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Vice President
Stephen M. Phillips,
Arizona State University
Stephen M. Phillips received the BS degree in electrical engineering from Cornell University and the MS and PhD degrees in electrical engineering from Stanford University. From 1988 to 2002, he served on the faculty of Case Western Reserve University in the Departments of Electrical Engineering and Applied Physics; Systems, Control and Industrial Engineering; and subsequently Electrical Engineering and Computer Science. From 1995 to 2002, he also served as director of the Center for Automation and Intelligent System Research, an industry-university-government collaborative at Case. In 2002, he joined the faculty of Arizona State University as professor of electrical engineering and was appointed department chair in 2005. He currently leads the School of Electrical, Computer and Energy Engineering. He is a professional engineer registered in the state of Ohio and serves as a program evaluator for ABET Inc. His research interests are in the areas of modeling and implementation of microsystems, MEMS and control systems with applications including neural recording and stimulation, gas-turbine engines, prosthetics, defense and national security.
During his academic career, he has participated in more than 40 funded research projects valued at more than $20 million of which his share is about $6 million. During this 20 year period he has graduated 15 Ph.D., 30 MS thesis and 15 MS project students. During the past 5 years as unit leader at ASU he led the faculty in the hiring of 15 of the current 55 tenured or tenure track faculty. He helped implement a significant undergraduate curriculum reform; streamlining the BSE program to meet a Regents' mandated 120 credit hours. He led the implementation of faculty incentives and rewards to grow the number of graduate students and research funding. In five years the annual research expenditures and awards of the faculty have nearly tripled, exceeding $28M and $32M respectively for fiscal year 2010. This has accompanied a more than 50% increase in graduate student enrollment to more than 750 MS, MSE and Ph.D. students. During this period he led a re-organization of the department staff to better serve the growing graduate and research programs by building and piloting a unit level research advancement team to provide both pre- and post-award research support and adding advising staff. This model has subsequently been replicated for many of the research intensive units at the university.
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