Sunday, August 31, 2025

What the Ice Knows

Me around 7 with a
"keeper" pickerel
I was maybe seven years old.... The Berkshire reservoir was white and hard under our boots. Dad carried the ice chipper like he used to carry his Browning Automatic Rifle (BAR.) I knew this because he told me once, then never said it again.

"Here," he said, and set the chipper down. The metal blade gleamed in the morning sun.

His hands were thick around the handle. The fingers didn't bend right. They never had, not since I could remember. Korea, Mom said when I asked. The cold got to them over there. He was just eighteen when they sent him. The frostbite left them always numb.

Dad slipped the wrist strap over his right hand and raised the chipper. He brought it down hard. Chunk. Ice flew up in white chips. He worked steady, chopping down through nearly two feet of ice. His breath came out in white puffs. The tendons in his neck stood out.

"You try," he said after a few minutes. He slipped the strap off and helped me get it around my wrist. "Don't want to lose it in the hole."

I took the handle. It was heavier than it looked. The metal was cold even through my mittens. I chopped the way Dad showed me, trying to hit the same spot each time, then working around the edges to keep the hole wide. My arms got tired fast.

Dad used the skimmer to clear the ice chips, the big ladle with holes in it scooping out the slush and chunks that floated up once we broke through.

"Good," Dad said. "Before we get a gas auger, this is how we do it."

Dad got out a tip-up, uncoiled some line and attached a lead weight to the hook, dropped it down the hole, letting it sink until the line went slack. "Bottom," he said, and pulled it up a couple feet. He slid the button stop down the line to mark the depth. "Couple feet off the bottom. That's where they feed."

My brothers and I watched him bait the hook. "Hook goes through like this," he said, showing us. The shiner wiggled on the hook. Dad's thick fingers worked the shiner with surprising gentleness. "Not too deep. You want them to swim."

We chopped holes along the edge of the drop-off. Dad knew where the fish were. He always knew. Uncle Tom and my cousin arrived and set up their own tip-ups down the line from ours. Uncle Tom had been in a different war than Dad - the Pacific, on a battleship. He moved slower on the ice but his hands worked fine.

After we set all the tip-ups, one of my brothers chopped a rectangular hole between our lines. He worked the ice chipper in a rectangle, maybe two feet by three feet, chopping down deep while the other cleared it out with the skimmer.

Then my brother moved about a foot away and chopped another smaller hole, this one going all the way through to the water below. Dad had showed us how to use the ice chipper to cut a narrow channel connecting the small hole to the rectangular basin. "Feed hole brings the water in. Keep the fish fresh. Too small for them to swim out."

The water rose up into the rectangular basin they'd made, black and cold. Dad nodded, satisfied with their work.

"Now we wait," Dad said.

We sat on overturned buckets. My brothers, myself, and cousin got hot chocolate from Mom's big jug.

Dad reached into the tip-up bag and pulled out a port wine bottle. Dark glass, no label. He unscrewed the cap with his thick fingers and took a sip.

"Sneaky Pete," he said, holding it up like a toast to the empty lake. "Keeps the blood moving."

He passed it to Uncle Tom, who took a drink and nodded. They shared it back and forth, and Uncle Tom started telling stories from the Pacific - battleship stories with a few choice words thrown in that always made us kids giggle behind our mittens. Dad would shake his head but he was smiling too.

A flag went up on the third tip-up. Number three that's mine! I ran over, my heart pounding. Dad and my two brothers right behind me. Hand over hand, I brought up the fish.

"Pickerel," Dad said as I held it up, my hands shaking with excitement. The fish was smaller than a pike, with the same green back and needle teeth. "Good fighter. You did good."

Dad showed me how to unhook it, how to hold it so it wouldn't thrash. His hands covered mine, steady and certain with the fish.

"Back you go," he said, and helped me slip it into the dark water. The pickerel flicked its tail and disappeared.

"Why'd we let it go?" I asked.

"Not big enough to keep. Let it grow."

It was cold, but the early morning sun warmed us even as our breath steamed. A little later when the sun was higher, we set up the small charcoal grill up on the ice and got the coals going. The smell of charcoal and cooking hamburgers and hot dogs mixed with the cold air. We huddled around the grill, warming our hands over the heat, eating lunch while watching the tip-ups. 

The flags kept going up. Yellow perch mostly, fat and golden. These we kept, dropping them into the live well where they swam in slow circles in the small space. Our cousin Tommy pulled up a nice brown trout, dark spotted and thick through the middle. That one went in the live well too, the water rippling as it joined the perch.

We fished until the sun was dropping and our feet were numb. Dad never complained about the cold, never mentioned his hands. But I saw him flex his fingers when he thought I wasn't looking, trying to work the stiffness out.

Dad pulled the fish from the live well and put them in a bucket pacled with snow, the perch and brown trout still fresh and bright-colored.

On the walk back to the car, our boots crunching on the snow, I asked him about Korea. Just once.

"Cold there," he said. "Colder than this."

That was all. But it was enough. I understand why he never wore gloves, why he always said the cold here wasn't so bad. Why his hands were the way they were, and why that was just how things were. Why he bought us expensive mittens when we were kids, I understand that now. He didn't take any disability for those frostbitten hands for over seventy years, until his late eighties. That's Dad.

We loaded the gear in the station wagon. Dad started the engine and turned the heat on full.

"Good day," he said.

It was. I knew it was. But I couldn't have known that mornings like this were building what would follow. Dad teaching patience as we watched for flags. How to work steady through thick ice, one deliberate strike at a time. Letting me struggle with that heavy chipper until I my arms ached, then helping just enough.

He was showing us quiet certainty. Respect for wild things - releasing that small pickerel to grow. That good things come to those who wait and watch.

So much started in places like this, with a man whose hands were numbed by cold and war, but whose knowledge ran deeper than the ice and water beneath our feet.

Friday, August 22, 2025

Finally Captain: A Long-Awaited Achievement

Last week, I accomplished something I've been dreaming about for years – I passed my captain exams. As I sit here reflecting on this milestone, I'm struck by how the journey to get here mirrors so many of the life lessons I try to share with my students about persistence and prioritization. 

The Challenge of Time

Between my demanding work schedule, quality family time, and staying current in a field where new technologies emerge almost daily, finding dedicated study time felt nearly impossible. As an engineering professor, I consistently observe how rapidly our field evolves, requiring both my students and myself to embrace lifelong learning - though finding the time for this continuous education presents a significant challenge. Between teaching loads, grant commitments, and administrative responsibilities, each semester brings new pressure to integrate cutting-edge topics into our curriculum.  The irony wasn't lost on me that I teach others about learning and managing complex technical challenges while struggling to carve out time for my own personal goals.

 

Four Exams

The captain licensing process requires passing four comprehensive exams, each covering different aspects of maritime knowledge and safety protocols. Every time I thought I could block off a few days to focus, a new semester would start, or a major technology shift would require me to completely revamp my curriculum. Students depend on faculty to stay current with industry standards, and there is no way I could let that commitment slide.

 

Finding the Balance

What finally made the difference was treating my exam preparation like I teach my students to approach complex projects – breaking it into manageable chunks and finding study opportunities in unexpected moments. Early morning sessions before others woke up, audio review during workouts, and yes, even squeezing in practice questions between classes.

 

The Sweet Victory

Receiving that passing score email last week felt incredible. It wasn't just about achieving a personal goal – it was proof that even with a packed schedule and competing priorities, persistence pays off. The experience has given me new appreciation for my students who are juggling their own complex lives while trying to master rapidly evolving technology. Whether they're studying circuit design, complex communications protocols, or advanced mathematics, they're doing it while managing work, family, and countless other responsibilities.

 

What's Next

Now that I have my captain's license and semi-retired, I'm looking forward to combining my love of the water with quality family time and of course part-time learning and teaching. But more importantly, this achievement has reminded me that growth never stops – whether you're learning new maritime skills or staying current with the latest communication protocols.


To the students reading this: if a 68 (almost 69 ugh) year old professor can finally pass his captain exams after years of "someday I'll find the time," you can absolutely conquer whatever technical challenge you're facing right now. Sometimes the biggest obstacles aren't the material itself, but finding the time and persistence to see it through.

 

Fair winds and following seas – both on the water and in the classroom.

Thursday, August 7, 2025

The EV Tipping Point: How Norway Accelerated the Innovation Adoption Curve

When it comes to market transformation, there's a well-established pattern that governs how
disruptive technologies gain mainstream acceptance. Right now, we're watching this play out in real time with electric vehicles—and one country has essentially cracked the code on how to accelerate the process.


The Mechanics of Technology Adoption

Rogers' Diffusion of Innovation theory maps adoption across five distinct market segments, each with predictable characteristics and thresholds. The distribution follows a normal curve: Innovators (2.5%) and Early Adopters (13.5%) represent the technology-forward minority, while the Early Majority (34%) and Late Majority (34%) comprise the mainstream market. Laggards (16%) adopt only when forced by market conditions.

The critical inflection point occurs at approximately 15-18% market penetration—the boundary between Early Adopters and Early Majority. This is where network effects, social proof, and infrastructure maturity converge to create exponential rather than linear growth.


Norway's Strategic Market Intervention

Norway provides a textbook example of policy-driven market acceleration. Rather than relying on natural adoption curves, Norwegian policymakers implemented a comprehensive framework targeting the specific friction points that prevent mainstream consumers from crossing the adoption threshold.

Their approach was multi-dimensional:

  • Economic incentives: Eliminated purchase tax and value-added tax (up to 25% savings)
  • Operational advantages: Bus lane access, free municipal parking, reduced tolls
  • Infrastructure development: Systematic charging network deployment addressing range anxiety
  • Regulatory framework: Clear long-term policy signals reducing uncertainty

The results demonstrate successful market transformation. Norway achieved 97% EV market share for new vehicle sales—effectively completing the adoption curve in under two decades.


Technical Implications for Global Markets

Norway's case study reveals key insights about accelerating technology diffusion:

Infrastructure as adoption catalyst: The charging network addressed the primary technical barrier preventing mainstream adoption. This wasn't just about convenience—it fundamentally changed the risk/benefit calculation for ordinary consumers.

Policy coherence: The intervention package addressed multiple adoption barriers simultaneously, creating mutually reinforcing effects rather than piecemeal solutions.

Market signal clarity: Long-term policy commitments reduced uncertainty, encouraging both consumer adoption and private sector investment in supporting infrastructure.


Scaling the Model

The Norwegian approach offers a replicable framework for other markets, though implementation will vary based on local conditions. The core principle remains consistent: systematic removal of adoption barriers can compress natural diffusion timelines from decades to years.

For global EV adoption, this suggests we're approaching multiple regional tipping points simultaneously. As charging infrastructure reaches critical density and battery technology continues improving, the conditions that enabled Norway's success are being replicated worldwide.

The question for other markets isn't whether electric vehicles will achieve dominance, but how quickly policymakers will implement the systematic changes necessary to accelerate their natural adoption curves. Norway demonstrated that with the right intervention framework, market transformation can happen far faster than traditional diffusion models would predict.

Friday, June 27, 2025

The Great Divide: Online vs. On-Campus Teaching Preferences in Engineering Education

The shift toward online learning (hustled along by the pandemic when academic programs were forced to go online) has revealed distinct preferences among engineering faculty and students, creating an ongoing dialogue about the most effective teaching approaches for this traditionally hands-on field.

[Image AI generated]
Faculty Perspectives on Engineering Education Delivery

Engineering faculty who favor online teaching often appreciate the flexibility it provides in balancing their teaching loads with industry consulting work or professional development. Many community college engineering instructors work in multiple settings or maintain active industry connections, making the elimination of commute time particularly valuable. They find that online platforms can effectively deliver theoretical engineering concepts and allow students to work at their own pace through complex mathematical derivations and design principles.

However, a significant majority of engineering faculty remain strong advocates for in-person instruction. In a recent national survey, 55 percent of instructors across all disciplines reported preferring face-to-face teaching, with engineering faculty showing even stronger preferences for traditional delivery methods. Engineering educators emphasize that their field requires unique pedagogical approaches that are difficult to replicate online. They argue that the discipline's emphasis on hands-on problem-solving, laboratory experimentation, and design thinking requires the immediate feedback and collaborative environment that physical classrooms provide.

The challenge is particularly acute for laboratory courses. As one study noted, "Laboratory education is central in engineering studies, and it is a challenge to deliver remotely." Faculty consistently report that practical engineering courses requiring hands-on experience with equipment, materials testing, and real-world problem-solving are less effective when taught online and should be conducted in traditional engineering laboratories.

Student Needs and Preferences

Student preferences in engineering education are notably complex and often differ from their counterparts in other disciplines. Working adults and non-traditional students—who make up a significant portion of community college engineering programs—often gravitate toward online courses for their convenience and flexibility. These students frequently balance full-time jobs, family responsibilities, and educational goals, making the scheduling flexibility of online learning attractive.

However, engineering students face unique challenges in online environments. Research has found that online engineering students often struggle with the lack of hands-on experience that is fundamental to engineering education. Students have reported particular difficulties with remote laboratory components, noting that virtual simulations cannot fully replicate the tactile learning and real-world problem-solving that traditional labs provide.

Studies have shown that engineering students in online courses may face lower completion rates and different learning outcomes compared to their in-person peers. The nature of engineering coursework—with its emphasis on spatial reasoning, hands-on experimentation, and collaborative design projects—presents particular challenges for remote delivery.

The Laboratory Challenge

Perhaps nowhere is the online versus in-person debate more pronounced than in engineering laboratory education. Traditional engineering labs provide students with direct experience using instrumentation, working with physical materials, and troubleshooting real-world problems. These experiences develop crucial engineering skills that are difficult to replicate in virtual environments.

While virtual laboratories and simulations have improved significantly, research indicates they currently "lack the ability to completely replace hands-on labs in engineering education." However, virtual labs do show promise in enhancing student motivation and engagement, particularly when used to supplement rather than replace traditional laboratory experiences.

Some engineering programs have found success with hybrid approaches that combine virtual pre-lab activities, remote data collection, and in-person analysis and discussion. This model allows students to prepare thoroughly before hands-on sessions while maintaining the essential tactile learning components.

Emerging Solutions and Future Directions

Engineering educators are exploring innovative approaches to bridge the gap between online convenience and hands-on requirements. Virtual and augmented reality technologies show promise for enhancing online engineering education, allowing students to interact with 3D models and simulated environments that closely approximate real-world engineering challenges.

Remote laboratories—where students control actual equipment from a distance—represent another emerging solution. These systems allow students to conduct real experiments with physical equipment while maintaining the flexibility of remote access.

The most successful engineering programs are recognizing that both modalities serve important purposes in their unique educational context. Rather than forcing a one-size-fits-all approach, they're offering diverse options that accommodate the varied needs of both faculty expertise and student populations. Theoretical courses and design principles may translate well to online delivery, while laboratory work and hands-on applications continue to require in-person instruction.

The key lies in thoughtful course design that leverages the strengths of each modality while addressing the specific learning objectives of engineering education. As the field continues to evolve, the most effective programs will likely be those that strategically blend online and in-person elements to create comprehensive engineering learning experiences.

Monday, June 23, 2025

Making Your Next Move: Advise On Finding That Second Job

Over the past couple of months, several former students have contacted me seeking career advice - help with resumes, discussions about potential career pivots, and general guidance on their professional paths. What strikes me is that they're all at the same career stage: 5-6 years into their engineering roles. While they appear successful in their current positions, there's an underlying sense of curiosity about what else might be available. Here's some advice on how to navigate a transition like this strategically.


(Image AI Generated)
The job search process at this career stage presents unique challenges compared to landing
that first position. You now bring substantial experience and proven capabilities, but you're also weighing factors like long-term career direction, advancement potential, and professional fulfillment. Approaching this transition requires a more nuanced strategy than the entry-level job hunt.

Clarify Your Career Direction

Unlike your first job search, you now have real workplace experience to guide your decisions. Reflect on what you enjoyed and what you want to change. Are you looking to advance in your current field, pivot to a new industry, or take on more responsibility? This clarity will help you target opportunities that align with your evolving career goals rather than just any available position.


Expand Your Professional Network

Your network has likely grown since starting your career. Reconnect with former colleagues, maintain relationships with current coworkers, and expand your industry connections. Former colleagues who've moved to other companies can be especially valuable sources of opportunities and insights. Don't forget to nurture relationships with clients, vendors, or partners you've worked with professionally. I found it interesting that all contacts made came via LinkedIn.


Showcase Your Professional Achievements

Your resume should now highlight concrete accomplishments from your work experience. Use specific metrics and results wherever possible—did you increase sales, improve processes, or lead successful projects? Replace academic experiences with professional ones, and demonstrate how you've grown in your role. Your cover letter should tell the story of your career progression and future aspirations.


Navigate the Search Discreetly

Job searching while employed requires discretion. Use personal email and phone numbers, schedule interviews during lunch breaks or personal time, and be mindful of your LinkedIn activity. Consider whether you want to signal you're open to opportunities on LinkedIn, but be aware that colleagues might notice. Maintain professionalism and avoid using company resources for your search.


Negotiate With Confidence

With experience under your belt, you're in a stronger position to negotiate salary, benefits, and working conditions. Research market rates for your role and experience level. You now have a baseline from your current position, so consider the total compensation package, including growth opportunities, work-life balance, and company culture. Don't be afraid to advocate for yourself.


Stay Resilient and Organized

Job searching is a numbers game that requires persistence. Track your applications, follow up appropriately, and learn from each interaction. Rejection isn't personal—it's often about fit, timing, or competition. Use feedback to improve your approach.


Time Your Transition Thoughtfully

Unlike your first job search, timing matters more now. Consider your current projects, upcoming reviews, bonus cycles, and stock vesting schedules. Plan to leave on good terms—you may want to return someday or work with these colleagues again. Give appropriate notice and offer to help train your replacement.


Your second job search is about strategic career advancement, not just finding any opportunity. Take time to evaluate what success looks like for you and pursue roles that align with your long-term goals. With experience as your foundation, you can be more selective and confident in your choices.

Wednesday, June 18, 2025

1967: The Summer of Ten

Some summers stay with you forever. The summer of 1967 was one of those—caught between childhood and a world at war, between the Red Sox chasing their Impossible Dream and Vietnam on the evening news.

This is my story of being ten years old when parents tried to shield their children from distant battles, and the simple act of pulling weeds with your father felt like the most important thing in the world. Sometimes the most profound memories are built from the smallest details: dirt under fingernails, crickets beginning their song, and the golden light that makes everything feel suspended in time.

The plates were cleared and washed in the kitchen sink. The water ran hot and soapy.

Mom was a teacher. Middle school English. Summer meant she was home with us. No school. No papers to grade. Just summer.


Dad spent his days working outdoors as a telephone man - that's what we called him back then. He'd scale telephone poles and repair the lines that kept everyone connected. He'd served in Korea during that war and witnessed things that stayed with him, though he rarely spoke about those experiences.


Another war was on the television every night. Vietnam. Walter Cronkite told us about places with names I couldn't say. Soldiers who looked like my older cousins. Mom would turn it off when I came in the room. "It's too far away to worry about," she'd say. But I saw the crease between her eyebrows when she thought I wasn't looking.


I went outside. The screen door slammed behind me.


Dad was in the garden. He had an old t-shirt on. He pulled weeds between the plants. The dirt was dark under his fingernails.


All the neighbors had gardens. You could smell them.


I knelt beside him. The earth was warm. It smelled like rain from yesterday. We worked without talking. Just the sound of weeds coming up. Roots tearing free.


Our setter was in the side field. He jumped at something. Missed. Jumped again. The grasshoppers popped up around him like corn in a pan. He was happy. His tail wagged the whole time.


He caught one. Spit it out. Chased another.


The sun sat low. Everything golden. Dad's face was red from the heat. Sweat on his forehead. He wiped it with his shirt.


"That's enough for tonight," he said.


We stood up. Brushed the dirt off our knees. The crickets started their song. First one. Then all of them.


The setter came back panting. His tongue hung out pink and wet. He flopped down in the shade of the porch.


"Good dog," I said. I scratched behind his ears.


Dad went inside to wash up. I stayed on the porch. The air was thick and sweet. Crickets. One. Two. Then dozens.


From the kitchen came the crack of the bat through the radio speaker. Dad had turned it on. The Red Sox were playing again. This was the summer they couldn't lose. Yaz was hitting everything. Tony C. before the beaning that would change everything, though we didn't know that yet. The Impossible Dream, they were calling it. 


"What's the score?" I called through the screen door.


"Up by two in the seventh," Dad called back. I could hear the smile in his voice.


In the other room the television murmured too. Something about helicopters and rice paddies and boys coming home. But here on the porch, with my dog and the crickets and the cooling evening air, along with the Red Sox winning games they were supposed to lose, all of that war talk felt like another world entirely. A world that belonged to grown-ups and their worried faces.


This was summer. This was ten.