Northeastern Graduates: “What World Do You Want to Live In?”

Northeastern University College of Professional Studies Confers More than 1,100 Degrees

“What world do you want to live in?”

That was the question posed this morning to more than 1,000 graduates at Matthews Arena on Northeastern’s Boston campus by graduation speaker Dr. Fred Frelow, education and scholarship senior program officer at the Ford Foundation, one of the largest foundations in the U.S. driving social change.

Thousands of family members and friends were in attendance, celebrating a total of 1,123 degrees conferred—14 Associate, 235 Bachelor’s, 732 Master’s, 10 Certificate of Advanced Graduate Studies, and 132 Doctoral, one of the largest graduating classes of doctoral graduates to date. On Thursday, May 14, the College hosted a Doctoral Hooding Ceremony for candidates in the Doctor of Education, Doctor of Law and Policy, and Doctor of Physical Therapy programs symbolizing their transition from student to scholar-practitioner.

Frelow, who has dedicated his career to the transformation of education, encouraged all graduates, no matter what degree they earned, that “…whatever field you may work in after graduation, you can have an impact on other people and on the world around you that you may not realize or be able to measure until many years later.”

In addition to one of the largest graduating classes of doctoral graduates, this year’s class included other “firsts” and special guests connected to Northeastern around the world:

First Homeland Security Graduating Class

Eleven students in the Master’s in Homeland Security are the first to graduate since the program’s inception in 2013. They studied intelligence gathering and analysis, emergency planning and management, and social psychology, among other skills. Recently, National Guard Bureau Chief General Frank J. Grass, a four-star general, praised the program’s first-of-its-kind partnership with the National Guard. 

First Graduate from Boston Ballet Program

Sarah Wroth is the first dancer to graduate from the unique program between the Boston Ballet and the College, which allows dancers to pursue their degrees while dancing, preparing them for a career outside of ballet once their dancing careers end. Wroth graduated with her Master’s in Nonprofit Management.

Students from Hong Kong and Vietnam Programs Graduate in Boston

Students in Northeastern’s Doctor of Education program in Hong Kong celebrated as the first graduating cohort of the program. Three of the four graduates traveled to Boston to take part in graduation: Ratanaporn Choklap, Ching Wai Rebecca Ong, and Daya Datwani Choy.

Additionally, the first nine graduates of the College’s joint Master’s in Leadership program with International University, in Ho Chi Minh City, Vietnam, marked the first cohort to complete the program, which was established in 2012. The College welcomed one of the students, Quang Pham, to graduation.

Exemplary Teaching and Social Impact

During graduation, the College presented the Teaching Excellence Award to two outstanding faculty members: Dr. Joseph McNabb and Cynthia Lynn Beers. The College also awarded the Dean’s Social Impact Award to William A. Lowell, for his lifetime of commitment to providing opportunities in education. Lowell is a trustee of the Lowell Institute, an educational foundation formed by his family in 1836 and one of the oldest continuing foundations in the country. Most recently, the Lowell Institute  awarded $4 million to re-imagine the Lowell Institute School at the College as a first-in-the-nation undergraduate school focused on students completing degrees in science, technology, and engineering in preparation for participation in the innovation economy.

Students Receive Degree of the Highest Honor: Their Doctorate 

Dean’s Medal Winner, Dr. Lyne Archambault-Ezenwa, is hooded by her thesis advisor.

On May 14, doctoral candidates of the Doctor of Education, Doctor of Law and Policy, and Doctor of Physical Therapy programs received their doctoral hoods from their thesis advisers at the College’s annual hooding ceremony.

At every doctoral hooding ceremony, one student is selected to receive the Dean’s Medal for Outstanding Doctoral Work, the highest honor awarded by the College to a doctoral graduate. The award was established to acknowledge exemplary academic achievement and to recognize demonstrated creativity.

This year, the Dean’s Medal winner was Dr. Lyne Archambault-Ezenwa for her thesis titled “A Comprehensive Physical Therapy Approach to the Evaluation and Treatment of Constipation—A Case Report,” which addresses a diagnosis not usually considered in the realm of physical therapy treatment. Her thesis advisers note in their nomination that “her work provides education to the consumer and medical community, highlighting the importance of comprehensive evaluation to include a whole body approach.” Dr. Archambault-Ezenwa has her own physical therapy practice and is vice president of E’ssential Health and Wellness, Inc., in Houston.

Dr. Susan Lowe, a faculty member in the Doctor of Physical Therapy program, was the faculty speaker. A Northeastern faculty member since 1989, Lowe specializes clinically in geriatric physical therapy and has taught the geriatric content for Northeastern’s physical therapy program for more than 25 years.

Lowe described the diverse range of thesis topics the doctoral graduates had researched: Doctor of Education graduates investigated such topics as students coping with parental loss; graduates in the Doctor of Law and Policy program researched the impact of employment laws on domestic violence, renewable energy, climate change, and agriculture in California; and graduates in the Doctor of Physical Therapy program provided new evidence in areas including the relationship between mild traumatic brain injury and foul tips incurred by Major League baseball catchers.

“The combined effective actions of the graduates in this room has resulted in over 175 new pieces of evidence that will positively impact the fields of education, health care, and public policy,” she said.

About Northeastern University College of Professional Studies

Northeastern University College of Professional Studies is one of nine colleges that form the university. Northeastern University is recognized for academic excellence, ranking in the top 50 universities in the United States in U.S. News & World Report, as well as ranking sixth among U.S. universities sought by international students. Northeastern is renowned for experiential education, and the College of Professional Studies incorporates this strength in career-focused professional education at the bachelor’s, master’s, and doctoral levels. Degrees reflect business needs, the reality of the present economy, and areas of professional growth and demand.

$4 Million Gift Supports First-in-Nation Undergraduate STEM-Focused Program for Continuing Students

November 4, 2014 – As education, government and business leaders gathered for the Massachusetts STEM Summit in Worcester, MA, recently to address the shortage of college graduates in STEM fields (science, technology, engineering and math) and the critical role they play in the technology-driven 21st century economy, the Lowell Institute is investing $4 million to expand the mission of the undergraduate curriculum at Northeastern University College of Professional Studies to address the challenge.

“The Lowell Institute School at Northeastern University will address two critical issues: the low bachelor’s degree graduation rates among working adults who have some college credits, and the growing need of employers for qualified STEM graduates by connecting the two issues in a unique way,” explained John LaBrie, dean, Northeastern University College of Professional Studies.

Experiential Education for Careers in STEM

The Lowell Institute School will offer STEM-focused bachelor’s degree programs for students who bring partial college credits into the program.  Degrees will be offered in hybrid and fully-online formats, enriched by Northeastern’s hallmark experiential education throughout the curriculum, ranging from course assignments addressing current industry challenges to opportunities for co-op learning and work experiences.

Funding from the Lowell Institute will support curriculum development, hiring of faculty members, laboratories, and scholarship support.  When the Lowell Institute was founded in the early 19th century, it focused on bringing the breadth and depth of quality education available in the Boston area to a wider circle of people eager to learn and advance in their careers.

Now, William Lowell envisions the Lowell Institute School in today’s context: “I think there’s a need as much as ever in the modern economy, certainly locally where employers express some frustration about the gap between the people they’re trying to hire for jobs that need to be filled, and the training of the available workforce.”

Since 2004, the College of Professional Studies has offered fast track bachelor’s of science degree programs to qualified students resulting in graduation rates of 90% or better, compared to the national average of 34% for students who re-entered higher education.

STEM Summit

Academic leaders from the College of Professional Studies participated in the Massachusetts STEM Summit, noting the critical need for engagement across the spectrum of higher education with the industries that will ultimately employ graduates. Biology faculty member Sandra M Buerger, PhD, spoke on the topic: “Aligning Expectations Between Community College Life Sciences Programs and Life Sciences Companies.”

About Northeastern University College of Professional Studies

Northeastern University College of Professional Studies is one of nine colleges that form the university. Northeastern University is recognized for academic excellence, ranking in the top 50 universities in the United States in U.S. News & World Report, as well as ranking sixth among U.S. universities sought by international students. Northeastern is renowned for experiential education, and the College of Professional Studies incorporates this strength in career-focused professional education at the bachelor’s, master’s, and doctoral levels. Degrees reflect business needs, the reality of the present economy, and areas of professional growth and demand.

Graduates of a University Engaged with the World

Northeastern University College of Professional Studies Confers 1,093 Degrees

Photo by Heratch Ekmekjian

With thousands of family members and friends in attendance, graduates ranging from the associate level through doctorate graduated on Friday, June 6, at Matthews Arena on the Northeastern University campus in Boston, MA.

A total of 1,093 degrees were conferred – 18 Associate, 252 Bachelor’s, 721 Master’s, 6 Certificate of Advanced Graduate Studies, and 96 Doctoral. On Thursday, June 5th, the college hosted a Doctoral Hooding Ceremony for doctoral candidates in the Doctor of Education, Doctor of Law and Policy, and Doctor of Physical Therapy programs symbolizing their transition from student to scholar-practitioner.

Graduates received advice from graduation speaker, Dr. Mark Albion, who offered two “don’ts” and three “do’s”:

Albion is a former Harvard Business School professor and university administrator who has co-founded seven companies, including the global young leadership organization, Net Impact. Albion’s latest venture is More Than Money Careers, which provides a self-leadership, career platform that helps students, young professionals, and alumni “get clear, connected and hired” for well-paying impact jobs that fit their values—using their heads to follow their hearts.

Exemplary Teaching and Social Impact

During graduation, the College presented the Teaching Excellence Award to two outstanding faculty members: Dr. Gail Matthews DeNatale and Dr. Arsenio Paez.

And, the College awarded the Dean’s Social Impact Award to Elizabeth McLellan RN MSN MPH. She is President and Founder of Partners for World Health, a non-governmental organization dedicated to improving health care around the world by improving the medical supply chain and coordinating medical missions in Africa, Asia, and South America to promote capacity building and training.

Students Receive Degree of the Highest Honor: Their Doctorate

The previous day, Thursday, June 5, the doctoral candidates of the Transitional Doctor of Physical Therapy, Doctor of Law and Policy, and Doctor of Education programs were honored at the annual ceremony, receiving their doctoral hoods from their thesis advisers.

At each doctoral hooding ceremony, one student is selected to receive the Dean’s Medal for Outstanding Doctoral Work, the highest honor awarded by the College to a doctoral graduate. The award was established to acknowledge exemplary academic achievement and to recognize demonstrated creativity. This year, the Dean’s Medal winner was Dr. Sean Robert Gallagher for his thesis entitled Major Employers’ Hiring Practices and the Evolving Function of the Professional Master’s Degree. Gallagher is Chief Strategy Officer at Northeastern University.

Graduation culminates the 2013-14 academic year that saw many changes at the College of Professional Studies including: Growth and Change

Northeastern University College of Professional Studies is one of nine colleges that form the university. Northeastern University is recognized for academic excellence, ranking in the top 50 universities in the United States in U.S. News & World Report and is ranked 6th among U.S. universities sought by international students. Northeastern is renowned for experiential education, and the College of Professional Studies incorporates that strength in career-focused professional education at the bachelor’s, master’s, and doctoral levels. Degrees reflect business needs, the reality of the present economy, and areas of professional growth and demand.

Most business leaders believe innovation is critical for U.S. colleges to remain globally competitive

Photo by Brooks Canaday

At a time of great debate over the value of a col­lege degree, a new national survey reveals a con­cern among U.S. busi­ness leaders about the pipeline of talent pro­duced by Amer­ican col­leges and uni­ver­si­ties. While most exec­u­tives express sup­port for the Amer­ican system of higher edu­ca­tion, they also believe the U.S. is falling behind global com­peti­tors and inad­e­quately preparing grad­u­ates to suc­ceed in the modern workforce.

The new survey, the third in a series by North­eastern Uni­ver­sity, presents the views of C-​​suite exec­u­tives, with a par­tic­ular focus on global com­pet­i­tive­ness, the employee skills gap, employer work­force invest­ments, and oppor­tu­ni­ties for policy reform.

According to the new survey, more than half of busi­ness exec­u­tives (54 per­cent) believe the U.S. is lag­ging behind devel­oped and emerging coun­tries when it comes to preparing col­lege grad­u­ates for career success.

The report also high­lights a con­cern from the C-​​suite about the notion of an employee “skills gap.” Nation­ally, 73 per­cent of busi­ness leaders say there is a skills gap among today’s work­force, and an even greater number (87 per­cent) believe that today’s col­lege grad­u­ates lack the nec­es­sary skills to succeed.

“These find­ings under­score a crit­ical call to action for all of us in higher edu­ca­tion to inno­vate,” said Joseph E. Aoun, pres­i­dent of North­eastern. “Busi­ness leaders—who are key part­ners for col­leges and universities—want higher edu­ca­tion to be more expe­ri­en­tial and want us to instill entre­pre­neurial qual­i­ties in our graduates.”

Region­ally, busi­ness leaders have some­what varying views. In Boston, where the con­cern is less wide­spread, only 64 per­cent of exec­u­tives see a skills gap. In Char­lotte, N.C., 71 per­cent are con­cerned about a skills gap, while in Seattle the figure is 76 per­cent. The North­eastern survey over­sam­pled busi­ness leaders in Boston, Char­lotte, and Seattle—the three Amer­ican cities where the uni­ver­sity main­tains campuses.

Among the attrib­utes most impor­tant for col­lege grad­u­ates to pos­sess, busi­ness exec­u­tives rank com­mu­ni­ca­tion, inter­per­sonal skills, and adapt­ability at the top of the list. That echoes the sen­ti­ments of the majority of Amer­i­cans from Northeastern’s August 2013 poll, who said so-​​called “softer skills” such as com­mu­ni­ca­tions and problem solving were most impor­tant. According to the new survey, nearly one-​​third (28 per­cent) of busi­ness leaders believe that very few recent col­lege grad­u­ates actu­ally pos­sess those skills.

Busi­ness leaders are divided on the ques­tion of whether col­lege grad­u­ates will be more (27 per­cent), less (32 per­cent), or equally (39 per­cent) pre­pared for the work­force in the next 10–15 years. The find­ings were con­sis­tent across the sam­ples in Boston, Char­lotte, and Seattle.

In addi­tion to the hur­dles pre­sented by the skills gap, recent grad­u­ates face a job market that is in many ways still recov­ering from the Great Reces­sion. Nearly two-​​thirds of exec­u­tives say the reces­sion impacted their busi­nesses, with the most com­monly cited con­se­quence being a reduc­tion in the number of entry-​​level jobs.

Con­sis­tent with find­ings from Northeastern’s pre­vious two sur­veys, C-​​suite exec­u­tives believe that col­leges and uni­ver­si­ties should develop inno­v­a­tive ways to edu­cate and pre­pare stu­dents for the workforce.

An over­whelming majority of respon­dents (97 per­cent) say that expe­ri­en­tial education—the inte­gra­tion of class­room study with pro­fes­sional experience—is crit­ical to an individual’s suc­cess. A large majority of busi­ness leaders (89 per­cent) also believe the nation’s higher edu­ca­tion system should expand oppor­tu­ni­ties for teaching entrepreneurship.

Other note­worthy regional find­ings include:

•    While most U.S. busi­ness leaders (72 per­cent) cite per­sonal drive as the most impor­tant factor for career suc­cess, busi­ness leaders in Boston and Seattle cite the value of men­tors and advisers at a higher rate than respon­dents nation­ally. While just 27 per­cent of busi­ness leaders across the country place great value on men­tors and advisers, the figure is 45 per­cent of Boston busi­ness leaders and 43 per­cent of their Seattle counterparts.

•    Busi­ness leaders in Seattle tend to be more sup­portive of online col­lege degrees. Nearly 6-​​in-​​10 Seattle exec­u­tives say an online degree pro­vides a sim­ilar quality of edu­ca­tion as tra­di­tional degrees, com­pared to 47 per­cent in Char­lotte and 45 per­cent in Boston.

The survey inter­views were con­ducted by tele­phone among a rep­re­sen­ta­tive sample of more than 500 C-​​suite exec­u­tives and busi­ness leaders in the U.S. from Feb. 3–19, 2014. It includes an over­sample of 300 respon­dents in Boston, Char­lotte, and Seattle. The margin of error is +/​-​​ 4.37 for the national sample and +/​-​​ 5.65 for the regional sample.

Leading Change in STEM Education at the White House

For Shai Butler, a Doctor of Law & Policy student at Northeastern University College of Professional Studies, an invitation to a high-level event at the White House on advancing STEM fields in education came at the perfect moment (STEM is an acronym referring to the education fields of science, technology, engineering, and mathematics).

Shai Butler (left) with David Johns, Executive Director, White House Initiative on Educational Excellence for African Americans.

Butler was one of 60 attendees at the White House Office of Science and Technology Policy’s workshop “Closing the Gap: Opportunities to Expand Minority Achievement and Participation in STEM.” Attendees were leading technical experts, representatives from minority professional societies, nonprofit organizations, and other key stakeholders who are working, like Butler, to help minorities excel in STEM studies and careers.Butler is currently working on her doctoral thesis developing a model that improves outcomes for economically disadvantaged students majoring in STEM fields in New York state by reducing debt, improving academic and career readiness and increasing employment rates. Attending the White House Champions of Change event was an opportunity for Butler to learn what others are doing to advance minority students in STEM fields, and to further her own research. As the Chief Diversity Officer for the College of Saint Rose in Albany, New York, Butler’s professional experience and her doctoral research are complementary and inform one another. The Doctor of Law and Policy program encourages in-depth policy analysis to prepare its students to become policy makers and changers in their field of study – exactly what Butler has set out to do.

By taking advantage of a strong professional network, one of the benefits of studying in a cohort-based doctoral program, Butler reported that she was able to connect to the White House event’s Program Director through a colleague in her doctoral program. Networking opportunities at the conference inspired her to consider new horizons in her doctoral research.

While at the event, Butler was able to meet with executives from Boeing about their partnerships with education to advance STEM, a key discussion given that her research model is built around public and private partnerships.   Butler was also able to forge a future partnership with the Black Data Professional Associates as the group is looking to expand its association and relationships in New York.

Butler also had the opportunity to meet with Anne Artz, an Albert Einstein Distinguished Educator Fellow who works in the office of Congressman Paul Tonko (D-NY). Artz, an experienced teacher in the San Diego public school system, is one of more than 30 distinguished fellows selected annually from around the nation who serve in a Federal agency or in a U.S. Congressional office to represent and promote STEM education. Artz agreed to be a part of Butler’s research and according to Butler, “brought a completely different lens and perspective to my work.”

“My one big takeaway from this day was that being able to engage and just sit with all these leaders who are trying to advance STEM inclusion proved to me that I can work with a real, tangible approach that will be successful,” Butler said.

Butler is working toward defending her thesis this June.

Northeastern breaks ground on state-of-the art science and engineering complex

North­eastern Uni­ver­sity and the city of Boston opened a new chapter in their long part­ner­ship on Friday morning when city offi­cials joined uni­ver­sity leaders to break ground on Northeastern’s state-​​of-​​the-​​art Inter­dis­ci­pli­nary Sci­ence and Engi­neering Com­plex on Columbus Avenue.

In his remarks, North­eastern Uni­ver­sity Pres­i­dent Joseph E. Aoun told the hun­dreds of people in atten­dance, including Boston Mayor Marty Walsh, Boston City Coun­cilor Tito Jackson, and state Rep. Jef­frey Sanchez of Jamaica Plain, that the new com­plex would ben­efit the North­eastern com­mu­nity as well as the entire city.

“You can look at this com­plex from dif­ferent per­spec­tives,” Aoun said. “Yes, it is going to serve the stu­dents. Yes, it is going to serve our fac­ulty. And yes, it is going to serve the com­mu­nity. But more impor­tantly it is going to bring every con­stituency together.”

The 220,000-square-foot research and edu­ca­tional space is part of Northeastern’s ongoing effort to expand its capacity to engage in path-​​breaking research across dis­ci­plines. Sched­uled to open in 2016, it will include wet and dry lab facil­i­ties, edu­ca­tional lab­o­ra­to­ries, class­room space, and offices for fac­ulty and grad­uate students.

“A sci­ence com­plex of this scale has the chance to be a shining example of the best Boston has to offer,” Walsh said in his remarks. “This facility will attract some of the world’s best minds in the most cut­ting edge fields of research. The work they will do will change the world in ways we can’t even imagine yet.”

See More

The ISEC will be the first pri­vate research devel­op­ment in Rox­bury and is expected to create more than 600 jobs during the con­struc­tion phase and an addi­tional 700 jobs after the com­plex opens.

“The future of our uni­ver­sity is immi­nently linked to the well being of the Rox­bury com­mu­nity and Boston as a whole,” Aoun said. “You need us. But more impor­tantly, we need you.”

The six-​​story, LEED-​​certified facility will fea­ture cutting-​​edge sci­en­tific equip­ment and lab space, both of which will be shared by researchers from Northeastern’s Col­lege of Sci­ence , Bouvé Col­lege of Health Sci­ences , Col­lege of Engi­neering , and Khoury Col­lege of Com­puter and Infor­ma­tion Sci­ences.

“The most sig­nif­i­cant word in the name of this building is inter­dis­ci­pli­nary,” Stephen W. Director, provost and senior vice pres­i­dent for aca­d­emic affairs, said in his remarks. “Our research focuses on finding solu­tions to the global chal­lenges in the areas of health, sus­tain­ability, and secu­rity. Solu­tions to these chal­lenges require the col­lab­o­ra­tion of many minds working together in many fields.”

Miles Graham, a seventh-​​grader at the Match Charter Public School in Boston, said the new facility would help Boston youth realize their dreams of becoming suc­cessful sci­en­tists and engi­neers. “This new building rep­re­sents a bigger and better oppor­tu­nity for Boston’s youth,” he explained. “This is how dreams become real.”

Michael Karolewski, comp­troller for the North­eastern Stu­dent Gov­ern­ment Asso­ci­a­tion, noted that the new com­plex would offer stu­dents more research oppor­tu­ni­ties than ever before.

“It’s hard to believe, but there will be even more oppor­tu­ni­ties for stu­dents like me to learn in their own dis­ci­plines and have the poten­tial to com­mu­ni­cate across these other dis­ci­plines,” said Karolewski, DMSB ’16.

Walsh was par­tic­u­larly excited about the project’s plan to con­struct a unique pedes­trian bridge over the MBTA Orange Line, com­muter rail, and Amtrak tracks. The bridge—similar to New York City’s “Highline”—will con­nect two dis­tinct sec­tions of Northeastern’s campus and bol­ster the university’s strong ties to the Rox­bury and Fenway neighborhoods.

“Building bridges is what uni­ver­si­ties should be all about,” Walsh said.

The site’s devel­op­ment pro­vides an oppor­tu­nity to strengthen the Columbus Avenue cor­ridor, improve pedes­trian con­nec­tions, and create new open space and streetscape ameni­ties to be shared with the sur­rounding com­mu­nity. The project rep­re­sents an invest­ment by the uni­ver­sity of about $225 million.

The new sci­ence com­plex is a key part of Northeastern’s Insti­tu­tional Master Plan to strengthen ties with the local com­mu­nity and the city. Uni­ver­sity offi­cials devel­oped the plan over the past two years in col­lab­o­ra­tion with fac­ulty, stu­dents, staff, city plan­ners, and campus neigh­bors. The Boston Rede­vel­op­ment Authority approved the plan on Nov. 14, 2013.

North­eastern has increased its annual research funding by more than 100 per­cent since 2006, and it has received more than $98 mil­lion in external research funding in 2013. The uni­ver­sity is also diver­si­fying its research funding by delib­er­ately increasing sup­port from phil­an­thropic and cor­po­rate sources, not just gov­ern­ment grants.

The essence of engineering

How Guido Wilfred Lopez, PhD, is changing the world through research and teaching

The idea of hydrogen as a fuel for vehicles has fascinated and frustrated scientists and engineers for years. It’s plentiful, clean, and three times more powerful than gasoline – but complicated and expensive to obtain. If someone could figure out a simple and affordable way to derive hydrogen from water, it would change the world.

Students in the Bachelor’s in Mechanical Engineering Technology program at the College of Professional Studies are learning from someone working to do just that – faculty member, Fred Lopez. Dr. Lopez recently taught Introduction to Systems in Static Equilibrium, Application of Static Equilibrium, Introduction to Stress Analysis and Application of Stress Analysis.

“There are many methods for getting hydrogen,” says Dr. Lopez. “They’re just not cost-competitive as an energy source. I’m working with scientists at the Russian Academy of Science on a solution that uses nanotechnology. We’ve demonstrated that the technology is viable and cheaper than other methods.”

Dr. Lopez believes his energy research work contributes to how he teaches his classes and how his students learn. “You have to learn by doing things – that’s the essence of engineering,” he says. As essential as hands-on learning is the understanding that engineers play a key role in society, and like Dr. Lopez, may spend decades pursuing ideas and progressing through trial and error.

“Engineers are the ones who create technology and advance civilization,” he says. “I make it clear to my students that they will be the ones called to develop these technologies in the future. They have to be able to continue the work.”