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Interim Report on 21st Century Cyber-Physical Systems Education (2015)

Chapter: Appendix B Presentations to the Committee

« Previous: Appendix A Biographies of Committee Members and Staff
Suggested Citation:"Appendix B Presentations to the Committee." National Research Council. 2015. Interim Report on 21st Century Cyber-Physical Systems Education. Washington, DC: The National Academies Press. doi: 10.17226/21762.
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B

Presentations to the Committee

This interim report refers to presentations to the committee at two workshops and one briefing.

  • • Workshop on 21st Century Cyber-Physical Systems Education: Defining Needs and Identifying Challenges, April 30, 2014, Washington, D.C.

— Dick Bulterman, FX Palo Alto Laboratory (FXPAL)

— David Corman, National Science Foundation

— Ryan Izard, Clemson University

— Dan Johnson, Honeywell International, Inc.

— Kevin Massey, Defense Advanced Research Projects Agency

— John Mills, SimuQuest, Inc.

— Sanjai Rayadurgam, University of Minnesota

— Alberto Sangiovanna-Vincentelli, University of California, Berkeley

— Lucio Soibelman, University of Southern California

— Craig Stephens, Ford Research and Advanced Engineering, Ford Motor Company

— Joe Salvo, GE Research

— Janos Sztipanovits, Vanderbilt University

— Jon Williams, John Deere

Suggested Citation:"Appendix B Presentations to the Committee." National Research Council. 2015. Interim Report on 21st Century Cyber-Physical Systems Education. Washington, DC: The National Academies Press. doi: 10.17226/21762.
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  • • Workshop on 21st Century Cyber-Physical Systems Education: Developing Solutions, October 2-3, 2014, Washington, D.C.

— Tarek Abdelzaher, University of Illinois, Urbana-Champaign

— Douglas Adams, Vanderbilt University

— Steve Anton, Tennessee Technological University

— Harry Cheng, University of California, Davis

— André DeHon, University of Pennsylvania

— Magnus Egerstedt, Georgia Institute of Technology

— Norman Fortenberry, American Society for Engineering Education

— Christopher Gill, Washington University in St. Louis

— Scott Hareland, Medtronic, Inc.

— Jonathan How, Massachusetts Institute of Technology

— Clas Jacobson, United Technologies Corporation

— Philip Koopman, Carnegie Mellon University

— Edward Lee, University of California, Berkeley

— Jerry Lynch, University of Michigan

— Dimitri Mavris, Georgia Institute of Technology

— Shankar Sastry, University of California, Berkeley

— Henning Schulzrinne, Columbia University

  • • Briefing to the committee by Daniel Dvorak and David Nichols, Jet Propulsion Laboratory, June 26, 2014, via teleconference
Suggested Citation:"Appendix B Presentations to the Committee." National Research Council. 2015. Interim Report on 21st Century Cyber-Physical Systems Education. Washington, DC: The National Academies Press. doi: 10.17226/21762.
×
Page 35
Suggested Citation:"Appendix B Presentations to the Committee." National Research Council. 2015. Interim Report on 21st Century Cyber-Physical Systems Education. Washington, DC: The National Academies Press. doi: 10.17226/21762.
×
Page 36
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Cyber-physical systems (CPS) are increasingly relied on to provide the functionality and value to products, systems, and infrastructure in sectors including transportation, health care, manufacturing, and electrical power generation and distribution. CPS are smart, networked systems with embedded sensors, computer processors, and actuators that sense and interact with the physical world; support real-time, guaranteed performance; and are often found in critical applications. Cyber-physical systems have the potential to provide much richer functionality, including efficiency, flexibility, autonomy, and reliability, than systems that are loosely coupled, discrete, or manually operated, but also can create vulnerability related to security and reliability. Advances in CPS could yield systems that can communicate and respond faster than humans; enable better control and coordination of large-scale systems, such as the electrical grid or traffic controls; improve the efficiency of systems; and enable advances in many areas of science. As CPS become more pervasive, so too will demand for a workforce with the capacity and capability to design, develop, and maintain them.

Building on its research program in CPS, the National Science Foundation (NSF) has begun to explore requirements for education and training. As part of that exploration, NSF asked the National Research Council of the National Academies to study the topic. Two workshops were convened in 2014, on April 30 and October 2-3 in Washington, D.C., to explore the knowledge and skills required for CPS work, education, and training requirements and possible approaches to retooling engineering and computer science programs and curricula to meet these needs. Interim Report on 21st Century Cyber-Physical Systems Education highlights emerging themes and summarizes related discussions from the workshops.

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