Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Cherish C. Vance, The Ohio State University; Kimberle Ann Kelly; Janel L Ortiz, California State Polytechnic University, Pomona; Shawanee' Patrick, Texas A&M University; Philip Olawale Adebo; David Chimene; Joseph William Newton Leo Reustle, Hampton University Department of Marine and Environmental Science

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Diversity

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Continuing Professional Development Division (CPD)

, Dr. Reustle’s research focuses on community-level consequences for shifts in species-interactions due to (1) climate change and environmental perturbations (i.e., drought/flood, high intensity storm-events), (2) changes in predator/parasite field (i.e., reason for and consequences of changes in abundance of predator(s) and parasites), and (3) changes in sensory regime and behavior (i.e., changes in the visual or chemosensory profile; altered fear response to predators and/or parasites). Dr. Reustle’s research intersects with and has expanded into habitat restoration and assessment where Dr. Reustle is interested in restoring habitat and ecosystem services. Dr. Reustle incorporates field and laboratory studies at

Conference Session

Continuing Professional Development Division (CPD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer S Linvill, Purdue University; Eric Holloway, Purdue University at West Lafayette (COE); Emily M. Haluschak, Purdue University at West Lafayette (COE); Evelyn Shana Marx; Breejha Sene Quezada, Purdue University at West Lafayette (PPI); Tamara J Moore, Purdue University at West Lafayette (COE)

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Diversity

Tagged Divisions

Continuing Professional Development Division (CPD)

roles andsecurity clearances. Demographics included 2 women and 4 men. Individuals were from avariety of job sectors, including government agencies, government contractors, governmentresearch laboratories, and private industry (e.g., aerospace and engineering technologysolutions). These individuals all had extensive experience hiring and managing microelectronicsengineers. Participants were asked questions related to the needs for developing amicroelectronics workforce. For example, participants were asked what technical andprofessional skills they look for in an intern or new professional. They were asked to considerbroad technical skills, microelectronics specific skills, specialty microelectronics skills, andprofessional skills needed