Having an impact and making a difference. The “numbers” of the National Science Foundation Engineering Research Center for Compact and Efficient Fluid Power (CCEFP) provide a powerful summary of the impact the Center is having on both fluid power research and education. The information below is drawn from data compiled for the final CCEFP Annual Report to the National Science Foundation that was published in April 2016.
CCEFP By-The-Numbers (download)
| CCEFP People and Program Participants | ||
| Faculty and Research Staff | 58 | |
| Post-Docs | 12 | |
| Doctoral Students | 121 | |
| Masters Students | 150 | |
| Undergraduate Students | 750 | |
| Research Experiences for Undergraduates (REU) Program | 198 | |
| Research Experiences for Teachers (RET) Program | 54 | |
| Fluid Power Scholars Internship Program (since ’10) | 68 |
| Impact on workforce | ||
| Percentage of CCEFP alumni are working in a fluid power company, in a fluid power position, or for a user of fluid power | 66% | |
| Percentage of CCEFP alumni who remain in academia | 26% | |
| Percentage of CCEFP alumni conducting other work (military, national research laboratories, other industry, etc.) | 8% |
| Inventions and Patents | ||
| Inventions disclosed | 586 | |
| Patent applications filed | 44 | |
| Patents awarded | 7 | |
| Licenses issued | 6 | |
| Technical standards impacted | 11 | |
| Number of start-ups or spin-offs | XX |
| Influence on Courses, Curriculum, and Outreach | ||
| New courses with fluid power content | 24 | |
| Offerings of courses modified to include fluid power content | 177 | |
| New degree minors or emphases in fluid power | 3 | |
| Free-standing or e-learning modules | 18 | |
| Workshops, short-courses, webinars | 373 | |
| Innovation-focused workshops, short-courses, webinars | 329 | |
| Outreach to K-12, general public, or academica | 181 |
| Papers and Articles | ||
| Articles in peer reviewed journals | 146 | |
| Papers delivered at major conferences | 353 | |
| Articles in trade press and in trade association newsletters | 100 |