National Academies Press: OpenBook

A 21st Century Cyber-Physical Systems Education (2016)

Chapter: Appendix B: Briefers to the Study Committee

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Suggested Citation:"Appendix B: Briefers to the Study Committee." National Academies of Sciences, Engineering, and Medicine. 2016. A 21st Century Cyber-Physical Systems Education. Washington, DC: The National Academies Press. doi: 10.17226/23686.
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B

Briefers to the Study Committee

COMMITTEE MEETING—JANUARY 13, 2014

David Corman, National Science Foundation

WORKSHOP—APRIL 30, 2014

Alex Bayen, University of California, Berkeley

Dick Bulterman, FXPAL

David Corman, National Science Foundation

Ryan Izard, Clemson University

Dan Johnson, Honeywell

Himanshu Khurana, Honeywell International

Jean-Charles Lede, Defense Advanced Research Projects Agency

Kevin Massey, Defense Advanced Research Projects Agency

John Mills, SimuQuest

Sanjai Rayadurgam, University of Minnesota

Joe Salvo, GE Research

Alberto Sangiovanna-Vincentelli, University of California, Berkeley

Lucio Soibelman, University of Southern California

Craig Stephens, Ford Research and Advanced Engineering

Janos Sztipanovits, Vanderbilt University

Paulo Tabuada, University of California, Los Angeles

Jon Williams, John Deere

Suggested Citation:"Appendix B: Briefers to the Study Committee." National Academies of Sciences, Engineering, and Medicine. 2016. A 21st Century Cyber-Physical Systems Education. Washington, DC: The National Academies Press. doi: 10.17226/23686.
×

COMMITTEE MEETING—JUNE 26, 2014

Daniel Dvorak, Jet Propulsion Laboratory

WORKSHOP—OCTOBER 2-3, 2014

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

Scott Hareland, Medtronic

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

COMMITTEE MEETING—MARCH 12-13, 2015

Ryan Kastner, University of California, San Diego

Yoky Matsuoka, Twitter

Astro Teller, Google, Inc.

Feng Zhao, Microsoft Research Asia

Suggested Citation:"Appendix B: Briefers to the Study Committee." National Academies of Sciences, Engineering, and Medicine. 2016. A 21st Century Cyber-Physical Systems Education. Washington, DC: The National Academies Press. doi: 10.17226/23686.
×
Page 82
Suggested Citation:"Appendix B: Briefers to the Study Committee." National Academies of Sciences, Engineering, and Medicine. 2016. A 21st Century Cyber-Physical Systems Education. Washington, DC: The National Academies Press. doi: 10.17226/23686.
×
Page 83
Next: Appendix C: Workshop Agendas »
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Cyber-physical systems (CPS) are “engineered systems that are built from, and depend upon, the seamless integration of computational algorithms and physical components.” CPS can be small and closed, such as an artificial pancreas, or very large, complex, and interconnected, such as a regional energy grid. CPS engineering focuses on managing inter- dependencies and impact of physical aspects on cyber aspects, and vice versa. With the development of low-cost sensing, powerful embedded system hardware, and widely deployed communication networks, the reliance on CPS for system functionality has dramatically increased. These technical developments in combination with the creation of a workforce skilled in engineering CPS will allow the deployment of increasingly capable, adaptable, and trustworthy systems.

Engineers responsible for developing CPS but lacking the appropriate education or training may not fully understand at an appropriate depth, on the one hand, the technical issues associated with the CPS software and hardware or, on the other hand, techniques for physical system modeling, energy and power, actuation, signal processing, and control. In addition, these engineers may be designing and implementing life-critical systems without appropriate formal training in CPS methods needed for verification and to assure safety, reliability, and security.

A workforce with the appropriate education, training, and skills will be better positioned to create and manage the next generation of CPS solutions. A 21st Century Cyber-Physical Systems Education examines the intellectual content of the emerging field of CPS and its implications for engineering and computer science education. This report is intended to inform those who might support efforts to develop curricula and materials; faculty and university administrators; industries with needs for CPS workers; and current and potential students about intellectual foundations, workforce requirements, employment opportunities, and curricular needs.

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