Whether motivated more by a desire to improve the human condition or to remain at the forefront of other industrialized nations, there is a strong press among policymakers, industry leaders, and educators to improve the quality of mathematics, science, and technology education at K-12 levels and to increase the number of students who are interested in STEM fields, particularly among groups who have not traditionally chosen STEM careers: women, ethnic and racial minorities, and persons with lower socioeconomic status. The persistent lack of diversity in science classrooms and laboratories not only is socially unjust but also compromises the vitality and creativity of STEM endeavors. Many inventions, breakthroughs, and significant leaps in science-related understanding and applications are less likely to happen under conditions of homogeneity of thought and perspective.
is assistant dean in Undergraduate Programs in Engineering. He advises students and directs the Academy for Excellence in Engineering Education, the iFoundry Illinois Engineering First-year Experience, the Learning in Community program, and the Creativity, Innovation, and Vision course suite. He is faculty advisor for Engineers Without Borders and conducts research on what students learn via international service projects and how students learn to enhance creativity. An Illinois alumnus, he earned his bachelor's degree in mechanical engineering, worked in industry for four years, and earned his master's and doctorate degrees in agricultural and biochemical engineering at Purdue University. Since 1986, he has been on the faculty at the University of Illinois, where he is a professor in the Department of Agricultural and Biological Engineering.
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