Chris Rogers
NSF Award Recognition: NSF 2003 Distinguished Teaching Scholars

Research Contributions: Dr. Rogers’ research seeks to understand the fundamental physics of particle-laden turbulence (supported by NASA and NSF), to understand and optimize the manufacturing process of chemical-mechanical polishing (supported by Intel and Cabot) and musical instrument engineering (supported by Selmer and Steinway and Sons). He received the Robert Knapp Award for the Best Paper at the 2000 ASME Conference, and he received a Fulbright Award to work in New Zealand in 2002. Dr. Rogers has more than 70 publications in refereed conference publications and journals.

Educational Contributions: Dr. Rogers’ main goal is to bring engineering into the liberal arts school and into the pre-college classroom, giving students of all ages an idea of what engineering is and how to engineer. He has started two new programs at Tufts University, one in musical instrument engineering, which involves music professors and undergraduates of all majors, and a second in LEGO robotics (ROBOLAB). ROBOLAB is a tool bench of hardware and software, which creates an educational environment that can be used by kindergartners and college students alike. He established a Center for Experiential Education at Tufts University, which has been adapted by several other institutions. Dr. Rogers has received the Carnegie Foundation Professor of the Year Award for Massachusetts (1998), the Outstanding Educational Software Prize from National Instruments (1998), The Teetor Award for Excellence in Education (1994), and the ASEE’s Outstanding Teaching Award (New England Section, 1996). He received the LabVIEW Programming Prize (NIWeek, 2002). ROBOLAB has received many awards including the BETT, Worlddidac, MacWorld, and DIGI international awards (2000, 2001, and 2002). Dr. Rogers is Kenan Professor of Distinguished Teaching at Princeton University (2002-2003).

Director's Award Project: Dr. Rogers’ project will investigate how students learn engineering at all ages. Desiring to teach through research, Dr. Rogers is providing the hardware and software tools he has developed, allowing students to predict, investigate, test, and better understand mathematics and science through engineering. By fostering collaborations with institutions interested in using open-ended research problems to increase the effectiveness of teaching and learning, Dr. Rogers hopes to increase engineering literacy and bridge the gap between engineering and liberal arts disciplines.

from NSF Event, June 3, 2003 Program