communities, and the project will be able to rely on their expertise and community connections. “They do a lot of community outreach,” explains Rush Leeker. “So, they’re finding ways to get greater stakeholder engagement in the area, and they have land we're going to use to create the living lab.”

Richardson will also work closely with the students throughout the project. “When they have a design in mind,” says Rush Leeker, “they’ll work with her and the community to make sure that it matches the mission and the vision.”

“In the first year, environmental design, led by Co-PI Shawhin Roudbari, will lead and work with students to think through the community piece, thinking with empathy about who's involved and how to work with those stakeholders,” says Rush Leeker. “The grant is studying a lot of different relationships: faculty relationships and student relationships across different diversities. It also looks at how we involve the community in this process.”

It is an essential step toward collaboration on many different levels. “This is very important because many people are not comfortable with ambiguity—especially engineers,” says Rush Leeker. “They want to know the answer. They want to know how it's done. And the living-learning lab is a process that includes going back and changing things. I'm excited about it.”

Addressing the Challenges of Creating Equitable Communities

One of the biggest challenges the project addresses is the colonization of community outreach, where outsiders come into a community and dictate the changes that should happen.

“We want to decolonize community outreach,” says Rush Leeker. “We don't want to go into a community as if we know what they want. We want to go in listening and understanding the history.”

For Building Legacy in Engineering, the goal is to involve the community from the earliest stages. “We're hoping to show what community engagement can look like,” explains Rush Leeker. “Many times, people go into a community already thinking, ‘I know what they want, and I don't need to talk to them.’ That’s a big issue, and we're trying to show that community engagement can be done and that community involvement from the very beginning of a project is so important. That's one of the most important things we’re doing.”

Another challenge is talking about issues of race in a respectful way that encourages dialogue and mutual understanding. Tuskegee, Alabama, is a city that is pivotal to Black history in the United States, as home to the World War II Tuskegee Airmen, educator Booker T. Washington, civil rights icon Rosa Parks and scientist George Washington Carver. However, the area also has a history of food scarcity and poverty—an estimated 30% of the population is struggling below the poverty line, according to 2020 Census Bureau data.

“We’re taking on that challenge by focusing on how to have complex conversations about race and class,” says Rush Leeker. “We’re showing how to have these dialogues with students and faculty and ensuring we have a team that can support that. Building the trusting relationships to make up that team has been an exciting process.”

Because the research team doesn’t know precisely what the project result will be, they’ve had to become comfortable with ambiguity. “It’s been important that we start as an open grant with freedom for innovation,” she adds. “The innovation piece is so important, and we must move forward without fear.”

New Models for Sustainable Community Development

As they innovate, the Building Legacy in Engineering team hopes to create models that other universities can follow. “We hope to model how collaboration between two universities can happen and how faculty can facilitate,” says Rush Leeker. “As faculty, we're enablers and guardrails, and we hope to show how this can be done—giving the students free reins but still being their support.”

Because this project involves informal learning research that happens primarily outside the classroom, the team is determined that students have the support and resources they need to participate. In this, the program is also striving to model equity.

“It’s crucial to us to make sure that everything’s equitable and that we're supporting the students in this journey with us,” Rush Leeker explains. “We’re making sure students get a monthly stipend to participate. This is an opportunity for them to gain skills and knowledge, so much of the budget goes to the students and different speakers or workshop leaders we’ll bring in to help them gain the skills they’re lacking.”

The Role of Engineering in Creating Self-Sustaining Communities

A key focus is establishing a collaboration where the community is a participant, not just a passive beneficiary of the project. “I’ve been on a lot of service-learning projects in Haiti and other places, and we go in and leave again, and that’s it,” Rush Leeker adds. “That’s why it’s important for me and the whole team to think of this project as a two-way relationship. The students and faculty will learn as much as we're giving to the community, so involving the local community and giving everyone a voice at the beginning is very nice. Even the mayor, Lawrence Haygood, is on board. Having this whole community-enriching experience is key.”

For engineers to make a difference and build sustainable communities, they’ll need to begin as listeners. “We’ll need to understand the history behind what’s happening in the local community,” says Rush Leeker. “We can start with changing our mindset and seeing everyone as human. Then, we can go in and see how we can all use our skills together, to look for opportunities to create sustainable community development and solve these opportunities together.”

Each year, students will work with the community to build stakeholder engagement so the community can keep going forward after the grant. “We’ll look at what resources the local people need for the community to sustain the work,” Rush Leeker explains. “Hopefully, elementary and middle school students, including my children, can go to this place and learn. Let’s say they find sustainable agriculture there, sustainable architecture, and other structures. The students can see it as a science or engineering lab that they can learn from year in and year out.”

Sustainability That’s Engineered for the Long Term

Building Legacy in Engineering is a four-year grant project—aptly named for the legacy engineers can leave for this community. “Each one of the students who’s involved will bring in their bricks—that is, the skills they’ll offer in the project,” says Rush Leeker. “Every student's going to bring their unique skill set, and by the end, what we begin building will continue to be built long after we’re gone.”

Sustaining progress will also involve the community. “We’ll also outline a process plan for the community, including helping them know how to obtain resources for support. If they need a group reflection, for example, to talk about strengths and weaknesses or improvements we can make, we’ll help them navigate all that. And after we leave, hopefully, it will continue.”

Sustainability in Engineering

To learn more about how a Master of Engineering in Engineering Management from CU ��ý�� can help you better understand the role of engineering in building more sustainable communities, visit the Engineering Management Program page. You can speak with an advisor or request more information by contacting: Kendra.Thibeault@colorado.edu.

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