FC: The Pavlis Institute for Global Technological Leadership | -Foundations-
1: This Volume begins with the establishment of the Pavlis Institute in 2008 following a generous donation made by Frank Pavlis, and continues through the 2011-2012 academic year
2: Frank Pavlis graduated at the top of his class from Michigan Technological University in 1938 with a Bachelor of Science in Chemical Engineering. Frank was the first member from his family to complete college and, upon graduation, turned down a job offer from Shell Oil to go into business with a friend. | That business was incorporated in1940 as Air Products and Chemicals Inc., and is now a Fortune 500 company. Frank continued his successful career with Air Products, and retired in 1980 as its vice president for international/world trade. Upon his retirement, Frank donated $2 million to Michigan Tech to found an international leadership institute for talented students in all majors. The Pavlis Institute, as the institute has come to be known, provides its student members with an enriched curriculum, special seminars, and an international project experience. | “During my last visit to the Michigan Tech campus, I witnessed evidence that our vision has legs and is striding forward with enthusiasm.” —Frank Pavlis, Class of 1938
3: Mary Raber currently serves as Associate Director for the Institute for Leadership and Innovation and Director of the Enterprise Program at Michigan Technological University. She has overseen the implementation and growth of the Enterprise Program at Michigan Tech since its inception in 2000, and is responsible for its overall coordination and development. | Robert O. Warrington is currently Director of the Institute for Leadership and Innovation, which houses the highly interdisciplinary and innovative Enterprise program and the Pavlis Institute for Global Technological Leadership at Michigan Tech. Dr. Warrington was Dean of the College of Engineering from 1996 to 2007. | Dr. Andrew J. Storer currently serves as Director of the Michigan Tech Honors Institute and Director of Graduate Programs, and is also a professor in the school of forest resources and environmental science. | Dr. Les P. Cook currently serves as the Vice President for Student Affairs at Michigan Tech. Cook has a Doctorate of Education in Educational Leadership from Brigham Young University, and became involved with the Pavlis Institute because of his previous experience creating leadership opportunities for students and his desire to engage students in high impact programs. | The Pavlis Institute Task Force | While not a member of the Pavlis Institute Task force, Paige Hackney, the Executive Secretary in the Institute for Leadership and Innovation, coordinates the Pavlis program and works with students to facilitate their projects and travel. | Chris Anderson’s current role at Michigan Tech involves the establishment and ongoing development of partnerships with secondary schools, community colleges, corporations and state and national organizations that strengthen the University’s outreach, recruitment, retention and graduation of underrepresented populations.
4: In 2005 Frank Pavlis approached the current University President, Dr. Glenn Mroz, the then Dean of Engineering at Michigan Tech, Dr. Robert Warrington, with a request to fund a program at Michigan Tech aimed at exposing undergraduate students to entrepreneurial and international opportunities. Dr. Warrington responded to the request with a proposal responding to Mr. Pavlis' concept (see Appendix I). Mr. Pavlis felt that opportunities of this nature played a huge role in his | personal and professional success, and worked with Michigan Tech to create a proposal for an institute which would "make available to its undergraduate engineering students courses and experiences that will enable them to become the very best in the world". Since 2005, Mr. Pavlis, Dr. Warrington, and the Pavlis Task Force have continually worked to improve the program. The framework presented in this proposal became the foundation of the Pavlis Institute for Global Technological Leadership, which accepted it's pilot cohort of students a year later in the fall of 2006. | “Pavlis helped me build the framework for my leadership skills and I appreciate the opportunity I had every day.” —Mitchell Edbauer, Pilot Cohort
5: Marcella Campione Forestry Class of 2009 Cory Padilla B.S. Mechanical Engineering Class of 2010 | Mitchell Edbauer Electrical Engineering Technology Class of 2009 | Graduates of the Pilot Cohort
6: Pilot Ghana Trip
7: In the Summer of 2008, the first group of Pavlis students visited Ghana, Africa. Pavlis students brought with them XO laptops for students in Sunyani, and a low-cost infant heart monitor which was developed at Michigan Tech to field-test. | "After two hours of the students using the computers we asked them if they thought that they would be helpful. All of them said yes!" -2008 Travel Blog
8: Anne Cox (Anne Aho) Social Sciences Class of 2010 | Jonathan Congdon Biomedical Engineering Class of 2010 | SherAaron N. Hurt Business Administration Management & Marketing Class of 2009 | Mark Kinnunen Finance Class of 2010 | Graduates of the Second Cohort
9: Roger Matias Electrical Engineering Class of 2010 | Kurt Terhune Mechanical Engineering Class of 2010 | Evelyn Skoy Mathematics Major Class of 2010 | Alison Umbarger (Springer-Wilson) Chemical Engineering Class of 2011
10: 2009 Return to Ghana | In 2009 a new group of Pavlis students returned to Ghana to pick up where the Pilot Cohort left off. The Pavlis students brought with them over 200 books to start a library in Sunyani and an additional 23 laptops for Ghanaian students. | 2009 Return to Ghana
11: While in Ghana, the Pavlis students also hosted mini-lessons, such as a science experiment involving electric motors. | "This experiment had such a positive impact on the students that we decided to come up with other basic science experiments that we can perform while we are visiting the school" -Roger Matias
12: Jessica Banda Scientific and Technical Communication Arts Class of 2012 | Katie Dobbins Computer Engineering Class of 2012 | Greg Ellenberger Mechanical Engineering Technology and Industrial Technology Class of 2012 | Brandi Lundquist Chemical Engineering Class of 2012 | Graduates of the Third Cohort
13: Dawn Stronski Business Administration Class of 2011 | Paul Valencia Biological Sciences - Pre-Professional Class of 2011 | Tim Veverica Biological Sciences Class of 2011 | Joe Webb Electrical Engineering Technology Class of 2011
14: 2010 Return to Ghana | "Like always, we were welcomed with open arms! We shook over 200 people's hands" -2010 Travel Blog
15: In 2010 Students from the Pavlis Institute visited Ghana again, bringing with them books and computers to start a community center in the village of Babianeha. During their visit, the Pavlis students also led a rocketry day camp, during which local students were encouraged to participate in science experiments and explore the principles of aerospace.
16: Pilot Argentina Trip | In 2010 the Pavlis Institute began the exploration of a new project site- Malargüe, Argentina. A pilot group of four Pavlis students visited the site to explore future projects. While visiting, the Pavlis students also taught English lessons at a local language school and installed solar panels to power an emergency radio at a village boarding school.
17: "[The students] were happy to talk to people who spoke English as their native language, and who were in college because they themselves were heading to higher education within the next year" -2010 Travel Blog | "Piloting the Argentina site was an experience that has truly motivated me to continue to help our international community." -Paul Valencia
18: Emily Brown Biomedical Engineering Class of 2012 | Joe East Biological Sciences Class of 2012 | Genevieve Gierke Biomedical Engineering Class of 2012 | Hannah Hafner Molecular Biology and Biochemistry with a Chemistry focus Class of 2012 | Sarah Hopson Biochemistry and Molecular Biology Class of 2012 | Jaimee Lofquist Biomedical Engineering Class of 2012 | Graduates of the Fourth Cohort
19: Andrew Maine Electrical and Computer Engineering Class of 2013 | Clark Mullen Computer Science Class of 2012 | Sarah Piccard Chemical Engineering Class of 2012 | Coleman Segal Economics Class of 2012 | Rebecca Sprys Civil Engineering Class of 2012
20: 2011 Return to Ghana | "It was an amazing experience traveling through the village to see how welcoming the Ghanaian people are. We seemed to collect more children the longer we walked through the village. At the end of our visit, we probably had 30 kids following us!" -2011 Travel Blog
21: Pavlis Students returned to Ghana in 2011, brining with them educational supplies for local schools and for the community center established the previous year. This year, the students helped begin a new community center in the village of Nsawkaw and researched the potential of using biochar to increase the sustainability of farming in small villages in the area.
22: 2011 Return to Argentina | The students' primary project was to design and construct an emergency water purification unit for the village of Bardas Blancas. The students also brought educational supplies such as a projector and textbooks to donate to local schools. | In 2011 students from the Pavlis Institute returned to Argentina to begin some of the projects identified by the Argentina pilot group.
23: "It was really fun to spend time with the students. They were very interested in learning more about the United States and our culture" -Sarah Piccard
24: Appendix I Michigan Technological University The Technology Leadership Institute Preparing Tomorrow’s Leaders Today R.O. Warrington, Dean, College of Engineering June 2005 Current Engineering Environment The outsourcing of blue collar jobs overseas has been going on for quite some time. However, a more recent phenomenon has been the outsourcing of white collar jobs, particularly in the information technology areas. In addition, it is estimated that China will be producing nearly one million BS engineering degrees per year in the relatively near future. This, coupled with growing pressure from India, the EU, and others, makes it imperative that the relatively few engineering BS graduates in the United States (currently ~65,000 BS graduates per year) are the very best in the world. Many more of our country’s graduating engineers must have the technological background, vision, creativity and entrepreneurial spirit, the communication skills, and the broad “systems” perspective that includes not only technical breadth and awareness but also the global business sense to create a sustainable, quality future for the United States and the world. To put it simply, we need to prepare tomorrow’s technological leaders today. The necessity for reform in engineering education has been identified and discussed in a variety of forums. When technology-based industries are asked what U.S. universities presently do well in engineering education, there is agreement that graduates are well prepared in terms of technical competence. However, when asked what attributes are desirable but presently lacking in many engineering graduates, the following list surfaces quite rapidly: Strong business sense and management skills Strong skills in communication, interpersonal relationships, conflict resolution, leadership, and teamwork Ability to work in a global environment Awareness of environmental and social issues, cultural issues, ethics, and professional responsibilities Good problem-solving and critical-thinking skills Ability to learn effectively and continuously and to use information effectively The Technology Leadership Institute It is proposed that the Technology Leadership Institute be established at Michigan Tech to make available to its undergraduate engineering students courses and experiences that will enable them to become “the very best in the world.” In addition to the attributes and skills mentioned above, we also recognize that engineering curricula should provide a significantly enhanced focus on innovation and entrepreneurship, economics, business decision-making, the global marketplace, finance, corporate structure, cash management, and governments (international, federal, state, local). Outcomes from the Technology Leadership Institute for the student include the following: Early development of entrepreneurial, communication, and leadership skills Development of a global perspective Minor and global experience that will position the graduates as early leaders in their respective fields of study A dual master’s degree in Engineering and Business Administration could be obtained with only one additional year of study Outcomes from the Technology Leadership Institute for Michigan Tech include the following: A signature program that will receive national visibility A program that will attract the best and brightest students A program that will attract top faculty A program that will develop future technological leaders who will be asked and encouraged, and thereby be more inclined, to give back to the program once they have become successful Implementation Plan Each Technology Leadership Institute Scholar will be required to take special sections of several general education courses, a monthly seminar series for four years, a summer institute that includes an international experience and an ongoing on-campus paid work/research experience, and a senior thesis. The Technology Leadership Institute Scholars must maintain meritorious academic standing in order to continue in the program. The Technology Leadership Institute Scholars will receive a minor in Global Technology and Business Enterprises (tuition paid), partial support for the summer institute and international travel, and designation on their record as a Technology Leadership Institute Scholar.
25: Further details on the Technology Leadership Institute are provided below: 1.Entering students will be screened from the freshman applicant pool and invited to an on-campus visit. In addition to grades, class standing, and test scores, successful candidates for the Technology Leadership Institute must have exhibited significant work ethic attributes and leadership abilities while in high school. The on-campus screening process will lead to invitations to first-year candidacy for the program. Candidates will enroll in a special section of Perspectives on Inquiry, which will focus on technology, innovation, and entrepreneurship, in the fall and in World Cultures in the spring. Final selection of the Technology Leadership Institute Scholars will occur at the end of the freshman year, and in addition to their academic and leadership skills, the candidates will be assessed as to their propensity to give back to the program (based on community and campus service, volunteerism, and similar factors) once they have achieved leadership positions. Cohorts of 20 students will be formed. 2.Each year, the Technology Leadership Institute Scholar will sign up for a one-credit seminar course that spans the academic year. A monthly seminar series will be developed that will be the cornerstone of this seminar course. Entrepreneurs and innovators from industry and academia, both domestic and from overseas, will give seminars and interact with the scholars and their faculty advisors. 3.In the second year, the Technology Leadership Institute Scholars will sign up for special sections of Revisions and Institutions, where leadership topics will be emphasized using active, discovery-based learning methods. 4.Between the second and third years, the Technology Leadership Institute Scholars will take the necessary prerequisites in business administration to prepare for the minor in Technology Leadership, Innovation, and Entrepreneurship and for the Master of Science Degree in Business Administration. Course topics include Accounting Principles I, Economic Decision Analysis, Statistics, and Quantitative Problem Solving. 5.Between the junior and senior years, the Technology Leadership Institute Scholars will attend a summer institute (16 semester hours) that includes both an on-campus experience and a major international component. Guest lecturers will participate in the on-campus portion, and the international experience will include global business and technology practices. 6.In their senior year, each Technology Leadership Institute Scholar will enroll in a Senior Thesis course that will require technical content, a business plan, and an international component (6 semester hours). 7.Technology Leadership Institute Scholars will be able to continue their studies for an additional one to two semesters to complete a Master of Science Degree in Business Administration and/or a Master of Engineering Degree. Credits obtained during the summer sessions and extra courses, and dual counting during the academic year, will make this possible. 8.Each Technology Leadership Institute Scholar will receive tuition credit for 20 semester hours for a minor in Technology Leadership, Innovation, and Entrepreneurship and 6 semester hours of tuition credit towards the master’s degree(s) (~$7,800 per student). In addition to the tuition credit, the students will receive stipend support for the summer institute at Michigan Tech and abroad (~$2,700 per student). Work-based partial assistantships will be provided for the Technology Leadership Institute Scholars during the fifth year on a competitive/need basis as funds for the program permit. Spin-off Benefits In addition to the outcomes detailed above, the Technology Leadership Institute is expected to result in several spin-off benefits to Michigan Tech, such as: This program should be an excellent avenue for attracting underrepresented minorities and females. Enterprise students and the Enterprise course modules will be able to take advantage of the seminars (currently almost 600 students). Student leaders of the Enterprises will be encouraged to take advantage of the seminar courses, the summer institute, and the Senior Thesis courses (~75 students, assuming 3 leaders per Enterprise). The summer institute could be used as a forum for national workshops and conferences, and other student leaders from around the country could be invited to participate by application and invitation.
26: Appendix II Students Travel to Ghana with New Medical Device by John Gagnon, promotional writer Four students embarked to Ghana Thursday to test and demonstrate an infant heartbeat detector they developed which could reduce newborn infant deaths in developing countries. The team will visit Kumasi, Kranka and Synyani in the west African country to show their device to physicians and midwives to determine its usefulness and get their feedback on how it could be improved. The mechanism quickly recognizes if a newborn's heart is beating. Without this kind of technology, sometimes midwives set aside depressed and nonresponsive babies, thinking they are stillborn. The Tech students have been working on the project for two years. Brooke Smith, who graduated in spring in biomedical engineering, says the device had to be portable, durable, inexpensive and simple enough for an untrained person to use. "I’m so excited," she said this week. "We've come so far. Now we take it to a developing country, work with them and hopefully make their lives better." Besides testing the detector, the students will interview people about other medical devices they might need. Smith is joined by biomedical engineering majors Samantha Stewart and Elizabeth Moore and Nana Manteau, who is majoring in psychology. The four students, who will be in Africa for two weeks, belong to the International Business Ventures Enterprise. Robert Warrington, director of the Institute for Interdisciplinary Studies; Anne Warrington, senior lecturer in the SBE; and Michael Neuman, chair of biomedical engineering, are their advisors.
27: Appendix III To the Heart of Africa by John Gagnon A group of steadfast students traveled to Ghana last summer, on a mission to bring better medical care to that west African nation. The trip was both inspiring and disturbing. The students tested and demonstrated an infant heartbeat detector that could reduce newborn deaths. The device quickly recognizes if a newborn's heart is beating. Without this kind of technology, sometimes midwives set aside depressed and nonresponsive babies to die. On this life-altering journey, the students encountered raw sewage in gutters alongside roads everywhere; wonderfully fresh mangos and plantains; a lack of restrooms and a proliferation of cell phones. Running water was as scarce as the electric service, which was at best sporadic. So students bathed with a bucket of cold water. "I use more water here just to get it warm," says Brooke Smith, one of four who made the trip. Ghana, then, meant some spartan ways, but bountiful hearts. "They were so welcoming and warm," Smith says. She recalls one person she met, who said, "‘We're all people. We're all human beings. We all have the same basic needs.'" Two years ago, Smith and a team of about twelve other students began work on the first prototype of the heartbeat detector; a year later, they had an instrument that was the size of a breadboard. The second generation, which they took to Ghana, is the size of a half-inch-thick credit card. (The third generation is expected to be the size of a band aid.) The student team is part of the International Business Ventures Enterprise, which is supported by the McAlister Foundation. In Ghana, Smith and the other students showed their device to physicians, nurses, and midwives to get feedback on how it could be improved. They came away with many good ideas. Make it flexible instead of rigid, so it conforms better to a baby's small chest. (In general, babies were much smaller than they had anticipated.) Make it rechargeable instead of a throwaway. ("It's going to be used a lot," Smith says. "Many times a day. So we have to be very conscious of the battery life.") Develop documentation and instructions for use and repair. ("It must be simple.") Smith and her cohorts encountered unabated enthusiasm from the medical people they visited. "They were excited about anything that we can bring them that would make their life easier," Smith says. She graduated in May 2008 but stayed on campus through July to work on the device and make the Ghana trip. The students visited the capital city of Accra, as well as the cities of Kumasi and Sunyani, and the small village of Kranka. They interviewed people about other medical devices they might need. One possibility for yet another project—a small heart monitor affixed to the foot of a baby with a constant digital readout of the heartbeat. (Continued on next page...)
28: Appendix III (Continued) The students were surprised to find that the hospitals in the cities had sophisticated medical practices and equipment. They found what they expected in the village of Kranka: thatch huts, no electricity, no toilets, and a small clinic supported by nurses and midwives. "They were really interested in what we had to offer," Smith says. "They can't wait for us to come back." Smith has moved on to a PhD program at Cornell University. She will remember Michigan Tech for this experience—she had never anticipated such an opportunity. "I didn't expect to become an ambassador of Michigan Tech and the US," she says. "I couldn't have asked for anything more." "I really learned a lot," she adds. "The people have nothing, but they're so happy, it's heartbreaking." She was joined by Samantha Jang-Stewart, Elizabeth Moore, and Nana Manteaw. Manteaw, a senior in psychology, is actually a native of Ghana. His mother is in Accra; his father in Chicago. He was the group's interpreter and guide, and the trip back to his homeland was his first since coming to the US six years ago. He made all the team's presentations to the various medical personnel. Before he came to America, he couldn't have done that. In Ghana, he grew up with a heavy dose of deference and forbearance, especially with regard to elders. "Young people should be humble," he explains. He says of life in the US: "What I learned about this culture is to be free. I learned the ability to be bold. It's a good change." "My goal is to get knowledge and help not just Ghana but other countries," he says. He'd like to help deliver electricity, sewage treatment, clean water, education, and medicine—all to bring to poor countries a better life that is sustainable. Elizabeth Moore is a junior in biomedical engineering. She has been in the IBV Enterprise for a year and puts everything in perspective. "We're students. We're still learning." She is "super-involved" on campus. "I've always been a hard worker," she avows. She put her all into the enterprise, which she calls "this awesome experience." She wants to apply her work ethic to medicine. "I really want to end up growing organs." Samantha Jang-Stewart is a senior in biomedical engineering. Although not on the heart detector team, she has been in the IBV Enterprise for two years and accompanied the group to Ghana. Like Smith, she never envisioned such an opportunity. " 'Exciting' is a gross understatement," she says. She describes the endeavor as practical and spiritual. "We want to create our product and bring it to the market. We're inventing, and hopefully someday we'll be selling. It's a humanitarian effort. The goal is to help the most people you can in places that need it." She wants to be a pediatrician and envisions participating in Doctors Without Borders. "I couldn't live full time over there, but I could dedicate at least a portion of my time. There's no financial reward, but those people truly, truly appreciate what you're doing." Jang-Stewart says of the trip and the device, "None of us really knew what to expect out there. No matter how much research you do, you can never learn fully about the environment it's going to be used in." For instance, in Ghana, medical instruments are sanitized with a strong antiseptic and boiling water, so the device has to be waterproof. "We didn't know about that," she says. "So now we'll go back and rethink." The students also have to iron out some technical difficulties. "It wasn't a finished work by any means," Jang-Stewart says, "but it was very promising." Overall, she says of her journey to the heart of Africa: "I'm just an ordinary student who has had a life-changing opportunity."
29: Appendix IV Pavlis Shares Concerns, Advice with Students Frank Pavlis came to Houghton for the first time in the heart of the Depression, 75 years ago on a cold rainy night with $50 in each shoe and a driving ambition to study engineering. It didn't get much warmer or easier living in a rented room on the drafty second floor of a College Avenue house, without so much as a hotplate. "I had a difficult four years as far as nutrition was concerned," he remembers "but I was so happy to be living my vision that even cold pork and beans tasted good." A poor farm boy, Pavlis was typical of his generation to be the first in his family to attend college. He came to Michigan Tech on a four-year scholarship, hungering for an engineering education. So, inadequate food notwithstanding, and the need to work part-time to offset expenses, he persevered and in 1938 graduated at the top of his class. He returned to Michigan Tech last week to receive the Distinguished Alumnus Award and to visit with the students participating in the Pavlis Institute for Global Technological Leadership, which he established four years ago. Students in the program take course work and attend seminars in leadership. They also undertake an international experience. The first cohort of Pavlis students went to an African village, in Ghana, where they introduced local children to computers, discussed the feasibility of a new infant heartbeat detector with hospital officials, and investigated safer, cleaner indoor cookstores for rural households. Pavlis addressed groups of students throughout the day who were participating in the leadership institute. When asked why he established the program, Pavlis replied, "I did so to address the real need for global technological leadership and to help reverse the industrial decline in America that has occurred in my lifetime. I note that my best suit was made in Korea, my shoes, in Mexico, my automobile and TV set in Japan, and when I need technical assistance with my TV, the person responding to the telephone service call lives in India. We Americans have to get over our pseudo-superiority attitudes, and anyone who is not aware of the global competition that exists at all levels has his head in the sand," he said. Pavlis recounted his early experience in industry and with globalization. He was one of the founders and the first employee of Air Products and Chemicals, in 1940. The business thrived in World War II during which it manufactured mobile plants for the production of breathing oxygen for high-altitude flights in war theaters. After the war ended in 1945, that business ended, and the company moved to eastern Pennsylvania to begin commercial operations. Based on its wartime experience, Air Products entered the industrial gas business to satisfy growing domestic and foreign needs for industrial and medical gases and special production equipment. Pavlis changed his career focus from the technical to the commercial and headed export sales, and, later, corporate finance and the establishment of foreign joint ventures. He was a director of the company for 30 years. "It was difficult in the beginning, but I learned by doing," he told the students. Since then, Air Products and Chemicals has become a global giant with sales of over $10 billion a year and operations in over 30 countries. By establishing the leadership institute, Pavlis hopes that many of the basic lessons and skills of leadership will be taught on the Michigan Tech campus and later applied on the job. However, more than leadership skills, students need a solid foundation in their major. "Although I applaud your studies in leadership, don't neglect your other studies," he advised. "First remember, it is essential that you be good engineers, good business people, good at whatever you do. Lead from competence rather than from mediocrity." Furthermore, he said, "it is important that students learn the value of generosity and humility. You have been on the receiving end so far in your lives," he told the students. "Soon, it will be your turn to give. Giving not only of money and other assets, but time, attention and, frequently, of love. The self-centered and arrogant forfeit their potential effectiveness."