1. science
2. engineering

LMU | Seaver
SPRING 2015
cse.lmu.edu
8
7
A Commitment
to Serving Students
4
Frank R. Seaver College of Science
and Engineering renews its decades-long
commitment to innovation in education and
to the ultimate success of its students.
vision
Seaver College provides a student-centered educational
experience in an intellectually vibrant and socially just
environment. Graduates develop intellectual and practical
skills that enable life-long learning, post-graduation success,
and an appreciation for personal and social responsibilities.
Faculty are highly engaged with students, leading to strong,
long-lasting relationships.
mission
Seaver College provides outstanding student-centered
disciplinary and interdisciplinary educational and research
experiences in science, engineering, and mathematics
within a Catholic university emphasizing intellectual vibrancy,
excellence, citizenship, service, and social justice.
values
Seaver College is dedicated to serving students through
transformative teaching, hands-on mentoring, and
opportunities for research, service, and community
engagement. The college values a diverse population in its
students, faculty and staff. The college’s commitment to the
Jesuit principle of whole-person education creates a stimulating
environment that fosters creativity leading to innovation in the
discovery of truth and problem solving for the global benefit of
humanity. environment that enhances creativity and thought,
inspiring the best in scientific innovation and study.
10
6
contents
2
message from the dean
3
by the numbers
4
improving the lives of cancer survivors
6
designing the future
7
connecting with the community
8
putting skills to work in service
10
growing science complex
12
12
A statistical look at Seaver College
IMPAACT, a Seaver College Health and Human Sciences research program, assists
cancer survivors in strength and mobility
Alumna Dorota Bytnerowicz Shortell puts her LMU education to work running a
high-tech design firm
First-year engineering students in the PEEC living-learning community are
implementing hands-on engineering projects with elementary school students
A group of Seaver engineering students help a developmentally challenged
fifth-grader answering the call of Jesuit service
A two-year wait is nearing an end as the state-of-the-art Life Sciences building
nears completion
working more efficiently
A new Graduate Certificate in Lean Healthcare Systems will help bring down
the cost of health care
ON THE COVER: THE LIFE SCIENCES BUILDING WILL OPEN FOR CLASSES IN FALL 2015. AS STUDENTS WATCHED THE BUILDING
GO UP, SOME ENGINEERING STUDENTS HAD A HAND IN ITS CONSTRUCTION AS INTERNS WITH BUILDER C.W. DRIVER.
AT LEFT: HEAVY MACHINERY WORKS ON THE INNER COURTYARD OF LMU’S NEW LIFE SCIENCES BUILDING.
A MESSAGE FROM THE DEAN
Making Changes and
Moving Forward
This past year has been an exciting time of progress and transition, deepening our roots and
building a stronger foundation for Seaver College. We have watched with eager anticipation the
new Life Sciences building move into the home stretch of construction. We also bid farewell to
Dean Richard Plumb, who served the college for nine years.
One thing you may notice in this edition is that we renamed this publication “LMU|Seaver” to
reflect who we are, the Frank R. Seaver College of Science and Engineering. As you read through
this issue, two themes that speak to the essence of who we are as a college will emerge: our
student-centered education and our commitment to our Jesuit and Marymount traditions.
Students are at the core of everything we do. A featured article in this issue highlights our livinglearning community for first year engineering students. This program provides a fully integrated
learning experience that positions students for success in college and beyond. Another example
of our commitment to student engagement is our research-based approach to undergraduate
education, which is highlighted in the article about how exercise can help improve the health of
cancer survivors.
“As we embrace the past and prepare
for the future, we build upon our heritage
and tradition to educate academically
ambitious students committed to lives
of meaning and purpose.”
FRANK R. SEAVER COLLEGE OF
SCIENCE AND ENGINEERING
2014 - 2015 UNDERGRADUATE STUDENTS
S.W. Tina Choe, Ph.D.
Female
INTERIM DEAN
Curtis Bennett, Ph.D.
ASSOCIATE DEAN FOR FACULTY DEVELOPMENT AND
GRADUATE STUDIES
Philippa Drennan, Ph.D.
INTERIM ASSOCIATE DEAN FOR UNDERGRADUATE
STUDIES FOR SCIENCE AND MATHEMATICS STUDENTSS
William Trott, Ph.D. PE
INTERIM ASSOCIATE DEAN FOR UNDERGRADUATE
STUDIES FOR ENGINEERING STUDENTS
Fred Brown, Ph.D.
DIRECTOR, SYSTEMS ENGINEERING
LEADERSHIP PROGRAM
The stories we’ve brought together represent just a brief look at the excellent programs in
Seaver College. With the fall 2015 opening of the Life Sciences building, we look forward to all
the exciting new opportunities for students, faculty and the community.
African-American
Hispanic/Latino
Multirace
Carl Urbinati, Ph.D.
CHAIR, DEPARTMENT OF BIOLOGY
James Landry, Ph.D.
CHAIR, DEPARTMENT OF CHEMISTRY AND BIOCHEMISTRY
DIRECTOR, ENVIRONMENTAL SCIENCE PROGRAM
White/Non-Hispanic
International
45.4%
0.1%
15.7%
5.0%
21.9%
8.6%
0.2%
41.5%
7.2 %
Michael Manoogian, Ph.D.
CHAIR, DEPARTMENT OF CIVIL ENGINEERING AND
ENVIRONMENTAL SCIENCE; DEPARTMENT OF
MECHANICAL ENGINEERING
CHAIR, DEPARTMENT OF MATHEMATICS
Average class size
Number of degree-seeking students
Full-time faculty
Average GPA of admitted students
Jeff Sanny, Ph.D.
(weighted high school GPA for UG Fall 2014)
Nazmul Ula, Ph.D.
CHAIR, DEPARTMENT OF ELECTRICAL ENGINEERING AND
COMPUTER SCIENCE
Hawley Almstedt, Ph.D., R.D
CHAIR, DEPARTMENT OF HEALTH AND HUMAN SCIENCES
The Jesuit and Marymount traditions of the encouragement of learning, the education of whole
person, and the service of faith and promotion of justice shine through as well. You’ll read
how mechanical engineering students built an assistive technology device for a special-needs
boy that improved his quality of life. You’ll also see how students in the Systems Engineering
program identified ways health care providers can improve patient care by streamlining
processes. We are also proud to feature one of our alumna in this issue.
American Indian/Alaska Native
Asian
COLLEGE OF SCIENCE
AND ENGINEERING
Suzanne Larson, Ph.D.
CHAIR, DEPARTMENT OF PHYSICS
LMU|SEAVER, SPRING 2015
EDITOR: TIFFANY JONICK
ASSISTANT EDITOR: NAKESHA MAYFIELD
WRITER: ERIN JOHNSON
COPY EDITOR: JOHN KISSELL
PHOTOGRAPHERS: JON ROU, DEVIN FEIL,
NEIL HILKEN ‘14, THOMAS IRETON ‘14,
COREY HAMBLY ‘18, CHRIS DELGADO ‘16,
DESIGN: TORNADO CREATIVE, LA
Admit rate (Fall term only)
4-Year Graduation Rate
6-Year Graduation Rate
22.6
1,090
88
3.96
49.6%
74.3%
78.9%
STUDENTS RECEIVING FINANCIAL AID – FALL 2013
All aid
S.W. Tina Choe, Ph.D.
PROFESSOR AND INTERIM DEAN
2 FRANK R. SEAVER COLLEGE OF SCIENCE AND ENGINEERING
LOYOLA MARYMOUNT UNIVERSITY
1 LMU DRIVE, MS 8135
LOS ANGELES, CA 90045-2659
cse.lmu.edu
Grants and scholarships
93.1%
88.0%
$20,105
CSE.LMU.EDU 3
HEALTH AND HUMAN SCIENCES
Improving the
Lives of Cancer
Survivors
Life saving. Live changing. Best program
around. These are words being used to
describe a collaborative research project
underway at the Frank R. Seaver College of
Science and Engineering that is identifying
ways exercise can help cancer survivors
strengthen their bodies and promote
improved survival prognosis.
“This past Thanksgiving I went to Boston with my
family and was able to make it to the top of the Bunker
Hill Monument,” recalled Ann Cortez, a cancer survivor
and participant in the program since it began in
2013. “I made it up the full 300 steps with my family,
something I couldn’t enjoy with them before. This is the
impact of the program.”
The program is called IMPAACT, Improving Physical
Activity After Cancer Treatment. Cancer survivors
participate in one-hour supervised exercise sessions
consisting of aerobic and resistance training three
times a week at Loyola Marymount University’s
Applied Physiology Lab. Initial results showed that
body fat and waist circumference decreased, bone
density improved and participants made noticeable
gains in flexibility and strength.
“What we’ve found so far is that the program is
improving the overall health of the participants,” said
Heather Tarleton, an assistant professor in the Health
and Human Sciences Department who leads the study.
The finding that exercise improves health may not
appear groundbreaking, but for cancer survivors — who
often suffer fatigue, pain, nausea and other side effects
of their treatment — the results are encouraging. “They
are feeling more fully engaged in life,” Tarleton said of
the participants. “That will improve their chances of
staying healthy for a longer time.”
PROACTIVELY ADDRESSING CANCER
“When you get cancer, you are immediately awash in
the process of having cancer. It’s all pretty passive for
the patient and really terrifying,” explained participant
Linda Jacobson, who joined IMPAACT last August. “This
program gives some concrete ways to address the
cancer in a proactive way.”
Fay Lyons, who participated in a similar program at
Cedars-Sinai, compares IMPAACT to “circuit training at
an expensive gym.” Since joining, Lyons has noticed an
improvement in her endurance, muscle tone and sleep.
“I feel like I have 10 personal trainers in the room.”
4 FRANK R. SEAVER COLLEGE OF SCIENCE AND ENGINEERING
Participants have target goals customized to the
individual, explained Tarleton. This aspect is something
participants have valued, as each has experienced the
effects of cancer treatment to differing extents.
“Anything I struggled with, they modified for me,” said
Cortez. “Any cancer survivor should know they can come
to the program and take it one step at a time, based on
what their body needs.”
BEYOND PHYSICAL BENEFITS
The benefits of IMPAACT go beyond the physical, as
participants point to the camaraderie that’s developed
from exercising with other cancer survivors. “The
anecdotal sharing of stories and experiences with
another person who ‘gets it’ is healing,” said Jacobson.
“For me it became more than just a regular program. It
was a place I could go and feel comfortable while I was
recovering with others in a similar situation. The help I
received from all the staff and students, and the support
I received from the other participants, were a big bonus,”
said Deanna Schultz.
IMPAACT is a collaborative project among several
faculty members. Tarleton is the lead investigator and
focuses on blood biomarkers and body composition.
Hawley Almstedt, chair of Health and Human Sciences
and associate professor, studies bone health and body
composition. Silvie Grote, a part-time professor, looks
at cardiovascular health and balance. Stephanie Perez,
clinical assistant professor, hones in on the neurological
assessment and neuropathy, as well as balance. Todd
Shoepe, assistant professor, focuses on musculoskeletal
health. Sarah Strand, associate professor, carries out
the orthopedic assessment and also studies balance.
A cadre of undergraduate student research assistants
— 34 since IMPAACT started — also supports the
program by monitoring participants and collecting data.
At left: Professor Heather Tarleton, left, who leads the
IMPAACT study, talks with a participant.
Opposite page: Participants in the IMPAACT study run through
their exercises at the Loyola Marymount University facilities.
CSE.LMU.EDU 5
MECHANICAL ENGINEERING
COMMUNITY SERVICE
Designing the Future
Dorota Bytnerowicz Shortell works in
product design, the arena where ideas
are made tangible. As the president
of Simplexity, based in San Diego, she
oversees day-to-day operations from
Portland, Oregon, while personally
managing some of the company’s
development projects. “I enjoy creating
something new, where there hasn’t
been anything like it before,” she says.
Hewlett-Packard turned to Simplexity to create
the world’s fastest desktop printer. Another
customer asked the company to create a sensor
device that could tell if students learning CPR
were applying the correct chest pressure. A third
customer wanted a machine to custom shape
high-performance golf clubs.
“I didn’t want to be just a number.
LMU focused on undergraduates
and teaching. And I liked the fact
that LMU was Catholic.”
6
FRANK R. SEAVER COLLEGE OF SCIENCE AND ENGINEERING
To engineer such products, Shortell and her staff
ask questions consumers might never consider:
Can the product work better with fewer parts?
Can it be engineered to gobble less energy? Can
it be designed in a way that facilitates assembly,
making it cheaper to build?
valedictorian honors at her California high school
and acceptances from MIT, Stanford and Cal
Tech. She chose instead LMU, where she earned
a bachelor’s degree in mechanical engineering
in the Frank R. Seaver College of Science and
Engineering. The decision was in part financial;
LMU offered a hefty scholarship. But she adds:
“I didn’t want to be just a number. LMU focused
on undergraduates and teaching. And I liked the
fact that LMU was Catholic.”
LMU offered what she needed to win admission
to Stanford’s graduate program in mechanical
engineering. Along the way, she got a particularly
useful lesson in Professor Frank Fisher’s seniorlevel design class. “You’re not going to get it right
the first time,” Fisher told his students. “You’ve
got to build it, try it, and then improve on it.”
That’s one of the mantras that govern Simplexity.
“We’ll get it pretty close the first time,” says
Shortell. “But there are always iterations as we
get the product in our hands and interact with
it. Then we see other things that can be done to
improve it.
These issues must be resolved under tight
deadlines. “Our customers often have to get the
product out fast,” she says.
“You don’t want to set up your factory and start
building something and then discover there are
big problems,” Shortell says. “If you don’t take
the upfront time in design, you have to rebuild
things.”
Shortell was born in Poland and immigrated with
her family to the U.S. when she was 5. She earned
Reprinted with permission, LMU Magazine
( magazine.lmu.edu)
LMU students and Playa Vista Elementary School teachers explore
hands-on engineering projects.
LMU engineering freshman Christopher LeMieux measures the results of a design
activity with teachers at Playa Vista.
Connecting with
the Community
Twenty-five students in the Frank R. Seaver College of
Science and Engineering are gaining practical experience
teaching elementary students engineering concepts
as a part of the Program for an Engineering Education
Community (PEEC).
Johnson explained how PEEC students conducted an
in-service training with teachers about the engineering
design process. While the subject matter was familiar to the
teachers, they became attuned to new aspects of the design
process giving them a deeper understanding of the subject.
First-year engineering students are heading
to the front of the class this spring as they
become teachers of engineering at Playa
Vista Elementary School, in Los Angeles.
“I can’t wait to be in a setting where I get to teach others
about something I love,” said electrical engineering
major Daniel McGrath. He and his classmates will be
collaborating with teachers and implementing hands-on
engineering projects with third-, fourth- and fifth-graders
about geothermal heating and cooling, water filtration
and solar energy. PECC students learned a lot about
these and other sustainable engineering concepts and
practices in the fall introduction to engineering course.
PEEC students are also learning practical lessons. “We’re
getting real world experience,” said McGrath. “I need to
think about budget, who’s going to be doing what in our
group, how to communicate the information and bring
down the technical language.”
In collaboration with Playa Vista teachers, PEEC students
create the lessons, put the activities together and teach
the concepts, explained Playa Vista Elementary School
Principal Rebecca Johnson. This also helps to reinforce
teachers’ understanding of the material.
The PEEC program is Loyola Marymount University’s
living-learning community for first-year engineering
students that began in 2009. Before the start of the fall
semester, PEEC students participate in a pre-college
experience. PEEC students also live together and are
enrolled in certain courses together.
The project is in its second year and
Johnson would like to see it expand to
all grade levels.
CSE.LMU.EDU 7
ENGINEERS FOR OTHERS
Putting Skills to
Work in Service
When four mechanical engineering students
from the Frank R. Seaver College of Science and
Engineering began work on their senior capstone
project last year, they had no way of knowing what a
life-changing experience it would become — both for
them and for the young boy they helped to stand.
Jack Steinberg, then a fifth-grader at LMU Family of Schools partner
WISH Charter, suffers from a neurological movement disorder that
makes it difficult for him to stand on his own. “One of the things that’s
so important for Jack is that he’s standing,” explained his mother, Ivey
Van Allen-Steinberg. “The Achilles tendons start to shorten through
time if they sit too much, and that requires surgery.”
At the time, Jack was using a pediatric walker as a makeshift
standing device, locked in place and weighted down to keep it from
tipping over. The team from LMU knew they could do better.
For their capstone design project, then-seniors Deanna Watson ’14,
Taylor Chavez ’14, James Christiansen-Salameh ’14 and Connor
Alvarez ’14 designed and built an assistive stander that Jack could
use at school and at home. The MOBI-S, as the portable device is
called, features rotating clamps that can be attached to a variety
of surfaces. Vertical extension bars allow it to be height adjusted
so Jack can use it into adulthood.
Deanna Watson, James Christiansen-Salameh,
Taylor Chavez and Connor Alvarez present the
MOBI-S assistive standing device.
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FRANK R. SEAVER COLLEGE OF SCIENCE AND ENGINEERING
The yearlong project yielded hands-on engineering experience
and an invaluable connection to community through service.
“We learned how to deal with the companies themselves, the
manufacturers, the people physically making the parts,” said
Christiansen-Salameh. “But then we also got this personal side of
the story in dealing with the person we were actually making it for.”
“The first time we had him try it out, you could just see his eyes light
up,” remembered Chavez. “It was a really awesome experience to
see his reaction to the device.”
LEARNING THROUGH SERVICE
“We weren’t just using the skills we developed as engineering
majors, we were also learning through service as well.”
Ultimately, that’s what the course is all about, said Nader Saniei,
professor of mechanical engineering who supervised the design
projects last year. “In addition to being a technical engineering
project, this gave the students a sense of satisfaction beyond
academic value,” he explained. “The driving force behind these
projects is the fact that engineers can and should make a
difference in people’s lives.”
Choosing a service-oriented project was important to everyone
on the team. “This project seemed the most real-world to me,”
said Christiansen-Salameh. “What you’re making is directly
affecting a person’s life.”
That directive applies not only to the projects’ beneficiaries, but to
the students as well. “After completing this project, these students
graduated from LMU with a feeling that their contributions to
society as mechanical engineers had already begun,” said Saniei. “I
am really proud of them.”
“I think our project was very unique in that we were able to make
something for somebody that actually needed it,” added Chavez.
“This project opened up a whole new world of engineering to me,” said
Watson. “I feel like there’s no limit to what we could come up with.”
Above left: Jack Steinberg, whose
neurological movement disorder
restricts his ability to stand on his
own, uses the MOBI-S to stand at a
counter. Above right: Jack and the
LMU team of engineers work with
the device. Below: Jack plays with his
iPad while standing up.
watch the documentary: bit.ly/mobi-s
CSE.LMU.EDU 9
BUILDING THE FUTURE
Growing Science
Complex
Loyola Marymount University’s new life
sciences building is on track for completion
in June 2015, completing a two-year
construction process.
Students, faculty and staff are eagerly awaiting the
completion of Loyola Marymount University’s Life
Sciences building, which has been under construction
since spring 2013. Matthew Wilt, project manager with
C.W. Driver, the company heading the construction of
the building, confirmed that the project is on track for
completion in June 2015 and the current focus is on the
inside of the building.
The project has made substantial progress in the last
two years, and students in the Frank R. Seaver College
of Science and Engineering have contributed to the
efforts. According to Seaver College Interim Dean Tina
Choe, various engineering students have engaged in
internship opportunities.
“C.W. Driver was very supportive and open to the idea and
even encouraged its subcontractors to bring on Seaver
interns,” she said. “There have been about 20 different
interns working on various aspects of the Life Sciences
building over the course of the project. Several job offers
have been made, and employment opportunities have
been secured.”
Seaver’s Director of Operations Jessica Lyon has overseen
the progress of the project on a daily basis, and she will
help the LMU community move into the building upon
completion. She stated that the building process has
provided LMU students with a “once-in-a-lifetime learning
opportunity” that will help them in the future.
10 FRANK R. SEAVER COLLEGE OF SCIENCE AND ENGINEERING
Alongside the building team, members of faculty were
part of the design process of the labs, according to
Jeremy McCallum, associate professor of chemistry and
biochemistry. He explained that the new building focuses
on themes such as displaying science to the larger
community and conducting interdisciplinary research,
noting that the new building will not be divided into
departments.
“I think the arrangement of labs and office spaces
creates a good balance of keeping departments together
while allowing for the mixing of faculty from different
departments to further interdisciplinary research and
collaboration,” McCallum said.
The new building will be three stories high and will offer
three levels of underground parking. There will be 24
teaching labs, 10 informal student study spaces, 16,000
square feet of faculty research space, a photovoltaic
canopy to power the building with solar energy and a
connected auditorium.
He discussed a new “state-of-the-art classroom,
called the TEC room,” which will include up-to-date
technology for video conferencing and student-tostudent collaboration.
“The design of the building allows for students to work on
collaborative projects more easily and efficiently in a safe
work environment,” McCallum said. “Additionally, students
will be able to utilize more equipment and technology
in the labs as compared to what is currently capable.
Technology is integrated into many of the rooms, so I can
teach more effectively.”
Courses will be offered in the new building starting in
fall 2015.
Reprinted with permission, The Los Angeles Loyolan (laloyolan.com)
The new building will meet Leadership in Energy and
Environmental Design (LEED) standards, “which signifies
best-in-class building strategies and sustainable
practices, taking into consideration resource
management, health of occupants and promotion
of renewable, clean energy,” according to Lyon. She
explained that the building has been guaranteed LEED
Silver certification, but that LMU plans to reach LEED
Gold status.
McCallum touched on the positive impact that the
new building will have on his teaching, as the labs and
classrooms will be more efficiently organized.
LMU students have watched the Life Sciences building grow
piece by piece before their eyes. The state-of-the-art science
building will have 24 teaching labs, 10 informal study spaces
and 16,000 square feet of faculty research space.
SYSTEMS ENGINEERING
Could lean practices — as seemingly simple
as reducing batch sizes, displaying visual
checklists and changing laboratory layouts —
effectively change the face of U.S.
health care?
Absolutely, said Bohdan W. Oppenheim, systems
engineering professor, creator and academic project adviser
for Loyola Marymount University’s innovative new program,
Graduate Certificate in Lean Healthcare Systems. “Lean is
the main tool for improving health care in the United States.”
Originally developed as an operational model in the
Japanese auto industry, the concept of lean thinking
focuses on removing waste while maximizing value. “The
word lean simply means removing waste — identifying
and removing waste from operations, while at the
same time promoting value to the customer,” explained
Oppenheim, who has co-authored three books on
the subject. “Just about anything imaginable can be
improved — streamlined — using lean methodology.”
The first cohort to earn a certificate in the threecourse graduate program was a group of 10 directors
and managers from Kaiser Permanente’s Southern
California Medical Group. In their final class last fall,
Oppenheim and the students worked as a team to focus
on streamlining operations in the centralized clinical
laboratories that serve more than 200 of Kaiser’s
medical centers in Southern California.
12
FRANK R. SEAVER COLLEGE OF SCIENCE AND ENGINEERING
$15 MILLION IN PREDICTED SAVINGS
PUTTING PATIENTS FIRST
The team’s final report identified 139 best practices,
called lean enablers that streamline operations, which
are predicted to save Kaiser more than $15 million in
operating expenses. The report notes that even though
the enablers have been developed based on Kaiser
laboratories, the vast majority of practices can be
applied to any laboratory across the U.S. and abroad.
With the dramatic potential for cost reduction, the
benefits to the health care industry are readily
apparent. But what does lean thinking ultimately mean
for patients? “In lean, we always optimize things for
the end customer,” Oppenheim said. “When you lower
the costs, you automatically make health care more
affordable, more accessible and fairer. That comes
together as a package.”
Participants at Kaiser are already seeing measurable
results, including a 30 percent to 70 percent reduction
in test throughput time. “The changes that our
department has already implemented have been
a great success,” said Chiemi Tabata, assistant
director of laboratory services, Automated Chemistry,
at SCPMG Regional Reference Laboratories. “We
eliminated some traditional laboratory practices,
streamlined workflow, broke down some of the interdepartmental barriers, and became more agile in
quickly recognizing waste and removing it. I am truly
a better laboratorian and manager because of my
experience with the [certificate] program.”
Several enablers focus on promoting continuous
workflow. Instead of waiting for a cart of laboratory
specimens to be full, for example, technicians now
send samples straight to testing. “The traditional
thinking is that here we have this expensive machine
... so we are not going to run it empty,” Oppenheim
explained. “That’s suboptimization. It’s optimizing
the machine operation, but it acts totally against the
interest of the customer. The customers here are the
patient and the doctor, and those two need to know
the test results as soon as possible.”
Oppenheim believes the certificate program puts
LMU on the front lines of health care reform. “We
now offer a very practical graduate certificate
program for health care operations — serving not
only laboratories, but also hospitals and clinics
— and it uses the most powerful methodology for
simultaneously lowering cost, improving quality,
lowering throughput time, and improving morale,”
he said. “We are helping the local community —
we are helping the nation — with this program.”
Above: Bo Oppenheim, professor of systems
engineering at LMU, presents a lesson to the
in Lean Healthcare Systems program.
Left: Oppenheim and students walk through
Kaiser facilities to access ways to streamline
operations.
CSE.LMU.EDU 13
LMU | Seaver
SPRING 2015
cse.lmu.edu