NAE Grand Challenge Scholars Program at Duke

Program Purpose

The National Academy of Engineering (NAE) recently released a list of fourteen "Grand Challenges for Engineering" that must be addressed in order to achieve a sustainable, economically robust, and politically stable future for our children and our children's children (http://www.engineeringchallenges.org/). These challenges range from the most basic of human needs (provide access to clean water) to the extraordinary (reverse engineering of the brain). Thematically, the fourteen challenges are initiatives for improving the human condition by identifying safe and clean energy resources; providing for human health, nutrition and security; restoring and reinventing infrastructure for urban habitation; advancing computing power and capabilities; and developing new tools for teaching, learning, medicine and scientific discovery. While many of these technologies are clearly targeted for the developed world, another important theme of the NAE Grand Challenges for Engineering is identifying technologies that are accessible, affordable and appropriate for global deployment to under-resourced regions.

The Duke NAE Grand Challenge Scholars Program educates engineering undergraduates to have the technical expertise, breadth of knowledge, and the social, ethical, and environmental awareness to successfully pursue leadership positions in addressing the NAE Grand Challenges for Engineering. As described below, this will be accomplished by requiring each GC Scholar to propose and complete a five-component GC portfolio, and by completing a GC senior thesis. 

Overarching themes of the Duke NAE Grand Challenge Scholars program 

  • Addressing the NAE Engineering Grand Challenges, either specifically or thematically, must be the central "GC Focus" behind the study plans of all GC Scholars, and the essential feature that distinguishes a GC Scholar from other Pratt undergraduates. 
  • Each GC Scholar's GC portfolio must be (1) specifically or thematically linked to the GC Focus, (2) comprised of the five curricular components (research- or project-based practicum, interdisciplinary curriculum, entrepreneurship, global perspective, and service learning), (3) of sufficient intellectual rigor to merit the GC Scholar distinction, and (4) part and parcel of the student's GC senior thesis. 
  • Each GC portfolio must include in-depth completion of the research- or project-based practicum component and the interdisciplinary curriculum component (read in-depth definition; see examples). 
  • At least one of the other three components (entrepreneurship, global perspective and service learning) must be pursued at medium-depth. The remaining two components may be pursued at a minimum-depth (read medium- and minimum-depth definitions). 
  • Programmatic tracks likely, but not necessarily, followed by GC Scholars (e.g. Pratt Fellows, Smart Home Fellows, Engineering World Health, Engineers Without Borders, Center for Entrepreneurship and Research Commercialization, International Honors Program) have different requirements and selection criteria (e.g. project versus research, interview versus written application), thus necessitating flexibility. 
  • Although good grades are important indicators of success in the program, the rigor of the proposed GC portfolio and evidence of sustained early commitment to the program will be the primary considerations in selecting and approving GC scholars. 
  • The program must provide the means for students to (1) get engaged in the program as underclassmen, (2) network with other GC Scholars at Duke and within the national network of GC Scholars at other U.S. engineering schools, and (3) travel to the annual GC Summit to be exposed to academic, public policy, health and corporate leaders engaged in the NAE Grand Challenges for Engineering.

Our Approach

A. Freshman/Sophomore Years: Get involved in GC-related opportunities. The goal of the freshman and sophomore years is to foster the early engagement of engineering undergraduates who may be interested in pursuing a Duke NAE Grand Challenge Scholars designation. It is recommended that interested underclassmen participate in GC-related curricular (course credit) or extra-curricular (no course credit) activities, and engage in organized and informal discussions with faculty and students involved in the GC Scholars Program. It is particularly important that interested freshmen and sophomores take part in regular Pratt GC Scholar Program information sessions, workshops and seminars conducted by GC scholars and Duke faculty currently in the program, and by invited engineers or scientists who are developing GC-related technologies and business ventures. Scheduled events will be advertised on the GC Scholars page of the Pratt web site, and on plasma screens throughout Pratt. This early exposure provides greater awareness of the range of GC-related opportunities, demonstrates commitment, and better prepares students for proposing their GC portfolio in their junior year and completing their GC portfolio and GC senior thesis in their senior year.

Note that the strongest proposals will be those demonstrating sustained involvement in GC-related activities initiated prior to proposing the GC portfolio. The freshman and sophomore years are therefore excellent opportunities to begin building a GC portfolio by completing GC-related courses (e.g. FOCUS classes or HSS electives), participating in GC-related programs (e.g. Duke Engage, Smart Home, Engineering World Health, Engineers Without Borders) or summer or regular semester research experiences. These experiences may be included in a student's GC portfolio if sufficient involvement and appropriate relevance is documented.

B. Junior Year: Declare GC Focus, and submit proposal for the GC portfolio and GC senior thesis. Students interested in receiving a Grand Challenge Scholar designation from the National Academy of Engineering must submit a proposal to the Pratt GC Scholars Committee prior to Thanksgiving Break in the first semester of their junior year. Each proposal must consist of the following components:

(1) a description of the NAE Engineering Grand Challenge identified as the "GC Focus" of the proposal,

(2) an explanation of how the proposed curricular and extra-curricular GC portfolio will address the targeted GC Focus,

(3) a prospectus of the proposed GC senior thesis,

(4) a budget and budget justification of up to $5000 in expenses to be used towards completion of the GC portfolio,

(5) a current Duke transcript, and

(6) at least two letters of recommendation, including one from the proposed GC faculty adviser.

The Pratt GC Scholars Steering Committee will review proposals immediately following the Thanksgiving Break. Successful candidates will be notified prior to the end of fall semester of the junior year. 

C. Senior Year: Complete of the GC portfolio and GC senior thesis, and attend the national GC Summit. The proposed GC portfolio and written GC senior thesis both must be completed by the close of finals period in the semester that the student graduates. Students must adhere to the following requirements. It is expected that senior GC scholars will present their work in Pratt GC-related activities to network with other scholars and to provide information to interested underclassmen. Senior GC scholars also should plan to attend the national GC Summit to present their work and to network with GC Scholars from other participating engineering schools. Travel costs for attending a summit must be included in the proposal budget.

Required Components of the GC Portfolio and GC Senior Thesis 

A. Composition of the GC portfolio. Each GC portfolio must address all five curricular components outlined in the NAE Grand Challenge Scholars Declaration of Principles (http://www.grandchallengescholars.org). 

  • Research- or project-based practicum that is specifically linked to one of the fourteen Engineering Grand Challenges,
  • Interdisciplinary curriculum comprised of an engineering major and a series of at least two additional non-engineering courses that is specifically linked to one of the fourteen NAE Grand Challenges,
  • Entrepreneurial component on the process of translating invention and innovation into market ventures that is thematically linked to one of the fourteen NAE Grand Challenges for Engineering.
  • Global component that instills awareness of global marketing, economic, ethical, cross-cultural, and/or environmental concerns, and
  • Service learning component that deepens social awareness and heightens motivation to develop practical solutions for society's problems. 

The research- or project-based practicum component, and the interdisciplinary curriculum component both must be pursued at the "in-depth" level. "In-depth" is defined as three or more regular semester classes or the equivalent. 

The in-depth research/project component must include (1) at least one practicum immersion experience that spans an 8-week summer or a regular semester, (2) at least one independent study directly related to the practicum experience, and (3) at least one additional regular semester class or second independent study that is directly or thematically related to the practicum experience. 

The in-depth interdisciplinary curriculum component must include (1) an engineering major plus (2) at least three regular semester non-engineering courses and/or independent studies that are directly or thematically linked to the GC Focus. Non-engineering courses required for an engineering major (i.e. introductory chemistry, physics and calculus) do not qualify as GC non-engineering courses. It is recommended that the Pratt humanities and social science distribution requirements and non-engineering electives be employed to complete the GC non-engineering courses. 

It is anticipated that many GC Scholars will complete their in-depth experiences within existing programmatic tracks such as Pratt Fellows, Smart Home Fellows, Engineering World Health, Engineers Without Borders, Center for Entrepreneurship and Research Commercialization, and International Honors Program. However, proposals that fall outside of these programmatic tracks are still eligible for consideration and will be assessed by the Pratt GCSP Committee on a case-by-case basis. 

At least one of the entrepreneurial, global or service learning components must be pursued at the "medium-depth" level or higher, and must be directly or thematically linked to the GC Focus. A "medium-depth" experience is defined as at least one of the following: a practicum immersion experience or research activity that spans an 8-week summer or a regular semester, or one regular semester class or independent study. An extra-curricular activity of substantial involvement (such as a DukeEngage) may also count as a "medium-depth" activity if properly documented and appropriately linked to the GC Focus. 

Note: either of the required in-depth components may directly incorporate the entrepreneurial, global or service learning components, and thus can "double-count" as a third component depending on the GC Focus, the engineering and non-engineering courses taken, the nature of the research/project/curriculum, and the extent of engagement. 

No more than two of the entrepreneurial, global or service learning components may be addressed as "minimum-depth" experiences. Minimum-depth is defined as a semester or less extra-curricular experience such as a volunteer activity, short course, workshop, seminar series or conference. Minimum experiences must be thematically linked to one of the GC themes that may or may not incorporate the student's GC Focus. 

B. Composition of GC senior thesis. The GC senior thesis must take the form of a written critical analysis of a research investigation and/or project (e.g. introduction and literature review, methods, results, discussion, and conclusion). The only specific requirements are (1) the thesis must be a defendable argument of direct relevance to the student's GC Focus, and (2) must be of sufficient content and length to thematically link together, or be linked to, the in-depth and medium-depth elements of the student's GC portfolio. Programmatic track poster or oral presentations do not satisfy the GC senior thesis requirement. 

C. GC faculty adviser. Each GC scholar is required to identify a GC faculty adviser who counsels and directs the student's GC portfolio development, grades the student's GC senior thesis, and "champions" the student's case to the Pratt GCSP Steering Committee for final approval. Students who use a research investigation as one of their in-depth experiences will likely employ the research adviser as their GC faculty adviser. Students who employ one of the established project-based programmatic tracks (e.g. Engineering World Health, Engineers Without Borders) may employ the program director or an approved faculty designate as the GC faculty adviser. 

Duke NAE GC portfolio grid 

In order to simplify the completion of the GC portfolio, and to facilitate tracking of student progress, each student must complete the following GC curriculum grid for the proposal submitted the junior year. Across the top are the five required curricular components of the GC portfolio, and down the far left column are the required levels of engagement. 

Student name:

Engineering major:

GC Focus:

GC faculty adviser:

Proposed title of GC senior thesis:

Level of Engagement 

Research or Project 

Interdisciplinary Curriculum 

Entrepreneurial

Component 

Global

Perspective 

Service Learning 

First required

in-depth experience

1. Practicum immersion experience or research activity:

2. Practicum-related independent study:

3. Practicum -related course or second independent study:

 

 

 

 

Second required in-depth experience

 

1. Engineering major:

2. Three GC Focus non-engineering courses and/or independent studies:

 

 

 

One medium-depth or higher experience

 

 

Describe activity:

Describe activity:

Describe activity:

First

minimum-depth or higher experience

 

 

Describe activity:

Describe activity:

Describe activity:

Second minimum-depth or higher experience

 

 

Describe activity:

Describe activity:

Describe activity:

 

Example Descriptions of Satisfactory In-depth Experiences

Duke NAE GC scholars may select from, but are not limited to, the following options. Note that completing the requirements for some of these programs (e.g. certificate requirements) may require more than that defined for a GC in-depth experience.

A. Research- or project-based practicum component. 

  1. Pratt Fellows Program: Three consecutive regular semester independent studies within the Pratt Fellows course sequence (BME 191-193, CEE 172-174, ECE 192-194, ME 172-174), plus an 8-week summer between the junior and senior year, of research investigation that addresses the student's GC Focus in the laboratory of the Pratt Fellow's research adviser. 
  2. Smart Home Fellows Program: At least one practicum experience on a Smart Home topic (either regular semester or an 8-week summer experience), EGR 165 Smart Home Technology Design or an independent study on a Smart Home topic, and a regular semester course on practicum-related smart/green technology.
  3. Engineering World Health: BME 262 Design for the Developing World, EWH summer project experience, and a project-related independent study.
  4. Engineers Without Borders: CE185 Engineering Sustainable Design and Construction, EWB summer project experience, and a project-related independent study, or another course approved by the EWB track director as relevant and acceptable. 
  5. Center for Entrepreneurship and Research Commercialization: BME 120 Introduction to Business in Technology-Based Companies, a practicum on the commercialization of technology such as pursuing a business concept in the DUhatch student business incubator, entering a team in the Duke Start-Up Challenge, or developing a project in the Duke Smart Home, and a CREC-approved class or independent study in entrepreneurship/commercialization. 
  6. International Honors Program: Students that meet the IHP requirements also may qualify as GC Scholars by the addition of (1) an in-depth project experience, such as a GC Focus of providing clean water or managing the nitrogen cycle, that is performed abroad in the language of that country, (2) a semester of independent study directly related to the project performed abroad with a Duke faculty expert in that specific discipline, and (3) a regular semester, summer school and/or independent study class directly or thematically linked to their GC focus. 

B. Interdisciplinary curriculum component.

  1. Pratt Fellows Program: Three GC adviser approved non-engineering regular semester, summer school and/or independent study classes directly or thematically linked to their Pratt Fellows research topic and GC Focus. 
  2. Smart Home Fellows Program: Three SHF-approved non-engineering regular semester, summer school and/or independent study classes directly or thematically linked to their SHF project and GC Focus. Acceptable classes include to science/technology, marketing, economics, public policy or social/cultural as it affects smart/green technology development and deployment.
  3. Engineering World Health: Three EWH-approved non-engineering regular semester, summer school and/or independent study classes directly or thematically linked to their EWH project and GC focus. See the Global Health Certificate link for course suggestions.
  4. Engineers Without Borders: Three EWB-approved non-engineering regular semester, summer school and/or independent study classes directly or thematically linked to their EWB project and GC focus. Acceptable classes include science/technology, marketing, economics, public policy or social/cultural climate in the developing and underdeveloped world. See the Global Health Certificate or Energy and the Environment Certificate links for course suggestions.
  5. Center for Entrepreneurship and Research Commercialization: Three CERC-approved non-engineering regular semester, summer school and/or independent study classes directly or thematically linked to their CERC project and GC focus. Acceptable classes include business, marketing, economics, public policy or social/cultural climate as it affects entrepreneurship/commercialization.
  6. International Honors Program: This program combines engineering skills, foreign language proficiency, cultural proficiency, and awareness of world trade and economics as well as international public policy and sociology issues. Any non-engineering regular semester, summer or independent study course taken to satisfy the IHP requirements that are also thematically linked to the student's GC Focus will satisfy this requirement.

 

Alphabetical listing of Duke NAE CG-related resources at Duke  

2011 Duke NAE Grand Challenge Stavros Niarchos Foundation Scholars

Student: Anna Brown
Grand Challenge: Engineer Better Medicine
GC Adviser:  Mark Dewhirst, BME
Project Title: Functional endoscopic imaging for enhanced detection of malignancy in Barrett's esophagus, and pancreatic and biliary carcinoma

Student: Jared Dunnmon
Grand Challenge:  Make Solar Energy Economical (Sustainable Energy)
GC Adviser:  Earl  Dowell, ME
Project Title: Design, Modeling, and Optimization of a Flutter-Based Energy Harvester

Student: Ben Gagne
Grand Challenge: Make Solar Energy Economical
GC Adviser: Don Bliss, ME
Project Title: Ducted Vertical-Axis Wind Turbines

Student: Francesco LaRocca
Grand Challenge: Engineer the Tools of Scientific Discovery
GC Adviser:  Joe Izatt, BME
Project Title: Image Processing in Optical Coherence Tomography

Student: Trisha Lowe
Grand Challenge: Make Solar (renewables) Energy Economical
GC Adviser: David Schaad, CEE
Project Title: "In My Backyard" Energy- the Economical and Responsible Solution

Student: Niru Maheswaranathan
Grand Challenge: Reverse Engineer the Brain
GC Adviser: Craig Henriquez, BME
Project Title: Modeling and Training of Networks of Neurons for Adaptive Control

Student: Lyndsey Morgan
Grand Challenge: Make Solar (renewables) Energy Economical
GC Adviser: David Schaad, CEE
Project Title: Renewable: a new look at the old excuse that renewable energy is unattainable

Student: Eng Seng Ng
Grand Challenge: Make Solar Energy Economical
GC Adviser: David Schaad, CEE
Project Title: Topics Relating to Waste-to-Energy Operations

Student: Eric Thorne
Grand Challenge: Make Solar Energy Economical
GC Adviser: Gary Ybarra, ECE
Project Title: Design of Solar-Powered LED Lighting Units for a Rural Clientele

2010 Duke NAE Grand Challenge Simon Scholars

Student: Matthew Baron
Grand Challenge: Engineering Better Medicines
GC Adviser: Lori Setton  BME
Project Title: Tissue engineering as a model system for cartilage malformations

Student: Vyshak Chandra
Grand Challenge: Reverse Engineering the Brain
GC Adviser: Romulo Fuentes and Miguel Nicoleis  BME
Project Title: Electrophysiological Characterization and Sleep State Analysis in Transgenic Animal Models of Parkinson's Disease

Student: Jason Chen
Grand Challenge: Engineering Better Medicines
GC Adviser: David Katz, BME
Project Title: The application of a two-dimensional finite difference model for rational design of HIV microbicide gels

Student: Adam Grasch
Grand Challenge: Prevent Nuclear Terror
GC Adviser: Earl Dowell, ME
Project Title: Harmonic Frequency Determination for Multi-Store HALE Wing

Student: Margaret Hoff
Grand Challenge: Provide Access to Clean Water
GC Adviser: David Schaad, CEE
Project Title: Chemical Cocktail and Density Driven Distribution: An examination of the groundwater impacts and remedial effectiveness at the NCSU NPL Site

Student: Xiao Li
Grand Challenge: Engineer the Tools of Scientific Discovery
GC Adviser: Joseph Izatt, BME
Project Title: Segmentation of Ophthalmic Optical Coherence Tomography Images Using Graph Cuts

Student: Jamie Lou
Grand Challenge: Engineering Better Medicines
GC Adviser: Anne Lazarides, BME
Project Title: Real-Time Monitoring of Molecular Nanostructure Assembly on Biofunctionalized Surfaces

Student: Will Patrick
Grand Challenge: Making Solar Energy Economical
GC Adviser: David Schaad, CEE
Project Title: Investigating an Aeroelastic Wind Energy Harvester Utilizing Wake Galloping

Student: Jai Singh
Grand Challenges: Provide Access to Clean Water and Restore and Improve Urban Infrastructure
GC Adviser: David Schaad, CEE
Project Title: Urban Watershed Restoration: Sandy Creek Tributary
Offline Stormwater Enhancement Project

Student: Patrick Ye
Grand Challenge: Engineering Better Medicines
GC Adviser: Robert Malkin BME
Project Title: Global Innovative Uses of Electrical Stimulation as Personalized Therapies