Construct a Center for Digital Natives

The new Zachry complex, which will open doors for its first class in fall 2018, will be the largest academic building on campus, big enough to fit two 747s inside, end to end. The up-to-date instructional technology in the building requires 1 million feet of data cables. Besides its size, what makes this building extraordinary is the way it integrates technology and embodies the dean’s core principles for engineering education.

“Right now, we have traditional classrooms with desks bolted to the floor and no way of working in teams or interacting with students in a more personal way during class time,” said Dean Banks. “We need to engage students differently.” To facilitate that engagement, classrooms—a.k.a. learning studios—will be smaller (designed for no more than 50 to 100 students) and flexible, with furniture in each that can be easily reconfigured. Students—all of whom will be undergraduates since the building is entirely devoted to them—will gather around work tables that encourage teamwork and participation. No one will sit in the back of the room because there won’t be a back of the room. Each mobile table will be wired for power and Wi-Fi and feature a 32-inch pop-up screen; sophisticated, oversized electronic whiteboards will connect to laptops, cameras and web-based content. “We know that in engineering, technology is key to everything we do,” Dean Banks said. “Technology is integrated into every aspect of this building.”

Banks has ensured the building has something else: art. Not photos of gears. Or pipes on a refinery. Or bridges. Real art. Several pieces by international artists were specifically commissioned for Zachry. Each piece, such as a four-story installation that represents fluid flow, will be accompanied by a video in which the artist talks about his or her project. “By understanding and respecting the creative process broadly, students will be better engineers and designers,” Dean Banks said. “And they’ll also gain an appreciation for and experience with fine arts that goes beyond the technical world.”

The building, which has been constructed to LEEDS silver standards for environmental design, also features a green roof with terraces and awnings for student gatherings and laboratory instructional space that can easily and efficiently be adjusted for use by different disciplines. And there will be lots of glass—in learning studios, meeting rooms and labs—so that people can see and be inspired by the work that goes on inside.

Increase Support for First-Generation Students

A key factor in increasing retention is expanding support for first-generation students. To this end, the college created a mentoring program called FGEn for the fall 2017 incoming class. “Higher education literature shows that first-generation students do not have adequate information about campus life because their parents didn’t attend college,” said Bimal Nepal, co-director of FGEn with Bonnie Bustos-Rios. First-generation students tend to have lower retention and graduation rates, Nepal reported. “Our research reveals that providing an effective mentoring program can help boost their self-efficacy.”

During the fall 2017 semester, 94 mentors—both engineering students and faculty—worked with 103 students on a one-to-one basis. Many of the mentors were first-generation students themselves who want to give back. “Being the first in my family to attend college is important because it allows me to set an example for my younger sisters,” said Mercedes Lewis ’21, a mechanical engineering student from Adkins, Texas. “I work with my mentor about once every two weeks to discuss possible next steps and my adjustment to college thus far. The program has been a big help because it promotes a good work ethic with a positive, well-rounded lifestyle.”

Recruit More Qualified Students

As society’s reliance on technology grows, so does our need for engineers. The College of Engineering has developed an innovative way to enroll and retain more qualified students—especially those living in urban areas. Thanks to a $5 million grant from Chevron Corp., Texas A&M has created partnerships with two-year colleges: Houston Community College, Alamo Colleges District in San Antonio, El Centro and Richland Colleges in Dallas, Austin Community College and Texas Southmost College in Brownsville.

Students in the Chevron-Texas A&M Engineering Academies are accepted to the College of Engineering as full-fledged Aggies, but spend the first three to four semesters at one of these two-year colleges, taking core classes through those institutions but engineering classes taught by Texas A&M faculty. In their junior year, academy students can move to the College Station campus to complete their studies. Students who may want to stay closer to home for financial or cultural reasons can save more than $25,000 on their education through this program. “I applied to the Engineering Academy because it was an affordable option for me and my family,” said Luis Gonzales ’20, who started at El Centro College in Dallas. “I was accepted at College Station, but I chose to go with the more affordable option.” The Chevron Academies combined with the Engineering Academy at Blinn will enroll 1,000 students.

Reimagine the Faculty

Imagine the kind of insight that students gain from a former astronaut who is leading a program in human space and robotic systems. Or a former CEO of a distribution company teaching a management class in industrial distribution. This is exactly why, in 2013, the College of Engineering began a push to hire professionals with at least 10 years of field experience. “We realized there was a wealth of industry knowledge out there and that qualified people could really have a positive impact on our campus and our students’ development,” said Mark Johnson, director of the Professors of Practice Program. “In addition to their expertise in the classroom, professors of practice serve as mentors and advisers to students on how to secure internships, how to be successful post-graduation and how to network.”

At the same time, professors who rise through academia offer their own invaluable service. “There needs to be a balance between tenure track and professional track faculty,” said Dean Banks. “The students must have fundamental knowledge that only faculty with years of experience in academia can teach. But we also need to ensure that our students understand that while you may have the best mathematical solution to a problem, it may not work in the real world.”

Currently, 65 professors of practice—many of whom have graduate degrees—with a combined total of roughly 1,000 years of industry experience are teaching more than 100 classes. When the college polled students on how to use extra funds generated by differential tuition, the top response was to hire more professors of practice.

Get Out of the Classroom

Good grades. Big ideas. Strong work ethic. These are qualities that go a long way when Aggie engineering students are looking for a job. But the College of Engineering recognizes that what can really make these students stand out in a competitive job market is an “X” factor: a broader understanding of engineering practice. That’s why the ENGR^[X] program was created; for the first time, students (starting with the class of 2021), are required, rather than merely encouraged, to participate in at least one high-impact activity beyond normal classroom instruction.

The list of approved activities includes internships, study abroad, undergraduate research, design competitions or participation in the Engineering Innovation Center, among other things. “It is no longer enough for an engineer to receive a core education in their field of choice,” said Shayla Rivera ’83, director of ENGR^[X]. “Employers around the world demand that engineers have a comprehensive understanding of needs, whether technical or cultural, and that they bring leadership and communication skills to all projects.”

After completing an ENGR^[X] activity, each student must submit an essay, video, blog or presentation about what they gained from the experience. Though he wasn’t required to participate in the program, Bryton Praslicka ’19, an electrical engineering major from Lewisville, Texas, has taken advantage of any opportunity to go beyond the classroom. He has studied abroad and taken part in a variety of entrepreneurial programs, including Aggies Invent and Startup Aggieland.

“At Texas A&M, there are many free resources that help students of all backgrounds learn and become whoever they want,” said Praslicka, who is producing 10 smart bus stops on campus through the Engineering Innovation Center. These solar-powered devices will give live updates on bus arrivals and allow students to charge phones while waiting. “In my experience so far, my grades and classes have not been the main conversation at networking events such as career fairs. It’s my extracurricular activities. When I meet with recruiters or professionals, I can carry on real conversations with them about energy trading, power electronics, microgrids, team design projects, horrible mistakes and great successes, which makes me stand out among the crowd.”

Get Way Outside the Classroom

In 2016, Texas A&M sent more students to study abroad than any other public university in the country and ranked second among all universities—public and private. In 2017, of the 5,330 students who went overseas, almost 1,100 were engineering students. Recognizing the importance of global experiences, the college wants to increase that number to 2,000 by the end of 2019. To help in that effort, Halliburton has created a $5 million endowment, the Halliburton Engineering Global Programs, to fund global study scholarships. “Cost is the main barrier to studying abroad,” said Maria Alves ’03, director of the program. Last year, 500 engineering students received scholarships between $500 and $1,000 to use toward international study.

Another barrier is fitting a global experience into the demanding course load for engineers. The college has addressed this issue by offering exchange programs, transfer-credit trips and semesters abroad at Texas A&M at Qatar, where classes are taught by Texas A&M faculty. Plus, a full slate of faculty-led trips satisfies course requirements in many majors; for instance, a summer trip to Europe to study nuclear technology offers credit for two nuclear engineering classes.

“Living in a new environment, I utilized my problem-solving techniques all the time. I submerged myself in the culture by talking to locals and doing what they love to do,” said Brooke Roger ’18, a chemical engineering major from League City, Texas, who spent the spring 2017 semester at Swansea University in Wales as part of a reciprocal education exchange program. “The engineering industry is becoming more and more global. Having experience in a foreign country gives you a leg up because it shows that you know how to work in diverse groups and changing environments.”

Grow Engineering Leaders

Engineering students certainly get their fill of concepts like differential equations, dynamics and structural modeling. But what about communication, collaboration and creativity? With a heavy course load, most students have little time to develop in these areas. The Zachry Leadership Program, launched in January 2016, hopes to change that. Beginning in January of their sophomore year, 32 selected students take an extra three-hour class every semester for five semesters that focuses on self-awareness, self-improvement, empathy, ethics and ways in which businesses can impact communities and society. They also participate in pre-semester retreats where they can take part in team-building and confidence-boosting activities.

The program was launched by John Zachry, chairman and CEO of Zachry Group, after he attended an award ceremony for distinguished engineering alumni. His goal was to help young engineers make a positive impact on the world earlier in their careers by giving them a foundation in service, leadership and the free enterprise system.

“Our vision is to produce leaders who are well-grounded and well-rounded,” said Seth Sullivan ’01, the program’s director. “I won’t measure our success by the number of job offers or starting salaries students get, but rather by the impact they have.” Sullivan reported that the Zachry Group is very involved with students; executives mentor students, serve as guest speakers and offer insight into issues the students will experience in the workplace.

Participants report already seeing results, from more confidence in decision making to improved collaboration skills. “This program has taught me to focus on people in my work through effective listening, empathizing and serving people by meeting their needs. These are skills that I will carry with me through my entire career,” said Joseph Valencia ’18, a mechanical engineering major from The Woodlands. “Taking part in this leadership program is the best academic decision I’ve made since coming to Texas A&M.”

Create Innovative Degree Programs

How will we live in 20 years? Will our grandchildren drive flying cars? How will we interact with computers? In five years, what will the hot jobs be? Dean Banks admitted she doesn’t know the answers to these questions. But she does know how to prepare Texas A&M students to be at the heart of these challenges when the time comes. The college is creating and promoting opportunities for students to explore new directions and career paths. “When you talk to industry people today, they have a need for people with depth in specific areas, but they also need people who understand the cutting edge of technology more broadly,” she said.

To ensure that the college stays in step with evolving industries and the latest technologies, Banks is developing more minors, such as one in cybersecurity. “My goal is to have many minors where students from different disciplines can develop expertise in emerging areas,” she said. Even more innovative is an emphasis on degrees in interdisciplinary engineering or a “build your own” degree program. “Interdisciplinary degrees are strongly supported by industry that want to hire out-of-the-box thinkers,” Dean Banks said. “This degree program is for the very creative student who is passionate about doing something different. Industry doesn’t hire only based on your degree; they hire for potential. And if you have a unique knowledge base of need, you’ll be hired immediately.”

For example, Alexandria Morris ’20 is busy creating a major that incorporates elements of engineering entrepreneurship, civil and mechanical engineering plus industrial distribution. “My curiosity in many fields can’t be channeled into one major,” said Morris, a League City, Texas, native. “With the ‘build your own’ degree program, I don’t have to minor or double major, but I can graduate with the skill set I want. I want to gain experience in a plethora of fields so I can best serve a variety of people when I open my own business as a consultant.”

Along with new degree options, the college is emphasizing the development of new technologies. This is the thought behind the Aggies Invent program, a two-day design challenge offered by the college three times per semester and once in the summer. “Aggies Invent challenges students to work in multidisciplinary, multilevel teams to solve problems that are facing industry and society today—all in 48 hours,” said Rodney Boehm, director of engineering entrepreneurship. “This experience is as much like their first job as we can possibly make it. It helps students know what they are capable of and propels them into developing even more creative solutions throughout their academic and post-academic careers.”

Increase Collaboration with Other Texas A&M Colleges

Sometimes big ideas start with small moments. “I remember having a conference call with 30 people and being the only engineer. That’s when I thought, `Fluids lab isn’t helping me a whole lot right now. But a finance class would have been nice.’” That was Jay Graham ’92 talking about preparing to take his company, WildHorse Resources, public. The notion that engineers can benefit from business training inspired Graham and his partner in WildHorse, Anthony Bahr ’91, to invest in the Petroleum Ventures Program, which launched in fall 2016. The program is a collaboration between Mays Business School and the Harold Vance Department of Petroleum Engineering that serves petroleum engineers who want to delve into private equity and new venture opportunities, as well as business majors who aspire to jobs as oil industry analysts or energy investment bankers.

The program was groundbreaking, and it has paved the way for other such collaborations. The college has since launched a partnership with the Health Science Center and, soon, the College of Veterinary Medicine & Biomedical Sciences to advance the way medicine is practiced for humans and animals (see No. 10). Engineering is also teaming with the School of Law on a new E-Law program to allow engineering students to pursue an integrated engineering-law degree in a condensed timetable. “These students will not only be well-positioned for careers in intellectual property law, but also for any kind of transactional legal work," said Andrew Morriss, former dean of the School of Law and now dean of Texas A&M's newly formed School of Innovation. “Lawyers are engineers in spirit: We build transactions and businesses the same way engineers build satellites and bridges.”

And at the Texas A&M Cybersecurity Center (and through the related cybersecurity minor), the college is working with the Bush School of Government and Public Service as well as the colleges of business, education and agriculture. “We need to bring academic disciplines that aren’t only technically oriented into the cybersecurity community,” said Dr. Daniel Ragsdale ’80, a retired Army colonel who directs the Cybersecurity Center. “You can think of computer science, information technology, computer engineering and information management. Those are the people who address the software part. But to address the conflict and competition aspect of cybersecurity, we need to engage with folks who are involved in psychology, behavioral science, sociology, ethics, law and business.”

Apply Cutting-Edge Engineering Technologies in the Medical Field

Not long ago, when Dean Banks visited her daughter at the hospital where she works as an ICU nurse, she was struck by what she saw. Her daughter was sitting in front of a bank of computer screens that were monitoring health vitals from her patients. “It looked like NASA’s mission control center,” Dean Banks reported. Realizing how integral technology has become in the practice of medicine, Banks saw the makings of an important collaboration—between the College of Engineering and the Texas A&M College of Medicine—and went about making it happen.

The new collaboration, called EnMed, will launch in 2019 in partnership with Houston Methodist Hospital. Fifty students will comprise each class of EnMed scholars and in four years, students will earn both a medical degree and a master’s degree in engineering. The goal is to produce graduates who are well-equipped to invent transformative technology in the health care field. Emphasis will be on innovation, entrepreneurship and research, and each student will be required to invent a device or application before graduation.

“I am certain the program will lead to new devices and technologies. It brings innovation to the medical school,” said Dr. Carrie Byington '85, dean of the College of Medicine, senior vice president of the Texas A&M Health Science Center and vice chancellor for health services at The Texas A&M University System. She added that only two other universities in the nation have a curriculum like EnMed. “We believe we can be at the forefront of the field because of Texas A&M’s strengths in engineering and medicine.”

The two women leaders are starting to think even bigger. EnMed is part of a broader program called EnHealth, which is the nation’s first comprehensive educational program to fully integrate engineering education into all health-related disciplines. “An engineer who is also a physician sees things differently: a ‘physicianeer,’” Dean Banks said. “Nurses, pharmacists or even veterinarians with engineering degrees consider problems in a different way.”

Dean Banks feels certain that a similar effort at collaboration elsewhere would not be as successful as it will be at Texas A&M. She pointed to the humble tradition of service that allows the goals of the two colleges to merge harmoniously. “It will only work here. Because of the Aggie Spirit,” Dean Banks said. “The Aggie Spirit is the catalyst for everything we do. No other university would attempt to increase enrollment to our level. No other university would build a 525,000-square-foot facility just for undergraduates. Other universities have the pieces, but it’s the spirit here that makes it work. This type of commitment to transformation doesn’t work without it.”