{"id":312,"date":"2013-10-12T09:56:39","date_gmt":"2013-10-12T13:56:39","guid":{"rendered":"http:\/\/jhumag.dev.173.166.187.154.xip.io\/?p=312"},"modified":"2014-06-02T15:27:46","modified_gmt":"2014-06-02T19:27:46","slug":"century-innovation","status":"publish","type":"post","link":"https:\/\/engineering.jhu.edu\/magazine-archive\/2013\/10\/century-innovation\/","title":{"rendered":"A Century of Innovation"},"content":{"rendered":"

Fueling Maryland\u2019s Growth<\/h2>\n

\"centennial-book-cover\"By the early 1900s, Baltimore was thriving\u2014with great rail connections, unmatched port facilities, and a growing workforce. But its civic leaders were worried about an impending brain drain. Young graduates of the area\u2019s technical high schools had no choice but to leave the state if they wanted to pursue advanced engineering studies.
\nSo in 1912, Maryland state legislators passed a momentous piece of legislation. The Technical School Bill provided $600,000 in state funding (about $14 million today) for Johns Hopkins to establish \u201ca school or department of applied science and advanced technology.\u201d An additional $50,000 of annual funding was approved to provide 129 scholarships of free tuition to “worthy men of this State.”
\nWhen the new engineering school opened its doors in the fall of 1913, it included an inaugural class of 27 students.<\/p>\n

Engineering a Curriculum<\/h2>\n\"\"\n

The job fell to three men\u2014Professors Charles J. Tilden, Carl. C Thomas, and John B. Whitehead\u2014to organize the new engineering department\u2019s programs of instruction, design buildings, select equipment, and hire additional faculty members.<\/p>\n

The three professors \u201cwere to do for the new school what the now famous \u2018Four Doctors\u2019 had done for the School of Medicine a score of years earlier,\u201d noted historian John C. French in his 1946 history of the university. All three professors were accomplished researchers with extensive experience teaching undergraduates.<\/p>\n

Most other engineering schools of the day emphasized professional courses, with undergraduates devoting 50 to 60 percent of their coursework to these applied studies. But undergraduate engineering at Johns Hopkins would be radically different.<\/p>\n

Under the Hopkins plan, 40 percent of the curriculum was dedicated to the science underlying engineering, 25 percent to \u201cgeneral cultural studies\u201d (English, languages, philosophy), and 4 percent to electives. That left less than a third for strictly professional courses. The plan called for students to pursue their scientific and general education courses during the first two years. The third year featured introductory courses in mechanical, civil, and electrical engineering, emphasizing theory rather than methods. Finally, in the fourth year, students would specialize in a single technical area.<\/p>\n

Importantly, the strength of the undergraduate program was dependent on a strong graduate program, rich in research resources and opportunities.<\/p>\n

Epicenter for Engineering<\/h2>\n\"hundred-years-two\"\n

Originally known as the Mechanical and Electrical Engineering Building, the engineering school\u2019s first building, constructed in 1913-1914, was rechristened as Maryland Hall in 1931 to honor the state\u2019s contribution to engineering at Johns Hopkins.<\/p>\n

The building was designed to promote coordination between laboratory and classroom courses. Its most notable feature was Machinery Hall\u2014a cavernous, factory-like space attached to the back of the building that was suitable for experiments using heavy machinery. The sheer size of the hall, noted Professor Carl Thomas, also made it ideal for “certain classes of experimental work requiring long distances, as for example the properties of electric transmission lines.”<\/p>\n

The Great War<\/h2>\n\"hundred-years-three\"\n

With Europe gripped by war in the spring of 1915, U.S. involvement seemed imminent. To prepare Baltimore\u2019s technicians for the war effort, Hopkins\u2019 Engineering Department instituted a series of \u201cNight Courses for Technical Workers,\u201d beginning with the 1916-1917 academic year. Some 218 students enrolled that first year\u2014including a small number of women.<\/p>\n

That fall of 1916 also marked the launch of the nation\u2019s very first Reserve Officers Training Corps (ROTC) unit, comprised largely of Hopkins engineering students. The ROTC students drilled on Homewood\u2019s expansive lawns and took courses in military field engineering, map reading, and military topography.<\/p>\n

When the U.S. officially entered the war on April 6, 1917, the engineering program was quickly swept up into the whirlwind of mobilization. The senior class graduated quietly, with many men heading off to war. Underclassmen and even some faculty also joined the war effort.<\/p>\n

The Homewood campus became a hive of activity, however, when the War Department established it as a training site for the Students Army Training Corps (SATC). Some 500 SATC students flooded the campus, necessitating all large labs, classrooms, and attics to be turned into barracks. Most of Machinery Hall became a large kitchen and mess hall.<\/p>\n

In the 19 months between U.S. entry into the war and Armistice Day, more than 1,500 people received special, war-related training on the Homewood campus.<\/p>\n

In addition, many Hopkins engineering professors devoted their research to the war effort.<\/p>\n

Olympic Exploints<\/h2>\n
\"Four
Four years after the Hopkins lacrosse team emerged victorious at the 1928 Olympics (above), Johns Hopkins won a second chance to play for the U.S., this time in Los Angeles. The 1932 Blue Jays team also earned top honors in the demonstration event.<\/figcaption><\/figure>\n

For the Johns Hopkins lacrosse players who traveled to Amsterdam to represent the United States at the 1928 Olympics, it was hard to know which was more exciting: the play on the field, before thousands of spectators, or their travels across the Atlantic on the S.S. President Roosevelt.<\/p>\n

Senior second defenseman (and future dean) Robert H. Roy \u201928 wrote of a journey filled with banquets, some friendly gambling, a few bouts of seasickness, and lots of elbow rubbing with athletes and VIPs. The ship carried most of the U.S. Olympic team\u2014including Douglas MacArthur, who\u2019d been tapped to serve as president of the United States Olympic Committee, and swimming great and future Tarzan actor Johnny Weissmuller.<\/p>\n

In Holland, 40,000 spectators witnessed the first day of lacrosse competition at the Olympic Stadium, where the United States defeated Canada 6-3.<\/p>\n

The Johns Hopkins Olympic team would lose to Great Britain 7-6 the next day. With Canada defeating the British squad on the competition\u2019s final day, a three-way tie arose. Although each team won once and scored 12 goals, Johns Hopkins was named the victor of the demonstration event competition, due to the greater goal differential.
\n<\/p>\n

Roads to Recovery<\/h2>\n

\"Three
\nFaculty commonly served as consultants for campus building projects in the first decades of the Engineering School, so it was no surprise when President Joseph Ames tapped Civil Engineering chair J. Trueman Thompson \u201917, a national authority on highway transportation, to oversee construction of a new campus road system during the 1930s.<\/p>\n

The Hopkins roads project, relying on relief labor, was funded by the Civil Works Authority, which required that 75 percent of the money be spent for labor and 25 percent for materials, reversing the usual proportions for such a project. \u201cThat winter, one of the coldest in years, was a nightmare,\u201d recalled Thompson. \u201cThe soil froze to unheard-of depths, and stayed frozen. Rules forbade the use of power excavators, and it was quite a sight to see as many as a thousand men picking and shoveling at an icy crust over a foot thick. Fortunately, we had a small contingency fund of University money, which bought us enough dynamite to shoot the crust loose so that the men could heave the chunks into trucks.\u201d<\/p>\n

Let\u2019s Drink to Health!<\/h2>\n

While kings, warriors, and artists may change the world, Abel Wolman \u201913 (A&S), \u201915, changed the world through water.<\/p>\n

In the early 1900s, waterborne diseases frequently sickened and killed people around the world. The cause: bad water. The solution, many scientists believed, was chlorine. But how much?<\/p>\n

While at the Maryland State Department of Health, Wolman collaborated with chemist Linn H. Enslow to develop a foolproof method for determining the appropriate dose of chlorine for any water source. The formula, still used today around the world, ensures safe drinking water for millions.<\/p>\n

Wolman spent the next seven decades immersed in work, first with the state and then the University, where he served as chairman of the Department of Sanitary Engineering for 25 years. He also designed water systems in Baltimore, Detroit, Seattle, Portland, and other cities in the U.S. and advised the governments of Sri Lanka, Brazil, Israel, and more than 40 others.<\/p>\n

Catalyst for Progress<\/h2>\n
\"Paul
THE PAULING CONNECTION: Growing up in Oregon,Paul Emmett (left) developed a friendship with scientist Linus Pauling (right) that would last a lifetime. During their graduate studies at CalTech, Emmett and Pauling lived together for a year and even shared a bed, which they used sequentially: Emmett would sleep until about 3 am, then wake up and give his spot to the late-retiring Pauling. Over the decades, the two scientists stayed close, even as Pauling was awarded not one but two Nobel Prizes (for chemistry in 1954 and the Nobel Peace Prize in 1962). In the mid-1970s, Emmett married Pauling\u2019s sister Pauline, a lively woman who cared for Emmett until his death in 1985 at age 85.<\/figcaption><\/figure>\n

How can ammonia be taken out of the air and turned into fertilizer for plants? This was the question that consumed Paul Emmett in the late 1920s. Emmett\u2019s investigations over the next several years led to the development of the Brunauer-Emmett-Teller (BET) Method, a technique still used around the world today, which allows scientists to calculate the surface area of a material from the amount of gas it absorbs.<\/p>\n

Not long after this breakthrough, which earned him a Nobel Prize nomination, Emmett was invited to join the Hopkins faculty in 1937 to organize the chemical engineering department and continue his research on adsorption. He would remain associated with Hopkins engineering for much of the next three decades, doing work that would earn him honor as the \u201cfather of catalysis.\u201d<\/p>\n

In August 1943, with the U.S. embroiled in World War II, Emmett joined the Manhattan Project under Harold Urey. Emmett\u2019s lab, the first of five labs to work on the atomic bomb, focused on converting uranium into a corrosive gas. After the scientists found that their methods required a material that would not be corroded by the gas, one of Emmett\u2019s scientists came up with a suitable substance\u2014which eventually became the forerunner to today\u2019s Teflon.<\/p>\n

Straight to the Heart of Saving Lives<\/h2>\n
\"Guy<\/a>
Guy Knickerbocker (left) with William Kouwenhoven, who served as dean of Engineering from 1938 to 1953.<\/figcaption><\/figure>\n

In the early 1900s, danger lurked for electrical utility linemen: Those who received even small jolts of electricity were suddenly dying from ventricular fibrillation (VF)\u2014and no one knew why.<\/p>\n

So Consolidated Edison of New York turned to Johns Hopkins in 1925 to find answers. Over the next three decades, electrical engineering professor (and future dean) William B. Kouwenhoven and his Hopkins colleagues made discoveries that ultimately led to the lifesaving development of cardiopulmonary resuscitation\u2014and earned Kouwenhoven acclaim as \u201cthe father of CPR.\u201d<\/p>\n

By the late 1950s, Kouwenhoven and a Hopkins team had pioneered a prototype for a closed chest defibrillator, which was mounted on a cart and weighed 200 pounds. It was first used successfully on a patient on March 17, 1957. The device had its drawbacks, however: A heart attack victim who was not close to a hospital had little chance of survival.<\/p>\n

In 1958, Hopkins\u2019 G. Guy Knickerbocker \u201954, PhD \u201970, noticed that placing defibrillator paddles on a dog\u2019s chest caused a rise in blood pressure. He and Kouwenhoven, together with Hopkins\u2019 James Jude, began experimenting with different hand positioning and rhythms. The trio found that external massage could restore 40 percent of the normal blood circulation\u2014and could be continued for more than 30 minutes. From May 1959 to February 1960, some 20 Hopkins patients in cardiac arrest were administered CPR. All 20 were resuscitated.<\/p>\n

Older & Wiser<\/h2>\n

Before Keefer Stull \u201949 stepped foot in a Johns Hopkins engineering classroom, he had walked the streets of a just-liberated Paris and trudged through frozen conditions near the Rhine River in the Battle of the Bulge.<\/p>\n

Not your typical undergraduate, but the mid-to-late 1940s were different times. Stull and millions of other young men spent what would have been their college-age years serving in the military during World War II. Hundreds later came to Johns Hopkins courtesy of the GI Bill, which provided federal aid, including tuition assistance, to help veterans adjust to civilian life.<\/p>\n

At the start of the 1946\u201347 academic year, enrollment in the School of Engineering rose to 730, of whom 531 were veterans. The numbers of enrolled veterans increased steadily over the next several years.<\/p>\n

Stull joined Johns Hopkins in 1947, at the age of 23, after a stint in postwar Germany where, among other things, he inventoried looted equipment. He had arrived in Europe in the fall of 1944. Blind in one eye, he served in the 102nd Infantry Division as a radio operator and repairman.<\/p>\n

At Hopkins, he worked in Ferdinand Hamburger\u2019s lab, mostly doing repair work. Stull said he focused on his studies and spent the majority of his free time with faculty and other vets. \u201cI already knew more than the faculty could teach me, so I spent a lot of my time teaching undergraduates and the guys from Baltimore Polytechnic Institute,\u201d says Stull \u201949, who later went to work for Westinghouse in its Aerospace division, where he helped develop pulse Doppler radar for fighter planes.<\/p>\n

While returning veterans depended on the GI Bill to fund their studies, other men in the decades before and after the war looked to the state for help. By the 1950s, one in three students at the School of Engineering was attending college through a Maryland State Senatorial Scholarship\u2014funding provided through a legislative appropriation that dated all the way back to the School\u2019s founding. Any student from Maryland could apply. As a result, most Hopkins engineering students during the School\u2019s first 50 years hailed from within the state, and these scholarships had a great influence on their decision to study engineering and attend Johns Hopkins.<\/p>\n

The Poly Pipeline<\/h2>\n
\"Hackerman
Hackerman Polytechnic Scholar Simms \u201910, MS \u201911<\/figcaption><\/figure>\n

It was 1957, and Bill Bowles \u201960, then a high school senior at Baltimore Polytechnic Institute, was struggling with integral calculus. Principal Wilmer DeHuff called him to the office. \u201cBowles,\u201d he said, \u201cI know you\u2019re applying for second-year standing at Hopkins, and you\u2019ve got everything good except integral calculus. I\u2019m gonna take a chance on you.\u201d<\/p>\n

With those words, DeHuff launched Bowles directly into his sophomore year in the Engineering School that fall. About half a dozen other \u201cPoly Boys\u201d followed the same path that year, as did hundreds more before and after. In this \u201cpipeline,\u201d engineering schools like Stanford and MIT, as well as Hopkins, took the principal\u2019s word that graduates of Poly\u2019s \u201cA\u201d course\u2014its most advanced curriculum\u2014were prepared for second-year undergraduate work.<\/p>\n

The relationship between Hopkins Engineering and Poly remains strong today. In 2005, Baltimore philanthropist Willard Hackerman \u201938 established the Hackerman Polytechnic Scholarships, a program that awards full scholarships annually to talented Poly grads. In addition, the prestigious Intel Science Talent Search (dubbed the \u201cJunior Nobel\u201d) fosters frequent collaboration between Poly students and Whiting School faculty, producing three Poly finalists in the last 10 years. And the Baltimore Scholars Program offers full-tuition scholarships to graduates of Baltimore City public high schools who meet Hopkins criteria. Since that program\u2019s 2004 inception, 119 students have enrolled\u2014including 65 students from Poly.
\n<\/p>\n

“Pretty Plush”<\/h2>\n
\"Frat
Frat fun.<\/figcaption><\/figure>\n

Phillips Bradford \u201962 remembered being completely bowled over upon his first introduction to the Hopkins dorm where he\u2019d spend the next four years.<\/p>\n

\u201cWe had a suite with a fireplace in it, and there was a man who would bring firewood up for us to use. We had maid service. And food was never far away; there was a dining hall in the central entrance to our dorms,\u201d said Bradford. \u201cI just thought the facilities were magnificent!\u201d<\/p>\n

Bradford lived in Wilson Hall, one of the 14 \u201chouses\u201d comprising the Alumni Memorial Residences (AMRs). This was the era when Hopkins men were expected to don jacket and tie before heading to dinner. Most everyone had a phonograph in his room (rock \u2019n\u2019 roll\u2019s arrival made Elvis Presley a particular favorite), but Bradford had the only TV set. He recalled one World Series that drew everyone into his room to huddle around his grainy, eight-inch black-and-white set.<\/p>\n

Perhaps Bradford\u2019s fondest memories of dorm living were the regular visits made by Hopkins University President Milton S. Eisenhower. \u201cHe would come and sit and chat with us and have bull sessions for two hours at a time. That was a very important touch for us, particularly since his brother was the President of the United States.\u201d<\/p>\n

The Battle of the Terrapin<\/h2>\n\"\"\n

The legendary lacrosse rivalry between Johns Hopkins and the University of Maryland came to a rowdy climax on an action-filled night in May 1947 on the eve of the national championship.<\/p>\n

A few days earlier, a group of zealous Maryland fans had descended on Homewood and reportedly smeared paint on sidewalks and buildings.<\/p>\n

With their honor at stake, a score of brave Hopkins students kidnapped \u201cTestudo,\u201d Maryland\u2019s 400-pound bronze terrapin, and brought him back to the Alumni Memorial Residence. Then they prepared for retaliation by creating an impregnable fortress. Upperclassmen shouted orders to coordinate the placement of soap chips and powerful fire hoses while others surrounded the building with barbed wire.<\/p>\n

When 250 incensed Maryland students descended at around 2 am on May 23, the Hopkins men were ready; they unleashed the hoses, dousing both students and some 200 Baltimore City police officers. Some Maryland students got past the initial defenses, only to slip on the soap chips. The police finally wrested control at approximately 4 am, arresting eight Maryland students and three Hopkins students for disorderly conduct.<\/p>\n

The Hopkins men did return Testudo\u2014but not before painting a large H on his shell in traditional Hopkins blue.<\/p>\n

When Aerodynamics Took Wing<\/h2>\n\"wind-tunnel\"\n

Francis Clauser founded the department in 1946 at the behest of University President Isaiah Bowman and others. World War II had proved that aeronautics was going to play a major role in modern warfare and they wanted the burgeoning field studied at Hopkins. From its inception, the Aeronautics Department worked closely with research institutions and government labs such as Applied Physics Laboratory, Aberdeen Proving Ground, and the Naval Ordnance Lab, with personnel from these labs giving specialized courses to students.<\/p>\n

Key to the department\u2019s work was the construction of a supersonic wind tunnel, funded by the Navy, which took three years to build and was completed in 1951. Aeronautics researchers relied on the wind tunnel to conduct experiments on turbulence and friction at subsonic and supersonic speeds\u2014up to twice the speed of sound.<\/p>\n

In 1950, the department appointed Leslie G. Kovasznay, a renowned expert in turbulence, to the department. Other notable hires under Clauser\u2019s tenure (1946-1960) were Guy L. Bryan, Stanley Corrsin, Mark Morkovin, and Robert Betchov. Throughout the 1950s, the department\u2019s examination of fluid mechanics and supersonic flow laid the groundwork for understanding what happened when missiles or airplanes go supersonic, and formed the basic principles that would affect aircraft design and flight at below the speed of sound.<\/p>\n

Today, the Corssin Wind Tunnel\u2014named after Stanley Corrsin, who built the facility to study the fundamentals of wind flow\u2014makes its home in the basement of Maryland Hall. Many landmark studies on turbulence are based on measurements that were made in the tunnel, and it continues to provide a powerful tool for Whiting School engineers investigating subjects ranging from wind farms to earthquake protection.<\/p>\n

Biomedical Breakthroughs<\/h2>\n

At the entrance of Clark Hall, a plaque reads: \u201cThe story of Biomedical Engineering at Johns Hopkins began on September 22, 1940, in a small room in the Wilmer Eye Institute. A. McGehee (\u201cMac\u201d) Harvey, a young resident physician on the Osler Medical Service, enlisted the help of Samuel A. Talbot to do quantitative recordings of muscle action potentials of human subjects.\u201d<\/p>\n

This partnership, which led to the creation of a biophysical division in the Department of Medicine, launched the nation\u2019s first and most innovative program aimed at improving human health through research at the nexus of engineering, biology, and medicine. The next half century led to breakthroughs that used engineering principles to model biological and medical systems. The result fundamentally changed the way researchers understand the mechanics of the human body. Eventually, this basic science gave rise to new areas of research such as bioinformatics, computational biology, medical imaging, and systems neuroscience.<\/p>\n

This was an era when research giants such as Dick J. Johns (Med \u201948), David A. Robinson, Murray B. Sachs, Eric Young, Artin Shoukas, and Kiichi Sagawara worked at the forefront of understanding how nerves, ears, eyes, and the heart work.<\/p>\n

Johns, the department\u2019s founding chair (1965 to 1991), went on to help develop a 3-D radiography system that would give physicians a \u201creal\u201d image and allow for structures behind dense organs to be observed; it proved revolutionary to imaging science.<\/p>\n

In the 1970s, researchers helped refine pacemaker technology when they invented the first implantable device that could be recharged inside the body. A decade later, biomedical engineers developed the first implantable defibrillator.<\/p>\n

Today, the Department of Biomedical Engineering straddles the schools of Medicine and Engineering, with faculty, laboratories, and students on both campuses.<\/p>\n

The Merger\u2014and Rebirth of Engineering at Johns Hopkins<\/h2>\n\"\"\n

\u201cAm I foremost a scientist or an engineer?\u201d That was the question in the 1960s, when an influential group of engineering faculty answered \u201cscientist\u201d and a faculty vote effectively made the School of Engineering disappear for 13 years.<\/p>\n

The beginning of the end came in 1961 when the school changed its name to the School of Engineering Sciences &mdash \u201cto insure that Hopkins will continue to produce engineers who are truly educated and creative individuals, not merely cogs in an increasingly complex industrial machine,\u201d in the words of Hopkins President Milton S. Eisenhower.<\/p>\n

Departmental lines had begun to blur, and the engineering school had become closer to its Homewood counterpart, the Faculty of Philosophy. With de-specialization of the engineering program, the undergraduate curricula shared structure and content. Students from each division took courses in the other.<\/p>\n

Against this backdrop, unification seemed almost inevitable. On July 1, 1966, with little fanfare, the two divisions merged to become the Johns Hopkins School of Arts and Sciences.<\/p>\n

While Dean Rob Roy remained as dean of engineering, he was, as he put it, \u201ca dean without portfolio\u201d\u2014and by the mid-1970s, engineering was a minority voice at Johns Hopkins. The number of engineering faculty dropped nearly in half, down to 44 at one point. Many believed that engineering had lost its way.<\/p>\n

In 1976 then University President Steven Muller appointed a blue-ribbon committee on engineering chaired by Lawrence R. Hafstad, PhD \u201933 (A&S). The committee\u2019s opinion, delivered in October 1976, was unanimous: Engineering needed to be a separate school. \u201cThe school should be small, of high quality, and professionally oriented,\u201d the committee advised.<\/p>\n

With funding tight, the University was unwilling to divert the funds needed to underwrite the school. So the university trustees established an ad hoc committee to explore funding options and organization. Willard Hackerman \u201938, a trustee and president of the Whiting-Turner Contracting Company, chaired the committee. Also instrumental in re-formation of the School were F. Pierce Linaweaver \u201955, PhD \u201965; Herschel L. Seder \u201939 (A&S); and Mark Rubenstein \u201962, MS \u201965.<\/p>\n

\u201cJohns Hopkins had to be well-balanced,\u201d remembers Rubenstein, who went on to shepherd the School\u2019s first strategic plan. \u201cWe were so strong in medicine, and so deep in applied physics, we knew we needed a top-flight engineering school too.\u201d<\/p>\n

Hackerman helped secure a gift from the estate of George William Carlyle Whiting, co-founder of Whiting-Turner, which made the new school a reality. The board voted approval of its reestablishment in spring 1978.<\/p>\n

The G.W.C. Whiting School of Engineering officially opened in fall 1979, becoming the University\u2019s first named division. The Whiting School quickly thrived, buoyed by a surge in national demand for engineers and the support of alumni and friends. While some served on the newly established National Advisory Council, others provided funding for scholarships, professorships, and lecture series.<\/p>\n

Opening Career Doors for Working Professionals<\/h2>\n

Suzanne Jenniches, MS \u201979, was a first-year high school biology teacher when she spied a postcard in the back of a teacher\u2019s magazine touting Johns Hopkins\u2019 advanced degree program in environmental engineering.<\/p>\n

\u201cI was 23 and had never heard the word \u2018engineering\u2019 before,\u201d she recalls. Intrigued, she applied and soon started classes. Over the next nine years, Jenniches drove from her Reisterstown home four nights a week to take undergraduate and master\u2019s courses through the Evening College.<\/p>\n

Her 1979 master\u2019s degree was her ticket to a long and successful career with Northrop Grumman, where she rose to vice president and general manager of the Government Systems Division before retiring in 2010. \u201cI worked in industry for 36 years and every day I loved going to work,\u201d Jenniches says. \u201cI credit Johns Hopkins for opening all those doors for me.\u201d<\/p>\n

-Jenniches is just one of tens of thousands who have earned their advanced engineering degrees through part-time programs at Hopkins, taking classes at night and on weekends while juggling full-time careers and family responsibilities. While the name of the program has changed many times over the decades, its mission has not. The part-time program that began in 1916 as \u201cNight Courses for Technical Workers\u201d makes it possible for working engineers to advance their careers without interrupting their busy lives.<\/p>\n

Today, Johns Hopkins Engineering for Professionals (EP) offers more than 450 courses in 15 master\u2019s degree and certificate programs\u2014including two programs pioneered by Hopkins\u2019 Applied Physics Laboratory, which has been a central shaper of part-time efforts over the decades\u2014at locations across the greater Baltimore-Washington, DC, area. Through partnerships with industry, some specially tailored advanced degree programs are even offered on-site. In Tucson, Arizona, for example, Raytheon Missile Systems employees can pursue a master\u2019s in systems engineering that is specially designed for the defense contractor. In addition, a growing number of programs and classes are available online.<\/p>\n

\u201cThe Hopkins name is highly valued in the industrial workplace,\u201d says Jenniches.\u201cI never could have stopped working to pursue a degree. Johns Hopkins changed my life.\u201d
\n<\/p>\n

Designing Minds<\/h2>\n\"Demoing\n

Real-world challenges are a cornerstone of the student experience at Johns Hopkins, and student design projects have led to many life-saving breakthroughs.<\/p>\n

In 2002, for example, students Michael Cordeiro \u201902 and Chang Lee \u201902 were given a challenge that held the difference between life and death. Racked with grief over the death of an adult son from a whitewater-rafting accident, Gil Turner turned to Johns Hopkins to help design a helmet that could better protect rafters from traumatic blows to the head.<\/p>\n

The students\u2019 solution involved a multilayer protective system and a retention strategy that prevents the helmet from shifting around the head. The result? A patent, and a safer helmet for the sponsor, the Whitewater Research & Safety Institute (WRSI). WRSI has since sponsored multiple projects at Johns Hopkins, including a 2012 project to design a helmet for use on all terrain vehicles.<\/p>\n

In 2010, biomedical engineering student Sean Monagle was assigned the life saving task of finding a more cost-effective way to test pregnant women in developing countries for dangerous conditions such as preeclampsia.<\/p>\n

Today, Monagle works as a fellow for JHU affiliate Jhpiego, and his team\u2019s product, a pen that includes a chemical reagent to test for preeclampsia, is being field tested in Nepal. In 2011, he and team member Mary O\u2019Grady \u201910, MS \u201911, appeared on national TV to explain the idea after the product won an ABC News \u201cBe the Change: Save a Life\u201d challenge grant of $10,000.<\/p>\n

\u201cIt\u2019s almost surreal,\u201d Monagle says today. \u201cAt first it was just a few undergrads working on this crazy idea of using a pen to save lives. Then, things really started to take off.\u201d<\/p>\n

Gained in Translation<\/h2>\n\"JHCentennialBook_jelinek\"\n

As recently as the 1980s, the notion of a \u201cuniversal translator\u201d that could effortlessly decipher any tongue was pure science fiction. Not anymore. In fact, computer scientists, engineers, cognitive scientists, linguists, and other researchers at the Johns Hopkins Center for Language and Speech Processing (CLSP) are hard at work training computer programs to translate and winnow data from languages as diverse as Czech, Chinese, and Turkish.<\/p>\n

\u201cI believe that in my lifetime, we will have computers that can roughly translate all the written languages in the world,\u201d says David Yarowsky, a computer science professor and member of CLSP.<\/p>\n

The potential value of such a translation tool can\u2019t be overstated\u2014not merely for the obvious national security purposes but also for scholars, researchers, and others interested in mining information from archived texts in obscure languages. And of course there\u2019s the potential impact on international commerce.<\/p>\n

Such a translation tool is just one of the myriad projects being undertaken by the CLSP, established in 1992 with the support of the Department of Defense and under the leadership of Frederick Jelinek. Jelinek is widely recognized as one of the few undisputed fathers of the statistical methods that enable modern computers to comprehend, transcribe, and translate written and spoken language. The MIT-educated Jelinek came to Hopkins in 1993 from IBM Research, where he pioneered the application of the mathematics of probability to the problem of speech and language processing.<\/p>\n

At Hopkins, Jelinek, who served as director of the CLSP, continued and expanded the computer speech recognition work he had initiated at IBM. He also created and led groundbreaking summer workshops that brought experts from academia, government, and industry together with students and faculty to tackle a wide range of challenges.<\/p>\n

Even after Jelinek\u2019s passing in 2010, his influence continues. Today, CLSP is home to more than 60 researchers and is viewed as one of the most influential and largest such academic research centers in the world. Its members conduct research in areas including automatic speech recognition, acoustic processing, cognitive modeling, big data, computational linguistics, machine learning and translation, information extraction and text analysis.<\/p>\n

Mapping the Heart<\/h2>\n\"3D\n

In the late 1990s, Rai Winslow, PhD \u201985, now the Raj and Neera Singh Professor of Biomedical Engineering, built the first 3-D virtual model of the heart, as well as a model of the failing cardiac myocyte.<\/p>\n

These models predicted that the reduced expression of a particular calcium pump could trigger cardiac arrhythmias. Soon afterward, investigators began testing the effectiveness of using gene therapy to deliver this calcium pump to failing hearts\u2014a potential new treatment for heart conditions that is still being tested today.<\/p>\n

Under Winslow\u2019s leadership, the Institute for Computational Medicine was launched at the Whiting School in 2007 and has built productive partnerships across Johns Hopkins.<\/p>\n

Cyber Security Sentinels<\/h2>\n

Think of the researchers in the Johns Hopkins University Information Security Institute (JHUISI) as the Paul Reveres of cyber security.<\/p>\n

By 2000, Gerry Masson, the founding chair of the Department of Computer Science, had grown alarmed about the rapidly escalating security and privacy concerns he saw arising from society\u2019s increasing reliance on information technology. Believing these issues needed to be addressed with an aggressive, broad, and interdisciplinary approach, Masson worked with the Whiting School and university leadership to launch JHUISI.<\/p>\n

Since its inception in 2001, JHUSI has graduated more than 120 master\u2019s students in Information Security and, through its research, has established Johns Hopkins as a national leader in cyber security in fields ranging from emergency health preparedness and bio-terrorism prevention to national defense.<\/p>\n

In 2003, computer science professor Avi Rubin drew national attention to serious security flaws in the Diebold Election Systems\u2019 AccuVote touchscreen electronic voting machines, then used by 38 states. \u201cDiebold\u2019s code was so bad that anyone taking a four-month course in computer security would have written it differently,\u201d he noted.<\/p>\n

\u201cThe Internet was designed and built with the assumption that everyone would play fair,\u201d says Masson, \u201cbut clearly this is not the case.\u201d<\/p>\n

Taking Robots to the Extreme<\/h2>\n
\"Nereus,
Nereus, a hybrid underwater vehicle co-developed by Louis Whitcomb, can operate autonomously or under remote human control via a novel lightweight fiber-optic tether to its mother ship. In 2009 it explored Challenger Deep, the deepest known point in the Earth\u2019s oceans (about 6.8 miles down), located in the Mariana Trench.<\/figcaption><\/figure>\n

According to an iconic television show, space is the final frontier. But for Louis Whitcomb, professor and chair of mechanical engineering, it\u2019s the largely unexplored depths of the oceans here on Earth that most excite the imagination.<\/p>\n

Whitcomb is an international leader in using robots to explore the dark depths of the sea. In 2002, Whitcomb\u2019s navigation and control systems (originally developed for the JHU Remotely Operated Vehicle, a small, underwater robot) were adapted for use in Jason II, a deep-sea oceanographic robot operated by Woods Hole Oceanographic Institute. With WHOI collaborators, Whitcomb worked on the development of Nereus, the first underwater vehicle capable of performing routine scientific missions in the deepest depths of the oceans.<\/p>\n

Back at the Homewood campus, in Hackerman Hall\u2019s Swirnow Mock Operating Room, Johns Hopkins engineers explore other extreme environments\u2014within the human body\u2014working with clinicians and computer scientists to push the limits of surgical robotics, using Intuitive Surgical Inc.’s da Vinci Surgical System.<\/p>\n

This sophisticated tool enables surgeons to perform highly dexterous tasks and reach, with extreme precision, the most remote areas of the inner ear, brain, and digestive tract, enabling safer and less invasive procedures\u2014and ones previously thought impossible.<\/p>\n

While Hopkins dabbled in robotics as far back as the 1960s, the School\u2019s efforts to become a leader in robotics research began when Bill Sharpe, PhD \u201966, set out to recruit top talent in the field, beginning with the hire of Gregory Chirikjian \u201988, a pioneer in the theory of \u201chyper-redundant\u201d (snakelike) robot motion planning and self-replicating robotic systems. Whitcomb\u2019s arrival in 1993 was followed in 1995 with the hire of Russell Taylor \u201970, now the John C. Malone Professor and director of the Laboratory for Computational and Sensing Robotics, who has spearheaded the Whiting School\u2019s medical robotics efforts (see p. 12).<\/p>\n

Today, the Whiting School is a leader in robotics research in areas ranging from remotely controlled robots that can repair satellites to self-replicating robots that hold potential for space exploration.<\/p>\n

Looking Small to Think Big<\/h2>\n\"Nanobiotechnology\"<\/a>\n

Early in his career at Johns Hopkins, Peter Searson, now the Joseph R. and Lynn C. Reynolds Professor in the Department of Materials Science and Engineering, started working in nanobiotechnology\u2014science at the length scale of just a few atoms.<\/p>\n

With Denis Wirtz, the Theophilus Halley Smoot Professor in the Department of Chemical and Biomolecular Engineering, Searson developed a plan to bring together nanobiotechnology researchers from across Hopkins divisions. \u201cWe envisioned the Johns Hopkins Institute for NanoBioTechnology (INBT) as a hub\u2014a virtual center where researchers would work together to solve problems at the interface of engineering science and medicine,\u201d he says.<\/p>\n

Since its launch in 2007, the INBT has grown to include more than 220 member researchers. Among the INBT\u2019s collaborative research initiatives are the development of quantum dots made to carry drugs that could one day treat cancer and microfabrication methods to develop tiny \u201clabs-on-a-chip\u201d that can study cell movement to gain a better understanding of basic biology.<\/p>\n","protected":false},"excerpt":{"rendered":"

Fueling Maryland\u2019s Growth By the early 1900s, Baltimore was thriving\u2014with great rail connections, unmatched port facilities, and a growing workforce. But its civic leaders were worried about an impending brain drain. Young graduates of the area\u2019s technical high schools had no choice but to leave the state if they wanted to pursue advanced engineering studies….<\/p>\n","protected":false},"author":4,"featured_media":537,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28],"tags":[],"class_list":["post-312","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-features","issue-winter-2014"],"acf":[],"yoast_head":"\nA Century of Innovation - JHU Engineering Magazine<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/engineering.jhu.edu\/magazine-archive\/2013\/10\/century-innovation\/\" \/>\n<link rel=\"next\" href=\"https:\/\/engineering.jhu.edu\/magazine-archive\/2013\/10\/century-innovation\/2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"A Century of Innovation - JHU Engineering Magazine\" \/>\n<meta property=\"og:description\" content=\"Fueling Maryland\u2019s Growth By the early 1900s, Baltimore was thriving\u2014with great rail connections, unmatched port facilities, and a growing workforce. 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