Sherra E. Kerns, Ph.D
F. W. Olin Professor of Electrical and Computer Engineering,
Vice President for Innovation and Research
sherra.kerns@olin.edu
Sherra E. Kerns, Ph.D
F. W. Olin Professor of Electrical and Computer Engineering,
Vice President for Innovation and Research
sherra.kerns@olin.edu
Dr. Sherra
E. Kerns is a member of the leadership team at the Franklin W. Olin College
of Engineering. She is also Visiting Professor of Electrical Engineering and
Computer Science at M.I.T. Dr. Kerns served on the faculty of Vanderbilt University
from 1987-1999, chaired its Department of Electrical and Computer Engineering
from 1993-1998, and directed the multi-institutional, multi-disciplinary University
Consortium for Research on Electronic in Space from 1989-1999. Previously,
she served on the faculties of North Carolina State University and Auburn
University.
Dr. Kerns has
published over 100 technical journal papers. Her technical work has centered
on microelectronic circuits, including several original contributions to enhance
information integrity in digital microelectronics, particularly for space
applications. She has over 20 years of professional experience in the design
and simulation of electronics for space and other environments hostile to
standard chips and circuits. Her research focuses on the fundamental limits
of information processing and information integrity. Most recently, Professor
Kern's research has emphasized creating an all-silicon optical interconnect
technology and designing improved microelectromechanical
accelerometers and rate sensors.
Dr. Kerns holds
an A.B. degree from Mount Holyoke College, an M.A. from the University of
Wisconsin, and a Ph.D. from the University of North Carolina, all in physics.
Throughout her
career, Dr. Kerns has demonstrated an exceptional commitment to engineering
education. She is an award-winning undergraduate teacher, author of an undergraduate
textbook, and is presently co-developing an innovative course on Information
and Entropy with colleagues at M.I.T. She has been the president of the National
Electrical Engineering Department Heads Association, Division Chair and Member
of the Board of the American Society for Engineering Education (ASEE). She
is very involved in engineering accreditation, serving as an accreditation
evaluator and evaluation team leader for Accreditation Board for Engineering
and Technology (ABET), as a member of the ABET Engineering Accreditation Commission
and the IEEE Committee on Engineering Accreditation Activities. She chairs
the Accreditation Issues Committee for the National Electrical Engineering
Department Heads Association. Dr. Kerns has served the University Advisory
Board of the Semiconductor Research Corporation and the Naval Studies Board
of the National Research Council. She has served on program and steering committees
for international technical conferences including IEDM, NSREC, ECS, ASEE,
and FIE.
Dr. Kerns is
a Fellow of the IEEE. Her work in both technical and educational areas has
been recognized by local, national and international awards, including three
for research excellence and three for teaching excellence. In addition, she
is the recipient of the 1999 Harriet B. Rigas Outstanding
Woman Engineering Educator Award and the 2000 American Society for Engineering
Education ECE Distinguished Educator Award.
PLENARY
Design Centered Engineering & Technology Education
ABSTRACT: Engineering is fundamentally a creative endeavor. Excellence in engineering is often characterized by innovative solutions to problems … solutions that generally require creative designs, crafted to provide superior performance under an array of real constraints such as size, cost, materials, etc.
Traditional engineering education has focused on science, math and engineering analysis for at least the first two years of the curriculum, and often well into the third year. Many students don’t get to taste the enjoyment and excitement of creating new designs until a senior (final year) design project.
Enriching the engineering curriculum with engaging design projects, beginning with the first college year and continuing throughout the curriculum enhances student interest and retention, and fosters creativity and innovation in the education process. Examples of early design experiences in engineering curricula will be presented to encourage faculty to consider new ways of injecting design early and throughout engineering curricula.