Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yuetong Lin, Embry-Riddle Aeronautical University, Worldwide ; A. Mehran Shahhosseini, Indiana State University; Christian Janke, Embry-Riddle Aeronautical University

Tagged Divisions

College Industry Partnerships

performanceexcellence) to improve his career growth. On corporate level, competency mapping reinforcescorporate strategy, culture, and vision, and provides a common framework to improve theeffectiveness of training and professional development programs.In aviation industry, competency based workforce development has been implemented in theUnited Kingdom and Australia for pilot training, with the explicit objective of making employeesglobally competitive. Though the results are mixed, there is evidence that this approach appearsto confer considerable advantages in specific areas for preparing pilots to operate aircraft. On theother hand, similar practice has not been established, or well designed for ground crew training.The safety department, for example, has

Conference Session

INDUSTRY DAY: Industry-Focused Collaboration Techniques

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine Leslie, Engineers Without Borders - USA

Tagged Topics

Corporate Member Council

Tagged Divisions

College Industry Partnerships

eventually led to her passion and interest in EWB-USA. After six years as the volunteer Exec- utive Director, Ms. Leslie joined EWB-USA as the second Executive Director since the organization’s founding in 2002. c American Society for Engineering Education, 2016 The Engineering Competency ModelABSTRACT:An Engineering Competency Model has been developed to serve as a guide for the developmentof professionals in the engineering workforce. The Engineering Competency Model (“themodel”) provides a career ladder/lattice for the engineering profession and promotes anunderstanding of the skill sets and competencies that are essential to educate and train a globallycompetitive engineering

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jen Symons, University of Portland; Kate Rohl, University of Portland

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

capstone programs may enhance student learning and engagement. For students, industry partnerships in capstone are seen as providing an intersection ofstudents’ academic learning and their future careers in industry. Our institution supportssponsored projects that can prepare students to approach open-ended problems, improve designand communication skills, incorporate stakeholder needs, and work effectively on teams. Theconnections they build with industry partners can also be the beginning of a professionalnetwork. Furthermore, experience working on a real-life project can help students identify orclarify their career path within engineering. For engineering programs, these industry partners can serve as a resource to benefit

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Hooper Sanders, East Carolina University; Mark Angolia, East Carolina University

Tagged Divisions

College Industry Partnerships

real-world problem solving and consulting projects. Throughexternal, off-campus projects, faculty members gain experience and continuously develop theirexpertise, providing personal and institutional benefits.According to a 2006 study by Anderson and Olsen, there are four factors that influence anindividual faculty member’s perspective on personal professional development, including:1) their development stage in the career cycle, 2) the institutional framework of their employer,3) the need to access collaborative opportunities, and 4) the willingness to assume newresponsibility. Faculty’s focus on professional development is typically formed into threeprimary objectives: 1) gaining experience in their own discipline, 2) teaching skills, and 3

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karen T. Marosi, Bucknell University; Barbra Steinhurst, Bucknell University

Tagged Divisions

College Industry Partnerships

Success Alliance. She began her career as a statisti- cian in Washington, D.C. Since then, she has taught mathematics at a variety of post-secondary institutions and has worked as a director in education-related non-profits. She earned an M.S. in mathematics from the University of North Carolina, Chapel Hill. Page 25.769.1 c American Society for Engineering Education, 2012 Increasing the Retention of Under-Represented Students in Engineering Through Connections with An Industry Advisory CommitteeAbstractMeeting the increasing demands from

Conference Session

Stimulating Broader Industrial Participation in Undergraduate Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Victoria C. P. Chen, University of Texas, Arlington; Stephen P. Mattingly, University of Texas, Arlington; K.J. Rogers, University of Texas, Arlington; Melanie L. Sattler, University of Texas, Arlington

Tagged Divisions

College Industry Partnerships

more likely to 5 1 0 0 6 consider sustainable design options in my future career. 83% 17% 0% 0% I would recommend future students to participate in 6 0 0 0 7 sustainable engineering internships. 100% 0% 0% 0% 29 12 1 0TOTAL 69% 29% 2% 0%Student responses to short-answer survey questions are listed below.What was the best aspect of the sustainable engineering internship

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lueny Morell, Hewlett-Packard Corporation; Martina Y. Trucco, Hewlett-Packard Labs; Francisco Enrique Andrade, Hewlett-Packard Mexico

Tagged Divisions

College Industry Partnerships

recently graduated engineers with an excellent growth and professionaldevelopment opportunity for their careers. These young engineers have the opportunity towork closely with world-renowned researchers in HP Labs, learn about emerging technologytrends and knowledge, and develop key skill sets in an environment that seeks to “innovatefor business outcomes” (unlike more theoretical research and development in academia) andmaybe publish a paper or two. They will learn how to work as part of an international team,develop their written and oral communication skills in English, and understand the businessconstraints of R&D, among others valuable lessons.Based on the successful outcomes of prior programs with universities and public researchcenters

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tim Dallas P.E., Texas Tech University; Tanja Karp, Texas Tech University; Brian Steven Nutter; Yu-Chun Donald Lie, Texas Tech University; Richard O. Gale, Texas Tech University; Ron Cox; Stephen B. Bayne, Texas Tech University

Tagged Divisions

College Industry Partnerships

results collected during the internship are analyzed, written-up, and presented for the thesis.Although this is an ideal arrangement in many respects, when the subject matter is competition-sensitive, it can place obstacles in the path of student publication. We have reached a workablesolution by embargoing select thesis publication on a year-by-year basis with companyoversight. PSPE students enroll in a seminar that has been designed to better prepare them forcorporate culture and expectations. Two of the PSPE related faculty had extensive careers withTI prior to joining the faculty at TTU. Their insights and experiences are conveyed during theseminar. In addition, students who have already interned present their experiences to the newstudents

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Divisions

College Industry Partnerships

opportunity to learn alongside astrategically matched mentor. This program was successfully piloted and initial activity from bothmentors and mentees has been positive. This paper introduces the structure of the Industry ScholarsMentorship Program, shares initial output and lessons learned, and offers up a model for industry partnersseeking to prepare and secure students equipped with both professional and technical skills.IntroductionCurrent industry demands of engineering graduates are changing, and higher education is not producingstudents prepared for these careers in industry. This challenge for higher education has been present nowfor quite some time, as indicated by a 2014 Gallup Poll, where 96% of college provosts believe theirgraduates are

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Halverson, Brigham Young University; Robert H. Todd, Brigham Young University; Christopher A. Mattson, Brigham Young University; Gregg M. Warnick, Brigham Young University

Tagged Divisions

College Industry Partnerships

andproductively as possible, recognizing that most students will experience some form of growingpains.1,13,14 In an attempt to facilitate the transition, the Capstone program decided to ask formerstudents, many that are in industry careers, to identify the challenges they had faced as Capstonestudents and to provide feedback to incoming students about how best to prepare for andsurmount such challenges.The remainder of this paper will explain how alumni feedback was gathered, document the majorfeedback trends and categories, and describe the implications of such feedback on the design ofengineering courses. The hope is that the voices and experiences of alumni will provideperspective, guidance, and confidence to students entering the Capstone program. It

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Pistrui, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; Shuvra Das, University of Detroit Mercy; Ronald Bonnstetter, Target Training International; Eric T. Gehrig, Target Training International

Tagged Divisions

College Industry Partnerships

common attribute of Gen Z is thatthey tend to be very inclusive in nature and willing to rally around causes.The technologies of Industry 4.0 coupled with generational transition are driving the need to stepup workforce development efforts. Industry 4.0 skills have become critical components of labormarkets [2]. Developing and retaining an Industry 4.0-ready workforce demands that industryand educators go beyond traditional reskilling and upskilling initiatives. Organizations mustfocus on career strategies, talent mobility and re-engineering ecosystems to drive organizationalreinvention and new business models.Objectives of this ResearchThis research seeks to build on the work of Pistrui and Kleinke et al. [3] [4] and Petrick, andMcCreary [5] to

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine McConnell, University of Colorado Boulder/Denver

Tagged Divisions

College Industry Partnerships

includes a variety of curricular andco-curricular components but has so far been largely isolated to a small cluster of classes. Thegoal moving forward is to launch a significant expansion into the broader curriculum through thedesign of industry-based examples and problem sets that can be inserted into core classes in thesophomore and junior year. The goals of the initiative include increasing student engagement andacademic motivation, encouraging students to proactively think about potential career paths, andproviding opportunities for industry partners to meaningfully engage with students outside of anevent setting.The current effort was inspired by a combination of interested, engaged alumni and assessmentdata showing that students’ level of

Conference Session

INDUSTRY DAY: Industry-Focused Collaboration Techniques

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victor Taratukhin, Stanford University; Yury V. Kupriyanov, National Research University Higher School of Economics; Jörg Becker

Tagged Topics

Corporate Member Council

Tagged Divisions

College Industry Partnerships

facilitate the problem solution.According to its focus, educational collaboration can be classified in three groups (Thune2011):  development of new educational programs,  industry invocation in teaching and learning process by thesis supervision, lecturing or conducting research projects,  transfer between studies and work life (internships, career fairs, trainee or other recruitment programs).While the last group of activities is relatively easy to realize in short-term, the first two typesof cooperation might cause certain difficulties. The problems mostly occur because of thedifferences in nature and culture of the academia and industry worlds (Bruneel et al. 2010;Cerych and Frost-Smith 1985

Conference Session

College-Industry Partnerships Division Technical Session I: Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University North Central; George Stefanek, Purdue University, North Central

Tagged Divisions

College Industry Partnerships

future employers.Question 11 in the student survey and questions 4 and 7 in the presenter survey attempt to gainfeedback from students and industry professionals to answer this question. These questions arepresented below.Question 11 from the student survey: “Was it helpful to you to meet industry professionals inperson and network with them with the intention of possibly working with them in the future?”(Y / N)Question 4 from the presenter survey: “Do you think that the proposed course would benefitindustry professionals by providing them with a recruiting / networking tool in the form of thiscourse?” (Y/N)Question 7 from the presenter survey: “In addition to the traditional approach of networkingwith students (i.e., campus career fair), do you

Conference Session

College-Industry Partnerships Division Technical Session II: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Schmueser, Clemson University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

to optimize the model. In our contrived problem, students are forced torethink the model, and how experiment can feed back and integrate to modeling efforts. Thisprofoundly reinforces the importance of virtual and real systems integration as a skill for the newknowledge manufacturing age.Current Course Status and ExpansionWe have now offered this course twice to a total of 32 graduate students. The courses have beenco-instructed by two faculty, one Adjunct Professor (with a 35-year professional career) in thefinite element-based simulation content of the course, and the second instructor in theexperimental and data analysis portion of the class (Figure 3). The OEM P.E. also gave lecturesin the importance and the use of testing and

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudarsan Rangan, Texas A&M University; Malini Natarajarathinam, Texas A&M University

Tagged Divisions

College Industry Partnerships

P Page 24.678.6Figure 2:: Day-to-Day y Internship PlanVII. Recruiting the Best Interns While the candidate interviewing and selection is beyond the scope of this article, there are some responsibilities to ensure the organization gets the best candidates. It is important to identify educational institutions that have the candidate pool with the academic backgrounds and skill sets that you need in your interns. The business can then work with faculty and students with projects, get involved with student organizations8 and develop relationship with the school to establish their brand. Additionally, the organization could also develop relationships with career center or internship

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard Stamper, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Mitchell A. Landess, Rose-Hulman Ventures

Tagged Divisions

College Industry Partnerships

by the student interns. During each of the past four summers, the student internswere surveyed to gain insights into their perception of the program. The aggregate results ofthose surveys show that 93% of the student interns had a positive overall experience, 99% of theinterns would recommend this opportunity to their colleagues, and 94% of the interns believedthat the internship helped them to fulfill their career goals.Since the inception of the program, the program has worked with 144 client companies. Thesecompanies have ranged from small early-stage startup companies to large multi-nationals. Forthese companies, the program has provided solutions to their technical needs and a mechanismfor recruiting talented students. It has also

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Blair J. McDonald P.E., Western Illinois University; William F. Pratt, Western Illinois University; Il-Seop Shin, Western Illinois University; Khaled Zbeeb, Western Illinois University

Tagged Divisions

College Industry Partnerships

in May of 2011 and the program was ABET accredited in August of 2012. The School will add a separate Mechanical Engineering Degree in 2017. He has experienced a varied career in government, academia, and industry and has six patents for advanced composite materials.Dr. Il-Seop Shin, Western Illinois University Il-Seop Shin received the B.S. degree in Electrical and Computer Engineering from California State Uni- versity, Fresno in 1997, and M.S. and Ph.D. degrees in Electrical and Computer Engineering from the University of Massachusetts, Amherst in 1999 and 2007, respectively. In 2007, he joined Biomedical Sensing and Signal Processing research center at the University of Mas- sachusetts Amherst, as a

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy

Tagged Divisions

College Industry Partnerships

transition from “traditional careers” where they have trained to do specifictasks (mechanical engineer) to “multitrack careers” where they will have multiple jobs (engineer,data analyst, network administrator).21st Century Skill SetsIn their 2016 report “The Future of Jobs,” the World Economic Forum identified 10 key skillscritical for success in the workforce [8] As Table 4 illustrates we have grouped these skills intothree categories. The first category People Centered includes managing relationships,coordinating and providing service. Table 4 - Ten 21st Century Skill Sets People Centered Skill Centered Thinking Centered People Management Complex Problem Solving

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ali Ahmad, Manufacturing Extension Partnership of Louisiana; Mike Wolff, Manufacturing Extension Partnership of Louisiana

Tagged Divisions

College Industry Partnerships

selected Engineering Technology program has both major and support courses to preparegraduates for technical careers in a variety of industries. The program combines technicalknowledge with communications skills and teamwork to provide the flexibility needed in today’srapidly changing marketplace. The selected program educational objectives are: • Demonstrate technical proficiency in the field • Apply quantitative reasoning and critical thinking in solving technical problems • Effectively communicate technical knowledge, ideas, and proposals to others, including upper management • Lead project teams in successful completion of projects • Have strong organizational and management skillsSeveral institutions nationwide provide

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal, John Zink Co. LLC; Geoffrey L. Price, University of Tulsa; John E. Matsson, Oral Roberts University; Wes Bussman, John Zink Co. LLC.; Sarah M. Olson, Northern Oklahoma College

Tagged Divisions

College Industry Partnerships

shed light on whycertain issues may be of more interest to these adjuncts compared to full time faculty.Gappa and Leslie (1993) extensively studied adjunct instructors and developed atypology of four categories of adjuncts based largely on experience and motivation: 1)career enders, 2) aspiring academics, 3) freelancers, and 4) specialists, experts orprofessionals. 21 Sputo (2006) believes that most engineering adjuncts fall into two ofthose categories: aspiring academics and specialists, experts or professionals. 22 The lattercategory concerns highly skilled part-time instructors working full-time at a job in theirfield. They are looking for fulfillment by sharing their expertise.1 This describes thetype of adjunct considered here.Most

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

James G. Ladesic P.E., Embry-Riddle Aeronautical University, Daytona Beach; Robert R. Wolz, Gulfstream Aerospace; Frank Simmons III P.E., Gulfstream Aerospace Corporation; Timothy D. Farley

Tagged Divisions

College Industry Partnerships

-level bachelor-of-science engineering graduate who experiences the quirks ofthe workplace after four years of college education.Nonetheless, one of the most important new employee pipelines for entry level positions formajor corporations including Gulfstream remains the coop program. Coop students‟ alternatework and school sessions. They rotate work assignments, thereby experiencing a range ofengineering specialties. This benefits both the student and the company. Students gain a trueunderstanding of what different specialized groups do within the company and they can begin todevelop their career plans and complete the knowledge requirements needed to take on serioustechnical responsibilities. The company benefits by the contributions of the

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Divya Pahuja, Florida State University

Tagged Divisions

College Industry Partnerships

encourage their children to pursue manufacturing careers, and mostdon’t believe that manufacturing jobs today are interesting, rewarding, clean, safe, stable, andsecure (p. 1).” The limited entry of students into the pipeline leads not only to an unmet need fortechnicians in the AM industry, but also creates a shortage of experienced instructors that arehighly skilled and that have obtained the experience and credentials to instruct these importanttechnical programs.The need for skilled AM workers was described by Powers [10], who stated that “one of ourmost significant challenges facing virtually every manufacturer is trying to find a reliable sourceof factory-ready workers that can operate sophisticated machine tools and keep automated

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

University has several programs learning support such as UCL Arena and UCL: Changemaker that supports teaching and learning and collaborations in these areas. Career tracks are divided into an academic track, an education-focused track Reward and and a research track. University instituted reform to develop a process for recognition of improving and formalizing the recognition and reward of teaching teaching achievement. engineering education research capacity has grown significantly since the Educational introduction of the IEP. Areas of particular research focus include (i) research problem-based and skills-based learning; and (ii

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Samuel P. Clemence, Syracuse University; Sharon W. Alestalo, Syracuse University; Shobha K. Bhatia, Syracuse University; Eric M. Lui, Syracuse University; Ossama M. Salem, Syracuse University

Tagged Divisions

College Industry Partnerships

individual performance?And, 3) By learning about one culture in relation to the work of their internship, do students gainthe skills, attitudes and behaviors that are generalizable to other intercultural professionalexperiences?FindingsPre-Internship Survey: The pre-travel survey/focus group session was conducted in the spring of2011 with Group 2 after they completed the spring seminar series. Students felt that they showedabove average or superior growth in the areas of problem solving, team work, interpersonalcommunication, and self-awareness over the course of their education career at SyracuseUniversity. One of the essential ingredients to becoming culturally competent is self-awarenessand the engagement in opportunities to examine one’s own

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josh Tenenberg, University of Washington, Tacoma

Tagged Divisions

College Industry Partnerships

applies to a real job‖ ―It gave the course a greater sense that this was something we could put to use in our professional career.‖ ―I was able to see what I learn in the class can be used in real life settings.‖ ―Hearing stories from someone ‗in the trenches‘ made the value of the subject matter we were learning in the course much more obvious.‖ ―... it helped me gain a more realistic view of my class material, seeing that it‘s more than just theory ... that it is used in practice.‖ ―It really helped tie the course to a real life situation. I felt that I got a lot more out of it, and paid more attention just knowing that she had a career doing this.‖ ―A

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald J. Bennett, Univeristy of Saint Thomas; Elaine R. Millam, University of Saint Thomas

Tagged Divisions

College Industry Partnerships

alumni of our graduate program who have developed new ways of thinking and acting through our leadership development process.Data on Engineers Moving into Management Figure 1. S&E bachelor‟s degree holders in management jobs by years since degree (NSF 2003)National Science Foundation SESTAT 20031 data (Figure 1) shows that increasing numbers ofengineering graduates leave the direct practice of engineering over time and move intomanagement. This NSF report also shows that there is a corresponding fewer number of Page 22.1546.2engineering graduates whose major work activity is R&D as they progress in their careers(Figure 2

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Schmueser Ph.D., Clemson University; Johnell Brooks, Clemson University; Shayne Kelly McConomy, Clemson University; Pierluigi Pisu, Clemson University; Andrej Ivanco; Robert Gary Prucka, Clemson University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

the selection of one concept that is based on carefully balancedenvironmental, economic, performance, and social design imperatives. During the process,faculty serves as student mentors rather than direct knowledge providers. Students areempowered to make decisions and justify their concept selection to different programgroups, i.e. sponsoring industry partners and faculty. The last eight months of each projectis devoted to building a physical prototype and validation of the vehicle targetrequirements.IntroductionTraditional approaches to engineering education in the US have struggled to provide early-career engineers with the skills and experiences needed to succeed in today’s fast changingtechnical fields. Current engineering educational

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ali Ahmad, Louisiana Community and Technical College System-MEPOL; Willie Eugene Smith Sr., Louisiana Community and Technical College System

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

recently he was the Interim Director of South Central Louisiana Technical College (SCLTC) from June 2017- June 30, 2018. Dr. Smith also served as Vice President of Academics and Workforce Solutions at South Louisiana Community College (SLCC). Dr. Smith earned his Bachelor of Arts degree from Tulane Uni- versity, where he attended on a full athletic scholarship. He earned his Master of Public Administration from Troy University in 2001. He earned his doctoral degree in Educational Leadership from Argosy University in 2014. Dr. Smith has a long and faithful career with the former Louisiana Technical College, which became Acadiana Technical College (ATC), and now South Louisiana Community College. At SLCC he served in

Conference Session

College Industry Partnerships Division Technical Session III: Collaboration

Collection

2016 ASEE Annual Conference & Exposition

Authors

Diane L Peters PE, Kettering University; Anne M Lucietto, Purdue University

Tagged Divisions

College Industry Partnerships

their knowledge of industry’s needs and gainingperspectives on how they could better prepare students for industry careers.24DiscussionCollaborations between industry and academia took a number of different forms, and haddifferent purposes. The collaborations examined in this abbreviated study range from very smallefforts to extremely large ones, with little infrastructure required to those requiring largeorganizational structure. Collaborations were found in all levels of education and research with avariety of combinations to suit both the academic and industrial partners.While industry-academia collaboration is widely accepted to be desirable and beneficial, thereare many issues that should be studied in order to improve its implementation