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Engineering the Future Workforce Required by a Global Engineering Industry

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Multidisciplinary Course Development

Tagged Division

Multidisciplinary Engineering

Tagged Topic


Page Count


Page Numbers

26.646.1 - 26.646.18



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Paper Authors


Michael Richey The Boeing Company

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Michael Richey is an Associate Technical Fellow currently assigned to support workforce development and engineering education research. Michael is responsible for leading learning science research, which focuses on learning ecologies, complex adaptive social systems and learning curves. Michael pursues this research agenda with the goal of understanding the interplay between innovation, knowledge transfer and economies of scale as they are manifested in questions of growth, evolvability, adaptability and sustainability.

Additional responsibilities include providing business leadership for engineering technical and professional educational programs. This includes topics in advanced aircraft construction, composites structures and product lifecycle management. Michael is responsible for leading cross-organizational teams from academic, government focusing on how engineering education must acknowledge and incorporate this new information and knowledge to build new methodologies and paradigms that engage these developments in practice. The objective of this research is focused on achieving continuous improvement and sustainable excellence in engineering education.

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Fabian Zender The Boeing Company

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Fabian Zender is an Engineering Performance Coach at The Boeing Company where he participates in research in the Technical and Professional Learning Solutions group. He obtained his undergraduate and graduate degree in Aerospace Engineering from the Georgia Institute of Technology. In his research Fabian focuses on learning as a sociotechnical system, utilizing data analytics and learning science and combining them with traditional engineering approaches to advance personalized learning and optimize organizational performance.

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Charles J Camarda NASA

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Dr. Charles Camarda
Biography (Long)
Dr. Camarda graduated from Archbishop Molloy High School, Jamaica, New York, in 1970. He received a bachelor of science degree in aerospace engineering from Polytechnic Institute of Brooklyn in 1974 and a master of science degree in engineering science from George Washington University in 1980. In 1990, he received a doctorate in aerospace engineering from Virginia Polytechnic Institute and State University.

Upon completing his B.S. degree from the Polytechnic Institute of Brooklyn, Camarda began work for NASA’s Langley Research Center, Hampton, Virginia, in 1974. He was a research scientist in the Thermal Structures Branch of the Structures and Materials Division and was responsible for demonstrating the feasibility of a heat-pipe-cooled leading edge for Space Shuttle by analysis, laboratory experiments, and aerothermal testing in Langley’s 8-foot High Temperature Tunnel. He conducted analytical and experimental research in heat pipes, structural mechanics and dynamics, heat transfer, and numerical optimization for aircraft, spacecraft, and space launch vehicles. While at Langley, Camarda earned his masters’ degree from George Washington University in Engineering Science with emphasis on mechanics of composite structures at elevated temperature and his doctorate degree from Virginia Polytechnic Institute and State University with emphasis on the development of advanced modal methods for efficiently predicting transient thermal and structural performance. In 1989, Camarda was selected to lead the Structures and Materials Technology Maturation Team for the National Aero-Space Plane (NASP) program, which was responsible for maturing materials and structures technologies necessary to enable the development of an airbreathing hypersonic vehicle capable of horizontal take-off to orbit. Camarda was selected to head the Thermal Structures Branch (TSB) in 1994 with responsibility for a research engineering staff, two major focused programs (the high-speed research (HSR) and reusable launch vehicle (RLV) programs), and several structural test facilities including the Thermal Structures Laboratory. Some of the primary responsibilities of the TSB are the development of durable, lightweight metallic thermal protection systems (TPS), advanced leading edges for hypersonic vehicles using carbon-carbon material and heat pipes, reusable cryogenic tank systems, and graphite-composite primary structure for RLV. Camarda has received over 21 NASA awards for technical innovations and accomplishments. He also received a Research and Development 100 award from Industrial Research Magazine for one of the top 100 technical innovations of 1983 entitled "Heat-Pipe-Cooled Sandwich Panel." He holds 9 patents.

Selected as an astronaut candidate by NASA in April 1996, Dr. Camarda reported to the NASA Johnson Space Center in August 1996. He completed two years of training and evaluation that qualified him for flight assignment as a mission specialist. Dr. Camarda has been assigned technical duties in the Astronaut Office Spacecraft Systems/Operations Branch, was on the Expedition-8 back-up crew, served as Director, Engineering, Johnson Space Center, and was assigned to the NASA Engineering and Safety Center (NESC). Through the NESC, Dr. Camarda used his technical expertise to evaluate problems and supplement safety and engineering activities for Agency programs. Dr. Camarda flew as MS-5 on the Return to Flight mission STS-114 Discovery (July 26-August 9, 2005), and has logged over 333 hours in space. He currently serves as Senior Advisor for Engineering Development to the Center Director at NASA’s Langley Research Center.

Biography (Short)
Charles Camarda was born in Queens, New York and received his undergraduate degree in Aerospace Engineering from the Polytechnic Institute of Brooklyn in 1974. Upon graduation, he began work at NASA’s Langley Research Center (LaRC), received his M.S. from GW in Mechanical Engineering in 1980 and a Ph.D. in Aerospace Engineering from VPI in 1990. He was Head of the Thermal Structures Branch at LaRC and led the structures and materials efforts of two programs: The National Aero-Space Plane (NASP) and the Single-Stage-to Orbit Program. He was selected to be an Astronaut in 1996 and flew on the return-to-flight mission of Space Shuttle following the Columbia Accident, STS-114, in 2005. He was selected Director of Engineering at JSC in December 2005 and is now the Sr. Advisor for Engineering Development at NASA’s Langley Research Center.

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Engineering the Future Workforce required by a Global Engineering IndustryThe last decades have brought numerous changes to the engineering workforce. These changeshave been caused both by the increased specialization of skills required by the continuousapplication of innovative technologies and the geopolitical changes enabling global collaborationof engineering design teams. These phenomena, coupled with challenges in the workforcedemographics have created an environment requiring dramatic changes in the way that youth andadolescents in primary, secondary, and post-secondary education are educated to ensure theirfuture career success.While individual teachers have made great strides in improving the learning of their individualstudents to accommodate the requirements of a global workforce in the 21st century overallengineering companies and governmental agencies are challenged by the quantity and quality ofgraduates produced by the education system at all levels. To solve this dilemma a very largeaerospace company and a national space agency have jointly engineered a program inpartnership with educational institutions which prepares students with skills in the Science,Technology, Engineering, Arts, and Mathematics (STEAM) areas and does so collaborativelyacross the nation.While the very large aerospace company and governmental space agency have various educationprograms at all levels of the education system, this paper will focus on the joint efforts to engagevarious engineering universities and secondary education institutions across the United States byhaving geographically-dispersed, student teams comprised of members from various universitieswork together to solve an epic engineering challenge. These epic challenges address issues ofglobal concern, e.g., capturing and retrieving an asteroid, monitoring agricultural fields toincrease yield, or assisting first responders, and require a multidisciplinary skill set. This paperwill define the detailed processes required for such a multi-organizational endeavor, rangingfrom the recruitment and organization of partners, to the development of a joint curriculum andexecution of the program. These processes are based on the experiences, by both the very largeaerospace company and governmental space agency, in successfully carrying such multi-stakeholders initiatives within the education systems.While both organizations represented by the authors are aware of the limitations andshortcomings of the current education system, a paradigm change cannot be implementedovernight. This paper will therefor also detail how the jointly engineered program satisfiesABET criteria and will contrast benefits with traditional programs. In addition, a framework willbe presented that will enable the application of these processes to primary and secondaryeducation enabling students to have validated skills that are directly related to national scienceand engineering standards as well as workforce requirements. It is the intention of bothorganizations to leverage their respective technical expertise to engineer a multifunctionalsystems that can provide a workforce based on national objectives and industry requirements.

Richey, M., & Zender, F., & Camarda, C. J. (2015, June), Engineering the Future Workforce Required by a Global Engineering Industry Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23984

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