Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

companies. The Land study reflected, while there were titlesassigned to both; the titles of design engineer, senior engineer and engineer were predominatelyassigned to engineering graduates. This, while the titles of engineering technologist,technologist, engineering technician and technician were predominantly reserved fortechnologists; i.e., BS Engineering Technology (BSET) graduates.The findings of the Land study validate the experience of many in business and industry. Thenatural derivation of this previous Land study is to enhance and build on our understanding ofthe identified titles for each; the technologist and the engineer. Subsequently, the next logical

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Continuing Professional Development

Page 22.300.6The above model reflects the primary functions of applied research (a foundational element ofour charter and name), graduate programs (including a PhD program), international programsand programs implemented through 100% distance learning.Applied research is focused on the scholarship of professional technical education and actualapplication of technology to proposed industrial problems or perceptual areas for improvement.Graduate programs are those Master of Science programs offered in a non-traditional fee-basedenvironment either on-campus in a weekend format or at the specific location of a given industrypartner. The proposed PhD program is currently under study. An ad-hoc faculty advisorycommittee has been formed to

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Bird, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Continuing Professional Development

.” When describing his initial experience teaching, heexplains, “my measure of success, well I delivered the material, and the students took the test,and if they don’t perform very well you know then maybe they are poor students.”Dr. Donaldsonm also started his initial teaching by thinking about his instructors: “ whichprofessors did I think were good? What was it they did that I really liked?” One professor hehad “knew everyone’s name in class and during a 1 ½ hour class period called on every singlestudent in that class with a question.” Reflecting on this “although at the time I did not likebeing asked questions …I realized that actually one I paid attention in his class and two it gaveme confidence by answering the question. Like wow I do

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

Keith Plemmons; Ray Jones, The Citadel

Tagged Divisions

Continuing Professional Development

project-level capability. Alongwith developing knowledge, performance, and personal competencies, the need for developmentand standardization of project documentation became a central and primary theme for TPMcourse development. PMI and CMMI influences are reflected in the Knowledge andPerformance Learning Model shown in Figure 1. Also, the PMBOK Guide was accepted as aprimary text in all TPM courses. The ability to cross-reference content with the PMBOK Guidewas used as selection criteria of other primary and supporting texts17.Figure 1. Technical Project Management (TPM) Knowledge and Performance Learning ModelInput from IndustryIndustry professionals provided input concerning the needs of their employees and explainedhow the TPM courses could

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

American Society for Engineering Education, 2014 The PEER Collaborative: Supporting engineering education research faculty with near-peer mentoring unconference workshopsAbstractThe PEER Collaborative National Network is a national peer mentoring network for early careertenure-track or mid-career tenured faculty who conduct and are primarily evaluated based ontheir research related to engineering education. This paper discusses the development, logistics,and outcomes of two PEER workshops built around a community of practice framework. Datafrom internal and external evaluations are presented to provide insights into aspects that workedwell and aspects that need further development. Additionally, by reflecting on the workshops

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

curriculum that is rooted in the discipline in which the course if being offered; Page 15.152.4 2. The course contains a set of organized community-based learning activities through which students directly service a constituency as a means to address an identified community need; 3. The course provides structured opportunities for students to formally connect their service activities to the course curriculum and to broader social issues through reflective methods. ≠ Faculty scholarship associated with curricular engagement is scholarly activity that faculty produce in

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Wayne Pferdehirt, University of Wisconsin - Madison; Jeffrey Russell, University of Wisconsin - Madison; John Nelson, U. of Wisconsin-Madison; Amy Shenot, U. of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

' contributions to forums, conference discussions, student presentations at conferencesand projects selected by teams. Many of the homework assignments require students to criticallyexamine management processes and practices within their own organization; the resultinginterviews with colleagues and the subsequent constructive analysis have proven valuable tostudents.As mentioned above, the TPM course is conducted over a 16-week semester schedule. Thetypical weekly rhythm of the course is reflected in Figure 3.Figure 3: Weekly Rhythm of CourseThe following activities are part of each week: • Students begin each week’s lesson by listening to a brief (15-30 minute) recording that

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Nutwell, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

simulation would be a fluid-structure interaction analysis whichwould require knowledge of both structural modeling using the finite element method as well asfluid modeling using computational fluid dynamics.Self-efficacy tends to be lower among adults learners when compared to traditional students dueto feelings of being unprepared in academic settings [24], [25]. Including design elements whichvalue adults’ experiences as working engineers will encourage students to make connectionsbetween their roles as learners and engineers. A goal setting exercise is included at the beginningof the course to give students the opportunity to state their own goals for the course. Studentswill reflect on why they have chosen to participate in this class, and

Conference Session

Pedagogical Considerations for Teaching Engineering Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Suzanne Ehrlich, University of North Florida

Tagged Divisions

Continuing Professional Development

exploring the adoption and acceptance of such technologies is useful, so is theimportance of studying the impact of feedback, and its form, on student learning using the COIframework. Previous studies (Ice, Curtis, Phillips & Wells3; Dias & Trumpy4) offer a deeperunderstanding on students’ experience and sense of social presence as a result of audio feedbackstrategies, reflecting students’ value for effectiveness and efficiency in the context of audio-based feedback.Feedback to Improve Students’ Perception of EngagementHarper5 proposed that instructors are in search of meaningful methods for promoting interactivityand engagement. Proper attention to instructional design informs us that appropriate and regularfeedback is a necessity for

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

observational reflections from the instructional designer, course evaluationsprovided by students, and course quality reviews conducted by online learning managers.Preliminary results indicate that establishing collaborative partnerships between faculty membersand instructional designers allows for the development of higher quality online courses.Additionally, stronger relationships between the design team have extended beyond the initialcourse design project, allowing for continued revisions for further improvement of the coursesand the undertaking of new design projects. It is expected that establishing a well-definedcollaborative course design model to be rolled out at the university will help to increase onlinecourse quality.Overview of the Faculty

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

age of 18 were only 51.5% non-HispanicWhite. These trends show a tremendously changing racial and ethnic make-up of our youngergenerations. From prior years data, we know in 2020, for all children under the age of 18, thenon-Hispanic White population is now the minority population, giving way to the collectivemajority population represented by all children not considered non-Hispanic White.From this perspective, it is clearly the millennial generation that is ushering in the nation’s futurediversity; with Gen Z that follows as the generation to solidify and further define the racial andethnic trend line.The data on changes in 18-34 year-olds from 2000 to 2015, a 15 year window, reflect there was anet loss of nearly one-quarter million white

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 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

% report predicting their retirement between the ages of 66 and 69  25% report working until age 70 or above  8% report they will never retireShortage of skilled labor and number of retired available to work -Since January 2011, someone turned 65 years of age at a rate of nearly 10,000 per day,approximately 4 million per year, for the next 18 years. This is not necessarily good or bad, itsimply provides interesting information for thought and planning in everything from producedgoods to services. Page 25.48.4Current revisions to the mortality tables used by insurance companies reflect a reduced risk ofdying at all ages. The average life

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

and persistent gap between the demand for STEMskills and the supply include, “the low quality of basic education in Science and Maths withinSSA; (and) a higher education system skewed towards disciplines other than STEM such asthe Humanities and Social Sciences” (p. 4). This finding indicates that reforms in educationshould likewise be geared towards STEM literacy. 2Since then, many recommendations have been made to improve STEM literacy in SSA [11],[14], [15]. International agencies that support governments in the implementation ofeducational reforms (e.g. development banks, donors, NGOs, philanthropic organizations,etc.) urge such governments to reflect a shift in priorities in their policies

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

review the literature onnumerous interrelated components which comprise the greater, more comprehensive nature ofthe discussion. The methodology of this study, therefore, is qualitative in nature and through aliterature review of the applicable components comprising the premise of the discussion topic.Below reflects the activity time-line for the many interrelated activities of this paper. Time-Phased Activities Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Determine the Components of the Discussion TopicResearch each ComponentDetermine Parallel LogicDetermine Intersecting Logic of ComponentsComprise the Argument Figure 1 – Time-Phased Activities of Employed MethodologyHow Business WorksAt

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas-Pan American

Tagged Divisions

Continuing Professional Development

engineeringdesign process22 also shown in figure 1. Figure 1. Legacy Cycle and Engineering Design ProcessThe Legacy Cycle consists of the process followed to solve challenges that are designed tomotivate and engage faculty/students in learning activities. In the Legacy Cycle, the followingsteps are performed and repeated: Page 22.113.4  Look Ahead (Not shown in the Figure): The learning task and desired knowledge outcomes are described here. This step also allows for pre-assessment and serves as a benchmark for self-assessment in the Reflect Back step.  The Challenge: The challenge is a question or task carefully

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mark T. Schuver, Purdue University, West Lafayette; Lynda M. Coulson, Rolls-Royce Corporation

Tagged Divisions

Continuing Professional Development

Nickel Superalloys”,Business Case for Addressing Cabin Odor” and “Variation Study of Human Controlled ProcessesCompared to Computer Controlled Processes”.Since students come from operations, product design, research and development, productsupport/customer service, the projects selected reflect that diversity.The directed project approach is unique given its focus on solving existing problems, improvingexisting processes or creating new processes that will enhance an organizations function in a waythat impacts the financial results in a positive way.Relative to the overall program, it is also important to note, that although the curriculum wasslightly modified, the courses selected came from courses already created in the university’straditional

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 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

responses from nearly 200 business and industrytechnology-oriented companies. The Land study reflected, while there were titles assigned toboth; the titles of design engineer, senior engineer and engineer were predominately assigned toengineering graduates. This, while the titles of engineering technologist, technologist,engineering technician and technician were generally reserved for technologists; i.e., BSEngineering Technology (BSET) graduates.The natural derivation of this previous Land study is to enhance and build on the understandingof the identified titles for each; the technologist and the engineer. Subsequently, the next step isa better understanding of the theory to practice curriculum continuum professional fee-basedorganizations offer

Conference Session

Continuing Professional Development Division Technical Session 4

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; Thomas J Brumm, Iowa State University

Tagged Divisions

Continuing Professional Development

that was determined to be reflective of increasingly greater ability to deliver successfulprofessional fee-based programs.Criteria of this model included elements such as:  Years of applicable experience  Academic rank Quantity of scholarship Page 26.428.3   Quality of scholarship  Years of teachingUnfortunately, as might be expected, there was disagreement between participatingfaculty/instructors on many of these aspects; example being, is one journal article more reputablethan another, or, are “X” conference papers equal in value to “Y” of something else. In the end,this model proved less effective than

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University - West Lafayette; Monica Farmer Cox, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

prerequisite for validity, refers to the consistency of assessmentscores; validity refers to the degree to which interpretations of scoring are correct andappropriate [12]. Moskal and Leydens [12] describe three types of evidence to support the validity of arubric: content, construct, and criterion-related evidence. Content-related evidence refers to howmuch a student’s assessment response reflects the student’s knowledge of the content area.Construct-related evidence refers to a student’s reasoning process for performing a task orsolving a problem. Criterion-related evidence refers to the extent the results of an assessmentcorrelate with current or future events. Criterion-related evidence are commonly found inengineering courses where classes

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana

Tagged Divisions

Continuing Professional Development

-faceformat [9]. Without empirical data, it is difficult to conclude if online professional developmentis as effective as face-to-face methods, and thereby a suitable solution for providing low-cost,convenient professional development for technology instructors.Background Professional development in education can be defined as “process and activities” thatenhance knowledge, skill and attitudes of educators and can include preparation for teaching newcontent, support during the instructional process and reflection for continuous improvement infuture instructional settings [10]. Because there are frequent changes in educational standards,changes to how teacher performance is measured, changes in student outcome assessments andchanges in available

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

statement of the final project position at the selected end point. 5. Reflections. This is the only section where any personal opinions or comments are made but they are very limited. They can only cover lessons learned by the Page 15.1208.5 author from the case.Sections 1 through 4 are strictly factual and even section 5 has limited scope for comment.It is important to stress that the case study is not about reliving the project and decidinghow it could or should have been managed. The original participants may share someopinions but the case preparer must stay strictly neutral and objective. It is a difficultposition to take but it is also a

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; Uttandaraman Sundararaj, University of Calgary; John A. Nychka, University of Alberta

Tagged Divisions

Continuing Professional Development

and group meetings of the faculty within the department. Conversations with Professor Sadler provided new perspectives and ideas on teaching with respect to assessment of students and self. More details are presented below.• Writing Well2 – Building Traction and Triumph into Co-authorship a 4 hour workshop on teaching graduates students how to write. This was offered to faculty members in the department (10 attended and 3 department members spoke). The workshop description and abstract have been submitted to the ASEE meeting.• Annual report revisions to include more detail about teaching quality and prompt reflective thought and assessment of new initiatives. Our task was to make suggestions on methods to better assess the quality of

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

c American Society for Engineering Education, 2011 Lessons Learned Offering a Combined BS Engineering (with Cooperative Education) and MBAAbstractThe development and implementation of a combined Bachelor of Science in Engineering with aMaster of Business Administration program is described. The paper articulates thecharacteristics of combined degree programs and enumerates the lessons learned in theimplementation so that other universities interested in pursuing a similar approach can learn fromthis experience. The first cohort of students graduate June of 2011 and their reflections on theprogram are provided.BackgroundWith the support of the Industrial Advisory Board, the College of Engineering &

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Catherine M. Polito, University of Texas, Austin; Leslie P. Martinich, Competitive Focus

Tagged Divisions

Continuing Professional Development

organizations are just as committed as ever to learning and development (L&D). ASTD estimates that U.S. organizations spent about $171.5 billion on employee learning and development in 2010. This figure is a reflection of the per-employee spend, which increased by 13.5 percent in 2010, multiplied by the U.S. workforce size, which also increased overall in 2010, but is still significantly lower than pre-recession. This amount includes direct learning expenditures such as the learning function’s staff salaries, administrative learning costs, and non-salary delivery costs. The survey reflected that 60 percent ($103 billion) of total expenditures were spent on

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University; Julie Rojewski, Michigan State University; Astri Briliyanti

Tagged Divisions

Continuing Professional Development

wish to thank T.J. Nguyen for his work on the CyberAmbassadors project. We alsoappreciate the support and engagement of the many organizations partnering with theCyberAmbassadors project, including Tau Beta Pi, ACI-REF, CaRRC, the Carpentries, NRMNand CIMER. This material is based upon work supported by the National Science Foundationunder Grant No. 1730137. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] H. Neeman et al., “The Advanced Cyberinfrastructure Research and Education Facilitators Virtual Residency: Toward a National Cyberinfrastructure Workforce,” in Proceedings of the

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin, Madison; Jeffrey S. Russell, University of Wisconsin, Madison; John S. Nelson P.E., University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

“Project Budgeting” has been retitled “Project Cost and Value” and revised to reflect that: 1) in the end, project sponsors care far more about how much the project cost than its original budget; and 2) the most important monetary consideration for project managers is delivering owner/sponsor-defined value. Effective project managers have thoughtful, probing discussions with project sponsors of project value. Every project has deliverables, which might, for example, include a facility, a product prototype, or functioning software. The goal, however, is to produce project outcomes; e.g., a hospital that provides regional care for children, a refrigerator that is x% more efficient, or an enterprise management system that supports

Conference Session

Session D: Panel Discussion on Fostering the Implementation of Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Matthew W. Ohland, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Anna Dollar, Miami University; Cynthia J. Atman, University of Washington; Jennifer A. Turns, University of Washington; Sunil Saigal, P.E., New Jersey Institute of Technology

Tagged Divisions

Continuing Professional Development

engineering professionals. She is a fellow of AAAS and ASEE, was the 2002 recipient of the ASEE Chester F. Carlson Award for Innovation in Engineering Education, and received the 2009 David B. Thorud Leadership Award, which is given to a UW faculty or staff for demonstrating leadership, innovation, and teamwork.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design and Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

. Page 12.1447.7As a first step toward establishing best practices for delivering engineering design andcontent through professional development, engineers and technology teacher educatorsfrom each of the technology teacher education (TTE) partner institutions conceptualized,developed, and delivered a series of workshops. While the format and specific contentvaried across the five professional development sites, a balance between theoreticalcontent and activity-based experiences has been maintained. At the conclusion of eachworkshop, participating high school teachers completed similar surveys, which weredesigned to facilitate analysis and reflection. Building on lessons learned during theinitial year of the Center (2005), the TTE institutions

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Joseph Tidwell, Arizona State University; Ronald Thomas, Raytheon; William Charlton, Boeing

Tagged Divisions

Continuing Professional Development

literature and training is very general and reflects theexperience of generations past. As a result, the issues of outsourcing and globaloperations with fast-changing technologies have yet to receive the attention their currentrole demands.Methodology to analyze technical risk managementThe topics covered in this paper are the outcomes of a three-year iterative development ofindustry-based short training courses. Sixteen courses have been delivered to participantsfrom the five major companies who are members of the Arizona JACMET consortium.Over 200 participants have been involved. Most held senior-level positions. They havebeen project managers or candidate chief engineers but there have also been enough withsupply chain interests to demonstrate

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Weagle, Worcester Polytechnic Institute; David B. Ortendahl, Worcester Polytechnic Institute; Michael Ahern P.E., Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

WayneBishop Jr., Head of Marketing at Omicron Electronics Corp, Wayne remarked “The [energy]industry is constantly impacted by emerging and disruptive technology. How you view thetechnology reflects on your organization’s approach: If it’s emerging, it’s because you’reproactive. If it’s disruptive, it’s because you’re reactive.” While ACE strives to understand andengage with our corporate partners and react to their needs in deep and meaningful ways, theorganization must be proactive in its approach to industry partnership by working from the sameside of the table as our corporate partners in navigating industry challenges on the horizon.ACE seeks out opportunities to better envision and shape the future of the industries with whichwe work. Members