School of Music trumpet professor wins top award in the field


November 7, 2016

The International Trumpet Guild has bestowed its ITG Honorary Award, presented each year to “those individuals who have made extraordinary contributions to the art of trumpet playing,” to David Hickman, Regents’ Professor of Trumpet in the ASU School of Music in the Herberger Institute for Design and the Arts. The ITG Honorary Award recognizes extraordinary contributions through one’s performance, teaching, publishing, research and/or composition.

"We are delighted that David Hickman has received this distinguished award," said Heather Landes, director of the School of Music. "It is not only a testimony to his dedication, teaching, tremendous body of work and outstanding contributions to the trumpet field and trumpet pedagogy, but also recognizes the spectacular opportunities that we offer the serious musician at ASU.” David Hickman David Hickman, Regents’ Professor of Trumpet in the ASU School of Music in the Herberger Institute for Design and the Arts, has won the International Trumpet Guild's Honorary Award. Photo courtesy of Herberger Institute for Design and the Arts Download Full Image

After the announcement, Hickman said, “I am truly honored by this award. It is only given to one or two people each year, and I am proud to represent ASU’s School of Music.”

Hickman is considered one of the world’s pre-eminent trumpet virtuosos and has performed more than 2,000 solo appearances around the world as a recitalist or guest soloist with more than 500 different orchestras. His tours have taken him to Japan, Korea, Spain, Germany, Italy, Sweden, Belgium, France, Austria, Canada, Mexico, Switzerland, Greece, Russia, Thailand, Australia, Costa Rica and virtually every major American city.

Hickman has released 19 solo albums encompassing a wide variety of repertoire, from cornet solos by Clarke, Levy and others, to modern concerti by Planel, Baker and Plog; from baroque works of Bach, Telemann and Hertel, to recital pieces by Chance, Dello Joio and Mendez.

As a noted clinician and author, Hickman has presented workshops on more than 300 major university campuses. He has taught at the Banff Centre for the Arts (13 summers), Rafael Mendez Brass Institute (31 summers), Bremen Trumpet Days and dozens of music festivals. 

He has published more than 40 articles, 250 scholarly editions of trumpet music and several important trumpet and music texts, including “Trumpet Pedagogy: A Compendium of Modern Teaching Techniques,” “Trumpet Greats: A Biographical Dictionary,” “The Piccolo Trumpet,” “The Piccolo Trumpet Big Book,” “Trumpet Lessons With David Hickman” (vols. I-V) and “Music Speed Reading,” a sight-reading method used by hundreds of public school systems and universities or conservatories. His 500-page book, “Trumpet Pedagogy: A Compendium of Modern Teaching Techniques,” is the No. 1 text for university study and is used at more than 200 schools of music around the world.

Hickman joined the faculty at ASU in 1982 and became Regents’ Professor in 1989. Prior to joining the faculty at ASU, he taught at the University of Illinois. He received his bachelor’s degree in music at the University of Colorado and his master’s degree at Wichita State University. He has been a member of the Wichita Brass Quintet, Illinois Brass Quintet, Saint Louis Brass Quintet, Baroque Consort, Wichita Symphony, Champaign-Urbana Symphony and the Illinois Contemporary Chamber Players.

Hickman is founder and president of the acclaimed Summit Brass, a large all-star American brass ensemble that has released 11 CDs, toured the world and hosted annual brass music institutes for thousands of aspiring musicians. He is also a past president of the International Trumpet Guild. Hickman is a Shires Trumpet Artist.

Hickman’s teachers include Harry E. McNees, Frank W. Baird, Oswald Lehnert, Walter J. Myers, Roger Voisin, Armando Ghitalla and Adolph Herseth. His former students occupy or have occupied hundreds of orchestra, band, chamber music and university positions at such institutions as the Philadelphia Orchestra, Detroit Symphony, New Mexico Symphony, Phoenix Symphony, Dallas Symphony, Berlin Philharmonic, Mexico City Philharmonic, Baltimore Symphony, Indianapolis Symphony, Denver Symphony, Calgary Philharmonic, San Francisco Symphony, Oregon Symphony, Mälmo Symphony (Sweden), Florida Gulf Coast Symphony, Charleston Symphony, Metropolitan Opera Orchestra, Lyric Opera Orchestra of Chicago, Houston Symphony, Woody Herman Big Band, U.S. Marine Band (“President’s Own”), U.S. Coast Guard Band, U.S. Army Field Band, U.S. Army Band (“Persing’s Own”), Wichita Symphony, Tulsa Philharmonic, National Repertory Orchestra, Canadian Brass Meridian Arts Ensemble, Markus Stockhausen Ensemble, San Diego Symphony, Minnesota Orchestra, Columbus Symphony, Omaha Symphony, Tucson Symphony, Side Street Strutters, Arizona Opera Orchestra, Civic Orchestra of Chicago, Cincinnati Conservatory, Michigan State University, University of Arizona, UCLA, Southern Methodist University, University of Denver, University of Oregon, Washington State University, Georgia State University, West Chester University, Kent State University, Southern Illinois University, University of Illinois, Western Illinois University, University of Nebraska-Omaha, Middle Tennessee State University, Towson University, Peabody Conservatory, Northern Arizona University, Western Washington University, Montana State University, Boise State University, Bowling Green State University, Milikin University, SUNY-Potsdam, Texas Christian University, Brigham Young University, University of Kansas, San Diego State University, University of Florida, Grand Valley State University, Murray State University, Western Washington University, Arkansas State University, University of Western Louisiana, Missouri State University, BYU-Idaho, Texas Pan-American University, Bemidji State University, University of Arkansas, Hirim College and many others.

Hickman received the International Trumpet Guild’s prestigious “Award of Merit” for life-time achievement in 2005.

ASU researcher helps students envision their futures as engineers

New programs aim to remove barriers to career possibilities


November 7, 2016

Engineering has a bit of an invisibility problem, says Arizona State University education researcher Tirupalavanam Ganesh.

It’s an obstacle that presents a particularly acute challenge for efforts to spark interest in the field among youngsters. engineering education, student recruitment, student retention, education outreach, K-12 outreach Tirupalavanam Ganesh (second from left) has developed educational outreach programs designed to encourage young students “to explore things that help them envision the future they could create for themselves as engineers.” Photo by Jessica Hochreiter/ASU Download Full Image

“Engineers do things that impact a lot of everyday life, but you don’t see engineers portrayed in movies, video games or on TV and the other things that are shaping youngsters’ views of the world,” said Ganesh, an associate research professor and the assistant dean of engineering education in ASU’s Ira A. Fulton Schools of Engineering.

“They know entertainment celebrities, and they know sports stars. But they don’t know the engineers who created the microchip that makes their computers work,” he adds. “It’s not on their radar.”

A result is that many bright and motivated young students — and their parents — aren’t including engineering on the list of potential careers when they start giving serious thought to their futures.

Ganesh’s mission is to change that, especially for those within groups whose young adults have not pursued higher education or careers in the field in significant numbers — a largely untapped talent pool, he says.

He recently began accelerating his drive toward that goal with the help of resources being provided by way of a Tooker Professorship he was awarded earlier this year.

Driving toward diversity in engineering

The professorship was established five years ago with an endowment from Diane and Gary Tooker. Diane Tooker is a former elementary school teacher. Gary Tooker is a former chief executive officer of the Motorola technology company and an ASU engineering alumnus.

The Tooker Professorship supports work to attract students to engineering and provide them innovative learning environments and educational experiences that keep them engaged, and equip them with a competitive edge in the job market.

This fall semester, Ganesh — with help from the Fulton Schools’ student recruitment and retention specialists — is forming a group of about 120 students from six high schools in the greater Phoenix metropolitan area for a program he is calling Young Engineers Shape the World.

Aimed at attracting students who are enrolled in Advanced Placement or International Baccalaureate courses in high school, and who are pursuing advanced science and mathematics courses, this program seeks to increase the representation of women in engineering.

“A more diverse engineering workforce will help increase the variety of innovations that can make a difference in people’s lives,” Ganesh says.

The high school juniors will gather for 90 minutes each week for 15 to 17 weeks during the academic year to engage in a series of activities to introduce them to the possibilities of an engineering career.

Students will get opportunities to interact with university engineering students and see research projects that ASU engineering majors are conducting.

These high school students and their families will get tours of ASU from the Fulton Ambassadors, the student volunteer group that helps promote the Fulton Schools.

two students working with LEGOS
The programs Young Engineers Shape the World and Engineering Futures aim to show teens and young adults the relevance of engineering in everyday life and to provide them a network of mentors, peers and role models. Photo by Jessica Hochreiter/ASU

Keeping aspiring engineers on track to careers

“The idea is to show them rather than just tell them about the kind of impact engineering has on society,” Ganesh said, “and most importantly, to encourage them to explore things that help them to envision the future they could create for themselves as engineers.”

The key to doing that is to remove that cloak of invisibility that makes engineering all but invisible to many young students.

“Engineers help make possible the technology we use every day. The roads we drive on, the medical technology that improves our quality of life, and the energy, security, housing, healthcare and entertainment we have access to all involve engineering. Once students see engineering in that light, they realize all the variety it offers for what they could do with their lives,” Ganesh said.

The cohort will stay together for two years until they graduate from high school and enter college. They will also experience a week-long summer program at the ASU campus exploring what campus life is like.

A second project, called Engineering Futures, which he is getting off the ground with Tooker endowment support, focuses on ASU freshman engineering majors — in particular students who are in the first generation in their families to go to college and/or those with financial need.

The goal is to boost the persistence of young engineering students who may not be familiar with a university environment and may not know what engineers actually do in the workplace.

“They are the students who most often will not have a support structure of peers and role models who are engineers around them,” Ganesh explains. “We want to provide them a network that will give them those things, and help keep them on track with their education and career pursuits.”

Building pathways to future success

The plan is for Engineering Futures groups to stay together from the start of the students’ freshman year until the end of their sophomore year.

During that time they will participate in short courses and workshops designed to instruct them how to effectively build teams to collaborate on academic studies as well as extracurricular projects in which they apply engineering skills.

They will learn to use software and other technologies to help them organize projects and to develop methods, systems, tools and products from the design stage to actual production.

They’ll be introduced to the basics of research, entrepreneurship, professional leadership and communications, with a concentration on skills that are most useful in the workplace.

Along the way, students will get a chance to connect with more experienced engineering students, alumni and professional engineers.

“The industry partners we are recruiting to work with the Engineering Futures program are excited and eager to get involved,” said Robin Hammond, director of the Fulton Schools Career Center. “They understand that these Tooker-sponsored programs are essential to building pathways for the exceptional engineers and talented future employees that their companies have come to expect from ASU’s Fulton Schools of Engineering.”

students working with LEGOs
Ganesh’s outreach programs stress that effective education doesn’t result from students competing against each other for higher grades, but learning skills by working together to achieve goals. Photo by Jessica Hochreiter/ASU

Support network key to sustaining motivation

In the first of these pilot programs, Ganesh explained, “We are showing high school students how to imagine what their future could be like if they chose to study engineering.”

In the second program, “We are showing freshmen and sophomore students how they can begin to construct that future for themselves while they are here at the university, and how that is a collaborative project you do with your teachers, mentors, industry professionals, advisors and fellow students.”

He said education research has shown what is essential to the success of such endeavors: sustained effort, group support and instilling a sense of greater purpose.

“It takes a support network, a community that shares problems and challenges and aspirations,” Ganesh said. Succeeding is not a matter of competing against others to get higher grades, but of working together to learn skills and accomplish goals that benefit the group.

And it takes time for individuals to evolve into such a communal venture.

“Short-term orientation just does not work,” Ganesh said. “To build the self-confidence you need to succeed, you have to explore and experience things over a long period of time.”

Seeing engineering as a 'helping profession'

Beyond that, getting students to major in engineering and persist in the face of difficulty requires showing them they are not training to be simply competent technicians who are going to be doing skilled but unfulfilling jobs.

“They need to feel that their work can make a difference,” Ganesh said. “There is solid evidence that this is a critical motivation for students, to know they will learn things that can improve their communities and society.”

One of the impediments to turning teens and young adults toward engineering is that “it is not always seen as the helping profession that it is,” he said.

“We are living in a world with seven billion people that is going to be in greater need of all the basic things necessary to live well, and engineers are going to have roles to play in providing all of those things,” he said. “We have to make young people aware of the relevance that engineering will always have.”

Joe Kullman

Science writer, Ira A. Fulton Schools of Engineering

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