What began as a personal decision to be closer to family has led Max Frantz to a career that continues to challenge and inspire him—while also allowing space for what matters most outside of work.

When Max and his wife made the decision to move from Philadelphia, their goal was simple: be closer to family and raise their children in a place with natural beauty and a strong sense of community. Greenville, South Carolina—tucked against the foothills of the Blue Ridge Mountains—offered just that.

Shortly after relocating, Max accepted a role as a Principal Product Development Engineer with JTEKT North America. The job proved to be a perfect fit. On the new product development team, Max works on the front end of innovation—identifying emerging needs and rapidly building proof-of-concept tests to determine what’s worth pursuing.

Eight years later, that work still excites him. Whether he’s brainstorming new solutions or rolling up his sleeves to build out an early prototype, Max continues to thrive in a role that keeps him engaged and thinking forward.

At home, he finds equal joy in his role as a dad. From family hikes at Paris Mountain State Park to weekends spent at kids’ sporting events, Max is all-in—professionally and personally.

Over time, Max began to feel a pull toward expanding his technical expertise. His interest in automated systems and advanced mechanical design kept growing, and he wanted to understand not just how things work—but why.

With encouragement and financial support from JTEKT, he enrolled in Clemson University’s Master’s program in Mechanical Engineering. The location made it even more feasible—many of his classes were held at the Carroll A. Campbell Graduate Education Center, located on the CU-ICAR campus, just steps from his office.

“It was incredibly convenient to take classes here at CU-ICAR in Greenville,” Max said. “I could be working in my office at JTEKT, simply walk across the street to class, and then return to the office.”

Left: Max enjoying his role of dad at home with his kids.
Right: Max takes part in the classic back to school tradition on his first day of his graduate coursework.

That proximity made a busy schedule more manageable—but it wasn’t the only benefit of the setting. Being based at CU-ICAR made balancing work, school, and family more manageable. The campus’s practical amenities—like nearby dining options, a fitness center, walking trails, and easy parking—helped Max stay focused, energized, and on schedule throughout his busy days.

Though the logistics were in his favor, the commitment was still demanding. Juggling a full-time role and parenting two young kids while completing graduate coursework wasn’t easy—but Max took it on with a focus geared toward growth.

“I didn’t really feel relief when I finished,” he reflected. “While I’m glad to have time to explore other things, I really enjoyed the process of continual learning.”

Since completing his degree, Max has continued to build on what he learned—both in his day-to-day work and through side projects that keep his skills sharp. He’s also taken time to share his perspective with Clemson mechanical engineering students who stop by his office looking for advice or insight into the field.

For Max, learning isn’t limited to the workplace or the classroom—it’s a mindset that carries into all aspects of his life. Whether he’s diving into new engineering challenges, taking on graduate studies, or exploring the outdoors with his family, Max thrives on discovering what’s next. That spirit of curiosity fuels his growth, keeps his work engaging, and helps him create meaningful experiences with the people who matter most.

The Virtual Prototyping of Autonomy-Enabled Ground Systems Research Center (VIPR-GS) and Clemson University are celebrating the achievements of its recent fall and spring semester Honors College interns who worked closely with faculty members on advanced research projects involving autonomy, robotics, coding, and engineering.

These internships have provided the students involved with a unique opportunity to gain real-world experience in an academic and research setting. Each project helps to prompt VIPR-GS’s ongoing mission: Create advanced tools for virtual prototyping and agile physical prototyping, driven by research breakthroughs in autonomous off-road vehicles and next-generation propulsion technologies. The initiative also focuses on intelligent fleet energy management, enabling more efficient, adaptable, and sustainable development and deployment of off-road vehicle systems.

The interns collaborated directly with professors on projects involving CAD programs, coding through Python, autonomy kits, creating models, learning sensor setups, and many more exciting and innovative skills.

Jacob Davis, one of the interns that was chosen to work through this program, describes his time as “dynamic and fast-paced”. He said, “As a part of my VIPR internship, I joined Yunyi Jia’s CRA (Collaborative Robotics and Automation) Lab. Over the past semester I have worked on a project involving research for an autonomy kit solution for an industry partner.” Through many hours of research and testing Jacob, accompanied by graduate students in Jia’s lab, was able to “collect and set up a robust array of sensors on the autonomous RZR vehicle for testing autonomy algorithms.”

Jacob Davis validating research in a Polaris RZR equipped for autonomy.

This internship program was designed to prepare students for careers in research, engineering, modeling, simulations, and autonomy. By working side-by-side with Clemson University researchers, interns not only deepened their technical knowledge but also developed soft skills like communication, time-management, and problem-solving.

Katelynn Hughes, an intern who worked closely with Apparao Rao and Greg Mocko to develop her coding and modeling skills said that this opportunity has allowed her to “create a clearer idea of what career I wanted to pursue with my degree.” Internships like this are more than just resume builders, they provide hands-on experience, foster mentorship, and allow students to see firsthand how their academic learning applies in high-impact research environments. Among many things, Katelynn learned how to develop code using Python, Siemens NX, and creating assemblies in different CAD programs.

Throughout the school year, interns also got the opportunity to participate in lab meetings and progress presentations. These experiences specifically help to bridge the gap between classroom learning and practical application. Jeff Fine, Senior Associate Dean of the Clemson University Honors College, said “Internships are excellent opportunities for students to expand their networks and explore potential careers. Our top students and alumni often talk about how an internship experience helped them figure out what they want to do or in some cases what they don’t want to do. Both outcomes are invaluable for students to find their passion and their path.”

Preethika Yetukuri  presented research findings at the VIPR-GS Research Center annual review.

According to The Princeton Review, Clemson University was ranked 11th nationally for “best public schools for internship opportunities.” This recognition highlights Clemson’s strong focus on experiential learning, career readiness, and its commitment to connecting students with real-world professional experiences that prepare them for life after graduation.

As the program looks ahead, VIPR-GS is committed to expanding internship opportunities and strengthening partnerships across disciplines and institutions to support future cohorts of student researchers.

Learn more about the VIPR-GS Research Center here.

Acknowledgment: This work was supported by Clemson University’s Virtual Prototyping of Autonomy Enabled Ground Systems (VIPR-GS), under Cooperative Agreement W56HZV-21-2-0001 with the US Army DEVCOM Ground Vehicle Systems Center (GVSC).

Gregory Mocko, associate professor of mechanical engineering and a champion of industry-driven education, has been named director of Clemson University’s acclaimed Deep Orange program, effective Aug. 15.

Mocko takes the wheel from Rob Prucka, who will turn more attention toward departmental leadership and the VIPR-GS program. Mocko’s appointment puts a seasoned educator, innovator and industry collaborator at the helm of one of the nation’s most distinctive automotive engineering initiatives.

Deep Orange is a prototype vehicle program that is part of the automotive engineering degree curriculum and based at the Clemson University International Center for Automotive Research (CU-ICAR).

Over two years, graduate students in automotive engineering work with faculty and major industry sponsors to design, build and debut a concept vehicle. BMW, Toyota, General Motors, Honda R&D Americas, Ford, Mazda, ExxonMobil, NVIDIA, and the U.S. Army are among the companies that have backed Deep Orange projects.

As Deep Orange director, Mocko will oversee the program’s strategic vision, guide students through each project’s lifecycle and strengthen faculty and industry partnerships.

Mocko, a Clemson faculty member since 2006, has built his career on connecting students with real-world engineering challenges. He formerly coordinated Clemson’s Mechanical Engineering Capstone Design Program and has overseen ambitious projects such as a nationwide student collaboration to design, build, and fly an unmanned aerial vehicle modeled on Boeing’s Dreamliner assembly approach.

Mocko’s research spans model-based systems engineering, AI in engineering design, and advanced manufacturing, and he has published more than 70 peer-reviewed articles.

Laine Mears, director of the School of Mechanical and Automotive Engineering, said that Mocko is ready to take on the current Deep Orange 17 program and begin defining future Deep Orange projects, noting that his nearly two decades of design research and practical application experience will serve Deep Orange well.

“Dr. Mocko brings a fresh perspective and a rich background in connecting students and industry, using innovative programs as the bridge,” Mears said. “He is highly regarded by his students and his colleagues. With him in the driver’s seat, Deep Orange is well positioned to go farther and faster!”

Clemson University has unveiled Deep Orange 16, a next-generation, semi-autonomous vehicle designed to transform emergency response in extreme conditions. Developed by graduate automotive engineering students in the university’s acclaimed Deep Orange program, the vehicle merges advanced technology with mission-critical functionality to enhance the speed, safety, and efficiency of rescue operations.

Sponsored by the Virtual Prototyping of Autonomy-Enabled Ground Systems (VIPR-GS) Research Center and developed in collaboration with the U.S. Army and other strategic partners, Deep Orange 16 is engineered to tackle some of the toughest challenges in high-risk rescue scenarios—reducing response time while limiting the number of personnel needed in the field.

Inspired by the real-world challenges faced during Hurricane Helene, the Deep Orange 16 team engineered the vehicle to support critical disaster response efforts. On its outbound journey, the vehicle can deliver a full pallet of emergency supplies to affected areas. For the return trip, the vehicle operates autonomously—transporting up to six individuals, including injured passengers, to safety. Capable of reaching the scene within the “golden hour,” the vehicle also generates a high-resolution digital terrain map for the autonomous return, allowing the original driver to remain on-site and assist ongoing rescue efforts.

Engineered for the Elements

• High-speed, semi-autonomous vehicle with a 350-kilometer range and off-road capabilities built for unpredictable terrain.
• Series hybrid powertrain enables continuous battery charging to extend range and supports near-silent operation for special mission scenarios.
• Designed for real-time deployment, Deep Orange 16 features a lightweight, weatherproof exterior engineered for reliable operation in a variety of environmental conditions.

Innovative Monitoring

• A 360-degree camera system provides full situational awareness, including tire-level views for obstacle detection.
• An AI-powered heads-up display alerts drivers to hazards up to 100 feet away, enhancing navigation and safety.
• Onboard medical monitoring tracks patient vitals in real time, including temperature, heart rate, and perspiration during transport.

Rescue-Ready Interior

• Interior accommodates the transport of six people, including a rotating passenger seat to support multiple operational roles.
• Ergonomic litter loader streamlines patient or supply loading.
• MOLLE storage system offers secure, modular organization of rescue and medical gear.
• Rear hatch fits a standard pallet of supplies, while the clam-shell design enables flexible loading of oversized cargo.
• Integrated exterior compartments securely transport fire rescue equipment.

Deep Orange 16 students and staff with their prototype vehicle on the CU-ICAR campus.

Deep Orange 16 showcases the innovation, technical expertise, and dedication of the 17-member team of graduate students from Clemson’s automotive engineering program. “Deep Orange pushes us to think like real-world engineers,” said team lead Rohit Godse. “We are not just learning theory, but solving complex, high-stakes problems that prepare us to lead in the industry from day one.”

From initial concept to fully functional prototype, the team collaborated with the VIPR-GS Research Center, government agencies, and industry partners to solve practical challenges—gaining hands-on experience that prepares them to enter the workforce as industry-ready engineers. “The Deep Orange program demonstrates what’s possible when academia, government, and industry come together to solve real-world problems,” said Dr. Robert Prucka, Kulwicki Endowed Professor and Chair of the Department of Automotive Engineering. “Our students are not only driving innovation—they’re helping to save lives by improving how we respond to emergencies in the most challenging environments.”

Deep Orange 16 was officially unveiled at the Ground Vehicle Systems Engineering & Technology Symposium (GVSETS) in Novi, Michigan. It will now serve as a test and validation platform for ongoing research by the VIPR-GS Research Center, located at the Clemson University International Center for Automotive Research (CU-ICAR) in Greenville, South Carolina.

Acknowledgment: This work was supported by Clemson University’s Virtual Prototyping of Autonomy Enabled Ground Systems (VIPR-GS), under Cooperative Agreement W56HZV-21-2-0001 with the US Army DEVCOM Ground Vehicle Systems Center (GVSC).

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In March of 1990, Ford Motor Company unveiled a new model SUV, the Ford Explorer. That same year the company had a second, perhaps lesser-known launch, the career of a budding engineer named Jamie Forbes. Now, after 32 years with the industry icon, Jamie conveys a wealth of knowledge and insights to Clemson University automotive engineering students. Among the many lessons he imparts, perhaps the most important is the value of perspective.

After completing his education, Jamie established both his family and career in Farmington Hills, Michigan. Over the next three decades he and his wife, Irene, raised their three daughters, all while Jamie’s career continued to evolve at Ford. Throughout his tenure, he was entrusted with several key roles and helped build departments in optical metrology, mechanical packaging, vehicle engineering, and ergonomics.

In 2011, Jamie hired a young Clemson graduate who had just completed a program called Deep Orange. “He was amazing,” Jamie recalled. “And what I’ve found is that when you have a great engineer and you need more, you ask if they any friends because smart people tend to hang out together.” In the years that followed, Jamie recruited more than 50 Clemson engineering graduates to Ford, creating a valuable pipeline of talent. “It got to the point where I knew if you had worked on Deep Orange, I was going to hire you.”  This growing connection led to personal relationships with professors and eventually, Ford’s sponsorship of Deep Orange 10, a self-driving passenger vehicle prototype aimed at reclaiming drivetime for families, students, and business professionals.

As Jamie’s industry career was nearing its end, he was approached about one final role — an opportunity that would allow him to pour into the very program and students he’d come to admire during his time at Ford.

Forbes in 2021 as a representative of Ford Motor Company consulting with Clemson University students working on Deep Orange 10.

In 2023, after retiring from Ford, Jamie became a professor of practice within the Clemson University Department of Automotive Engineering. With decades of industry experience, Jamie relishes the opportunity to teach, advise for Deep Orange and mentor the next phase of the engineering workforce. “I came here and got to somewhat reinvent myself,” Jamie shared. “Engineering has given me everything, and I feel a responsibility to give back by teaching the next generation”

A major draw to this new role was the Clemson University International Center for Automotive Research (CU-ICAR) in Greenville, SC, home to the Department of Automotive Engineering and more than 20 industry partners. “It was a very comfortable transition for someone with my background because it feels somewhat like an industry setting. It’s a perfect blend between academia and industry,” he recalled. Jamie also emphasized the uniqueness of the automotive engineering program, noting “Typically, these classes are part of mechanical engineering departments that have been in the same building since the 1920s. That’s not the case here. This is a custom-built organization with facilities that directly mimic the industry.”

As a relatively new resident of Greenville, Jamie and Irene enjoy exploring all the Upstate has to offer, especially outdoor activities. They’ve already hiked popular local trails like Paris Mountain and Table Rock, but their favorite trek is the monthly trip to Maine to visit their grandchildren. With two grandkids, ages 3 and 1, Jamie — also known as ”Papa” — cherishes watching them grow and observing the interactions between his wife, their daughter, and the next generation. It’s that same sense of perspective that makes Jamie such a valuable mentor to his automotive engineering students.

After three decades in the mobility industry, Jamie understands his students will need more than just the technical skills of engineering. From advice on entering the workforce to mastering communication and understanding global policy, Jamie aims to fully prepare his students for their future careers. “The rigors of graduate education can make it difficult to see what’s ahead,” he said, “but I hope to offer my students the perspective and encouragement they need to push the industry forward. I’ve had my career, and now I get the privilege of helping these motivated young engineers along their journey. I remember being in their shoes, and I know the incredible, rewarding future that lies ahead for them.”

Forbes, now in his role with the Department of Automotive Engineering, provoking thoughtful conversations with the cohort of students developing Deep Orange 17.

Clemson University has made history by awarding the nation’s first-ever Bachelor of Science degrees in Automotive Engineering. A brick-laying ceremony held this week at the Clemson University International Center for Automotive Research (CU-ICAR) honored the inaugural graduating class—four students whose names are now permanently engraved in a brick pathway at CU-ICAR, symbolizing their role in paving the way for future automotive engineers.

This milestone comes more than two decades after the Clemson University Board of Trustees approved the creation of an automotive engineering degree program—the first, and still the only, academic program of its kind. Initially established as a graduate-level initiative, the program began enrolling students in 2006 and awarded its first master’s and Ph.D. degrees in 2009. Since then, over 1,110 graduate degrees have been conferred. In 2022, guided by input from leading industry partners, Clemson expanded its program to the undergraduate level, aiming to meet the growing demand for engineers with specialized automotive training.”

“Looking back now, after almost 20 years, I see a vibrant graduate program that has really found its footing and offers a unique learning experience to students from around the world,” said Laine Mears, Director of the School of Mechanical and Automotive Engineering and BMW SmartState Chair of Automotive Manufacturing. “Launching the undergraduate program three years ago was the next step in providing one-of-a-kind experiences to an even broader cohort of students. The Department of Automotive Engineering has built something never before seen, and I could not be prouder to be a part of it.”

The Automotive Engineering program is designed to prepare students for a wide range of careers in the mobility industry. The interdisciplinary curriculum integrates deep technical training with a modern systems-engineering approach, while also incorporating leadership and business acumen critical to thriving in today’s global economy. Students are immersed in practical, hands-on experiences, as well as cutting-edge research in emerging areas such as autonomous vehicles, electrification, and sustainable transportation. The program’s effectiveness is evident: over 96% of graduates are currently employed in the mobility industry.

Anand Gramopadhye, Dean of the College of Engineering, Computing and Applied Sciences, noted that this moment reflects years of vision, partnership, and purpose. “This milestone is a testament to Clemson’s commitment to aligning education with the evolving needs of industry,” said Gramopadhye. “From concept to execution, the undergraduate program in automotive engineering was designed in close collaboration with our industry partners. I’m so proud to see our students stepping directly into impactful roles and advanced study, ready to drive innovation in a sector that shapes the future of mobility.”

Although most of the first undergraduate cohort will graduate at ceremonies later this year or early 2026, these four students accelerated their path by applying previously earned credits and completing required senior-level courses early, becoming the first to finish the undergraduate program:

• Garrison Bishop (Spartanburg, SC) also earned a BS in Mechanical Engineering from Clemson University and has accepted a role at Imperial Die Casting.
• Matthew Flaim (Yorktown Heights, NY) will begin graduate studies in Automotive Engineering at CU-ICAR this fall.
• Trevor Levine (Irmo, SC) served on staff at the Makerspace at CU-ICAR and has accepted a position at Bertrandt US Inc.
• Colin Luongo (Oxford, GA) will begin graduate studies in Automotive Engineering at CU-ICAR this fall.

The brick-laying ceremony not only honored these students’ individual achievements, but also celebrated Clemson’s pioneering role in shaping the next generation of automotive leaders. As the field continues to evolve, Clemson remains at the forefront of innovation, education, and industry collaboration.

Key Milestones in Clemson’s Automotive Engineering Program:

• 2002: BMW, Timken and Michelin endow professorships to help establish Automotive Engineering program
• 2002: Graduate program approved by Board of Trustees
• 2006: First students enrolled in Automotive Engineering program
• 2007: Clemson University International Center for Automotive Research established
• 2009: First master’s & Ph.D. degrees awarded
• 2010: Department of Automotive Engineering formed
• 2010: Deep Orange education program established
• 2022: Undergraduate program approved by Board of Trustees
• 2023: Bachelor of Science in Automotive Engineering launched with 35 students
• 2025: First Bachelor of Science in Automotive Engineering degrees awarded

For more information about Clemson’s automotive engineering programs, visit clemson.edu/automotive-engineering.