Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Kathryne Newton, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

[13], [14].The millennials (Gen Y), span the years 1981 through 1996. They follow the veterans, babyboomers, and Gen Xers. Gen Z is discussed as the most recent generational cohort on whomthere is sufficient early information.  Veterans (Traditionalist) 1922-1945; 52 million people; born before and during WW II  Baby Boomers 1946-1964; 78.8 million people; after WW II  Reared during a period of optimism, opportunity, and progress.  Began turning 65 on January 1, 2011; aging to 65 years old at 10,000/day, through December 31, 2029.  Generation X (Gen X) 1965-1980; 44 million people  Came of age in the shadow of the boomers  Children of veterans, older boomers, or younger siblings of younger

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer, Purdue University at West Lafayette; Keith Plemmons, MBAS, Inc.

Tagged Divisions

Continuing Professional Development

Paper ID #33082An After-action Review: Creating a Matrix Organizational Design Modelfor Online Education at a Tier-1 Research UniversityDr. Mitchell L. Springer, Purdue University at West Lafayette Dr. Mitchell L. Springer PMP, SPHR, SHRM-SCP Dr. Springer currently serves as an Executive Director for Purdue University’s Polytechnic Institute lo- cated in West Lafayette, Indiana. He has over thirty-five years of theoretical and defense industry-based practical experience from four disciplines: software engineering, systems engineering, program manage- ment and human resources. Dr. Springer possesses a significant

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

parents. In fact, 53 percent of 18-to-24 year olds are livingwith their parents, and 85 percent of college seniors plan on moving back home after graduation(Gang, p. 1).”In March, 2012, PEW Research Center reported more generally “…This generation of youngadults has sometimes been labeled the “boomerang generation” for its proclivity to move out ofthe family home for a time and then boomerang right back. The Great Recession seems to haveaccelerated this tendency. The Pew Research survey found that among all adults ages 18 to 34,24% moved back in with their parents in recent years after living on their own because ofeconomic conditions.” Tracking the number of young people in a given household is more easilymeasured than relying on voluntary data

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luke Fredette, Ohio State University; Emily Nutwell, Ohio State University; Scott Noll P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

University educators should be responsive to integrate this intothe content, organization, and delivery of high-level technical short courses.1. Introduction Much research has been undertaken to understand and enhance one primary mission ofthe University as an institution: the education of students. The bulk of this work has focused onan interaction where students go to the University in its own context, whether that be a physicalpresence on a campus or through distance learning programs. In each case, the tone of thisinteraction is largely set by the culture of the University, comprised of values, expectations, andstyles of communicating. This approach may benefit many students, who will grow and flourishin the University context; however

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Bernard, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Continuing Professional Development

conference papers, in addition to making numerous other conference presenta- tions. Straub’s research spans the gauntlet between technology, commercialization and technology policy. In particular, his research has recently focused on cybersecurity topics including intrusion detection and forensics, robotic command and control, aerospace command and 3D printing quality assurance. Straub is a member of Sigma Xi, the AAAS, the AIAA and several other technical societies, he has also served as a track or session chair for numerous conferences. American c Society for Engineering Education, 2020 Work in Progress: Comparison of ‘Boot Camp’ and Traditional Academic

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Jitesh H. Panchal, Purdue University; Pradeep Kashinath Waychal, Innovation Centre, COEP

Tagged Divisions

Continuing Professional Development

managing dilemmas that arise in the realization of complex systems. Thesequestions are addressed through a series of talks by the workshop organizers and a number ofactivities to actively engage the participants and to enable them to generate their own ideaswithin the context of their own classrooms. An overview of the workshop is presented in Table1. The details of the talks and the activities are presented in the following section.Table 1 – Overview of the two-day workshop Introductions and workshop overview Talk 1: Educating Engineers for the 21st Century Wired, Interconnected and Democratized World Group discussion and report to all participants: On transforming education. How do we Day 1

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

Tagged Divisions

Continuing Professional Development

, butthat the co-author was. Consequently, at times he felt that the group was missing significantopportunities. Yet the club members apparently did not feel the same missed opportunities. Itwas difficult to let the group move on when he believed this material was important.Finally, as noted above, the co-author became deeply involved in a few one-on-one discussionswhere he was an expert in the course material content. Most members were left out as the co-author engaged in extensive technical discussions with one other member. Although theseoccurrences were rare, they served to derail the session since facilitation was absent. The groupseemed unable to move on without facilitation.DiscussionThe institutional setting for the Teaching Club was

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth Reid, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Divisions

Continuing Professional Development

Technological Management Geography Demands Infrastructure System Figure 1: Framework for Teacher Support System Development 7While literature to support the effectiveness of student developed educational tools is scarce, thepossibility of students as educators should not be ignored. Numerous schools have tutoringprograms that are offered by specific departments or social organizations, and these have beenshown to be beneficial 8. In the most general case of students being teachers, educators areencouraged to listen to and learn from their students through a reciprocal relationship ofsupportive communication. Through this, the teachers are able to adapt to student needs

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

group, we computed an average difference (gain or loss) for each of the eight items by subtracting the pre-survey score from the post-survey index. Then we conducted an independent T-test to compare the average differences (gains or losses) of the intervention and control groups.• Analysis 3: Third, to study lasting impacts for Teaching Circle participants, for all eight items, we applied a Simple Linear Regression to the series of up to four difference scores (i.e. post-survey 1 minus pre-survey, post-survey 2 minus pre-survey, etc. for as many as four post-surveys). The regression modeled the general pattern of differences (gains or losses) in teaching behavior and approaches over time.ResultsAnalysis 1: Our first

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

investment, all creating woefully wasteful, exaggerated and inflamedcosts. Some of the more obvious problems stem from simple problems to solve such as havingmultiple mail server applications or over three dozen web design tools. These are simply lowhanging fruit when it comes to efficiency gains.Colleges and universities are under increasing pressure to accomplish four things: increaserevenues, decrease expenses, improve quality and strengthen reputation7 (p. 1). This paper dealsdirectly with increasing revenue which feeds and promotes changes in program quality andstrengthening a college’s or university’s reputation.This paper will dig deeper into the cultural implications of running the academy as a business,and the implications for historical

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Timothy Kieran O'Mahony, University of Washington; Michael J. Prince, Bucknell University; Fabian Zender, The Boeing Company; Barry McPherson, Boeing

Tagged Divisions

Continuing Professional Development

addressed: 1. What kind of teaching background, experience and training do the participants have? 2. How do participants prepare to teach? 3. How do participants teach difficult concepts? 4. What do the participants think about teaching and learning? 5. How do participants’ views about teaching and learning change from pre-survey to post- survey?The analyses consisted of descriptive statistics and frequency analysis (e.g. we analyze thenumber of items that fall into each combination of categories). The participants’ pre-survey andpost-survey responses were compared in order to look for general trends in these data. Thesurvey questions that revealed a change from pre-survey to post-survey of approximately 15% ormore are

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bekir Mugayitoglu, University of Wyoming ; Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

cybersecurity micro-credential enables the researchers to develop, expand, and tailor materials for a wide variety oftarget audiences – from individual state requirements (e.g., when cybersecurity is a portion of alarger set of CS standards) or more general national-objectives. To accommodate this flexible,ground up approach the researchers aimed to build infrastructure (i.e., micro-credentials) tosupport rigorous and content-rich, virtual PD for K-12 teachers to instill cybersecurity principlesand content knowledge in their students (Dark and McNair, 2015).The micro-credential PD that was created utilized Loucks-Horsley’s (2010) seven principles thatare common to effective PD experiences for STEM teachers including: 1) revolving aroundclarity related

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Oludayo Samuel Alamu, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; LaDawn E. Partlow, Morgan State University; Mehdi Shokouhian, Morgan State University; Kathy Ann Gullie, Gullie Consultant Services LLC; Krishna Bista; Sotonye Ikiriko, Morgan State University; Mulugeta T. Dugda, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

. ● Develop research skills for example, library search, reading a research paper, literature review, writing reports, writing papers, research presentations. ● Present a final paper and final presentation. ● Document their activities through weekly presentations, an online engineering notebook, changes to courses when adapting ECP, a laboratory manual, and bill of materials. ● Attend research meetings where students report and demonstrate their activities.Training Modules[1] Effective Library and Literature Search A session on the effective use of the University’s library for literature search was conducted onTuesday July 14, 2020 by one of the authors (RJ) who is the Head Access services/systems. Thepresenter demonstrated how to

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

for 10 eligibility and categorization Inaccessible full-text n=23 articlesFigure 1. Search and selection process extracted from the PRISMA flow. (Adapted from [23,p. 4])AnalysisWe used tables to categorize our findings and develop themes [24]–[27]. For thissystematized literature review, we conducted a four-step analysis. In the first pass, weassessed the abstracts of the primary articles to generate an overview. In the second, weperformed an in-depth analysis of the research methods and recommendations from thearticles by reading in detail, the methods sections, the results, and the discussions in eacharticle. We

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Jim Tappel, University of Cincinnati; BJ Zirger, University of Cincinnati

Tagged Divisions

Continuing Professional Development

A MOOC With A Business PlanBackgroundIn the short time that Massive Open Online Courses (MOOCs) have been part of the educationlandscape, they have generated significant enrollments, much media attention, several highprofile startups, and a lot of discussion regarding their role in higher education.1-4 One of themany questions about MOOCs that has not yet been answered completely is how to justify theexpense of creating such a course. A related question that likewise has no clear answer iswhether an appropriate business model5 can be implemented that utilizes MOOCs as aneducational platform.Before rushing to develop a MOOC, the University of Cincinnati considered these and otherquestions. Recognizing that offering a course with a potential

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

non-credit program offerings spanning theeducational continuum of engineering and technology.Both organizations, ProEd and ProSTAR, recognize the similarities of their mission and sharedpurpose to provide learning opportunities to those in technical professions with careers inprogress. To this end, and aside from common policies, procedures and practices, bothorganizations recognize the significant commonality premised on space (facilities, equipment),distance infrastructure (distance classrooms, capture and delivery mediums), and the engineering– technology educational continuum (professional short courses, business/industry educationalcontinuum needs). This richness in overlap creates an unquestionable synergistic opportunity forefficiency

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

thefollowing categories: Leadership, Learning About Learning, Teamwork, Technical Writing,Technical Presentation, Professional Responsibility and Ethical Decision Making. By completingthis assignment, students are expected to recognize their areas of improvement and plan toachieve their professional goals while completing the program. In this paper, we discuss the PIPassignment, student learning outcomes, students’ perceptions and future improvement that can bemade on the assignment.1. IntroductionPersonal Improvement Plan (PIP), also called Personal Development Plan (PDP) or IndividualDevelopment Plan (IPD), is a written plan that frameworks a student’s professional goals andsteps needed to meet those goals. The Personal Improvement Plan generally

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

,” (who was theproject’s the external evaluator, and who sat in on many of the sessions), reported the majortheme of tensions involved in junior faculty needing to push boundaries and forge paths in anevolving field such as engineering education research (EER). She structured her report withinthe framework offered by the Carnegie Initiative on the Doctorate on the development of anintellectual community:10 having a shared purpose, being diverse and multigenerational, beingflexible and forgiving, and being respectful and generous. The external evaluator determined thatthe structure of the PEER workshop and its participants exhibited these four characteristicsthroughout the workshop, and so recommended that the PEER community see itself as adynamic

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

fromhaving to fund the ProSTAR organization.Given this model, and in accordance with general accounting practices, there are twocomplementary methods for reducing an overhead rate reflecting fixed expenses: (1) controllingfixed and variable expense growth and/or reducing expenses, and (2) increasing the activity base(gross revenue). Reducing expenses, while typical in mergers, acquisitions and restructurings, isusually perceived as a pessimistic view of future growth and a protectionist approach. Increasingthe activity base (gross revenue) is perceived more positively as a growth strategy and typicallyviewed as a methodology associated with a competitive spirit.While reducing overhead can work in some instances, it is widely held there exist a

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

David J. Dimas, University of California, Irvine; Faryar Jabbari, University of California, Irvine; John Billimek, University of California, Irvine

Tagged Divisions

Continuing Professional Development

interaction,stability of the platform and customer support. To quantify this broader spectrum of the qualityand effectives of hybrid courses, future work will also include a a Hybrid Course Maturity Model(HCMM) which includes quality and quantity ratings in the following areas : (1) recordedlectures (2) discussion forums (3) online quizzes (4) online worked-out homework (5) onlinehomework submission and grading (6) student polls/feedback (7) online course shell design andease of use (8) technical support and (9) LMS platform stability. Coupling this with theknowledge of trends in student use of technology (especially Smartphones) should provide addedinsight aimed at improving the effectiveness of hybrid STEM courses.References:Naseer, M. (2012

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

for engineering and science.9. Rumann, C. and F. Hamrick (2009) Supporting student veterans in transition. New Directions for Student Services. 2009(126): p. 25-34.10. Branker, C. (2009) Deserving design: The new generation of student veterans. Journal of Postsecondary Education and Disability. 22(1): p. 59-66.11. DiRamio, D., R. Ackerman, and R.L. Mitchell (2008) From combat to campus: Voices of student-veterans. NASPA Journal. 45(1): p. 73-102.12. Steele, J.L., N. Salcedo, and J. Coley (2010), Service members in school, New York: American Council On Education.13. Brookfield, S.D., Andragogy: Alternative interpretations and application. in Understanding and facilitating adult learning, Open University

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, College of Engineering Pune, Innovation Centre

Tagged Divisions

Continuing Professional Development

researchin the area. They are 1). Student ratings are the most reliable and valid method of measuringteachers’ effectiveness. 2). The ratings are only one source of data and must be used incombination with multiple sources of information if one wishes to make a judgment aboutteaching. 4, 5Student PollThis section describes the method that we adopted for polling students. There probably aremore studies of student ratings than all of the other data used to evaluate college teachingcombined4. In general, student ratings tend to be statistically reliable, valid, and relativelyfree from bias or the need for control, perhaps more so than any other data used for facultyevaluation4. Benton and Cashin4 also quote McKeachie who argued that, when it comes

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

SIIPWhile the COE faculty are generally pleased with the technical content of our courses, the depthof student learning and level of student engagement vary substantially from course to course oreven from semester to semester within a course. This variability is particularly concerning in thelarge undergraduate gateway courses that are pivotal to students’ persistence and subsequentacademic success. Target courses for the program were defined as those that 1) enroll largenumbers of students, 2) enroll students from multiple departments, 3) are regarded as challengingteaching assignments, and/or 4) provide a foundation for subsequent courses. Accordingly, SIIPinitially adopted three goals for improving these courses with the explicit expectation

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Lynna J. Ausburn PhD, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

development of engineers is critical to ensure proper skills,procedures, and knowledge are learned to facilitate safe, efficient, and environmentally-friendlyoperations with minimal unplanned downtime.1 One way to address effective professionaldevelopment design is through attention to learner preferences. Research has shown thatengineering students have different learner preferences compared to the general population.2However, in an extensive review of available literature, no studies were found reporting on thelearner preferences of working engineers. Thus, it appeared that while much research discussedeffectively educating engineering university students, very little is available in the literature onthe continuing education of working engineers

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sandra Denise Anderson P.E., University of Wisconsin Madison; Kevin Hoag, Southwest Research Institute

Tagged Divisions

Continuing Professional Development

, and student responsesoverwhelmingly indicate that the courses are useful for the students’ current and future jobresponsibilities.1 Trevelyan, J. (2007). Technical Coordination in Engineering Practice. Journal of Engineering Education , 96 (3),191-204.2 Barakat, N., & Plouff, C. (2014). A model for on-line education of ABET-required professional aspects ofengineering . Global Engineering Education Conference (EDUCON), 2014 IEEE (pp. 507 - 514). IEEE ConferencePublications.3 Bhattacharya, K., & Canizares, C. (2011). Web-based masters program in electric power engineering . Power andEnergy Society General Meeting, 20114 Arias, C. (2010). Collaborative academic work as a power strategy for an inclusive e-learning education. Education

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alina Ilyasova, Institute of Additional Professional Education Kazan National Research Technological University; Mansur Galikhanov, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University; Farida Tagirovna Shageeva, Kazan National Research Technological University; Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University

Tagged Divisions

Continuing Professional Development

Technological University Mansur F. Galikhanov was born in Kazan, Russia in 1972. He received the specialist degree from the Institute of Polymers, Kazan State Technological University, Kazan, Russia in 1995, the Ph.D. degree from the Kazan State Technological University in 1999 and Doctor of Technical Sciences degree (the highest research degree in this country) from the KSTU in 2010. He has been being full professor at the Department of Processing Technology of Polymers and Composite Materials of the Kazan National Research Technological University, Kazan, Russia since 2009. Scientific interests of Prof. Galikhanov include properties and structure investigation of electrets based on such polymer compositions as filled

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gustavo Lopez, Universidad de Costa Rica; Francisco Cocozza, CITIC; Alexandra Martinez, Universidad de Costa Rica; Marcelo Jenkins, University of Costa Rica

Tagged Divisions

Continuing Professional Development

time to take place.We also asked the manager his opinion about the overall training experience. His answer was Page 26.453.9that the training was a good experience for his team, and some of the tangible results he pointedout were: (i) improvements on the estimation of cost and duration of the projects, thanks to theuse of tools covered in the training, and (ii) improvements on the generated documentation, par-ticularly separating the technical information from the customer information in use cases.The manager also assessed the importance of each training topic, as shown in Figure 1. An inter-esting finding is that the manager tends to rank the

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-peng Wu, University of Wisconsin at Madison

Tagged Divisions

Continuing Professional Development

with disabilities in all Page 26.141.2areas of public life. Section 504 of the Rehabilitation Act protects individuals from   1  discrimination based on disability status and applies to organizations receiving federalfunds. States receiving funds through the Assistive Technology Act of 1998vi are requiredto comply with Section 508 of the Rehabilitation Act and ensure that electronic andinformation technology is accessible to individuals with disabilities. Since all statesreceive this funding, state entities like public universities must comply with the

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks

Tagged Divisions

Continuing Professional Development

. He has strong relationships with senior officials in the Ministry of Education and Training and the Ministry of Industry, Invalids and Social Affairs, as well as leaders of the high-tech industry in Vietnam. Mr. Goss also has extensive experience in the administration of sub-agreements. Under an existing project funded by USAID and Intel, Mr. Goss has partnered with five major universities in Vietnam to prepare faculty to excel in teaching students to attain technical expertise, English, and the soft skills and competencies to succeed on a global engineering stage. He received his BS in Public Relations and Management from Central Michigan University (Mt. Pleasant, MI) and Master of Arts Degree in Higher

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wendy K Tang, Stony Brook University; Pao-Lo Liu, University at Buffalo, SUNY; Charles R. Westgate Sr. P.E., Binghamton University; Kim A. Scalzo, State University of New York, HQ

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

an accomplished educator. Her dedication in promoting women in engineering was recognized by an IEEE Region 1 Award in 1998, an IEEE Regional Activity Board Achievement Award also in 1998 and an IEEE Third Millennium Medal Award in 2000. In 2004, together with Dr. Serge Luryi, Dr. Tang initiated a project that promotes entrepreneurship in engineering education in collaboration with three other higher education institutions on Long Island. For their pioneering contributions, the IEEE Long Island Section awarded Dr. Luryi and Dr. Tang, the Athanasios Papoulis Education Award in 2006. Dr. Tang is currently the Associate Chair for the Electrical and Computer Engineering Department. She also serves as the Faculty