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Table of ContentsList of Tables...............................................................................................................4List of Figures...........................................................................................................5I. The On-Site Visit....................................................................................................6II. General Information..............................................................................................8

A. The Institution...................................................................................................8B. Administrative Unit........................................................................................25

III. Compliance With Standards............................................................................276.1 Preparation of Self-Study Report....................................................................276.2 Philosophy and Objectives..............................................................................28

6.2.1 Mission........................................................................................................286.2.2 Program Definition.....................................................................................296.2.3 Program Acceptance.................................................................................306.2.4 Program Goals............................................................................................32

6.3 Major Program...................................................................................................366.3.1 Program Name............................................................................................366.3.2 Program Level............................................................................................366.3.3 Program Definition.....................................................................................376.3.4 Program Emphasis.....................................................................................376.3.5 Foundation Requirements.........................................................................386.3.6 Course Sequencing....................................................................................406.3.7 Applications of Mathematics and Science...............................................416.3.8 Computer Applications..............................................................................416.3.9 Communications........................................................................................426.3.10 Industrial Experiences.............................................................................436.3.11 Competency Identification.......................................................................456.3.12 Competency Validation............................................................................486.3.13 Program Development, Revision, and Evaluation.................................566.3.14 Transfer Course Work............................................................................. 576.3.15 Upper Division Course Work...................................................................586.3.16 Program Publicity – Adequate and Accurate Public Disclosure..........586.3.17 Legal Authorization..................................................................................59

6.4 Instruction.........................................................................................................596.4.1 Course Syllabi............................................................................................596.4.2 Reference Materials...................................................................................606.4.3 Program Balance........................................................................................606.4.4 Problem Solving Activities........................................................................616.4.5 Supervision of Instruction.........................................................................626.4.6 Scheduling of Instruction..........................................................................62

6.5 Faculty...............................................................................................................646.5.1 Full-Time Faculty........................................................................................636.5.2 Minimum Faculty Qualifications...............................................................636.5.3 Academic Preparation of Faculty..............................................................646.5.4 Selection and Appointment Policies........................................................656.5.5 Tenure and Reappointment Policies........................................................666.5.6 Faculty Loads............................................................................................ 67

6.6 Students.............................................................................................................696.6.1 Admissions and Retention Standards......................................................696.6.2 Scholastic Success of Students...............................................................736.6.3 Placement of Graduates............................................................................746.6.5 Student Evaluation of Program.................................................................766.6.6 Student Enrollment....................................................................................836.6.7 Advisory and Counseling Services..........................................................866.6.8 Ethical Practices.........................................................................................87

6.7 Administration...................................................................................................906.7.1 Program Administration............................................................................906.7.2 Administrative Leadership........................................................................916.7.3 Administrative Support..............................................................................91

6.8 Facilities and Equipment..................................................................................926.8.1 Adequacy of Facilities and Equipment.....................................................926.8.2 Support for Facilities and Equipment.......................................................966.8.3 Appropriateness of Equipment.................................................................96

6.9 Computer Systems...........................................................................................976.9.1 Availability of Computer Systems............................................................976.9.2 Utilization of Computer Systems..............................................................99

6.10 Financial Resources.....................................................................................1006.10.1 Financial Support...................................................................................1006.10.2 External Financial Support...................................................................102

6.11 Library Services............................................................................................1036.11.1 Library Resources..................................................................................1036.11.2 Utilization of Library Resources...........................................................104

6.12 Support Personnel........................................................................................1056.13 Placement Services......................................................................................106

6.13.1 Placement Services................................................................................1066.13.2 Cooperative Education..........................................................................107

6.14 Advisory Committee.....................................................................................1086.14.1 Program Advisory Committee...............................................................1086.14.2 Advisory Committee Meetings..............................................................110

6.15 Educational Innovation................................................................................1116.15.1 Educational Innovation..........................................................................111

6.16 Assessment...................................................................................................113Appendix A: Course Syllabi.................................................................................116Appendix B: Course Sequencing........................................................................122Appendix C: Tenure and Promotion Policy........................................................124Appendix D: Assessment Forms.........................................................................134

UT Tyler Unit Effectiveness Plan.................................................................... 135TracDat - Program Assessment Report..........................................................137Annual Faculty Report Form............................................................................148CBT Performance Evaluation Work Sheet .....................................................149Student Course Online Evaluation Form........................................................165Old Student Course Evaluation Form..............................................................166

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Student Graduation Survey.............................................................................167 Capstone Evaluation of Core Competencies.................................................168 Capstone Evaluation for Industrial Technology Majors................................169Employer Survey of Interns Form...................................................................170 Curriculum Changes From 2006-2012.............................................................171Program Goals Status Forms...........................................................................1742006-2008 Bachelor of Science in Industrial Technology Short Range Goals............................................................................................................................1742006-2008 Bachelor of Science in Industrial Technology Short Long Goals............................................................................................................................1752009-2015 Bachelor of Science in Industrial Technology Short Range Goals............................................................................................................................1762009-2015 Bachelor of Science in Industrial Technology Long Range Goals............................................................................................................................178Program Recommendation Action Form For Continuous Improvement.....179

Appendix E: Faculty Credentials.........................................................................183Appendix F: Course and Program Continuous Improvement Model...............306Appendix G: Capital Request Spreadsheets......................................................307Appendix H: Advisory Committee By-Laws.............................................................310

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List of Tables

Table 1: B.S. in Industrial Technology..................................................................39 Table 2: Department of HRD and Technology Course Prerequisites.............40Table 3: Core Competency Assessments.........................................................50Table 4: Assessment of Specific Ind. Technology Competencies……....…...54Table 5: Academic Preparation of Full-Time Faculty.......................................65Table 6: University Core Requirements............................................................72Table 7: Average ACT & SAT Scores.................................................................73Table 8: Average GPA of University Programs vs. Industrial Techology......73Table 9: Salary Range of Graduates of 2007-2008 & 2009-2010......................74Table 10: Job Titles of Graduates......................................................................75Table 11: Alumni Recommendations for Program Improvement....................76Table 12: Survey Results Regarding Strengths and Weaknesses..................77Table 13: UT Tyler Undergraduate Enrollment by College..............................84Table 14: Number of Majors for Each Degree in the Department...................84Table 15: Number of IT Majors Graduating by Year and Semester.................85Table 16: Total IT Enrollment by Year...............................................................85Table 17: Academic Awards...............................................................................89Table 18: Departmental Budget by Classification by Year............................100Table 19: Grants Funded for the Dept of HRD & Tech. for 2007-2012..........102

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List of Figures

Figure 1: College of Business and Technology Organizational Chart...............25Figure 2: Department of Technology Floor Plan..................................................93Figure 3: University of Texas at Tyler Campus Map............................................94

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ATMAE Self-Study Report for The University of Texas at Tyler

I. The On-Site VisitA. Date of the visit

April 1-3, 2012

B. Visiting Team MembersDr. Verna Fitzsimmons, Chair ATMAE Visiting TeamKent State UniversityApplied Business & TechnologyP. O. Box 5190Kent, Ohio 44242Phone: [email protected]

Dr. Ivan Mosley, ATMAE Visiting Team Member2 Pipers Glen Ct.Greensboro, NC 27406Phone: (336) [email protected]

C. Proposed On-site Visit Agenda

Sunday, April 1, 2012Arrive in Tyler6:30pm Dinner with Dept. Chair and Program

Coordinator 8:30 pm Visiting Team meeting

Monday, April 2, 20128:15 am Introductions and Tour of Facilities9:30 am Faculty interviews

Dr. Jerry Gilley, Professor and Chair Dr. Mark R. Miller, Professor and Coordinator Dr. Dominick Fazarro, Associate Professor Dr. Heshium Lawrence, Assistant Professor Dr. Rochell McWhorter, Assistant Professor Dr. Judy Sun, Assistant Professor Dr. Paul B. Roberts, Associate Dean

10:30 am Brief meeting with Dr. Donna Dickerson, Interim Provost and

Vice-President of Academic Affairs Dr. D. Harold Doty, Dean of the College of

Business and Technology11:00 am Meet with students/ visit classes12:00 am Lunch with Advisory Committee

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mailto:[email protected]


1:15 pm Meet with University Personnel Dr. Mosley

Library –Jeanne Standley, Director Career Services – Garnesha Beck, Director Student Services – Kim Harvey-Livingston,

Interim Director Enrollment Management – Candice Lindsey,

Interim Assistant VP of Enrollment Management & Marketing

Dr. Fitzsimmons Dr. Randall Powell, VP for Business Affairs Dr. Donna Dickerson, Interim Provost and

Vice-President of Academic Affairs Dr. Harold Doty, Dean College of Business and

Technology

4:00 pm Team Meeting in Conference Room5:00 pm Adjourn to Hotel7:00 pm Dinner9:00pm Team Meeting in Hotel - Review preliminary

findings & assessments

Tuesday, April 3, 20128:00 am Review materials9:30 am Follow up with Faculty or Staff as needed10:00 am Team Meeting Work Session12:00 am Lunch (Working Lunch)1:00 pm Exit interview with

Dr. Rod Mabry, President Dr. Donna Dickerson, Interim Provost and

Vice-President of Academic Affairs Dr. Harold Doty, Dean of the College of

Business and Technology Dr. Jerry Gilley, Chair of the Department of

HRD & Technology2:00 pm Team Meeting in Conference Room3:00 pm Depart Campus

D. Current Accreditation Status of Program(s)The following programs are currently accredited:

a. Bachelor of Science in Industrial Technologyb. Bachelor of Science in Human Resource Developmentc. Bachelor of Applied Arts and Sciencesd. Bachelor of Science in Industrial Safety

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II. General InformationA. The Institution

1. Names and Address

The University of Texas at Tyler 3900 University Blvd. Tyler, TX 75799

2. Number of the Students Enrolled

3. Total Full-Time Equivalent Faculty

4. Operating Budgeta. Current – (2011-2012) $83,701,613b. Five-year history –

Year Budget2010-2011 $83,592,6992009-2010 $82,482,1572008-2009 $78,142,8042007-2008 $69,455,6022006-2007 $63,376,853

Source: The University of Texas at Tyler 2010-2011 Fact Book

5. Institutional Accrediting Organization and Date of University Accreditation

UT Tyler Students Enrolled (ALL)

Fall 2010 Fall 2008 Fall 2006

Total 6,476 6,117 5,926Full Time 4223 4153 4006Part Time 2253 1964 1920Full Time Equivalent 4,808 4,649 4,493

Faculty (ALL) Fall 2010 Fall 2008 Fall 2006Total 383 399 378Full Time 269 267 234Part Time 114 132 144Full Time Equivalent 307 311 282

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The University of Texas at Tyler is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools(SACS) (1866 Southern Lane, Decatur, Georgia 30033-4097: telephone number 404-679-4501) to award bachelor's and master's degrees. The most recent re-accreditation was effective in December of 2010.

College of Business and Technology AccreditationAACSB International - The Association to Advance Collegiate Schools of Business- Accredited June 2006 (Business Programs Only).

6. History of Accreditation by the Association of Technology, Management, and Applied EngineeringThe Department of HRD & Technology had four programs accredited by ATMAE. Following recommendations by the Administration, the Industrial Safety program was eliminated due to low enrollment, the HRD program is now recognized by the Society for Human Resource Management, and the BAAS program is no longer seeking accreditation. Presently, only the Bachelor of Science in Industrial Technology program is seeking ATMAE accreditation.

7. Administration of the Institutiona. Head Dr. Rodney H. Mabry, Presidentb. Chief Academic Officer Dr. Donna Dickerson, Interim Provost and Vice President for Academic Affairs

8. Major Academic Units within the InstitutionCollege of Arts and SciencesCollege of Business and TechnologyCollege of Education and PsychologyCollege of Engineering and Computer ScienceCollege of Nursing and Allied Health Sciences

9. Institutional Mission and Goals

2009-2015The University of Texas at Tyler Inspiring Excellence Strategic Plan

Vision StatementThe University of Texas at Tyler will be nationally recognized as a destination university for high-ability, flagship-capable students. UT

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Tyler will be the premiere public university in Texas offering challenging academic programs and an exciting, personal university experience with smaller classes, service opportunities, and a residential, park-like campus that encourages learning.

Mission StatementThe University of Texas at Tyler is a comprehensive institution of higher education offering undergraduate and graduate degree programs as an institution of the renowned University of Texas System. The University of Texas at Tyler’s vision is to be nationally recognized for its high quality education in the professions and in the humanities, arts and sciences, and for its distinctive core curriculum. Guided by an outstanding and supportive faculty, its graduates will understand and appreciate human diversity and the global nature of the new millennium. They will think critically, act with honesty and integrity, and demonstrate proficiency in leadership, communication skills, and the use of technology. The University is committed to providing a setting for free inquiry and expects excellence in the teaching, research, artistic performances and professional public service provided by its faculty, staff, and students. As a community of scholars, The University develops the individual’s critical thinking skills, appreciation of the arts, humanities and sciences, international understanding for participation in the global society, professional knowledge and skills to enhance economic productivity, and commitment to lifelong learning. Within an environment of academic freedom, students learn from faculty scholars who have nationally recognized expertise in the arts and sciences, and in such professions as engineering, public administration, education, business, health sciences, and technology. The faculty engages in research and creative activity, both to develop and maintain their own scholarly expertise and to extend human knowledge. The results of that research and other creative efforts are made available to students in the classroom and to the general public through publication, technology transfer, and public service activities.The institution also seeks to serve individuals who desire to enhance their professional development, broaden their perspectives, or enrich their lives.

Challenges for StudentsUniversity students will need to strengthen their practical knowledge and skills in the professions in order to be productive soon after graduation. Given economic realities and global competition, university graduates must have knowledge and skills relevant to the workplace,

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and must have critical thinking abilities that allow them to adapt to rapid change.University students will face a world vastly different from those of a decade ago. A strong economy and political stability cannot be presumed, and graduates will have to develop solutions to unforeseen problems. They will need a broad understanding of other cultures, religions, and political systems, and will need to be able to communicate with people unlike themselves. University students will need to develop a sense of responsibility for their own actions, for others, and for their environment. They will need to be able to make decisions based on evidence, and to communicate and defend their positions to stakeholders. They will need to develop leadership skills as well as to learn to be good team members.

Challenges for the UniversityIn the last decade, The University of Texas at Tyler has been transformed into a four-year, comprehensive, regional university with a full range of solid undergraduate and graduate degree programs. The challenge now is to distinguish the University among its peer universities so that it may experience continued growth and stability and add substantial value to the economic and civic future of East Texas, the entire state, and the nation.

Points of DistinctionThe Honors ProgramThe University Honors program provides intellectually stimulating opportunities for academically talented and motivated freshman and transfer students at UT Tyler. The emphasis is on fully developing the capabilities of very talented students, not only enriching their coursework, but providing them significant opportunities to grow as leaders, citizens, and as individuals. They will build their speaking and writing skills, work with scholars to discover new knowledge through research in their chosen fields, meet and share ideas with foremost political, business, and civic leaders, and have study and travel abroad opportunities to interact with new worlds beyond the campus.

Honors students will receive personalized academic advising, interdisciplinary honors courses with top faculty, special programming such as Honors Visitors, opportunities for research, and a variety of international study and travel abroad programs. Upon completion of the programs and graduation, students will receive a special Honors designation on their transcripts.

Global Awareness through Education (GATE)The University will provide students the opportunity for multidisciplinary exploration of global issues through the GATE program: Global

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Awareness through Education: Living and Learning Communities. We will increase opportunities for students to study abroad, for international students to enroll in University undergraduate and graduate programs, and for students to be exposed to global and cultural issues in their programs of study GATE will bring together a diverse group of students in a living and learning community. These students will be broadly engaged in globally enhanced learning opportunities and cross-cultural experiences. GATE’s objectives will be achieved through the integration of three curricular enhancements: 1) global learning communities, 2) on-campus programs focusing on globally enriched core courses, and 3) off-campus programs, including study abroad, international courses, and international internships.

Information LiteracyFaculty members and professional librarians at The University of Texas at Tyler believe that the ability to evaluate and incorporate information strategically will be critical in creating a competitive advantage for students. Graduates will be skilled in locating, evaluating, and effectively using and communicating information in various formats. They will be aware of the economic, legal, and social issues concerning the use of information and will be able to access and use information ethically and legally. Within this comprehensive information literacy effort, the University will strive to develop the ability of its students to use information technology effectively in their work and daily lives. UT Tyler’s information systems will be state-of-the-art and will serve as the central hub influencing, supporting, and integrating academic and administrative processes across the University.

University of Texas System SupportThe University of Texas at Tyler will continue to take advantage of its position as a member of the renowned University of Texas System and as an institution supported by the State of Texas. UT Tyler, for the intermediate term, is classified a Masters Level I institution with selected doctoral programs. The University will continue to be a comprehensive, coeducational, high-quality institution with moderately selective admissions standards. The Strategic Plan that follows complements the UT System’s strategic plan, which includes five major categories: 1) Enhancing student success, 2) Increasing research, global competitiveness, and technology transfer, 3) Enriching society through arts and cultural contributions, 4) Improving productivity and efficiency, and 5) Assuring integrity, accountability, and public trust.

The Planning ProcessStrategic planning to meet the needs of our students actually began more than a decade ago. Using ideas expressed by students and

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focus groups that included civic, business, and educational leaders from across East Texas and The University of Texas System, the Strategic Planning Team worked together to build a long-range plan for the University.

The plan has been evaluated over time, with the current process of strategic planning beginning during the 2006-2007 academic year with excellent work done by a committee appointed by the President to develop a student retention plan. Part of the charge was to assess the University’s academic and campus life to determine areas of strength and opportunities to improve. The University continued its planning process by gathering additional information from campus constituencies through focus groups with students in the 2007-2008 academic year. Also in January 2007, the University brought in a creative ideation facilitator from Buffalo State University to conduct a planning retreat with administrators, faculty, staff, and students. In the fall of 2008, the University continued the planning process by holding a strategy session with faculty, students, and staff, and continued the discussions virtually. Participants were invited to develop goals, strategies, and tactics for the new Strategic Plan. After much discussion, collaboration, and refinement, UT Tyler’s new vision for the next six years emerged. The resulting plan recognizes the University’s excellence and traditions and is grounded on the successful implementation of the University’s 2000 New Millennium Vision. The New Millennium Vision outlined a direction that has proven nothing short of revolutionary in scope. Over the years, we adhered to guiding principles that, thus far, have withstood the test of time. Today, they remain the cornerstone of our new effort to revise and update our strategic plan for the next six years.

Guiding Principles and Beliefs

UniversityWe will promote inquiry and academic freedom.We will work together to be productive and achieve excellence.We will serve the public interest.We will promote stewardship of all resources.We will display ethical behavior.PeopleWe will display civility in all relationships.We will foster respect for all individuals and all racial and ethnic groups.We will be honest in all interactions and value integrity highly.We will be accountable for results and professional behavior.Process

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We will share governance and promote cooperation throughout the institution.We will promote openness and trust in all relationships.We will commit to quality and continuous improvement.We will recognize personal and professional development and accomplishment.

Inspiring Excellence 2009-2015The six major goals that came out of the strategic planning process that built on the New Millennium Vision, and adhered to the Guiding Principles, are:1. UT Tyler will become nationally known for excellence in

undergraduate and graduate programs2. UT Tyler will promote excellence in scholarship, research, creative

endeavor, and innovation3. UT Tyler will serve the community of East Texas and beyond4. UT Tyler will cultivate and inspire through the fine and performing

arts.5. UT Tyler will enhance the quality of campus life6. UT Tyler will maintain outstanding stewardship of University

resourcesAs we move forward, we will continue building on our framework in six key areas: Teaching and Learning, Research, Service, Arts and Culture, Campus Life, and Stewardship of Resources.

Goal One: TEACHING AND LEARNINGUT Tyler will enhance student success, becoming nationally known for academic excellence in undergraduate and graduate programs.

UT Tyler will enhance student success, emphasizing excellence in undergraduate and graduate programs; employing dynamic educators; a variety of innovative pedagogies consistent with Boyer’s paradigm of “the scholarship of integration; the scholarship of application; and the scholarship of teaching” (Scholarship Reconsidered, 1990, p. 16); challenging course work; and unusual learning opportunities that promise success for a broader spectrum of learners. UT Tyler’s core curriculum includes courses from a variety of disciplines that require students to enhance their critical thinking skills; understand ethical systems; acquire knowledge and its application to the exploration of social, economic, cultural, or scientific issues; and effectively communicate. To these ends we will employ the following strategies:

Curriculum

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Create in every college new or redesigned programs of superior quality and relevance that foster intellectual inquiry and critical thinking and that prepare students to be innovative and successful citizens in a global society.

Create transformational learning opportunities such as student assisted research, study abroad, or service learning that actively engage students in the discovery, expansion, and application of knowledge within their disciplines, across disciplines, and with respect to global issues.

Develop students’ communication skills in both written and oral forms through instruction and practice in activities such as publication, research presentations, colloquia, and debates.

Instill commitment to global citizenship by developing curricula that enhance students’ understanding of the worldwide community of people and cultures.

Extend opportunities for technological and scientific knowledge and fluency and increase students’ participation in disciplines related to Science, Technology, Engineering, and Mathematics (STEM).

Develop an honors program for high-ability students that offers challenging cross-disciplinary course work, leadership training, and unique opportunities for personal growth.

Add high-demand new programs such as environmental studies, health administration, media studies, and graphic design.

Implement a system of formal periodic reviews of each degree program to assure that it fulfills the needs and engages the interests of our students.

Strive to be both efficient and effective in delivering academic programs.

SupportUse academic advising creatively to help students form and follow their own educational and professional goals.Support student learning by encouraging utilization of existing systems such as the Writing Center, Robert R. Muntz Library, The Mathematics Learning Center, Supplemental Instruction, and Student Learning Communities.

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Proactively attend to student success through early monitoring and positive intervention for students struggling academically.Use relevant technologies in academic activities when and wherever possible, ranging from research and problem-solving to communication.Offer opportunities for students to graduate with enhanced credentials, including travel, study abroad, and internships related to their field.

Develop more scholarships and fellowships and explore other forms ofcompensation for TAs and RAs.Form partnerships with graduate degree-granting institutions in order to offer easy acceptance and transition to doctoral programs.

FacultyAttract and support dynamic and inspiring teaching faculty.Attract and retain faculty with distinguished research or creative profiles, or with potential to become distinguished and productive scholars.Encourage and reward faculty who achieve balance in teaching and research or creative activities.Develop a campus-wide learning effectiveness center that offers information and guidance for faculty members on topics such as learning assessment and technological resources.Improve compensation of faculty whenever possible by raising salaries, using merit and equity funds, and increasing the number of endowed chairs.Provide more opportunities for professional development, including semester leaves and travel funds.

RecruitingImplement recruiting and retention programs to significantly increase diversity in the student population—including students from outside the U.S.Recruit more high-ability freshmen, sophomores, and transfer students.Recruit and retain more quality graduate students.

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Recruit and retain a more diverse faculty.Proactively recruit outstanding teachers and scholars in targeted fields.

Goal Two: RESEARCHUT Tyler promotes excellence in scholarship, research, creative endeavor, and innovation. UT Tyler promotes an enterprising, faculty-driven research environment that produces new knowledge, enhances teaching and learning, and addresses local and societal challenges.

LeadershipPromote research, scholarship, and creative endeavors in every academic discipline.Generate research funding for breakthrough advancements or outcomes that can positively impact those around us.Contribute to human and intellectual diversity by advancing research projects addressing global issues.Design and execute research projects that develop local collaborative partnerships or that have the potential to contribute to local economic development.Create and support graduate programs with effective research initiatives.Create a formal undergraduate research initiative.Demonstrate the highest standards of ethics and integrity in all research enterprises.Establish distinctive research centers and institutes, especially those that collaborate with local entities. Plans include a Center for Research Excellence in Community Health, a Center for Reading and Learning, and a Center for New Media and Digital Arts.Increase the number of endowed chairs and international scholars.

SupportAggressively seek grant support for faculty research projects and graduate

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programs.Seek research partnerships with other universities, companies, and nonprofit organizations in Texas, the nation, and worldwide.Create a superior research infrastructure as a model for effectiveness, efficiency, and responsiveness.Develop a top-tier library for research and education with high quality information professionals, a global collection, and featuring the latest innovations in technology.Increase the number of conferences and publications with national and international reach that are hosted and supported by UT Tyler.Provide opportunities for off-site faculty research.Nurture emerging talent through increased use and support of graduate assistants.Launch aggressive marketing, advertising, and promotional campaigns tohighlight UT Tyler’s accomplishments in research, scholarship, and creativity.

Goal Three: SERVICEServe the community of East Texas and beyond.UT Tyler will work to enhance opportunities for our students to learn and develop their leadership skills through service to the community and make sure East Texas benefits from our educational, research, and creative activities. Plans targeted in this effort include:

Leadership Training and Service Learning For StudentsCreate internships and service learning projects that provide students opportunities to learn and grow personally.Encourage opportunities for students to work with alumni and other localleaders in business, government, education, philanthropy, and non-profit organizations.

Provide education and training in leadership to students, faculty, and staff by bringing in leaders from a variety of backgrounds through mentoring programs, the Distinguished Lecture Series, colloquia, seminars, and teleconferences.

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Sponsor campus-wide discussions of ethics, responsibility to others, and civic engagement.Establish student and faculty speaker’s bureaus.

Community ProjectsServe the community and promote economic development through research and creative activities that are community-based, project-oriented, and problem solving.Seek opportunities to form new service relationships throughout the area, partnering with educational organizations, not-for-profit groups, and corporations.Establish research centers that serve regional educational, health, and economic needs, such as a Center for Reading and Learning, Center for Interdisciplinary Health Studies, and Center for New Media and Digital Arts.Help to build a community of life-long learners in East Texas by establishing a university-level continuing education program.Offer summer camps to area junior high and high school students in the STEM disciplines (science, technology, engineering, and mathematics) to encourage students to consider careers in those fields.Encourage faculty to develop community-based and project-oriented research and educational services that can be extended to East Texas cities, counties, school districts, or other public bodies.Maintain and further expand UT Tyler’s role as the cultural center for East Texas and the primary forum for exchange of ideas by continuing to offer and expand its world-class lecture series and performing arts series.

Developing our Regional CampusesEnhance the effectiveness of regional campuses by improving their integration into main campus activities.Construct a new building at the Palestine campus to better serve that area.

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Extend the reach of our communications about UT Tyler’s economic, academic, artistic, cultural, and athletic programs and opportunities to the communities in East Texas near our satellite campuses.

Partnering with Local Educational EntitiesDevelop strong ties with primary and secondary schools in the region, promoting common educational interests through initiatives such as the P-Council, Minds-Matter, and graduate certificate programs for teachers.Host academic conferences on school performance, inviting speakers from organizations such as the Education Trust in Washington, D.C.Develop enhanced working relationships between UT Tyler and other higher education institutions in the East Texas area.

Goal Four: ARTS AND CULTUREPromote the Arts and Culture on Campus and in the Community.Recognizing the importance of a culturally rich society, The University of Texas at Tyler is committed to cultivating and inspiring students through the fine and performing arts and contributing to the cultural life of East Texas. Specifically, the University will support the arts and culture by implementing programming initiatives and enhancing facilities.

ProgrammingRaise the profile of student performances and exhibitions.Create inventive programs to increase campus and community engagement and attendance at student performances and exhibitions.Incorporate the arts into the University’s ceremonies and events when appropriate.Develop appreciation of the arts globally and the role of art in other cultures.

Challenge established perceptions of the fine and performing arts.

Establish a Center for Excellence in Fine and Performing Arts that complements

UT Tyler’s educational mission.Increase the number and breadth of performance groups and increase financial support of existing performance groups.

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Establish an endowment for the R. Don Cowan Fine and Performing Arts Center to support its mission of providing programming to the region.

FacilitiesExpand the R. Don Cowan Fine and Performing Arts Center to includes a 300- to 400-seat auditorium, an adequate stage, and rehearsal space.

Consider unique arts space requirements when planning all capitalimprovements.

Goal Five: CAMPUS LIFEEnhance Quality of Campus Life.

Recognizing that our students, faculty, and staff are the life of the institution, UT Tyler is committed to creating a vibrant campus life for them that addresses the needs of the whole person. To enhance the sense of community and deepen engagement in campus life at UT Tyler, we will provide or enhance amenities, services, security, communication, and leisure opportunities for all members of our university family.

CommunicationHost town hall-style meetings with students, faculty, and administration tocollect input and exchange ideas on key issues.

Improve the use of campus media such as the campus newspaper, Blackboard, blogs, and e-mail to announce policies and events.Provide a more friendly and accessible e-mail system to students and employees.

Promote opportunities for faculty and students to engage outside the classroom.

Provide wireless connectivity from any location on campus.

Establish a campus Internet radio station.

Campus Activities

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Raise awareness of and access to student performances and athletic events.

Develop a greater sense of community among graduate students with a graduate student support center that addresses their unique needs.

Offer popular games and a variety of student-selected entertainment activities in the University Center.

Increase weekend and leisure activities, paying particular attention to constituents of a broad range of cultures and with a variety of interests.

Create campus-wide activities that can become traditions and that will promote camaraderie among students and enhance students’ identification with their alma mater.

Facilities and ServicesProvide expanded health and wellness facilities and initiatives for all members of the UT Tyler community, utilizing and helping to expand the knowledge and skills of faculty and students in pertinent colleges and disciplines such as Kinesiology and Nursing.

Offer convenient, affordable daycare utilizing and helping to expand the knowledge and skills of faculty and students in pertinent colleges and disciplines such as Education and Nursing.

Provide postal, banking, and copying services at a convenient location and with expanded hours.

Provide a variety of meal options for students, staff, and faculty, including a Faculty Club.

Construct an alumni center with space to house career services and interview facilities and space for the necessary campus entertaining of special supporters of the University.

Increase signage, lighting, and the number of campus security personnel.

Monitor the campus warning system to ensure that the best practices areemployed.

OutreachProvide opportunities for our campus neighbors to participate in on-campus activities, including an annual open house for neighbors.

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Promote retail development near the campus

Promote stronger connections between alumni and the University.

Goal Six: STEWARDSHIPMaintain outstanding stewardship of university resources.

UT Tyler is committed to responsible use of its financial and natural resources. We will ensure proper management and allocation of funding, preserve our natural and built environment, and work to protect our campus for generations to come. Strategies to these ends include:

BudgetingEnsure efficiency and transparency in all financial affairs by employing zero-based budgeting, convening annual budget hearings, and using System, State, Federal, and University auditors.

Conscientiously monitor contractual, legislated, and other agreements and obligations.

Information ManagementAcquire hardware and software necessary to accomplish the University’smission, including full installation and operation of PeopleSoft and upgrading of Blackboard.

Administrative FunctionsCreate a communication plan and policies to foster working relationships among administrative and academic units.

Monitor and regularly update faculty and staff training.Encourage partnerships among units to share services, expensive equipment, and other resources.

Seek Opportunities to be EntrepreneurialEncourage and optimize research collaborations between faculty and community business leaders that will result in development of profit centers.

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Educate researchers about commercialization opportunities.

Encourage development of continuing education programs, and otherentrepreneurial ways of delivering education to the region.

The CampusRetain and enhance the park-like quality of the University’s campus through management of our existing spaces and purchase of adjacent properties as opportunities arise.

Develop and monitor a schedule to maintain campus buildings.

Encourage foot and bike traffic on campus by developing footpaths and bike paths and design parking to protect green space.

Be GreenEndeavor to “be green” in all our operations and use of energy, including the initiation of a campus-wide recycling program and provision of convenient ways for the community to conserve.

Encourage understanding of environmental issues, methods of conservation, and green technologies among students, staff, faculty, and throughout the East Texas community.

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B. Administrative Unit

Figure 1: College of Business and Technology Organizational Chart

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Susan AdamsAdmin Service Officer

Dawn AllenAdmin Assistant II

AdvisementAdvisementAdvisementAmy DushuanackAdmin Asst II

Deborah BrasherAdmin Associate

Kerri Keech Undergraduate

Director

Amy Russo Graduate Director

Stephanie LongAdmin Asst II

ACCOUNTINGMary Fischer

Ryan Gardner Gus GordonKathy Kapka

Veronda Willis

FINANCEVivek Pandey

Hwan ShinChen ‘Ken’ Wu

Business LawTammy Cowart

MANAGEMENTGail JohnsonSherry AveryBrent Beal

James BrowneD. Harold Doty

Mary Helen FaganJennifer HicksPalmer Smith

Jim TarterMarilyn Young

MARKETINGKerri Keech

Jana RutherfordKrist Swimberghe

Barbara WooldridgeCarroll Roge

HRDAndrea Ellinger

Paul RobertsRochell McWhorter

Judy SunGreg Wang

TechnologyMark Miller

Dominick FazarroHeishum Lawerence

AdvisorsJana Belzer

Amanda Ritchie

AdvisorAmy Russo

Dr. Harold DotyDean

Dr. Paul RobertsAssociate Dean

Roger LirelyDept Chair

Jerry GilleyDept Chair

Stephen BushardtDept Chair

AdvisementUGrad & Grad

1. Names and Address of Administrative Units

CollegeCollege of Business and TechnologyThe University of Texas at Tyler3900 University Blvd.Tyler, TX 75799

DepartmentThe Department of HRD & TechnologyThe University of Texas at Tyler3900 University Blvd.Tyler, TX 75799

2. Names of Dean and/or Department HeadDeanD. Harold Doty, Ph. D., Dean, College of Business and Technology

Department HeadJerry W. Gilley, Ed. D., Chair, Department of HRD & Technology

3. Names of Other Departments in the Administrative UnitThe Department of Management & MarketingThe University of Texas at Tyler3900 University Blvd.Tyler, TX 75799

The Department of Accounting, Finance & Business LawThe University of Texas at Tyler3900 University Blvd.Tyler, TX 75799

4. Name of Program HeadMark R. Miller, Ph.D., Coordinator of Industrial Technology & Industrial Management

5. Names and Titles of Others with Program Administration and/or Coordination Responsibility

None

6. Titles of Degrees, Programs and Concentrations for which Accreditation is being requested

Bachelor of Science in Industrial Technology

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III. Compliance With Standards 6.1 Preparation of Self-Study Report

The self-study report for the Association of Technology, Management, and Applied Engineering accreditation has been an ongoing process since the 2000-2001 academic year. This document is the result of broad participation by The University of Texas at Tyler’s administration, faculty, staff, Advisory Committee, students, and graduates.

The Department of HRD & Technology has used the completion of the self-study report as a means to achieve several goals. They include:

To prepare a self-study report assessing the current practices and procedures used in the Industrial Technology program compared to the standards of the Association of Technology, Management, and Applied Engineering.

To use the self-study report to identify and assess opportunities for future development and planning.

To prepare a document which can be used as a format for continued collection and analysis of data regarding the program.

To prepare a document which can be used to acquaint others with the Industrial Technology program.

The process for preparing the self-study report was conducted under the direction of Dr. Mark Miller and involved all faculty and staff from the Department of HRD & Technology.

In addition to the participation of the faculty, staff, and students within the Department, the Advisory Committee has provided direction, information, and feedback, which has been beneficial in this self-study report. External information from our graduates and their employers has been useful in the preparation of this document, particularly the information contained in the End of Course, Graduation and Alumni Surveys. Also of assistance were the following offices on campus which provided needed assistance and data used in this report:

President's Office Provost's Office Fiscal Affairs Office Dean's Office Office of Institutional Analysis Registrar's Office Placement Office Office of Admissions The University of Texas at Tyler Muntz Library

This self-study report accurately reflects the Technology program at The University of Texas at Tyler as of January 2012. The Department of HRD & Technology faculty and its Advisory Committee are confident that the program meets all professional standards set forth by the Association of Technology, Management, and Applied Engineering.

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6.2 Philosophy and Objectives

6.2.1 Mission: The department, college, and institutional missions shall be compatible with the approved definition of Industrial/Engineering Technology and Applied Engineering

The Department: The Department of HRD & Technology is a student-centered department committed to provide programs targeted at preparing technical professionals, instructors, and educators who exceed standards.

In accordance with the above statement, the Department of HRD & Technology continually strives to improve the array of managerial and technical knowledge and skills of individuals by offering programs and courses based on industry’s need for applications oriented, technically competent, flexible and internationally competitive employees. In order to ensure that the program offerings are technically up-to-date, the Department employs laboratory instruction based on tabletop technology and computer-based simulation.

The College: The College of Business and Technology provides high quality management education to the citizens of East Texas and beyond through a strategic mix of face-to-face, hybrid, and online channels from our Tyler campus and through remote sites at Longview and Palestine. We pride ourselves on creating a learning environment that helps students at all levels attain the knowledge and skills they need to be successful as professionals and as citizens of the region. Our primary teaching focus is at the undergraduate level but we also serve our region by providing a range of general and specialized masters’ degrees and a niche doctoral program. We maintain a balance between teaching and research that values the creation of both basic and applied knowledge, but not at the expense of teaching excellence. We value service both to our professions and to our local communities and expect our students to develop as leaders who engage in service activities. In support of the UT Tyler mission, we emphasize the following five core values:

Professional Proficiency Technological Competence Global Awareness Social Responsibility Ethical Courage

The Institution: The University of Texas at Tyler is a comprehensive, coeducational institution of higher education offering undergraduate and graduate degree programs as a component of the renowned University of Texas System. The University of

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Texas at Tyler’s vision is to be nationally recognized for its high quality education in the professions and in the humanities, arts and sciences, and for its distinctive core curriculum. Guided by an outstanding and supportive faculty, its graduates will understand and appreciate human diversity and the global nature of the new millennium. They will think critically, act with honesty and integrity, and demonstrate proficiency in leadership, communication skills, and the use of technology.

The University is committed to providing a setting for free inquiry and expects excellence in the teaching, research, artistic performances and professional public service provided by its faculty, staff and students. As a community of scholars, the University develops the individual’s critical thinking skills, appreciation of the arts, humanities and sciences, international understanding for participation in the global society, professional knowledge and skills to enhance economic productivity, and commitment to lifelong learning.

Within an environment of academic freedom, students learn from faculty scholars who have nationally recognized expertise in the arts and sciences, and in such professions as engineering, public administration, education, business, health sciences, and technology. The faculty engages in research and creative activity, both to develop and maintain their own scholarly expertise and to extend human knowledge. The results of that research and other creative efforts are made available to students in the classroom and to the general public through publication, technology transfer and public service activities. The institution also seeks to serve individuals who desire to enhance their professional development, broaden their perspectives, or enrich their lives.

6.2.2 Program Definition: The program of study definition and purpose shall be compatible with the approved definition of Industrial/Engineering Technology and Applied Engineering.

The Department of HRD & Technology has adopted the ATMAE definition of Industrial Technology which was taken from the Classification of Instructional Programs (CIP 2000), code 15.0612. This definition is listed on the U.S. Department of Education Institute of Education Sciences website. The Department’s definition is as follows:

Industrial Technology is the field concerned with the application of basic engineering principles and technical skills in support of industrial engineers and managers. The program includes instruction in human factors, organizational behavior, industrial processes, industrial planning procedures, computer applications, and report and presentation preparation.

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6.2.3 Program Acceptance: Each program of study shall be understood and accepted by appropriate individuals and representative groups within the internal university community and the external business and industrial community.

The programs in the Department of HRD & Technology are well accepted within the University community and the East Texas community at large.

Internal Activities The Program Coordinator continually works with the Office of Admissions,

Registrar, and University Advising to educate their personnel on the purpose and scope of the Industrial Technology program. In addition, 2+2 articulation agreements are reaffirmed by personnel from these offices. Many of the personnel in these offices have taken course work from the program coordinator at the undergraduate or graduate level.

A familiarization meeting was conducted in the Department for the faculty and staff of the College of Business and Technology to present facilities and demonstrate laboratory equipment.

Strong ties are further illustrated between the college programs as all Industrial Technology majors are now required to minor in Business Administration and all Business majors are now given the option to minor in Industrial Technology or Manufacturing Management. The College of Business and Technology Advising Center employees now reviews these options with all of their advisees.

The three faculty dedicated to the Industrial Technology program hosted an information session in July of 2011 for the personnel from the Office of University Advancement. The faculty gave the personnel a tour of the facilities and informed them of their efforts in advanced productivity and nanotechnology. The Office of University Advancement personnel were thankful for the tour and thought that the program offered state-of-the-art training as well as new innovative ideas for creating new jobs for the city of Tyler which would entice donors to give to the university.

The Department hosted a “round table” meeting with the faculty and administration of the College of Business and Technology as a means of familiarizing them with the programs delivered by the Technology Department.

Departmental faculty regularly participate on College and University committees.

External Activities

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Faculty from the program have hosted several half day information sessions for regional and local high school students interested in college. The information session begins with a general orientation of why students should go to college and then why The University of Texas at Tyler is a viable alternative. Students then rotate through hands on sessions from faculty covering nanotechnology, electronics, and manufacturing.

Every November faculty from the Industrial Technology Program host a Leadership Conference for students in Technology programs from all over East Texas. Students are given a tour of the program’s facilities as well as the entire university. Faculty assist with breakout sessions and are the keynote speakers on leadership topics. Over 100 students attend annually.

Communication between faculty and business/industry is expected and

does occur on a regular basis. Advisory Committee members are frequently asked for recommendations for program improvement. Visits are often made to a wide variety of companies within the region.

Adjunct faculty from local industry regularly teach courses within the Department.

Graduates are frequently placed with regional employers.

Industrial facilities are frequently toured by classes in the Department.

Faculty regularly participate in local, regional, and statewide, industry and governmental activities. They also regularly participate in governing bodies related to these activities.

Business and industry regularly offer internship opportunities for students.

Articulation agreements have been forged for many years with regional community and technical colleges.

Programs are communicated to public school districts and regional community and technical colleges through the numerous grant activities conducted over the past fifteen years. These include: Quality Workforce Planning (regional labor market data research), Tech Prep, School to Careers, Project Saf-T, Technology Education Teacher Certification, Trade and Industrial Teacher Certification, and Office Education Teacher Certification. The recent implementation of the Ingenuity Center includes grants and contracts to support professional development of technology teachers and students.

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6.2.4 Program Goals: Each program of study shall have: (1) clearly written short and long range goals and objectives, which are consistent with the program mission statement; and (2) plans for achieving them.

The Industrial Technology program goals have been developed to be supportive of the goals and objectives of the University-wide mission statement and the goals and objectives of the College. Both the University and College mission statements changed in 2009 to align them with changes in the community, SACS reaffirmation standards, and the vision of new administrative personnel trying to improve the University and College. The University faculty, staff, and other support personnel were queried by the University administration to developed goals that were deemed most appropriate to the mission of the University. Departmental long and short-range objectives were developed to implement the mission and goals of the University and College. These goals are listed in two separate time periods (2009-2015 and 2000-2008) to coincide with the time periods in which the mission and goals were revised by the University and College.

Because the mission and goal statements of the University span several years, the program’s goals were broken down into long range and short range goals. The long range goals are derived from those of the University and College and the short range goals break the long range goals down into one or two year deliverables that can be assessed, reevaluated, and revised accordingly. In this way, a feedback loop can be implemented to continuously improve the program.

(lro) = Long Range Objectives (sro) = Short Range Objectives

2009-2015 Current Program Goals

During this current time period, the University listed six main goals in order to carry out its vision and mission. The program’s goals are aligned with five of the six goals because the University’s Goal 4 deals with arts and culture, specifically listing improvements in the fine arts centers around campus. The current program goals are listed as follows:

University Goal One: TEACHING AND LEARNINGUT Tyler will enhance student success, becoming nationally known for academic excellence in undergraduate and graduate programs.

The program will be known to have the same reputation for quality as the best programs in the country (lro).

o The program will maintain ATMAE accreditation (sro).o The program will produce graduates that can pass

national certification exams (sro).

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o The program will define a specific niche area in which it will receive national recognition (sro).

University Goal Two: RESEARCHUT Tyler promotes excellence in scholarship, research, creative endeavor, and innovation.

The program will consist of faculty with excellent scholarly and research records (lro).

o The program will consist of faculty who publish at least one article, book chapter, book, or other scholarly activity annually (sro).

o The program will have at least one research proposal submitted annually (sro).

o The program will consist of faculty who present at the national level annually (sro).

o The program will consist of faculty who are known for innovative endeavors (sro).

University Goal Three: SERVICEServe the community of East Texas and beyond.

The program will provide opportunities for students and faculty to build long term relations with the community of East Texas and beyond (lro).

o The program will maintain an Advisory Committee to provide input to the program so it can produce graduates that are adequately prepared for the workforce in the surrounding areas and beyond (sro).

o The program will provide internship opportunities for majors in order to better prepare them for real life careers (sro).

o The program will provide opportunities for students to participate in volunteer projects to help the community of East Texas and beyond (sro).

University Goal Four: ARTS AND CULTUREPromote the Arts and Culture on Campus and in the Community.

N/A

University Goal Five: CAMPUS LIFEEnhance Quality of Campus Life.

The program will provide opportunities for students to build long term relations, and camaraderie with peers and faculty to enhance their college experience (lro).

o The program will create and/or offer a variety of student organizations and honor societies for students to participate in (sro).

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o The program will provide opportunities for students to partake in external field trips to various local, regional, and national events related to the discipline (sro).

University Goal Six: STEWARDSHIPMaintain outstanding stewardship of university resources. Seek Opportunities to be Entrepreneurial - Encourage and optimize research collaborations between faculty and community business leaders that will result in development of profit centers.

The faculty of the program will develop a College wide center, institute, or collaboration with companies of the region to assist them with their training needs (lro).

o The faculty from the program will provide assistance with the creation of a center that will assist area companies with training methods to stay globally competitive (sro).

o The faculty will provide training sessions to companies throughout the year that will generate revenue for the college and the university (sro).

2006-2008 Program Goals

During this time period, the University developed 10 goals within the Institutional Effectiveness Plan (IEP), eight of which were deemed most appropriate to the mission of the department. Departmental long and short-range objectives are recorded under the eight adopted IEP goals.

IEP 1. Develop a distinctive core curriculum - The U.T. Tyler Tradition - that serves as the foundation for a truly effective, broad university education.

Develop a Department of HRD & Technology course that meets the institutional requirements as a part of the core curriculum. (lro)

IEP 2. Emphasize excellence and strive for national recognition in all educational programs.

Achieve NAIT (currently referred to as ATMAE) accreditation (sro) Be recognized as the premiere accredited Industrial Technology

program in the state of Texas (lro)IEP 3. Develop innovative, highly demanded professional programs in all colleges.

Ensure that the curricula in the Department of HRD & Technology prepares students to be technically, managerially, and professional marketable in the work force (sro)

Develop a formal end of program assessment survey. (sro) Place 80% of Department of HRD & Technology graduates in

technology related fields. (lro)IEP 4. Create an exciting community of learning throughout the University that fully and actively engages all students.

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All courses will include interactive and participatory learning (sro) Ensure that laboratory activities include interactive industry specific

equipment and software (lro)IEP 5. Establish the University as a leader in the teaching and use of information technology

Students and faculty will expand their understanding and use of information technology applications and processes (sro)

At least 80% of all scheduled courses taught in the department will require student use of information technology equipment and industry specific software. (lro)

IEP 6. Increase and enhance faculty research and creative productivity by providing more encouragement and more support resources.

Each faculty member will produce one publication or work on a funded project. (lro)

IEP 8.Increase meaningful community service and promote the economic development of Tyler, Longview, Palestine and all of East Texas.

The Department will actively seek the participation of business and economic development partners in the process of producing graduates who meet regional labor market and economic development requirements (lro)

Once each year the program’s faculty will meet with a committee of industrial advisors to ensure the technology program curricula meet regional employer requirements (sro)

IEP 10. Increase student enrollment to 7,000 by attracting and retaining a diverse and qualified student body.

Develop and integrated long range marketing plan (lro) Increase the Industrial Technology program enrollment by 20 students

within the 2008 calendar year, (sro) Increase the number of Industrial Technology program transfer majors

by 10 students within the 2008 calendar year. (sro) Secure an additional IT faculty member to accommodate growth. (sro)

Plans for achieving goals: All goals are developed by Technology faculty at the beginning of the academic school year. Once the goals are reviewed, faculty are assigned specific goals to achieve by the end of the year. Objectives are developed to break down goals into quantifiable units that can be measured and obtained. Goals that are not met are put on the agenda for next year’s faculty meeting prior to the beginning of the start of the semester. Faculty brainstorm strategies for achieving unmet goals or revise the goals so that they are achievable with the resources at hand. Outcomes for these goals are listed in Appendix D under the section Program Goals Status Form.

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6.3 Program of Study

6.3.1 Program Name: Each program of study and/or program option shall have appropriate titles consistent with the approved ATMAE definition of Industrial/Engineering Technology and Applied Engineering.

Bachelor of Science in Industrial Technology

6.3.2 Program Level: The program of study shall lead to the baccalaureate degree, and not less than the junior and senior years of baccalaureate level study shall be offered by the institution seeking accreditation. Appropriate lower division requirements may be offered by the same institution or may be transferred from other institutions such as community colleges and technical institutes.

Until August 20,1998, the University of Texas at Tyler was an upper division institution. As such, it offered only junior, senior, and graduate level courses. From 1998 until the summer of 2002, restrictions were placed on the number of freshmen admitted to the University. In the fall of 2002, the university began to enroll unrestricted numbers of freshman and sophomore students.

The Bachelor of Science in Industrial Technology has traditionally accepted transfer students from a variety of institutions of higher learning. Many of them have come from the region’s six two-year postsecondary schools. In addition, the Department of HRD & Technology had been awarded a Tech-Prep grant from 1992-2010. This grant had expanded the opportunities for community and technical college students to transfer into the programs offered in the Department. The state is no longer offering this program due to budget cuts to balance the budget.

The Industrial Technology program is founded upon a four-year undergraduate degree requirement comprised of eight semesters of course work leading the student to an earned baccalaureate degree. The degree satisfies the university core requirements, major field of study requirements, course competency requirements and ATMAE degree foundation requirements.

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6.3.3 Program Definition: The program of study may have more than one option, specialization, or concentration; but specific course requirements for each option shall be clearly specified, and the requirements for all program options shall meet or exceed appropriate ATMAE standards.

Bachelor of Science in Industrial Technology Definition Industrial Technology is the field concerned with the application of basic engineering principles and technical skills in support of industrial engineers and managers. The program includes instruction in human factors, organizational behavior, industrial processes, industrial planning procedures, computer applications, and report and presentation preparation.

The Industrial Technology program is no longer an option under the Technology baccalaureate program. It is now a stand alone program with no options. Moreover, as of the Fall semester of 2011, all students in the program are now required to earn a minor in Business Administration.

6.3.4 Program Emphasis: Primary emphasis in the program of study shall reflect the current technology and management of industry.

The Industrial Technology program at The University of Texas at Tyler is an applications oriented curriculum that prepares individuals for positions in industry, business, or government.

The Industrial Technology program reflects the technology of the industrial technology profession by the courses provided in the degree. Examples of specific courses meeting the contemporary nature of the industry are:

TECH 1320 Industrial MaterialsTECH 1330 Fundamentals of ElectronicsTECH 2311 Mechanical & Fluid SystemsTECH 3311 Manufacturing ProcessesTECH 3312 Facilities Operations and MaintenanceTECH 3324 Plant Layout and Facilities PlanningTECH 3333 Polymer ProcessingTECH 4323 Lean Production TECH 4317 Computer Integrated ManufacturingTECH 4343 Advanced Manufacturing Processes

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MARK R MILLER, 01/16/12,

ATMAE accreditation requires a program to offer all of the courses so that is why I am including the lower division course work. In addition, our new changes will not go into effect until Fall 2012 (after their visit) so lets not open up a can of worms.

6.3.5 Foundation Requirements: Program of study shall be a minimum of 120 semester hours (or equivalent) and must meet the minimum foundation requirements shown in Table 6.1. Programs may exceed the maximum foundation requirements specified in each area, but appropriate justification shall be provided for each program and/or program option that exceeds the maximum limits. A specific list of courses and credit hours that are being counted toward each curricular category shall be included in the Self-Study Report.

Refer to Table 1 on the following page.

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Table 1: B.S. in Industrial Technology SCH ATMAE UTT

General Education English Composition & Rhetoric - 6 semester hoursWorld or European Literature - 3 semester hoursHumanities - 3 semester hoursECON 1301, 2301 or 2302 (for Bus. Minor) - 3 semester hoursFine and Performing Arts: appreciation or history - 3 semester hoursUnited States History - 6 semester hours (may include 3 hours max. of Texas History) United States and Texas Government - 6 semester hours

633336

6

18-36 30

Mathematics Mathematics at the level of College Algebra or above - 6 semester hours

6 6-18 6

Physical Science Laboratory Science - 8 semester hours 8 6-18 8

Management TECH 3312 Facilities Operations & Maintenance Mgmt.TECH 3355 Supply Chain ManagementTECH 4301 SupervisionTECH 3310 Total Quality ManagementTECH 3344 Industrial SafetyTECH 4320 Job AnalysisHRD 3333 Human RelationsTECH 4372 Capstone Experience

33333333

12-24 24

TechnicalTECH 1320 Industrial MaterialsTECH 1330 Fundamentals of ElectronicsTECH 2323 Introduction to Computer ApplicationsTECH 3324 Plant Layout and Facilities Planning TECH 2311 Mechanical and Fluid SystemsTECH 3311 Manufacturing ProcessesTECH 3315 Visual Communication Technology (Drafting)TECH 3333 Polymer ProcessingTECH 4317 Computer Integrated ManufacturingTECH 4323 Lean ProductionTECH 4343 Advanced Manufacturing ProcessesTECH 4173 Electronic Portfolio

333333333331

24-36 34

Electives General Electives Any three courses

9 6-18 9

Additional Courses Required for Business MinorACCT 3300 Survey of AccountingFINA 3315 Principles of FinanceMKTG 3311 Principles of MarketingMANA 3305 Operations Management

3333

N/A 9

Degree Totals 120.

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6.3.6 Course Sequencing: There shall be evidence of appropriate sequencing of course work in each program of study to ensure that advanced level courses build upon concepts covered in beginning level course work.

The University of Texas at Tyler courses are sequenced by 1000 level courses for freshmen, 2000-level courses for sophomores, 3000 level courses for juniors and 4000-level courses for seniors. Advisement and course prerequisites assure the students proper course sequencing for the program (refer to Table 5) which contributes to a higher success rate. In addition, the courses requiring prerequisites necessitate a student to be proficient in Microsoft Word, Excel, Access, and Project. The course TECH 4343 Advanced Manufacturing Processes assumes students have a fundamental knowledge of manufacturing which can be obtained in TECH 3311 Manufacturing Processes.

Table 2: Department of HRD and Technology Course PrerequisitesCourse Prerequisite

TECH 3324 Plant Layout & Facilities Planning TECH 2323 or equivalent

TECH 3355 Supply Chain Management TECH 2323 or equivalent

TECH 3310 Total Quality Management TECH 2323 or equivalent

TECH 4317 Comp. Integrated Mfg. TECH 2323 or equivalent

TECH 4343 Adv. Mfg. Processes TECH 3311 or advisor consent

FINA 3315 Personal Finance ECON 1301 or 2301 or 2302

MANA 3305 Operations Management TECH 2323 & MATH 1342

Further, only graduating seniors are allowed to take the required course TECH 4372 Capstone Experience and TECH 4173 Electronic Portfolio in which students list all the courses and assignments they completed to illustrate mastery of the competencies pertaining to the program.

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6.3.7 Application of Mathematics and Science: Appropriate applications of the principles of mathematics and science shall be evident in technical and management course work.

Six semester credit hours (SCH) in mathematics and eight SCH in the laboratory sciences are required by the university’s core curriculum. Algebra and Statistics are preferred for the program because they are prerequisites for other courses.

6.3.8 Computer Applications: The program of study shall include instruction on computer application software, and the use of computers for information retrieval and problem solving.

The integration of computers into the curriculum is a core competency identified by the Department of HRD & Technology and the Advisory Committee. Since the degree revolves around the use and demonstration of the latest technologies, the courses emphasize the knowledge and use of computers for personal use and for use in business/industry. The course syllabi indicate the required application of computers. Table 3 in section 6.3.12 shows the projects, student work and assignments, which verify the use and understanding of computers and their applications. Internet searches, research, basic computer literacy, word processing, presentation software skills, spreadsheets, SAP, ERP, and engineering graphics are some of the skills that students must exhibit. Courses especially emphasizing computer usage include:

TECH 2323 Introduction to Computer ApplicationsTECH 3324 Plant Layout and Facilities PlanningTECH 3355 Supply Chain ManagementTECH 4317 Computer Integrated ManufacturingTECH 4327 Electronic Data CommunicationsTECH 4310 Total Quality ManagementTECH 4173 Electronic Portfolio

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6.3.9 Communications: Oral presentations and technical report writing shall be evident in both technical and management course requirements.

Written and oral communication skills are a core competency of the Department of HRD & Technology and the College of Business and Technology. Oral presentations are required in many courses in the department and are evidenced in course syllabi. Table 3 in section 6.3.12 shows the projects, student work and assignments which verify the use of oral and written communications. Written communications requirements are also satisfied through the required courses ENGL 1301 and ENGL 1302 while SPCH 1315 is recommended for the Humanities portion of the general education coursework which addresses critical thinking skills.

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6.3.10 Industrial Experience: Each program of study shall include appropriate industrial experiences such as industrial tours, work-study options/cooperative education, and/or senior seminars focusing on problem-solving activities related to industry. Industrial experiences shall be designed to provide an understanding of the industrial environment and what industry expects of students upon employment.

Industrial experiences are a core competency of the Department of HRD & Technology and the College of Business and Technology. Industrial experiences are required in many courses in the department and are evidenced in course syllabi on file. Table 3 in Section 6.3.12 shows the projects, student work and assignments that verify the inclusion of industrial experiences. Students in the program have opportunities to attend field trips to local and regional business and manufacturing firms. Such firms include: Carrier United Technologies, The Trane Company, Tyler Pipe Industries, Ozarka Spring Water, Cardinal Health, Advanced Medical Devices, General Motors, Skeeter Boat, LeTourneau Technologies, Dana Corporation, Eastman Chemical, and more.

Additionally, many classes invite industrial managers as guest speakers to share their areas of experience. Often, adjunct faculty are working in the specific area they are instructing. Students are encouraged to take advantage of an Industrial Internship experience. The student coordinates their semester activities with a faculty member while under direct supervision of a cooperating industrial supervisor.

The UT Tyler Office of Career Services in coordination with the College of Business and Technology conducts Career Fairs with representatives from local, regional, national and international companies. Companies may also conduct on-campus interviews to screen for prospective employees.

Examples of Field Trip Locations:

Ozarka Spring Water, Hawkins, TexasEastman Chemical, Longview, TexasCarrier United Technologies, Tyler, TexasTrane/American Standard Company, Tyler, TexasSkeeter Boats, Kilgore, TexasCardinal Health (plastics parts producer), Jacksonville, TXArgon Medical Devices (plastics parts producer), Athens, TXSealtite Building Fasteners, Tyler, TexasETOX Gas & Welding Supplies, Tyler, Texas

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Selected Guest Speakers:

Dr. Jim Wright, CSP Asst. VP of Environment Health & Safety and Business ServicesThe University of Texas at DallasRichardson, TX

Mr. Shannon MorenoLogistics ManagerTarget Distribution CenterLindale, TX

Dr. F.R. Withers, Jr. CSP, REMSenior Loss Prevention ConsultantRoyal Sun Alliance Insurance Co.Dallas, Texas

Mr. Tony Hill, RN, MS, MBS, CSPDirector of Environmental Health & SafetyThe University of Texas Health Center at Tyler Tyler, Texas

Mr. Ken Whitman, MSHA InspectorUS Dept. of LaborTexas Mining Region

Mr. Jimmy JenningsUnion Safety StewardUnited Technologies/Carrier Corp.Tyler, Texas

Industrial Internship Sponsors:

2006 UT Tyler EH&S Office

2007 Trane, Inc.Delek Refining, Ltd.

2008 Carrier Corporation

2009 EZ RouterElk Engineering Associates, Inc.Marketing & Money Mgmt., Inc. – Computer RemanufacturerUT Tyler EH&S Office

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2010 Lufkin IndustriesTxDot – Texas Department of TransportationUT Tyler EH&S Office

2011 Aaon, Inc.Trane, Inc.

In addition, most of the students are employed at an industry related to their degree while attending school. Many of the employers fully or partially fund their degrees.

6.3.11 Competency Identification: Student competencies shall be identified for each program of study, including all options, which are relevant to current employment opportunities available to graduates.

The University of Texas at Tyler Department of HRD & Technology has determined that in order to be an educated person a student needs certain intellectual skills in order to participate effectively in society and in the workplace. These core competencies as well as program specific competencies are noted on each course syllabus. These competencies are reviewed annually by faculty and advisory committee members as needed and are ultimately assessed by a national certification exam and then documented in the course TECH 4372 Capstone Experience. The core competencies include the following:

i. Computer-Based Skills1. Word processing2. Spreadsheet3. Presentation software4. Database manipulation5. Internet search skills

ii. Communication Skills1. Written

a. Report organizationb. Referencing

2. Oraliii. Interpersonal Skills

1. Team-based abilities – intra-group and inter-group cooperation2. Leadership3. Conflict resolution

iv. Problem Solving (Critical Thinking)1. Conceptual thinking2. Gathering and analyzing data3. Quantitative/statistical skills4. Creativity and innovation

v. Ethical Courage in Decision Making and Behaviorvi. Professional Proficiency

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vii. Technological Competence1. Competence in major field and grounding in other major

technology core areas 2. Exposure to and appreciation for industrial experiences such as,

but not limited to, industrial tours, work-study options, internships, senior seminars, and hands-on project based laboratory assignments.

NOTE: These competencies are in alignment with the Core Values noted in the College of Business Mission Statement. Global Awareness and Social Responsibility are addressed and assessed in the Business Minor by which the students’ success is continually monitored through the Assurance of Learning (AOL) committee meetings that are required for AACSB accreditation.

Specific Industrial Technology Competencies

1. Conflict Resolution: Dealing with conflict situations both as a mediator (to help resolve conflicts between others) and as a participant (when you, yourself, are in conflict with someone).

2. Business Ethics: Exploration of ethical issues arising in the context of doing business. Topics include employee rights and responsibilities, corporate regulations and rights, discrimination, truth in advertising, employee privacy, environmental exploitation, and free enterprise.

3. Lean & Continuous Improvement: Introduction to Lean and Continuous Improvement principles, initiation, tools and techniques of development.

4. Negotiated Decision Making: A study of the psychology and techniques of negotiations in a variety of situations

5. Manufacturing Costs and Controls: Overview of manufacturing costs and controls to include a review of accounting procedures and financial statements, elements of cost (material, labor, and overhead), budget planning, depreciation, and techniques for financial control.

6. Labor Relations: Overview of labor management relations in union environments to include a review of the development of labor unions and labor legislation in the United States, the negotiation process, and basic provision of a labor contract.

7. Sourcing: Negotiating, organizing, preparing, monitoring, and evaluating work performed by vendors and consultants.

46

8. Project Management: Assessing, planning, negotiating, organizing, monitoring, and evaluating the delivery process. Effectively managing human capital and financial resources.

9. Cost Control: Investigate and analyze the multitude of estimating and cost control measures currently available.

10.Supply Chain Management: Managing material and information outside of the factory walls including aspects of product design collaboration, demand planning and forecasting, inventory deployment, distribution system design, channel management, procurement, and logistics.

11.Lease vs. Purchase Options: Evaluation of lease and purchase options for business and industry resources.

12.Root Cause Analysis: Understand methodology to conduct accurate root cause analysis and develop effective corrective action.

13.Computer Application: A non-computer science overview of computer hardware and software integration used in the production of goods and services.

14.Manufacturing Processes: Understanding of the various production methods for manufacturing products through joining, forming, casting, machining, and nontraditional machining.

15.Material/Product Properties and Specifications: A comprehensive knowledge of industrial material characteristics, classifications, testing procedures, measurement, and graphic representation.

16.Power and Energy: Application, design and use of electrical, pneumatic, and hydraulic circuits.

47

6.3.12 Competency Validation: Validation of program of study outcomes/student competencies shall be an on-going process and shall be accomplished through a combination of external experts, industrial advisory committee(s), and follow-up studies of program graduates. Documentation of this validation shall be provided in the Self-Study.

Completion of the Bachelor of Science in Industrial Technology degree implies the expected development of competencies in the major areas of: general education, technology, and management. The Advisory Committee that serves the Department of HRD & Technology at The University of Texas at Tyler has affirmed these competencies. These competencies not only serve the Department of HRD & Technology but are also part of the core competencies identified by the College of Business and Technology.

The individual instructor establishes course goals for each course. Those course goals are measured through the course requirements established for the course, instructor observation of students during class, written exams, and the evaluation of completed written, oral, and laboratory performance assignments.

The program’s advisory committee meets annually as part of the outcomes/student competencies validation process. Minutes from the program’s advisory committee meetings are available for inspection to verify such action. Graduating seniors are required to complete a graduation survey comprised of objective and subjective questions that address degree and course competencies. Related questions to program competencies are also included in the technology alumni survey that is conducted biennially. Exchanges of job skill information during on-campus recruiting and interviewing by technology companies also aids the technology program coordinator in prioritizing competencies.

The Department of HRD & Technology has identified TECH 4372 Capstone Experience as a capstone course that serves as a major form of exit assessment of competencies attained across the curriculum. The faculty of the Department of HRD & Technology, along with the Advisory Committee, constantly update the criteria that is included in this capstone course.

Table 3 shows the method of assessing the core competencies as defined by the Department of HRD & Technology as they are addressed in each class. Competencies on the table are numbered according to the list below.

48

CORE COMPETENCY GROUPINGS FOR THE INDUSTRIAL TECHNOLOGY CURRICULUM

1. Computer-Based Skillsa. Word processingb. Spreadsheetc. Presentation softwared. Database manipulatione. Internet search skills

2. Communication Skillsa. Written

i. Report organizationii. Referencing

b. Oral3. Interpersonal Skills

a. Team-based abilities – intra-group & inter-group cooperationb. Leadershipc. Conflict resolution

4. Problem Solving (Critical Thinking)a. Conceptual thinkingb. Gathering & analyzing datac. Quantitative/statistical skillsd. Creativity & innovation

5. Ethical Issues in Decision Making & Behavior6. Personal Accountability for Achievement7. Competence in Basic Tech. Principles

a. Competence in major field & grounding in other major Tech. core areas

b. Exposure to & appreciation for industrial experiences such as, but not limited to, industrial tours, work-study options & cooperative Ed., senior seminars.

Competency Assessment Method Key

1. Journal ReviewsAn individual student required assignment as specified (measurement) by course syllabus for the purpose of exposure to current technical related subject literature.

2. Term Paper/ProjectAn individual student required assignment as specified (measurement) by course syllabus for the purpose of an in depth problem solving activity related to course technical subject matter.

49

3. In-Class PresentationAn individual student or group required assignment as specified (measurement) by course syllabus for the purpose of the development of subject matter content for the delivery and communication experience to a peer group through the use of various media devices and/or techniques.

4. Class ParticipationAn individual student's verbal voluntary participation as specified (measurement) by course syllabus for the purpose showing interest, subject inquiry, and evidence of learning.

5. Software ApplicationAn individual student's ability to demonstrate use of subject matter software applications as specified ( measurement) by course syllabus for the purpose of solving subject matter problems, data acquisition, and conceptual applications.

6. Student WorkAn individual student or group documents as specified (measurement and assignment specifications) by course syllabus for the purpose of the instructional validation for subject matter learning activities.

7. Class Test and/or International ATMAE Certified Manufacturing Specialist ExamAn instructional assessment of a student's capacity to learn subject matter content and make respective applications as specified (measurement) by course syllabus.

8. Field Trip, Internship, or Manufactured Project ActivityAn individual student's exposure to real world experiences either through observation or hands-on experience.

9. Not Addressed in This ClassTechnology core competency is not addressed, measured, evaluated nor assessed in this class.

Table 3: Assessment Method for Core & Specific Program CompetenciesCompetency Assessment Method Key

1. Journal Review 5. Software Application2. Term Paper/ Project 6. Student Work3. In-class Presentation 7. Class/National Exam4. Class Participation 8. Field Trip, Mfg. Project or Internship

9. Not Addressed in this Class

50

Courses Dept of HRD & Technology Core Competencies (from p. 48)1a

1b

1c

1d

1e

2a

2b

3a

3b

3c

4a

4b

4c

4d

5 6 7a

7b

TECH 1301: Tech. & Society

1,2,6

9 9 9 1,2

1,2,6,7

4 9 1,3,4,6,7

1,2,3,4

1,2,3,4,6

1,2

9 9 1,2,3,4

1,2,3,4,6,7

1,2,3,4,6,7

9

TECH 1303: Engineering Graphics

9 9 5 9 9 9 9 9 9 9 2,5,6,7

2,5,6,7

2,5,6,7

2,5,6,7

2,5,

2,5,6,7

2,5,6,7

3,5,6,7

TECH 1320: Industrial Materials

2 9 3 9 1,2,3,

2,6,7

3,4

3,6

3,6

9 6,7

1,2

2,6,7

3,4,6

9 2,3,7

1,2,5

8

TECH 1330: Fundamentals of Electronics

6 9 9 9 6,3

6,3

4 9 9 9 2,4,7,6

2,4,7,6

2,4,7,6

2,4,6

9 2,4,7,6

2,4,7,6

9

TECH 2311: Mechanical & Fluid Systems

2 2 3 2 2 1,2

4 9 9 9 2 2,4,6

2,6

2,4,6

4 2,4,7,6

2,4,7,6

4

TECH 2323: Intro. to Computer Applications

9 2 2 2 2,4

2 9 9 9 9 2,6

2,4

6 2,4,6

2 2,4,6

2 2

TECH 2330: Information Tech. & Communic.

9 2 2 2 2,4

2 9 9 9 9 2,6

2,4

6 2,4,6

2 2,4,6

2 2

TECH 3311: Mfg. Tech.

2 9 3 9 1,2,3,5

2,6,7

3,4

3,6

3,6

9 6,7

1,2

2,6,7

3,4,6

9 2,3,7

1,2,5

8

TECH 3312: Facilities Operations

2 9 3 9 1,2,3,

2,6,7

3,4

3,6

3,6

4 6,7

1,2

2,6,7

3,4,6

9 2,3,7

1,2,5

8

TECH 3315: Visual Commun. Tech.

2,5,6

2,6,7

2,5,6,7

9 2,6

1,2,4,6

9 2,4,6

9 2,6,7

2,5,6,7

2,5,6,7

2,5,6,7

2,6,7

5 2,6,5,7

2,5,6,7

2,6

TECH 3324: Facilities Planning

2,3

9 3 9 1,2,3

1,2

4 4 6 9 6,7

2,6

9 6 4 7 3,7

8

TECH 3344: Industrial Safety

1 9 3 9 1,6

2 3,5

9 9 9 9 9 9 9 6 2,7

4,5,6,7

8

TECH 3355 Supply Chain Management

2 2 2,4,7

2,3,5

2,3

2 3 3 3 3 2,4,7

2,4,7

2,4,7

2,3

4 4 2,3,7

2,3

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Courses Dept of HRD & Technology Core Competencies Continued1a

1b

1c

1d

1e

2a

2b

3a

3b

3c

4a

4b

4c

4d

5 6 7a

7b

TECH 4301: Supervision

1,4,6

9 9 1,4,6

1,4

1,2,4,6

4 1,2,4,6,7

1,2,4,6,7

1,2,4,6,7

1,2,4,6,7

1,6

9 4 1,4,6

1,4,6,7

1,4,6

9

TECH 4302: Multiple Tech. Systms

2,6

2,6

3 9 2,6

2,6

3 4 4 4 2,6

2,6

2,6

2,6

4 4 2,6

9

TECH 4/3310: Total Quality Management

1 9 9 5,6

1,2

1,6

9 3,4,6

3,4,6

3,4,6

6 6 5,6

5,6

9 7 4,5,6,7

8

TECH 4317: Computer Integ. Mfg.

1,2,3

2 3,4

2 1,2,3

2,3

4,5

2,3,5

6 6 2,3,7

1,2,3

1,2,5

6 9 4,7

8 8

TECH 4320: Job Analysis Techniques

2 9 3 9 2 2 3 9 4 4 2 2 2 2 2,4

2 2 2,8

TECH 4323: LeanProduction

1,2,3

2 3,6

1,2

1,2,3,6

1,2,7

3,6

3 4 4,6

3,7

2,3

2,7

3,7

6 4,7

8 8

TECH 4325: Purchasing in Distribution & Mfg.

1,2

9 1,2

5 1,2

1,2,6

1,2,3,6

4 4 4 9 9 2 2 9 7,3

1,2,4,6

1,2,4,6

TECH 4327: Electronic Data Comm.

1,2

9 1,2

5 1,2

1,2,6

1,2,3,6

4 4 4 9 9 2 2 9 7,3

1,2,4,6

1,2,4,6

TECH 4330: Occupational Safety & Health

1,2,6

9 9 9 1,2,6

1,2,6

1,3,4

1,2,3,4,6

1,2,4,6

9 1,2,4,6,7

1,2,6

9 9 1,2,4,6,7

1,2,4,6,7

1,2,4

1,2,4

TECH 4332: Industrial Environmental Problems

1 9 9 9 9 1,6

9 9 9 9 6,7

6,7

6,7

9 9 7 9 8

TECH 4334: Risk Factors in Industrial Hygiene

1,2

9 9 9 9 1,6

9 9 9 9 6,7

6,7

6,7

6,7

2 7 9 8

TECH 4340: Behavioral Safety Concepts

1,2,6

9 9 9 2,3,6

1,2,6

3 9 9 9 4,6,7

2 6,7

2,3,5

6,7

6,7

9 8

52

Courses Dept of HRD & Technology Core Competencies Continued1a

1b

1c

1d

1e

2a

2b

3a

3b

3c

4a

4b

4c

4d

5 6 7a

7b

TECH 4343 Adv. Mfg. Processes

2 9 9 9 9 9 9 9 9 9 9 7 7 4 9 7 7 7

TECH 4356: Ergonomics in the Workplace

1,2

9 3 9 1,2

1,2

3,5

9 9 9 2 2 2 2 9 7 9 8

TECH 4358: Environmental Regulations

1,2

9 9 9 1,2

1,2

9 9 9 9 6,7

6,7

6,7

6,7

6 7 9 8

TECH 4370: Internship in Tech.

9 9 9 9 9 6 9 8 8 8 9 9 9 9 8 6 8 8

TECH 4371: Internship in Tech.

9 9 9 9 9 6 9 8 8 8 9 9 9 9 8 6 8 8

TECH, 4372: Capstone Experience

2 2 3 2 2 2 3 4 4 4 2,4

2,4

2,4

2,4

6 6 4 8

TECH 4399: Independent Study

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

HRD Course1a 1b 1c 1d 1e 2a 2b 3a 3b 3c 4a 4b 4c 4d 5 6 7a 7b

HRD 3333: Human Relations

2 9 3 2 2,4

3,6,7

3,4

4 4 4 4 4 9 3,4

2,3,4,6,7

2,3,4,6,7

2, 4,6,7

2, 4,6,7

53

Table 3: Assessment Method for Core & Specific Program CompetenciesCompetency Assessment Method Key

1. Journal Review 5. Software Application2. Term Paper/ Project 6. Student Work3. In-class Presentation 7. Class/National Exam4. Class Participation 8. Field Trip, Mfg. Project or Internship

9. Not Addressed in this Class

Table 4: Assessment of Specific Industrial Technology Competencies

INDUSTRIAL TECHNOLOGY COURSES

SPEC

IFIC

IND

TEC

H C

ON

TEN

T

1. C

onfli

ct R

esol

utio

n

2. B

usin

ess

Ethi

cs

3. C

ontin

uous

Impr

ov.

4. N

egot

iate

d D

ec. M

akin

g

5. M

fg. C

ost &

Con

t.

6. L

abor

Rel

atio

ns

7. S

ourc

ing

8. P

roje

ct M

anag

emen

t

9. C

ost C

ontr

ol

10. S

uppl

y C

hain

Mgm

t.

11. L

ease

/Pur

chas

e O

pt.

12. R

oot C

ause

Ana

lysi

s

13.C

ompu

ter A

pplic

atio

ns

14. M

fg. P

roce

sses

15. M

tl. /P

rod.

Pro

pert

ies

&

Spe

cific

atio

ns

16. P

ower

& E

nerg

y

TECH 1320: Industrial Materials

9 9 9 9 9 9 9 9 9 9 9 9 9 9 4,6,78

9

TECH 1330: Fund. of Electronics

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 4,67,8

TECH 2311: Mech. & Fluid Systems

9 9 9 9 9 9 9 9 9 9 9 9 9 9 4,6,78

4,67,8

TECH 2323: Intro. to Comp. Appls.

9 4 2, 3 9 9 9 9 9 9 9 2 4 4,5,6,7

9 9 9

TECH 3311: Mfg. Processes

9 8 4 9 4 9 4 9 9 9 9 9 9 6,78

6,7,8 9

TECH 3312: Facilities Ops & Maintenance

9 4,7

5, 6 4, 7

6 9 2,3,4,5,7

4 4, 6

9 2,4 4, 7

4,6,7 5 4,7 4,7

TECH 3315: Visual Com. Tech.

9 9 6 9 9 9 9 6 9 9 9 9 4,56,78

4, 5, 7

4,5,6,7,8

4,5,6,7,8

TECH 3324: Plant Layout & Fac. Plan

4 4 4 4 2,4

4 4 4,6, 7

4,6, 7

4,7

3, 6

4,6, 7

4,56

1,2 2,4 2,4

TECH 3333 Polymer Processing

9 9 9 9 7 9 9 9 7 9 9 7 9 4,67,8

4,67,8

9

TECH 3344 Industrial Safety

9 4,7

2,4,7

2,47

9 9 4 4,7

2,4,7

TECH 3355 Supply Chain Mgmt.

9 4,7

TECH 4301: Supervision

1, 3, 4, 7

4, 7

9 4 9 4, 6, 7

9 9 9 9 9 9 9 2 9 9

TECH 4310: Total Quality Management

4,67,8

4, 5, 6, 7

4,6,7,8

4,7

1,

2,

TECH 4317: Computer Integrated Mfg

4 1, 2, 7, 8

4 4 4 4, 5, 7, 8

1, 2, 5, 8

54

INDUSTRIAL TECHNOLOGY COURSES Continued

SPEC

IFIC

IND

TEC

H C

ON

TEN

T

1. C

onfli

ct R

esol

utio

n

2. B

usin

ess

Ethi

cs

3. C

ontin

uous

Impr

ov.

4. N

egot

iate

d D

ec. M

akin

g

5. M

fg. C

ost &

Con

t.

6. L

abor

Rel

atio

ns

7. S

ourc

ing

8. P

roje

ct M

anag

emen

t

9. C

ost C

ontr

ol

10. S

uppl

y C

hain

Mgm

t.

11. L

ease

/Pur

chas

e O

pt.

12. R

oot C

ause

Ana

lysi

s

13.C

ompu

ter A

pplic

atio

ns

14. M

fg. P

roce

sses

15. M

tl. /P

rod.

Pro

pert

ies

&

Spec

ifica

tions

TECH 4320: Job Anal. Techniques

9 9 4, 5, 7

9 4 4 4, 7

9 4 9 9 9 9 1, 2, 5

9

TECH 4323: Lean Production

4 4 1,23,7

4 5, 6, 7, 8

4 4 4 4, 6, 7

4,67,8

4 9 9 1, 2, 3, 8

9

TECH 4327: Electronic Data Communications

9 4 4 4 1, 2, 3, 6

9 4, 6

9 4 1,4, 6, 7

9 9 9 1, 2, 6

9

TECH 4343: Adv. Mfg. Processes

9 9 7 9 9 9 9 9 9 9 9 9 7 7 7

TECH 4173 Electronic Portfolio

9 7 2,3 9 9 9 9 2,3

9 9 9 9 2,3

9 2,3

TECH 4372 Capstone Experience

9 7 2,3 9 9 9 9 2,3

9 9 9 9 2,3

9 2,3

HRD 3333 or MANA 3311: Human Relations or Managing People in Organizations

1, 4, 6, 7

1, 2, 3, 7

9 4, 6, 7

9 4,7

9 4 9 9 9 9 1,2,3

1, 2, 3,

9

MANA 3305 Operations Management

2,3

2,3,7

5,6,7

4,7

5,6,7

4,7

7 2,3,7

2,3,7

7 7 7 2,3

7 7

Competency Validation Process

In order to ensure validated competencies would be identified for the program-specific courses a Program Advisory Committee was assembled.

Validated competencies for computer-mediated and traditional course developers, instructors, managers, etc., were identified through a review of the literature. The competencies were put into a survey instrument format and distributed to all Advisory Committee members. Each member rated the degree to which each competency related to the program. The results of the survey were compiled. Competencies that did not rate above a minimum level were discarded.

In a final phase, the competencies rated for an undergraduate program were mapped into existing courses. In many cases the competencies were currently addressed. Competencies not being taught were inserted into courses within the degree plan. Competencies are reviewed by advisory committee members

55

on an annual basis and courses are revised and/or new courses are added and omitted to keep the program current to the needs of employers. In addition, competencies listed in the ATMAE Certified Manufacturing Exam are used as a guide since these competencies are derived from a list of competencies common to all of the ATMAE accredited institutions with Industrial Technology programs.

6.3.13 Program Development, Revision, and Evaluation: Program of study development, revision, and evaluation shall involve currently enrolled students, faculty, program graduates, and representative employers.

Included in the graduation survey, the student must also complete a core competency and program specific competency profile that uses a Likert scale. This graduation survey is administered in the course TECH 4372 Capstone Experience each semester. The data and information from these surveys are compiled and reported to technology faculty for their use toward implementing program changes and/or improvements. Both raw data and summary report documents of the material mentioned are maintained in chronological order and are available for viewing. Employer recruiting and networking activities have also influenced the development of new courses in the technology curriculum.

Two alumni surveys have been conducted during the period from 2007 to 2011. In the spring of 2009, 32 surveys were emailed to 2007 through 2008 graduates of the program. A 22% return rate allowed the department to collect, assess, and validate program competencies and to make program improvements, accordingly through the use of the HRD & Technology assessment model. In the summer of 2011, 45 alumni surveys were emailed to 2009 through 2010 graduates of the program. A 33% return rate has allowed the department to collect, assess, and validate program competencies and to make program improvements, accordingly through the use of the HRD & Technology assessment model. Raw data and summary report documents of the material mentioned above are maintained in chronological order and are available for viewing.

There have been many changes as a result of the accreditation and advisory committee process. The entire process was examined and a matrix was developed and distributed which outlines this process. See Appendix G: Course/Program Continuous improvement Model. Continuous improvement and vision are philosophies that are demonstrated in all program areas in the Department of HRD & Technology. Students, Advisory Committee, and representatives from business/industry provide input continuously to improve the overall degree.

In 2009, students from the program were encouraged to take the ATMAE Certified Manufacturing Specialist exam to see how well they compared to

56

other students from programs across the nation. Moreover, this would validate how well the students were being prepared for the competencies which are aligned with most of those on the international exam. Four students took the exam and all four students passed.

In 2010, more students were encouraged to take the exam so there was a better sample population from which to examine for purposes of program revision. Most of the graduating seniors took the exam and of the 20 who took it, 19 passed the exam. The only student who did not pass the exam was from Mexico and had been in the United States for just a few years. It was deemed that the student had more of a language issue than a poor foundation in the competencies. In addition, the student is a design engineer at Lufkin Industries so he is very cognizant of the competencies of the program.

In the Spring of 2011, 14 students were proctored the exam as well as four others who took it individually and all of these students passed the exam. Now that the students are routinely passing the exam, the faculty of the program are reviewing the exam results in detail to determine where additional preparation is needed for the students to do well in each content area of the exam. Refer to Appendix D for the various assessment results and continuous improvement methods used by the faculty of the program.

6.3.14 Transfer Course Work: Institution and/or department policies shall be used to evaluate course work transferred from other institutions. All programs/options, including those with a significant amount of transfer course work, must meet the minimum credit hour foundation course requirements (Table 6.1) in each curricular category.

The University of Texas at Tyler accepts appropriate transfer credit from accredited institutions providing the grade for the course is C or better. Students who wish to transfer credit to UT Tyler must do so through the admissions office. Prior to 1998, all students transferred credits from other institutions, predominately two-year institutions, therefore the transfer process is firmly established. Articulation agreements are in place with area community colleges, which lead directly into the degree plan offered for the Industrial Technology program. All course work is evaluated by the university’s Office of Admissions and is only accepted from accredited institutions of higher education. All major course work identified by the Office of Admissions is subsequently reviewed by the student’s major advisor. Experiential education credits are not allowed for this option.

57

6.3.15 Upper Division Course Work: Students shall successfully complete a minimum of 15 semester hours of junior and/or senior level major courses at the institution seeking program accreditation.

The University of Texas at Tyler has been traditionally an upper-level institution with a requirement of 60 semester credit hours of upper division credit being completed at UT Tyler. With the downward expansion of UT Tyler and the infusion of the new core curriculum requirements, the university now requires a minimum of 42 semester credit hours that are upper-level.

6.3.16 Program Publicity - Adequate and Accurate Public Disclosure: Institutions shall broadly and accurately publicize, particularly to prospective students: (a) Industrial/Engineering Technology and Applied Engineering program goals and objectives, (b) preadmission testing, evaluation requirements, and standards, (c) assessment measures used to advance students through the program(s), and (d) fees and other charges.

The Industrial Technology program goals and objectives are posted on the Department’s web page for easy access for all to review at: http://www.uttyler.edu/cbt/ugadvising/degreeplan/strategic_plan_tech.php. In addition, preadmission testing requirements, assessment measures to advance the students, educational achievement rates of graduates and fees are listed on the brochure which is available on the program’s web page at: http://www.uttyler.edu/cbt/hrd/tech/20112013indtechbrochure.pdf

The Department of HRD & Technology publicity process is based on three deployment avenues. The first deals with events oriented toward prospective students, the second deals with events that enable university wide exposure to the department, and the third focuses on area wide off-campus events that support student recruitment, community exposure, and professional support. The department’s web site also offers detailed information about the department and the degrees and degree options that are offered through on-line courses, through remote interactive television courses and through on-campus courses.

Documentation to include pictures, announcements, and programs of these various events from 2007 through 2012 is available for viewing. Also, all program brochures have been up-dated to include all necessary content as suggested by ATMAE.

Examples of student recruitment include faculty presentations and on-site recruitment at junior colleges. Examples of university wide exposure to the department include faculty presentations, Patriot Preview Days, College of Business & Technology Honors Day, Career Fairs, and graduation hooding & cording ceremonies. The Delta Gamma Chapter of Epsilon Pi Tau installs

58

http://www.uttyler.edu/cbt/hrd/tech/20112013indtechbrochure.pdf

http://www.uttyler.edu/cbt/ugadvising/degreeplan/strategic_plan_tech.php

numerous technology students from the university. Area wide off-campus events often include the attendance of junior college Industrial Career Days, setting up the College of Business and Technology booth and the Tyler & Longview Business Expo’s, coordinating the ATMAE student chapter and attending various state and national conferences.

Approximate costs, fees, etc. are listed in the program’s brochure, which is also posted on the department’s website for quick and easy viewing.

6.3.17 Legal Authorization: Only institutions legally authorized under applicable state law to provide degree programs beyond the secondary level, and that are recognized by the appropriate national or regional accrediting agency, are considered for ATMAE accreditation.

The University of Texas at Tyler was created by the Texas Legislature in 1971 and became a component of The University of Texas System in 1979, as a result of action by the 66th Texas Legislature. Originally established as an upper-level university, UT Tyler’s mission was expanded in 1997 when the 75th Texas Legislature passed House Bill 1795 authorizing it to offer classes for a restricted number of freshman and sophomore students. The University began the unrestricted admission of freshman in 2002.

6.4 Instruction

6.4.1 Course Syllabi: Course syllabi must be presented which clearly describe appropriate course objectives, content, references utilized, student activities, and evaluation criteria. Representative examples of student’s graded work shall be available for coursework

The University of Texas at Tyler requires that the instructor of each course provide students with an updated syllabus at the beginning of each course.

Faculty are required to provide updated copies of the syllabi used for each course taught each semester that are kept on file in the Department of HRD & Technology office and upon request a copy is forwarded to the dean’s office. A sample syllabus can be found in Appendix A. In addition, all syllabi are now easily assessable online at: http://www.uttyler.edu/cbt/ugadvising/ugcoursedescriptions.php.

Course Syllabi, which clearly describe appropriate course objectives, content, references utilized, student activities, evaluation criteria, and a range of examples of students’ graded work shall be available for inspection.

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http://www.uttyler.edu/cbt/ugadvising/ugcoursedescriptions.php

The most current course syllabi in the approved format are on file and are listed in Appendix A. Examples of student work are available for review during the site visit.

6.4.2 Reference Materials: Appropriate reference materials such as periodicals, audio-visual materials, websites, and computer application software (when appropriate) shall be utilized for each course or series of courses to supplement textbooks or course packs.

In addition to the availability of the Muntz Library materials, reference materials and periodicals are maintained in the Department of HRD & Technology commons area and in the Department resource room/Conference room. Faculty maintain individual libraries in their offices relative to the courses they teach as well.

The Department Chair appoints a faculty member to be the liaison to the university library. This person annually polls the Department faculty for their library needs and allocates available funds for materials.

6.4.3 Program Balance: Appropriate laboratory activity shall be included in the program(s) and a reasonable balance must be maintained in course work between the practical application of “how” and the theoretical/conceptual emphasis of “why.”

As part of the Institutional Planning Process, the Department has set an objective of requiring at least 50% of all scheduled courses taught to require student use of information technology equipment and software. This objective has been achieved and the percentage is increasing annually. In addition, all faculty are now required to maintain a BlackBoard site for each of their courses in which they post grades, course documents, and assignments throughout the semester. Moreover, students are required to turn in assignments electronically through BlackBoard. As a result, a proper balance between theory and practical applications has been achieved.

One of the strengths of the Industrial Technology program is the infusion of laboratory activities and practical application along with cognitive knowledge. In most of the Technology courses, there are specific activities used to balance the application and theory portions of the class. The relative proportions of each differ as appropriate to the course objectives. A statement is included in each syllabi following the course description which specifies the Lecture/ Lab balance. The following format is used: (60% Lecture/40% Lab).

The technical courses all require laboratory activities using industrial processes, equipment and materials to develop a greater understanding of

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the concepts presented in class. In the professional courses, practical applications more often take the form of analyses, calculations, decision making, and simulation. All syllabi are also available electronically on the UT Tyler website at: http://www.uttyler.edu/cbt/ugadvising/ugcoursedescriptions.php or are included in the binder for each program for review during the site visit.

In all technical offerings, at least one-half of the contact time is spent utilizing "hands-on" teaching methods. This may include external resources such as industrial site visits, facility inspections, and/or the manufacture of student projects.

6.4.4 Problem-Solving Activities: Emphasis in instruction shall be focused on problem-solving activities which reflect contemporary industrial applications.

Problem solving is considered an integral component of the Industrial Technology curriculum. Problem solving has been identified as one of the core competencies of the Department of HRD & Technology. Evidence of this can be found in Table 6 and on the individual course syllabi. Opportunities abound to involve students in problem solving, decision making, and critical thinking processes in the form of written assignments, verbal communication, and laboratory assignments/projects.

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http://www.uttyler.edu/cbt/ugadvising/ugcoursedescriptions.php

6.4.5 Supervision of Instruction: Appropriate supervision of instruction shall be evident throughout the program.

The University of Texas at Tyler has established guidelines for supervision and evaluation of each department. In the Department of Human Resource Development and Technology, a student evaluation of the faculty member's performance is assessed for each course taught. This practice is an integral part of the departmental operation. The student evaluation instrument permits discrete assessments of classroom and laboratory performance. Past faculty evaluations by students are allowed to be accessed from the main university home page, under the Faculty and Staff button listed on the right hand side of the page.

A second source of faculty assessment for improving instruction is the annual evaluation by the department chair. A prescribed set of criteria is used to measure the faculty members' teaching performance. Each faculty member then has an open dialogue regarding his/her performance and ways to improve instruction with the chair. A copy of the Faculty Evaluation Form can be found in Appendix D.

Faculty members are expected to provide the highest degree of quality instruction for their assigned courses. Faculty are responsible for all testing, teaching, lab supervision, project evaluation, and the like. Student assistants are used for both laboratory preparation and peer assistance and are expected to work toward the same standard as a permanent faculty member. In most cases, student assistants only monitor computer labs so students have time outside of class to finish their assignments.

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6.4.6 Scheduling of Instruction: The organization and scheduling of instruction shall allow adequate time for completion of appropriate homework assignments and laboratory problem-solving activities.

The scheduling procedure for classes permits input from both the student and faculty. This cooperative effort allows some ownership of their scheduled day and results in a high degree of cooperation. The procedure allows for a variety of scheduled course offerings which do not restrict accessibility for the student due to overlapping classes and provides course offerings. Also, this scheduling procedure enables ample time for the student to complete the general study requirements and to meet their educational goals.

The scheduling of courses is coordinated by the department chair with the aid of the faculty. Industrial Technology courses are scheduled by the program coordinator. Courses are all placed on a master schedule. The times are coordinated with other course offerings within and outside the department to minimize conflict. Course frequency is determined by the student need. The master course schedule only shows the minimum course offerings, additional sections will be added at the discretion of the department chair. The master schedule is posted on the departmental web page.

All Technology courses are offered for three semester hours of credit. Outside related readings and assignments are expected to consume six-eight hours of student time per week per course.

Advisement is used to balance student course loads.

Freshmen are encouraged to take up to 16 credits while sophomores, juniors, and seniors are advised to take class loads commensurate with ability, time constraints, and grade point averages. The University Policy is as follows:

The normal load for a spring or fall semester is 15 semester hours. The normal load for a summer term is 6 semester hours.

The student must contact his adviser to exceed the normal allowable credits and the adviser must notify the college dean's office for approval.

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6.5 Faculty

6.5.1 Full-Time Faculty: Each program of study option shall have an adequate number of full-time faculty.

The Department of HRD & Technology has an excellent faculty. There are nine full-time members. Five of the existing faculty are tenured and four are on tenure track. All of the faculty are active in the profession and strongly committed to the students and the university. The faculty positions are primarily for teaching undergraduate and graduate classes; however, responsibilities also include advising, administration, recruiting, and research.

The full-time tenured track faculty who teach courses for the Industrial Technology program are as follows:

Dr. Heshium R. Lawrence, Assistant ProfessorDr. Dominick E. Fazarro, Associate ProfessorDr. Rochell R. McWhorter, Assistant ProfessorDr. Mark R. Miller, Professor and Coordinator Dr. Paul B. Roberts, Associate DeanDr. Judy Y. Sun, Assistant Professor

The sole part-time faculty member that assists with courses in which industrial technology majors take is Dr. Tommy Gilbreath. He also has a doctorate and holds Associate Professor Emeritus status at UT Tyler.

6.5.2 Minimum Faculty Qualifications: The review of program faculty qualifications shall include current faculty resumes providing clear evidence documenting the extent and currency of: (a) academic preparation, (b) industrial experience at the management/supervisory levels, (c) applied industrial experience related to the program content area(s), (d) current certifications/licensure related to the program content area(s), (e) membership and participation in appropriate professional organizations, and (f) scholarly activities. The minimum academic qualifications for regular tenure track, or full time, faculty members shall be a graduate degree in a discipline closely related to the instructional assignment.

The qualifications for tenure track faculty members on the technology side of the Department of HRD & Technology include a doctorate in technology, industrial education, or a related technical field. Also required is evidence of scholarly activity including research and publication. Evidence of superior teaching ability is required of all faculty. Experience in working with various student populations and securing external funding is desired. Industrial

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experience related to the curriculum content is strongly desired for all faculty of the Department of HRD & Technology.

Table 5: Academic Preparation of Full-Time Faculty Teaching I.T. CoursesFaculty Degree Rank Teaching

Exp. (yrs.)Industrial Exp. (yrs.)

ATMAE member (yrs.)

Lawrence Ph.D. Asst. Prof. 8 1 11Fazarro Ph.D. Assoc. Prof. 9 13 13Miller Ph.D. Professor 29 1 18Roberts Ed.D. Assoc. Prof. 24 0 20Sun Ph.D. Asst. Prof. 9 9 0McWhorter Ph.D. Asst. Prof. 22 0 0

Faculty are encouraged to attend appropriate technical seminars, workshops, and professional conferences. The department is able to assist faculty in updating their technical knowledge and skills by providing professional development funds. The department has acquired a number of grants over the past several years that has assisted in this endeavor. Some faculty take the opportunity to consult, and work in the private sector during the summer and off time. These activities are encouraged realizing that such experience is invaluable to the goals of the department.

The faculty members are encouraged to belong and be active participants in the various professional and technical societies and organizations.

Curriculum Vitae for all faculty are found in Appendix E.

6.5.3 Academic Preparation of Faculty: A minimum of fifty percent of the regular tenure track, or full-time, faculty members assigned to teach in the program of study content area(s) shall have an earned doctorate or appropriately defined terminal degree. Exceptions may be granted to this standard if the institution has a program in place that will bring the faculty demographics into compliance within a reasonable period of time.

The Department of HRD & Technology currently has nine full-time faculty members that are all tenured or in tenure track positions. All full-time tenure track faculty have doctoral degrees. An adjunct faculty member teaches courses periodically for Industrial Technology majors; however, he also has a doctorate and holds Associate Professor Emeritus status at UT Tyler.

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6.5.4 Selection and Appointment Policies: Policies and/or procedures utilized in the selection and appointment of faculty shall be clearly specified and shall be conducive to the maintenance of high quality instruction.

The Chair of the Department initiates a proposed new appointment after consultation with the faculty. Requests to advertise and fill vacancies are approved by the Dean and the Vice-President of Academic Affairs. Criteria for the position and a position description are established by the Department of HRD & Technology faculty and submitted for approval by the Dean, Vice-President of Academic Affairs, and Equal Opportunity Officer. The Department Chair advertises the position in the Chronicle of Higher Education, professional journals, and other appropriate networks. Applicants are screened by the Department Chair and an ad hoc committee made up of Department of HRD & Technology faculty. Finalists are invited for on-campus interviews. New appointments are recommended on the basis of education; experience; competence in teaching, research and professional practice; recognition in the field; and, in some cases, prior experience at other institutions.

Initial appointments may be made to any of the academic ranks to include, instructor, lecturer, assistant professor, associate professor, or professor depending on experience. Appointments to tenured positions are made only after consultation and special approval of the dean of the college and the provost.

An appointment is initiated by the College Dean who specifies the conditions of appointment in a letter of intent indicating the academic rank, salary for the first year, the ending date of the probationary period if one is established, and the date by which a notification of intent not to renew is to be given if the appointment is renewable. This is confirmed by the Provost and Vice President of Academic Affairs.

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6.5.5 Tenure and Reappointment Policies: Faculty tenure and/or reappointment policies and procedures shall be comparable to other professional program areas in the institution. Requirements in the areas of teaching, service, and scholarly activity shall be clearly specified for faculty in Industrial/Engineering Technology and Applied Engineering.

Assurance of academic freedom is essential to a high level of academic excellence. Each faculty member is free to carry out teaching, extension, and research responsibilities in a setting of commitment to scholarship and intellectual objectivity. A sound tenure policy with strong administrative support for academic freedom affords an environment in which scholarship is given an opportunity to flourish.

The system of academic tenure at The University of Texas at Tyler emphasizes (1) recruitment of the most highly qualified candidates available, (2) creation of an opportunity for scholarly performance in teaching, research, and service, (3) continuing evaluation of performance on the basis of areas of responsibility specified in the employment agreement, and (4) the awarding of tenure upon a satisfactory showing of scholarly performance in the appropriate functional areas.

Both affirmative action and tenure function as compatible concepts at The University of Texas at Tyler. Both seek to ensure the hiring and retention of those who are most qualified. In the appointment process, affirmative action operates to ensure that the most qualified available person is identified and is offered the opportunity to join the faculty. After the initial appointment, the affirmative action program ensures that irrelevant considerations, such as race, religion, and sex, play no role in tenure, promotion, and salary decisions.

Tenure policies and reappointment are governed in accordance with University procedures. Tenure is granted through demonstrated research and publication, outstanding teaching performance, and noteworthy professional service. After the awarding of tenure, the faculty appointment is continuous.

The UT Tyler Handbook of Operating Procedures (HOP) which contains tenure and promotion guidelines is available for review at: http://www.uttyler.edu/ohr/hop/. Refer to Appendix C for the College of Business and Technology Tenure and Promotion policies.

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http://www.uttyler.edu/ohr/hop/

6.5.6 Faculty Loads: Faculty teaching, advising, and service loads shall be comparable to the faculty in other professional program areas at the institution. Consideration shall be given in faculty teaching load assignments to high contact hours resulting from laboratory teaching assignments.

Normally a faculty member is assigned a teaching load of 12 semester credit hours per semester or equivalent. The faculty member is expected to be available for a minimum of additional posted 3 office hours each week for student conferences and advising. The College of Business and Technology can grant one quarter time release for research and scholarly endeavors. All of the full time faculty teaching for the Industrial Technology program are granted one quarter release time for scholarly activities.

There are opportunities to teach in the summer sessions. This is not guaranteed but there are generally a limited number of courses offered. Faculty are considered to be full time when teaching six credit hours during a summer session. All Technology faculty have had the opportunity to teach one or two summer courses since they were hired.

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6.6 Students6.6.1 Admission and Retention Standards: Admission and retention standards shall be used to ensure that students enrolled are of high quality. These standards shall compare favorably with the institutional standards. Sources of information may include admission test scores, secondary school rankings, grade point averages, course syllabi, course examinations, written assignments, and oral presentations.

Prospective technology majors may enter the program by one of three ways: as an entering freshman, as a transfer student from another upper level or lower level institution, or from within UT Tyler. Any prospective student may complete the common application for the State of Texas located at: http://www.uttyler.edu/admissions/apply.php. Prospective freshman must meet a minimum of 20 acceptable high school units and must submit an official high school transcript to UT Tyler.

Eligibility for admission as a freshman is determined on the basis of three predictors of academic success: high school preparation, rank in high school class, and SAT (ACT) score. Additional consideration for admission will be based on an evaluation of additional criteria as described below.

High School Preparation: To be eligible for admission to the university as a freshman an applicant must be a high school graduate or equivalent. A high school record that demonstrates achievement in the most challenging academic course work available is the best single predictor of academic success. Beginning freshmen must submit an official high school transcript before classes begin in order to verify graduation and completion of required courses.

Minimum high school units required for admissions include:

1. Language Arts: Required: Four units of English 2. Science: Required: Three units of science to include at least one unit

of Chemistry or Physics. Strongly recommended: Three units of laboratory science, including Chemistry and Physics.

3. Foreign Language: Required: Two units in a single language . 4. Mathematics: Required: Four units at the level of Algebra I or higher,

e.g., algebra, geometry, elementary analysis, probability and statistics, solid geometry, calculus with analytical geometry. Informal geometry and pre-algebra will not fulfill this requirement.

5. Social Studies: Required: Three units 6. Electives: Required: Additional courses in the areas above and/or in

fine arts and/or computer science to satisfy high school graduation requirements.

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http://www.uttyler.edu/admissions/apply.php

High School Rank in Class and SAT (ACT) Score

1. An applicant who graduates from an accredited high school in one of the two years preceding the academic year for which the applicant is apply for admission and who has a grade point average in the top 10%of the applicant's high school graduating class will be admitted automatically (subject to applicable enrollment limit). SAT (ACT) scores must be submitted.

An applicant who does not qualify for for admission under #1 above but meets the following criteria also qualifies for regular admission: High School Rank

Minimum Total ACT

Minimum Total SAT I

Top 25% 20 14102nd 25% 21 15003rd 25% 22 15304th 25% 23 1590

Home schooled students: Requirements for home schooled students entering as freshmen are as follows:

1. SAT or ACT test scores 2. THEA if applicable 3. HS transcript or GED scores

Additional Criteria: In addition to the current university requirements for admission, applicants must also have either: successfully completed the curriculum requirements for the recommended or advanced high school program or its equivalent; or satisfied ACT's College Readiness Benchmarks on the ACT assessment application to the applicant, or earned on the SAT assessment a score of at least 1500 out of 2400 or the equivalent.

The above requirement may be satisfied if the applicants official high school transcript or diploma states that the applicant completed the portion of the recommended or advanced curriculum or its equivalent that was available to the applicant, but was unable to complete the remainder of the curriculum solely because courses necessary to complete the remainder were unavailable to the applicant at the appropriate times in the applicant's high school career as a result of course scheduling, lack of enrollment capacity, or another cause not within the applicant's control.

An applicant may be given additional consideration based upon an evaluation of the individuals' involvement and level of responsibility in extracurricular activities; involvement in responsible non-academic affairs while attending high school, including employment and family responsibilities; status as a first

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general college student; English not first language; and socioeconomic background.

Application: Submit a completed undergraduate application for admission.

Application Fee: A non-refundable $40 application fee is required for U.S. citizens and permanent residents. A non-refundable $75 international application fee is required for all non-U.S. citizens. Applications will not be processed without the application fee.

Scholarships: All freshman applicants are reviewed for scholarship eligibility.

High School Transcript: An official high school transcript with high school graduation verification is required for final admission.

College Transcripts: Official transcripts are required from each college or university attended. Photocopies and faxed transcripts will not be considered for final admission. Course work from one college posted on the transcript of another college will not be considered for final admission.

TSI: Texas Success Initiative: Unless a student is exempt, the Texas Success Initiative (TSI) requires all undergraduate students entering a public college or university in Texas to be assessed for readiness to enroll in freshman-level academic coursework. The Texas Higher Education Coordinating Board has approved the following four testing instruments to be used to determine a student's readiness to enroll in college-level courses. The UT Tyler Testing Center offers the THEA and ACCUPLACER tests. Check their web site for more information.

Texas Higher Education Assessment (THEA) ACCUPLACER COMPASS ASSET

Transfer Credit: Credit earned at other accredited colleges or universities may be transferred by students presenting official transcripts describing such credit. Courses are acceptable for transfer at the level at which these courses were classified by the institution granting the credit. Only courses in which a student has earned a grade of "C" or better will be acceptable for transfer. The only exception will be if a student transfers to UT Tyler core complete from another college or university, and the transferring institution recognized a "D" as satisfying its Core Curriculum requirements.

College Credit by Examination: Credit by examination may be established through testing programs such as the Advanced Placement Program (AP), the College Level Examination Program, (CLEP) and International Baccalaureate (IB). Guidelines for credit by examination are listed below.

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http://www.thea.nesinc.com/

http://www.uttyler.edu/testingcenter

http://www.uttyler.edu/advising/tsi.php

http://www.uttyler.edu/admissions/apply.php

CLEP, AP, and IB credit received from a prior college or university will transfer as credit was awarded.

Table 6: University Core Requirements....................................................................................................................................................................................................................................................................................................................................

Effective Fall 20116 hrs. Communication 3 hrs. World Literature 6 hrs. Political Science6 hrs. Mathematics 3 hrs. Performing Arts 3 hrs. Social Science8 hrs. Natural Sciences 6 hrs. U.S. History 3 hrs. Humanities

An academic retention process is set in motion when an undergraduate student is deficient in GPA less than 2.00 and is placed on academic suspension for one semester and is required to pass through documented advisement procedures allowing the student to enroll for no more than 12 semester hours. A sample Academic Suspension Form is found online at: http://www.uttyler.edu/registrar/forms/UGRD%20Probation%20Web%20Version%208.10.2011.pdf. An undergraduate student who does not meet the terms of probation will be suspended for at least one semester and must receive re-admission approval through the respective academic dean. More information on probation and suspension is found at: http://www.uttyler.edu/cbt/ugadvising/academicprobation.php.

Retention of students is also influenced by the confidential student counseling and testing services provided to students enrolled at the university. Individual counseling, enrichment courses, group counseling and referrals are conducted by a licensed professional counselor. Students may also request disability services through contacting the Student Counseling Center 30 days prior to the beginning of each semester. UT Tyler Testing services are provided to students to include the administration of many standardized examination instruments. Such instruments may include ACT, SAT, CLEP, and ExCET exams. Students can find additional information about student counseling and university testing services on the following web site: http://www.uttyler.edu/studentservices. University Student Counseling and Testing office hours are 8:00 AM to 5:00 PM or by appointment. There are no additional charges for student counseling services.

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http://www.uttyler.edu/studentservices

http://www.uttyler.edu/cbt/ugadvising/academicprobation.php

http://www.uttyler.edu/registrar/forms/UGRD%20Probation%20Web%20Version%208.10.2011.pdf

http://www.uttyler.edu/registrar/forms/UGRD%20Probation%20Web%20Version%208.10.2011.pdf

6.6.2 Scholastic Success of Students: Students in Industrial/Engineering Technology and Applied Engineering shall have scholastic success comparable to those in other professional curricula in the institution. Grading practices shall be comparable to other departments and/or programs in the institution.

According to the past three biennium cycles (2006, 2008 & 2010), there have been over 600 freshman enrolled at UT Tyler. In these three past biennium cycles, the average ACT score has been 23 and the average SAT score has continually risen to 1071.

Table 7: Average ACT & SAT Scores

The average GPA for industrial technology majors compares to nursing majors and other majors as listed in Table 11. Comparable grading practices are indicated at UT Tyler by comparable GPAs among programs as illustrated in the second column of Table 11. In addition, since most Industrial Technology majors are transfer majors, there transfer GPA (basic studies) is comparable to the other majors listed in Table 11 (first column).

Table 8: Average GPA of University Programs vs. Industrial Technology

Spring 2011 Entering Transfer GPA of work that was accepted by UT Tyler

Average of Enrollment Cum GPA-- UTT courses only end of Spring 2011

Average of Cum GPA--includes transfer work end of Spring 2011

UT Tyler Average ACT & SAT 2010 2008 2006ACT Comp 23 23 23SAT (V+M) 1071 1068 1057State Average ACT Comp 20.8 20.7 20.3State Average SAT 989 1017 1021Source: Institutional Research and the following websites:www.publicagenda.org/charts/state-state-sat-and-act-scoreshttp://professionals.collegeboard.com/profdownload/Texas_CBS_08.pdfhttp://www.act.org/news/data/08/states.htmlhttp://www.act.org/news/data/06/states-text.html

Accessed 7/25/11

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Civil Engineering 3.11 2.73 2.92Construction Mgmt. 3.13 2.83 2.88Management 3.01 2.68 2.85Pre-Nursing 3.18 2.76 2.94Nursing 3.31 3.03 3.20Industrial Technology 3.09 3.08 3.06ALL PROGRAMS 3.16 2.84 2.98

Source: Shari Koukl, Assistant Director of Institutional Analysis (Prepared: September 7, 2011)

6.6.3 Placement of Graduates: The initial placement, job titles, job descriptions, and salaries of graduates shall be consistent with the program(s) goals and objectives. Industry’s reaction to graduates as employees must be favorable. Follow-up studies of graduates shall be conducted every two to five years. Summary statistics relating to follow-up studies of graduates shall be made available to the visiting team and the public. These statistics shall include placement rates as well as salary levels of program graduates.

From the 119 alumni emails gathered for the 2007 through 2010 graduates of the Industrial Technology program, a 25% return rate was realized. This was calculated by taking the 22 students that responded and dividing that number by the 87 usable emails. One email survey was sent out in October 2009 for the 2007-2008 graduates (7 responses) and a second one was sent in July of 2011 for the 2009-2010 graduates (15 responses). Three additional follow up reminders were sent to aid in maximizing the return rate of both surveys. A total of 22 graduates made the following recommendations to strengthen the industrial technology program course content. The above data is comparable to the 2003 Alumni Survey that was conducted in February 2006, where 132 alumni were surveyed with the results being based on a 26% return. However, that was sent to all the graduates of all four programs for the department.

Table 9: Salaries Ranges for Graduates of 2007-2008 & 2009-2010Frequency N = 7 Frequency N = 15

Salary Ranges 2007-2008 Graduates 2009-2010 Graduates$20,000-$30,000 2 3$30,001-$40,000 1 2$40,001-$50,000 1 5$50,001-$60,000 2 4$60,001-$70,000 1$70,001-$80,000$80,001-$90,000 1$90,001-$100,000OtherAverage Salary $43,571.48 $45,000.00

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Their current salary ranges varied greatly and were dependent upon previous job experience and job position vacancy location. Alumni from 2007-2008 reported their salaries as ranging anywhere from $24,000.00 to $62,000.00 per year with the overall average salary was equal to $43,571.48. The 2009-2010 alumni salaries ranged from $28,000 to $87,000 with an average starting salary of $45,000. Although this was not a huge jump from the previous two years, it was an increase which was pretty good since the economy is currently going under its biggest downturn since the Great Depression. In addition, there have not been any raises for most faculty at the university in over three years.

Table 10: Job Titles of Graduates..........................................................................

Inventory Planning Professional Technology Teacher Sr. Direct Assessment Technician Real Estate AppraiserAsst. Project Mgr. for Elect. Contr. Geek Squad Agent SupervisorProduction Supervisor Project ManagerPreventative Maint. Supervisor Quality Assurance CoordinatorProfessor, Engrg. Design Techn. OwnerManufacturing Engineer Systems EngineerCadet in Army Technical Support SpecialistArtificial Lift Field Specialist IT ManagerConstruction Representative Platoon Leader

Overall, the graduates were satisfied with the degree they had earned and the quality of teaching in the HRD & Technology department had been adequate. A sample copy of the annual department alumni survey and employer survey are located in Appendix D.

If you review the job titles in the table above, it can be noted that 15 of the 20 are directly related to program’s curriculum while several of the others are receiving additional technical training in the military and one individual owns his own company that manufacturers forgings. In other words, almost all of the graduates are pursuing careers in which they were prepared for by the program.

All of the alumni mentioned that they were working full time except for one who was still recovering from a stroke.

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6.6.5 Student Evaluation of Program(s): Evaluations of the Industrial/Engineering Technology and Applied Engineering program(s) shall be made by its graduates on a regular basis (two to five years). Reactions and recommendations shall be considered in program revisions.

As mentioned in the last standard, from the 119 alumni emails gathered for the 2007 through 2010 graduates of the Industrial Technology program, a 23% return rate was realized. This was calculated by taking the 22 students that responded and dividing that number by the 87 usable emails. One email survey was sent out in October 2009 for the 2007-2008 graduates (7 responses) and a second one was sent in July of 2011 for the 2009-2010 graduates (15 responses). Three additional follow up reminders were sent to aid in maximizing the return rate. A total of 22 graduates made the following recommendations to strengthen the industrial technology program course content. The above data is comparable to the 2003 Alumni Survey that was conducted in February 2006, where 132 alumni were surveyed with the results being based on a 26% return. However, that was sent to all the graduates of all four programs for the department.

Table 11: Alumni Recommendations for Program Improvement Sent in2009 & 2011

Basic Skills in Course Work Increase Emphasis2007 & 2008 grads 2009-2010 grads

1. None, there was enough of each 43% 13%

2. Technical Skills 29% 47%

3. Science Skills 29% 20%

4. Management Skills 0% 27%

5. Math Skills 0% 20%

6. Computer Software Skills 14% 33%

7. Technical Writing Skills 0% 20%

8. Written Communication Skills 0% 33%

9. Oral Communication Skills 0% 13%

The table above illustrates the perceptions of alumni regarding course work that the felt was useful to them for their present careers related to the program. It can be noted that most of the 2007-2008 graduates (43%) felt

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that none of their basic skills in course work was deficient and only their technical and science (29%) and computer software skills (14%) needed any sort of increased emphasis. However, the more recent graduates noted that their technical skills (47%) needed an increased emphasis as well as their computer software skills and written communication skills (33%). Management skills were also somewhat high on the list with a 27%. It should be noted that each of the categories had some percentage of the graduates feel that they were in need of an increased emphasis.

Table 12: Survey Results from 2007-2008 & 2009-2010 Graduates Regarding Strengths and Weaknesses of the Industrial Technology Program

2007-2008 Graduates 2009-2010 Graduates

# Question Strength Weakness Strength Weakness

1 Course scheduling 7 0 12 3

2 Tuition costs 7 0 10 53 Advisement 7 0 13 24 Teaching 7 0 15 0

5 Degree curriculum 7 0 9 6

6 Facilities 3 4 7 8

7 Number of faculty 5 2 7 8

8Number of course offerings

5 2 6 9

According to the table above, teaching was the only category in which all of the graduates felt was a strength of the Industrial Technology program. Advisement and course scheduling were all considered a major strength of the program with only 2 or 3 out of 15 of the most recent graduates feeling that it was a weakness when none of the 2007-2008 graduates felt that way. The major weakness of the program was still the facilities; however, on the more recent survey the majority of graduates felt that the number of faculty and course offerings were weaknesses as well. Because of this, two new faculty were hired in 2010. Facilities and equipment are in the process of being updated, hopefully as soon as Spring 2012.

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2007-2008 Alumni Survey Results for Most Frequently Used Competencies

Summary: MOST FREQUENTLY USED COMPETENCIES in each category:Manufacturing Management: Project ManagementManufacturing/Processing: Electricity and ElectronicsCAM/Automation: Programmable Logic ControllersHuman Resource Development (HRD): Conflict Resolution and Team BuildingIndustrial Safety: Risk/Loss Mgmt, Hazardous Mgmt, Fire &

Suppression Safety Systems, OSHA & State Safety Regulations

Business: Manage Human Capital and Financial Resources

CBT Core Values: Ethical Issues in Decision Making, Speak Effectively to Individuals

2009-2010 Alumni Survey Results for Most Frequently Used Competencies

Summary: MOST FREQUENTLY USED COMPETENCIES in each category: Manufacturing Management: Quality Concepts & MeasurementManufacturing/Processing: Adv. Mfg. Processes, Mfg. ProcessesCAM/Automation: Computer Aided ManufacturingHuman Resource Development (HRD): Team BuildingIndustrial Safety: OSHA & State Safety RegulationsBusiness: Manage Human Capital and Financial

ResourcesCBT Core Values: Speak Effectively to Individuals

Similarities in the two tables above listing the past two alumni survey results for most frequently used competencies per category show that OSHA & State Safety Regulations are still the most important in the Industrial Safety category as is Manage Human Capital and Financial Resources in the Business category. In addition, under the College of Business & Technology (CBT) Core Values category, speaking effectively to individuals was still the most frequently used competency as was Team Building in the HRD category. The technology categories changed a little with Quality Concepts & Measurement, Advanced Manufacturing Processes and Manufacturing Processes, and Computer Aided Manufacturing being selected as the most frequently used competencies. Changes in the curriculum have been made accordingly to reflect these trends.

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Other written comments from the 2009 and 2011 Alumni Survey returns for improving the Industrial Technology program included the following:

Better manufacturing laboratory and equipment More up to date technologies like PLCs, etc. Mastercam programming More internships and hands on experiences More public speaking, management and leadership content More on customer service and communication Overall good program

These issues were addressed in faculty and advisory board meetings and more CAM programming has been added to the course TECH 4317 CIM. In addition, more up to date technologies should be added in the Spring of 2012 with the support of over $100,000 worth of funding by the Dean’s Office from course fees collected from student tuition. Total Quality Management, Advanced Manufacturing Processes, and Manufacturing Processes are required courses so all students should receive a thorough background in these areas.

Further, now that the Business minor is required, students should receive a better background in public speaking, management and leadership skills.

The Department of Technology has four avenues by which graduates of the industrial technology program can make recommendations for consideration in program revisions as noted in the Input section listed below.Input 1) All senior level technology majors will enroll in a capstone course TECH

4372 Capstone Experience prior to graduation. As part of the course, students will have an opportunity to conduct general and specific degree/option competency assessments. The assessment instrument will allow students to evaluate their perception of his/her degree/option program and their success in the completion of common core and degree/option specific course assessment competencies.

2) An Alumni Survey instrument (see Appendix D) will be emailed out to baccalaureate graduates of the Department of HRD & Technology biennially to allow alumni input concerning their academic experience in the program. The alumni survey will aid the department to determine job placement rates, salary categories and determine strengths and weaknesses in degree preparation and curriculum content and organization.

3) A student course evaluation (see Appendix D) is administered at the end of each baccalaureate course that is taught in The Department of HRD &

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Technology. This survey instrument will provide students at all levels the opportunity to have input related to course objectives, course content, teaching methods, and instructional abilities.

4) A Graduation Survey (see Appendix D) is given to each student to complete when they file for graduation from a program within The Department of HRD & Technology. This survey instrument will provide students the opportunity to have input related to departmental procedures and programs, and give base information related to their employment.

Process From these resource inputs, the objective portions of all instruments will be sent to the UT Tyler Office of Institutional Research for statistical processing and graphical make ups (charts & graphs) and then returned to the departmental secretary. The subjective portions of the Capstone Assessment will be collated by the Program Coordinator. Both the objective and subjective assessment data and findings for the Capstone Assessment will be placed in report form for review by the program coordinator and the program advisory committee. The subjective portions of the Alumni Survey will be collated by the departmental secretary and placed in report form along with the objective portions for review by program coordinators, each respective program advisory committee, department faculty and the department advisory committee. Objective and subjective data and findings from student course evaluations is now made available online to the instructor of record for each course.

OutputThe formal mechanism within The Department of Technology for the consideration of graduates reactions and recommendations for instituting and/or implementing program revisions is as follows:

The respective technology degree/option coordinators will provide Capstone Assessment, Alumni Survey, and student course evaluation data, findings, and report summaries to their respective advisory committee members for review prior to any scheduled annual meeting date. Each committee meeting will provide an agenda item to discuss and make program recommendations for program revisions based on graduates input. Upon established committee recommendations for program revision, the program coordinator may elect to make program revisions by:*

1. change in course content2. change in course emphasis3. addition of new course4. deletion of obsolete course5. change in degree/option plan format

*Selected changes may be contingent upon the university curriculum approval process

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2. Capstone Assessment and Alumni Survey data, findings and report summaries will be periodically reviewed by all technology faculty in conjunction with each faculty member’s student course evaluations that are administered each semester. Based upon this review process, a faculty member or program coordinator may elect to make program revisions by:*

a. change in course content b. change in course emphasisc. addition of new coursed. deletion of obsolete coursee. change in degree/option plan format

*Selected changes may be contingent upon the university curriculum approval process.

3. The validation of these program revisions will be monitored by each faculty member and the program coordinator. The success or failure of any implemented program revisions will be determined by the future data, findings, and report summaries of the aforementioned input sources.

Feedback Improvement LoopA continuous program improvement cycle (see Appendix G) was created though the periodic evaluation of program revisions (successful or not). The periodic program revision review will be conducted by the program coordinator and the results presented through departmental faculty and the advisory committee. Further program revision and/or improvement changes may be determined on one of several ways:

1. changes, additions, and/or deletions to the aforementioned input resources in order to keep input data, findings, and report summaries up-to-date with labor market trends.

2. a periodic review of the progress of program revisions by the program coordinator to determine the timeliness of curriculum.

3. a periodic review of the progress of program revisions by advisory committee to enhance professional career development & placement.

4. a periodic review of the progress of program revisions by each technology faculty member to determine the timeliness of course content.

Implementation for the progress of program revisions will be based upon the above resources and will be administered in the output phase of this continuous program revision improvement cycle.

Evidence

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Documentation of the above continuous improvement program revision improvement cycle process can be reviewed in the Department and Technology faculty meeting minutes.

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6.6.6 Student Enrollment: Enrollment shall be adequate in each program area to operate the program(s) efficiently and effectively. The level of available financial and facility resources shall be considered as a constraint on the maximum number of qualified students to be admitted to the program(s). Enrollment trends shall be tracked, and factors affecting enrollment patterns shall be identified and analyzed. Enrollment projections shall be made which relate closely to short and long-range goals, as well as financial and physical resource needs.

The Department of HRD & Technology is a student-centered department committed to conducting multi-option programs targeted at preparing technical professionals, instructors, and educators who exceed standards. Enrollment patterns over the past three years has shown an increase in enrollment. The data from the 2009, 2010, and 2011 UT Tyler Fact Book reflect an increase in the Industrial Technology annual graduation rate from 24 students in 2008 to 43 students in 2010. Through faculty and university recruiting efforts at career days, Freshman Patriot Preview Days, and by alumni word of mouth, the department is able to continually increase enrollment.

Industrial Technology graduates have indicated that they learned of the UT Tyler Department of HRD & Technology through either reading a brochure, talking to a friend, a junior college advisor, a society registry, or viewing the UT Tyler web page. Various student services at UT Tyler such as the Alumni Association, Student Counseling Center, Testing Service, Disability Support Services, Career Services, and the Academic Enrichment Center have also aided in maintaining and increasing student enrollment. With the opening of the new UT Tyler Louise Herrington Patriot Athletic Center in August 2003, many new athletic opportunities were offered to students. Over 20 intramural sports, many forms of fitness training, swimming, and NCAA DIII college athletics were introduced.

The university also sponsors over 35 student clubs and organizations, 13 honors societies, and the Student Government Association also add to the support of student enrollment and retention. The Department of HRD & Technology sponsors an ATMAE student chapter and a student chapter of The Society of Manufacturing Engineers. A brand new chapter of IEEE – Nanotechnology was established in October of 2011. In addition, the department’s Delta Gamma Chapter of Epsilon Pi Tau installs honor students in the Spring and Fall semesters.

The total UT Tyler average undergraduate enrollment for 2010 was 2078 males and 2830 females = 4908. The total Department of HRD & Technology undergraduate enrollment for 2010 was 143 which represent 3.0% of the total enrollment at UT Tyler and 17% of the total enrollment in the College of Business and Technology.

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Table 13: U T Tyler Undergraduate Enrollment by College UT Tyler Undergraduate College Enrollment for Fall 2010

College of Arts and Sciences 1,095College of Business and Technology 968Industrial Technology 67College of Education and Psychology 798College of Engineering and Computer Science 563College of Nursing and Health Sciences 1,323Undeclared 153Total 4,908

*Source 2010-11 UT Tyler fact book

The number of majors for each degree and degree option in the Department of HRD and Technology is shown below.

Table 14: Number of Undergraduate Majors for Each Degree in the Dept.Degree and Degree Option Majors

BAAS & BS Degrees 2010 Industrial Technology 67 (46%)Human Resource Development 52 (36%)Bachelor of Applied Arts & Science 24 (17%)Total Active Undergraduate students 143

*Source 2011 UT – Tyler Institutional Research

The number of Industrial Technology majors graduating each year is listed in Table 21. As illustrated in the table, the number of graduates has continued to increase over the last eight years. Although the number of Industrial Technology majors looks flat according to enrollment data, the number of graduating Industrial Technology majors continues to rise. This may be attributing to transfer students from other departments forgetting to fill out a change of major form or the change of major form not being processed in a timely manner.

When considering the total UT Tyler enrollment as a whole, the Industrial Technology program enrollment and graduation rates are sufficient to support its mission. Further, it becomes apparent that the program enrollment is growing steadily or at least maintaining status quo even though manufacturing careers are less desirable and on the decline. The bottom line is that the program graduates more students than the majority of programs on campus.

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Table 15: Number of Industrial Technology Majors Graduating by Year and Semester

Year Fall Spring Summer TOTAL2010 18 21 4 432009 20 14 2 362008 9 12 3 242007 10 5 4 192006 9 9 1 192005 7 3 3 132004 4 5 5 142003 8 3 1 12

Table 16 specifies the total enrollment in the program by year.

Table 16: Total Industrial Technology Enrollment by Year Semester Total Enrollment

Fall 2010 67

Fall 2009 71

Fall 2008 69

Fall 2007 70

Fall 2006 62

Fall 2005 40

Total 379

Enrollment projections based upon historical enrollment over the past six years is placed in a linear projection for the two academic years. Although enrollment projections do not support the short and long range goals for the program, graduation rates do. Because of this trend, the Dean of the College of Business and Technology is dedicating over $100,000 for new equipment to further the program’s mission in the Spring semester of 2012. In addition, a new minor in manufacturing management was created for Business majors which has steadily increased the enrollment in the technology courses.

Total undergraduate enrollment at the university has had an average 14% increase annually over the past six academic years. Much of this growth is attributed to an increase in new programs and the increase of freshmen students since the university is now a full four year institution. If the 14%

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increase in enrollment is divided among the five colleges, then the College of Business & Technology and the Department of HRD & Technology should experience approximately a 3% annual increase in enrollment.

The table above shows a 67% growth rate for the Industrial Technology program between the years 2005-2010; however, the growth rate has been flat over the last four years. This can mainly be attributed to only one faculty member being assigned to the program, which limited the number of students, especially in laboratory “hands-on” related course work. In the Fall of 2010, two new additional faculty were hired to resolve this issue.

6.6.7 Advisory and Counseling Services: Adequate and timely advising and counseling services shall be available to students.

Incoming students complete enrollment applications to the university and submit those applications to the Registrar’s Office. If a student has been previously enrolled at UT Tyler and has not attended the university for over a year, then the student must reapply for admission. Transfer student applications are evaluated for the number of creditable transfer hours and for possible deficiencies that may be found in the UT Tyler baccalaureate academic core requirements. A student will then be assigned a faculty academic advisor based upon the student’s chosen technology degree option or degree. It is recommended that students meet with their assigned advisor at least once per semester in order to plan and schedule their next semester’s work. Academic advisor’s responsibilities also include guidance through all university graduation requirements.

A student who may need special academic accommodations under the Americans with Disabilities Act (ADA) must contact the Director of Student Services or Kimberly Harvey-Livingston M.S., LPC in the UT Tyler Student Counseling Office UC 282. The counseling office web site can be viewed at: http://www.uttyler.edu/disabilityservices. Other services offered for students are available at these offices: Disability Services, Student Counseling Center, Testing Center, and Wellness and Prevention Education. Student Services works collaboratively with the University Health Clinic and other campus Health Services. The website for these office is: http://www.uttyler.edu/studentservices/index.php

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http://www.uttyler.edu/studentservices/index.php

http://www.uttyler.edu/disabilityservices

6.6.8 Ethical Practices: Ethical practices shall be fostered, including reasonable student refund policies and nondiscriminatory practices in admissions and student employment.

As stated in the UT Tyler Handbook of Operating Procedures, Series 200, section 2.4.1, page 1, entitled Nondiscrimination Policy and Complaint Procedure, no person will be excluded from participation in, denied, the benefits of, or be subject to discrimination under any program or activity sponsored or conducted by The University of Texas System or any of its component institutions on any basis prohibited by applicable laws, including, but not limited to race, color, national origin, religion, sex, age or disability. Section 2.4.2, page 1, further states that The University of Texas at Tyler maintains a working and learning environment that is free from inappropriate conduct of a sexual nature. Sexual misconduct and sexual harassment in any form will not be tolerated and individuals who engage in such conduct will be subject to disciplinary action.

Every course syllabus in the Department of HRD & Technology shall contain the following statement: “Academic dishonesty, such as unauthorized collusion, plagiarism and cheating, as outlined in the Handbook of Operating Procedures, University of Texas at Tyler, will not be tolerated”. University regulations require the instructor to report all suspect cases of academic dishonesty to the Dean of Students for disciplinary action. In the event disciplinary measures are imposed on the student, it becomes a part of the Student’s official school records. Also, please note that the handbook obligates you to report all observed cases of academic dishonesty to the instructor.” As per The Family Educational Rights and Privacy Act and the Texas Public Information Act, the university has adopted the following policy as stated in the UT Tyler 2010-2012 Catalogue, page 18:

“The University will not permit access to or the release of personally identifiable information contained in student education records without the written consent of the student to any party with only specified exceptions”.

Equitable student tuition payment refundsU.T. System employment policies may also be found in the Regent’s Rules. Section V, pages 2 & 3, in the Handbook of Operating Procedures addresses student financial aid policies and various student tuition fee policies. Students may make payment of tuition and fees for fall and spring semesters in one of several ways as listed below in the online UT Tyler 2010-2012 Catalogue at http://www.uttyler.edu/catalog/10-12/ under the heading Tuition Charges and Fees, subheading Option to Pay Tuition Fees by Installment:

Students may make payment of tuition and fees for the fall and spring

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http://www.uttyler.edu/catalog/10-12/

semesters through the following installment plan: one-half (1/2) of tuition and fees in advance of the beginning of the semester and two (2) one-fourth (1/4) payments prior to the end of the semester. This plan is not available for summer sessions.

A promissory note will be required and an incidental-handling fee of $25 will be collected from students utilizing the installment plan. A late payment fee of $25 will be assessed for each late payment.

a. A student who fails to provide full payment of tuition and fees, including late fees assessed, when payments are due, is subject to one or more of the following actions:

b. Bar from registration/deny readmission; c. Withholding of grades, degree and official transcript; d. Denial of course credit for work done that semester; e. Apply appropriate penalties as established by law; f. Referral of debt to collection agency.

Schedule of Refunds

If a student formally drops one or more courses through the Registrar's Office, the university will refund applicable tuition and fees collected for courses from which a student drops within the first 12 days of a fall or spring semester, within the first four days of a summer term, or within the first day of a mini session, provided the student remains enrolled at the institution for that semester or term. Refunds for courses dropped by a student who later in the semester or term withdraws from the institution will be calculated according to the following schedule:

Regular semester, Long Summer prior to first class day 100%during first five class days 80%during second five class days 70%during third five class days 50%during fourth five class days 25%after fourth five class day no refundSummer I and II semester prior to first class day 100%during the first, second, or third class day 80%during fourth, fifth, or sixth class day 50%seventh class day and thereafter no refund*Less $15 matriculation fee.

For refunds, the effective date of withdrawal will be the date when the

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withdrawal is officially completed and recorded by the Registrar's Office. If a scheduled course of instruction is cancelled by the university, all fees will be refunded. No refunds will be made unless applied for in the same school year as withdrawal. Immediate refund will not be made to students who withdraw during the refund period. Normally, refunds will be disbursed according to the refund preference indicated through the SwoopOne Card within 30 days from the last day of scheduled refunds.

All policies regarding the payment or refunding of tuition, fees, and charges comply with applicable statutes and are approved by the Board of Regents of The University of Texas System. If a person desires clarification of any matter relating to payment or refund of such charges, or believes special circumstances warrant exceptions to the published policy, the Office of Business Affairs at UT Tyler should be contacted.

Series 300, 3.2.13, entitled Faculty and Academic Policies in the Handbook of Operating Procedures (http://www2.uttyler.edu/ohr/hop/hopseries300.php) addresses student grading policies and classroom attendance. The university does not specify classroom assessment procedures for instructors and professors nor does the university specify to instructors and professors a standard calculation for a student’s letter grade, however, the university does use the standard point and credit hour system for calculating GPA and honors awards. Academic honor awards are divided into the typical three main categories by point totals as illustrated in Table 17.

Table 17: Academic AwardsSumma Cum Laude 3.90 to 4.00Magna Cum Laude 3.70 to 3.89Cum Laude 3.50 to 3.69

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http://www2.uttyler.edu/ohr/hop/hopseries300.php

6.7 Administration

6.7.1 Program Administration: Programs in Industrial/Engineering Technology and Applied Engineering are expected to have an identifiable, qualified individual with direct responsibility for program coordination and curriculum development. This individual shall be a full-time employee of the institution.

The Department of HRD & Technology is administered by a Department Chairperson.

As described in the University Handbook of Operating Procedures, the Department Chairperson is responsible for the overall development, promotion, and operation of the department. In consultation with departmental faculty, chairpersons coordinate, supervise, and develop plans for hiring, instruction, curricula, research, office use, equipment, and budget. Chairpersons supervise, counsel, and evaluate their departmental faculty members and office staff, and make recommendations to the appropriate dean. Chairpersons serve at the discretion of the President.

The administrative functions of the Chairperson deal with the day-to-day management and coordination needs of the Department served. The administrative functions include:

financial-management faculty load assignment schedule preparation/approval faculty/staff evaluation policy formulation committee and professional responsibility funding communications facility allocation staffing reporting/delegation

Planning/development/evaluation functions cover both College and program needs within the units.

In addition to the Department Chair, a coordinator is appointed to provide leadership for each program. This person directs recruiting and advising for their program in addition to recommending changes in curriculum, facilities and staffing.

The coordinator for the Industrial Technology program is Dr. Mark Miller.

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6.7.2 Administrative Leadership: Individuals assigned to administer Industrial/Engineering Technology and Applied Engineering programs must demonstrate effective leadership and a high level of support.

The Chairperson of the HRD and Technology Department is Dr. Jerry W. Gilley. Annual evaluation of the Department Chair is performed by the faculty of Technology and by the Dean of the College of Business and Technology. This evaluation includes elements concerning personnel relations, organization, knowledge and creativity and leadership. These evaluations have consistently resulted in high marks in each area of performance.

Finally, it should be observed that Dr. Gilley has maintained an active role in both teaching and research during his administrative service. His curriculum vitae documents funded research, professional service and teaching activities since assuming Department Chair responsibilities.

6.7.3 Administrative Support: There must be appropriate support for Industrial/Engineering Technology and Applied Engineering from the personnel holding leadership positions in the departments and colleges where the program is administratively located.

The Department of HRD & Technology enjoys excellent administrative, and adequate facility and financial support from the administrative units in which it is placed. The College of Business and Technology Dean maintains a high level of contact with the Department's chair and faculty.

The Interim Provost & Vice President for Academic Affairs has been supportive of the Industrial Technology program. The technology faculty are members of one or more university standing committees.

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6.8 Facilities and Equipment

6.8.1 Adequacy of Facilities and Equipment: Physical facilities and equipment, which are suitable to serve the goals and objectives of the program(s), shall be available for each program and option. Where facilities and equipment appear to be minimal to support a quality program(s), comparisons with support levels for other professional programs at the institution will be made by the visiting team.

The Technology program at the University of Texas at Tyler has traditionally been an upper-level program designed to take students through the final two years for their baccalaureate degree. Students were expected to bring the technical competencies and lower level academics with them to their major programs of study. UT Tyler became a four-year university in 1997 and a limited number of freshmen were admitted with unrestricted enrollment of freshmen beginning in fall of 2002. Up until 2000 the department only had a computer lab which also included a CIM cell. In 2000, the department was given HPR 261 which was established as a multipurpose lab. On January 9, 2006, the department was given HPR 256 in which a production lab is presently being used by students.

The Department of HRD & Technology is housed in the Hudnall, Pirtle, Roosth Building. The space is made up of three laboratories, nine faculty and staff offices, one department office with adjoining workroom, one departmental library, one resource room, one conference room and three storage rooms to support the laboratories.

All faculty and staff offices are approximately 100 square feet and are equipped with computers, printers, phones and the necessary office furniture to support their professional needs. The department chairs’ office is approximately 220 square feet and the departmental office is approximately 300 square feet with a 250 square foot workroom. A floor plan of the second floor of the HPR building and a map of the UT Tyler campus are listed as follows:

A description of the rooms on the floor plan is provided below:225 Departmental workroom226 Departmental office235 Departmental Conference room and storage236 Department Chair's office237, 238 Faculty offices239 Technology Education Grant office240 - 244 Faculty offices246 Departmental resource room248 Departmental Computer Laboratory 251 Interactive Video classroom

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255 CIM Lab256 Production Lab261 Multipurpose Laboratory258, 260 Laboratories257 Laboratory Storage Room259 Spray Booths & Equipment Storage247 252, 253, 262 Classrooms

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Figure 2: Department of HRD & Technology Floor Plan

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Figure 3: The University of Texas at Tyler Campus Map

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The goals and the objectives of each course were examined with regard to the facility and equipment needs. Each faculty member then developed a prioritized list of the equipment they felt would be necessary to meet the educational objectives of the course (see Appendix G). The information was incorporated into a spreadsheet to determine the financial needs of the department (see Appendix G). This prioritized list was then presented to the administration to document the departmental needs. This spreadsheet is also used in the allocation of appropriated departmental funds.

6.8.2 Support for Facilities and Equipment: Facility and equipment needs shall be reflected in the long range goals and objectives for the program(s) and option(s), and sources of potential funding shall be identified.

The support for facilities and equipment comes from state funding, grants, and donations. The department is allocated $ 10,363 annually for the maintenance and operation (M&O) and $10,233 for the computer laboratory. The university also allocates funds for capital equipment purchases in each annual budget, based upon requests and available funds. The department also receives Equipment fees, Course Fees and Excess Computer Use Fees.

The Industrial Technology program was allocated over $100,000 to upgrade its equipment in laboratories the two years prior to its accreditation visit in 2006. From 2007 – 2011 the program has only received approximately $30,000 to upgrade its equipment and facilities with most of it being received in the last two years. During this time period, it should be noted that there has been a fiscal crisis in the United States and the state of Texas that has limited funding for universities. However, it should be noted that since Dr. Doty became Dean of the College in 2009, no funding request has been denied. Moreover, due to additional course fees being applied to student tuition, the program should receive over $100,000 to update existing equipment and facilities in the Spring of 2012. Funding for new equipment requests in listed in Appendix G.

6.8.3 Appropriateness of Equipment: Equipment shall be appropriate to reflect contemporary industry. Student use of equipment reflecting current technology practices shall be evident.

Faculty members have examined each course with regard to the facility and equipment needs. Each faculty member then developed a prioritized list of the equipment for those courses. These requests were then prioritized within the department and that equipment deemed necessary was purchased with in the financial constraints of the department. This prioritized list was then integrated into a spreadsheet to document the departmental needs. This spreadsheet is also used in the allocation of appropriated departmental funds.

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6.9 Computer Systems

6.9.1 Availability of Computer Systems: Appropriate and current computer systems and software shall be available to both students and faculty. These systems must cover appropriate functions and applications in each program area. These systems may be on or off-site, as long as the systems are accessible to students and faculty.

The Department of HRD & Technology maintains a computer laboratory in HPR 248. The primary function of the laboratory is to provide the training for students so that they may more effectively integrate and apply these technologies in business, industry and public schools. This laboratory consists of 28 Pentium based computers, all of which are on a three-year replacement schedule. Twenty-seven computers are for student use and one is for the instructor. This computing laboratory is used both for scheduled courses and as an open use facility. This laboratory is also equipped with a networked laser printer. A video projector is also connected to the instructor computer in this lab. This laboratory is open various hours from Monday through Friday for Department of HRD & Technology students. In addition, students can use the main computing lab in the Business Building (BUS101).

Computer Lab ConfigurationsHPR 248 – Technology Lab

Lab HoursMonday 8am – 7pmTuesday 8am – 12pmWednesday 8am – 7pmThursday 1pm – 3pmFriday 8am – 7pm

Computer ConfigurationsTwenty-eight student accessible computers available with the following configuration,Visual aid tools: Mitsubishi LVP- X8OU Make: Dell OptiPlex 750Screen: Dell 17” TFT displayProcessor: Intel(R) Core(TM) 2 Duo, CPU E7400 @ 2.80GHZ Install memory (RAM): 3 GBHard Drive Capacity: 160 GB

Key software InstalledOperating System: Microsoft Windows 7 Enterprise 32 Bit Operating SystemOffice Tools: Microsoft Office 2010, SAP Front End

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Drafting and CAM Tools: AutoCAD 2010, AutoCAD Mechanical 2010, Autodesk Inventor 2010, and SURFCAM Velocity 4.0.

Simulation Tools: DWG TrueView 2010, RoboCell for Scorbot robot, SCORBASE, CellSetup, and Second Life Viewer 2.

BUS 101 – Campus Computing

Lab HoursSunday 12:00pm – 10:00pmMonday 7:00am – 11:00pmTuesday 7:00am – 11:00pmWednesday 7:00am – 11:00pmThursday 7:00am – 11:00pmFriday 7:00am – 8:00pmSaturday 12:00pm – 10:00pm

Computer Configurations - DesktopsTwenty-two student accessible computers available with the following configuration.

Make: Dell OptiPlex 755Screen: Samsung 19” LCDProcessor: Intel(R) Core(TM) 2 Duo, CPU E4500 @ 2.20GHZ Install memory (RAM): 2 GBHard Drive Capacity: 150 GB

Key software InstalledOperating System: Microsoft Windows XP 32 Bit Operating SystemOffice Tools: Microsoft Office 2010, SAP Front End, Microsoft Visual Studio 2005, WinWay Resume Deluxe Drafting Tools: AutoCAD 2008, MathCAD13

Simulation Tools: DWG TrueView 2008, RoboCell for Scorbot robot, SCORBASE

Second Life Viewer 2Other: ProSystem FX Tax, QuickBooks, Top Style 3, MathMatica 6, Adobe

Dreamweaver CS3, Eclipse, Intuit, Lacerte, Matlab 2007, Spss Satistics

Computer Configurations - N ComputingFifteen student accessible computers available with the following configuration. Make: N Computing Thin ClientScreen: Samsung 19” LCDProcessor: N/A

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Install memory (RAM): N/AHard Drive Capacity: N/A

Key software InstalledOperating System: Microsoft Windows Server 2008Office Tools: Microsoft Office 2010Other Software: PASW Statistics 18, Wolfram Mathematica 8

6.9.2 Utilization of Computer Systems: Evidence shall be available which indicates that students and faculty are making significant use of computer systems related to program curricula.

The following courses require extensive utilization of computers:

TECH 2323 Introductions to Computer Apps.TECH 2330 Information Comm. & TechnologyTECH 3315 Visual Communications Tech. TECH 4310 Total Quality ManagementTECH 4317 Computer Integrated Manufacturing

In the courses listed above, students are taught in the computer laboratory and are required to complete assignments using specialized software and hardware to fulfill the requirements of each class. In addition to the above courses, other courses in graphics, quality control methods, manufacturing, electronics and management periodically require assignments involving specialized software packages. Students are expected to utilize computers, through the use of word processors, internet searches or presentation packages, in the completion and presentation of all assignments.

Faculty members utilize computers for the preparation of proposals, articles, correspondence and course material in addition to maintaining student course rosters and grades. Faculty members have access to a scanner, digital camera, digital video camera, and color laser printer in addition to the desktop computer and printer in each member's office. Each faculty member also has a laptop computer and the department has a portable printer and portable computer projectors for utilization at conferences and in presentations. Faculty also utilize computers for email, access to student records, and all budgeting and purchasing is conducted on computers.

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6.10 Financial Resources

6.10.1 Financial Support: The budget for the Industrial/Engineering Technology and Applied Engineering program(s) shall be adequate to support program objectives. When judging sufficiency, the visiting team shall make comparisons with the support levels given to other professional programs at the institution.

The Department of HRD & Technology has several sources of internal financial support at The University of Texas at Tyler. The Table below shows the annual budget from state appropriations.

Table 18: Departmental Budget by Classification by Year

Description 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Faculty Salaries 575,202 837,374 793,863 574,880 690,829 704,247 Classified Personnel 22,482 44,712 51,100 24,500 24,500 24,500 Wages 6,730 10,528 0 2,407 2,920 3,500 Maintenance & Operation 23,375 36,247 20,694 15,641 40,385 12,763 Travel 19,732 18,154 11,583 13,499 5,752 0 Summer Faculty Salaries 102,459 96,354 106,221 59,464 58,998 23,750 Course Fee 22,777 29,633 53,400 61,629 95,450 95,500 Equipment Fee 12,565 16,514 29,408 * * *TOTAL BUDGET 785,322 1,089,515 1,066,268 752,020 918,834 864,260 *Course fees, equipment fees, and computer fees were merged into course fees starting in 2009-10

Prepared by Ron Rippe from the UT Tyler Budget Office, September 30, 2011.

The table above reflects changes in the budget over the past six years. Faculty Salaries have fluctuated over the last six year due to retirements and extended job searches. However, as illustrated in Table 24, new faculty have been hired to fill positions. In addition, two programs were moved to the College of Engineering so two faculty were reassigned. The increase in wages is from an additional allocation for student workers and a faculty member changing status from a lecturer to an assistant professor. Maintenance & Operation were adjusted with the increase of availability of course fees to the department. Travel and Summer Faculty Salaries are normal incremental changes. Computer Lab fee increases are a result of higher fees and enrollment growth. Course Fee increases are a result of higher fees and increased enrollment. The Equipment Fee is a newly

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instituted fee which became effective Fall 2003. Extended Computer Fee increases are as a result of higher fees and increased enrollment. Capital Expenditures are appropriated by the administration from available funds each year based upon requests.

Huge strides have been made in this area, prior to the first ATMAE accreditation visit in 2006; an average of approximately $12,000 was expended each year for new equipment. In the two years prior to the 2006 ATMAE accreditation visit, the department expended approximately $179,000 for new equipment and the updating of facilities. These funds were allocated from generated course fees from the College of Business and Technology and LERR (Library, Equipment Remodeling & Renovation) funds requested from the University’s Provost Office. The expenditures for the years AY 04-05 was $ 89,000 for and for AY 05-06 it was $90,000.

It should be noted, however, that over $100,000 has been allocated for the program to update equipment and facilities in the Spring of 2012 from funds generated from student course equipment fees.

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6.10.2 External Financial Support: There shall be evidence of external support for the program(s) in Industrial/Engineering Technology and Applied Engineering. However, this external support shall be treated as supplementary support, and is to be used to achieve and maintain a high level of program excellence. This external support shall not be used to displace funding support normally provided by the institution.

The Department of HRD & Technology has been attempting to improve the external support for its activities during the past few years. The external support categories that are most useful in the Department of HRD & Technology include the donation of cash for use in scholarships and the donation of laboratory equipment. Under state regulations, equipment that has been donated may not be converted to cash for the departmental fund. All items donated to the University and not used by the departments are disposed of according to state regulations. Proceeds generated by the disposition are deposited in the University general fund.

The faculty have been actively involved in grant writing to promote the research activities of the department. The following table illustrates recent grant activities, however, only small portions of the amounts listed in Table 19 are allocated towards equipment.

Table 19: Grants Funded for the Dept. of HRD & Technology for 2007-2012Grant Amount

East Texas Tech Prep Consortium $ 311,040On-line M.S. in Technology $ 270,000OSHA Susan Hardwood Grant for Nanotechnology Safety Education

$ 236,000

Professional Development Utilizing Distance Learning Grant Funded by TEA for the last six years ($50,000 x 6 years)

$ 300,000

TOTAL FUNDING: $1,117,040

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6.11 Library and Information Resources

6.11.1 Library and Internet Resources: The administrative unit containing the Industrial/Engineering Technology and Applied Engineering program(s) and/or the institutional library shall have access to technology resources, literature, and reference materials adequate to meet the curriculum and research needs of students and faculty.

The mission of the Muntz Library is to support and enhance the University’s instructional, research, and service activities by providing high quality information services for students, faculty, and staff as well as the University’s community at large.

The Robert R. Muntz Library houses an array of materials to support the various degree programs offered by the University of Texas at Tyler. In addition to nearly 157,000 hardbound volumes and 495 journal subscriptions, the Library provides access to over 252,000 ebooks and 196 electronic databases. Holdings include numerous materials, online and in print, as well as videos, DVDs, CDs, and other audiovisual materials. Specific Library resources supporting Industrial Technology include online databases such as Wiley Online Library, Science Direct, SpringerLink, Academic Search Complete, Business Source Complete, Lexis Nexis Academic Universe, IEEE Explore, Digital Dissertations, ASME Digital Library, and the BNA Safety Library (accessible through the BNA Human Resources Library). Various print and online journal resources are available on topics such as occupational health and safety, manufacturing engineering, chemical health and safety, industrial safety, environmental safety, mechanical engineering, and other relevant subject areas.

The Library staff consists of ten professional librarians (including the Director of the Library) and thirteen classified staff. All librarians report directly to the Director of the Library. The librarians share the responsibility of providing reference services and are available to assist students directly and online via chat or web-conferencing services. Each librarian is assigned liaison responsibilities for specific Colleges at UT Tyler, and the librarian assigned to the College of Business and Technology is also responsible for providing research instruction services and meeting collection development needs. The Library supports additional small collections at the Palestine and Longview campuses. Faculty, staff, and students at these sites can access the catalog and electronic resources via the campus network and can request delivery of materials from the Tyler library if needed. Full Interlibrary loan services are available to faculty, staff, and students at the Palestine and Longview campuses.

In order to enhance the information resources available to patrons, the Library participates in several resource sharing and cooperative agreements with

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other institutions. The Library’s Interlibrary Services department provides qualified patrons with access to academic and public library collections worldwide. The Library’s participation in cooperative or consortial agreements such as AMIGOS and TexShare enhances access to and delivery of materials from other Texas libraries via interlibrary loan agreements and courier service. UTT students, faculty, and staff can personally check out items from any participating library with a TexShare card. The University of Texas at Tyler’s participation in consortial database purchases via The University of Texas System Digital Libraries program (UTSDL) allows for more affordable access to a wide variety of electronic resources that would not be possible for UT Tyler to purchase on an individual basis.

6.11.2 Utilization of Library and Internet Resources: Evidence shall be available which indicates that students and faculty are making adequate and appropriate use of library and reference resources.

Students are expected to use Library and internet materials in practically all Technology and Human Resource Development courses. Exceptions to this policy would include courses where Library work is inappropriate, such as engineering drawing. Evidence of Library use can be verified by viewing the sample assignments in the notebooks for each course presented during the site visit. In addition, most assignments should be listed in the Tentative Schedule section of each syllabus.

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6.12 Support Personnel

Support Personnel: Personnel such as teaching assistants, student workers, office professionals, and laboratory technicians shall be adequate to support program objectives.

Office Professional Support:The program is supported by a departmental secretary, who is responsible for providing services in the areas of program administration, travel, student records, purchasing, department financial accounts in Define, scheduling in the Poise system, directing students to proper advisors, and general correspondence. She supports the department chairman, eight full-time faculty and adjunct faculty.

Work-Study Students:Three work-study students are available to assist in the operation of the Department. The Technology Computer Laboratory employs two and the other one works out of the departmental office.

Service Technicians:Although the department has no technical maintenance and service personnel, the following agencies provide services to assist the program:

The Office of Accountability and Information Technology / Campus Computing Services provides technical assistance for maintenance, acquisitions, replacement parts, and repair of computer equipment in the Department of HRD & Technology and for the maintenance of the purchasing and student records systems on campus.

The environmental, electrical, plumbing, landscape, and structuralmaintenance of the Department of HRD & Technology facility is performed by personnel from the University Physical Plant under the direction of Mr. Chip Clark.

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6.13 Placement Services

6.13.1 Placement Services: Appropriate services shall be available to assist with the placement of program graduates. Placement of graduates shall be tracked and the effectiveness of placement services shall be evaluated by the administrative unit containing the Industrial/Engineering Technology and Applied Engineering program(s).

The university offers the following career placement services to include career counseling, career advising, computerized job search aids, job search assistance, Patriot Jobs (on-line database), Wetfeet Online Career Library, and career fairs. Job listings placed through the Career Services Office in UC 2150 and are available to students through PatriotJobs at www.uttyler.edu/student/careerservices. Career Services at UT Tyler periodically schedules special events such as “Resume and Cover Letter Writing”, schedules on-campus business & industry employment interviews, “Etiquette Dinner”, and Career Fairs. Career Services no longer conducts a graduation survey. This information is gathered through the Graduation Exit Survey conducted by the Office of Assessment & Institutional Effectiveness. The results can be found here: http://www.uttyler.edu/aie/graduation.php. If you need more assistance with the results, please contact Sue Gossett from the Office of Assessment and Institutional Effectiveness.

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https://webmail.uttyler.edu/owa/redir.aspx?C=ae879de40c0e49e29530ff5308b2cdfb&URL=http%3A%2F%2Fwww.uttyler.edu%2Faie%2Fgraduation.php

https://webmail.uttyler.edu/owa/redir.aspx?C=ae879de40c0e49e29530ff5308b2cdfb&URL=http%3A%2F%2Fwww.uttyler.edu%2Fstudent%2Fcareerservices

6.13.2 Cooperative Education/Internship: If cooperative education or internship is either a required or an elective part of the program, then appropriate services shall be provided to assist with the placement and supervision of students.

The Department of HRD & Technology offers elective industrial internship course work under the courses TECH 4370 Internship in Technology (3 credit hours) and TECH 4371 Internship in Technology (3 credit hours) to any undergraduate technology student who wishes to gain career related work experience. The courses are designed to offer learning experiences to the student in an off-campus environment while enrolling in academic course work during a semester. The department does not sponsor a cooperative education program. Under the advisement of the student’s academic advisor, the student must contact the technology internship program coordinator (IPC) for instructions on how to register and document his/her internship experience for college credit. The industrial internship is to be “in place of the classroom instruction” during a semester such that the student is required to work a minimum of 9.5 hours /week x 16 weeks = 150 hours/semester. The IPC administers the internship as a cooperative effort among, the student, the sponsoring employer, and the university. The IPC also assures that monthly evaluations are performed by the sponsoring employer and that daily work logs are kept by the intern. Internship course work is credit (CR)/no-credit (NCR). Assignment of the intern’s end-of-semester grade is determined between the sponsoring employer and the IPC using performance check lists. Copies of the UT Tyler HRD & Technology Internship Program Manuals for Student’s and for Supervisors are located in resource file 6.13.

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6.14 Advisory Committee(s)

6.14.1 Program Advisory Committee(s): An industrial advisory committee shall assist in the validation of program content. If more than one program of study or program option is available, then appropriately qualified industrial representatives shall be added to the committee or more than one committee shall be maintained. Policies shall be presented to indicate the: (a) procedures used in selecting members, (b) length of appointment, (c) organization of the committee, (d) committee responsibilities, (e) frequency of meetings, and (f ) methods of conducting business.

The Advisory Committee for the Industrial Technology program provides advice, guidance, and support for its continuing development so it can prepare well-educated graduates from The University of Texas at Tyler.

Fifty percent of the committee is composed of representatives of business and industry while the balance is composed of representatives from government, non-profit enterprises, and graduates. In the Fall of 2011, most of the advisory committee members were replaced since many of them had served two consecutive three year terms. This was done in order to receive fresh and new ideas to improve the program. In addition, the committee had been expanded to include all of the program directors from area community colleges that have 2+2 articulation agreements with the program. Moreover, committee members as far as the Dallas – Ft. Worth area are now members of the advisory committee. The members of the committee are listed below and the By-laws are listed in Appendix H for further clarification.

2011 -2012 Advisory Committee for B.S. in Industrial Technology

Dr. Jeff Cunion Mr. John HoodLockheed Martin Corporation Argon Medical Devices, Inc.F35 Flightline Manufacturing Engineering 1445 Flat Creek RoadFt. Worth, TX 76108 Athens, TX 75751817-228-8435 (Cell) TEL: [email protected] [email protected]

Ms. Debbie Howeth Dr. Mark R. Miller, IT CoordinatorWarehouse & Logistics Department of HRD & TechnologyCarrier Corporation The University of Texas at Tyler1700 East Duncan 3900 University BlvdTyler, TX 75702 Tyler, TX 75799TEL: 903-510-7314 TEL: 903-566-7186FAX: 860-998-2296 FAX: [email protected] [email protected]

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Mr. Peter Kuczkowski, P.E. Dr. Jerry GilleyProcess Improvement Leader Professor and ChairSix Sigma - Master Black Belt Department of HRD & TechnologyTrane Residential Solutions The University of Texas at Tyler6200 Troup Highway 3900 University Blvd.Tyler, TX 75707 Tyler, TX 75799TEL: 903-581-3238 TEL: 903-566-7310FAX: 903-581-9170 FAX: [email protected] [email protected]

Dr. Dominick Fazarro Dr. D. Harold Doty, DeanDepartment of HRD & Technology College of Business & TechnologyThe University of Texas at Tyler The University of Texas at Tyler3900 University Blvd. 3900 University Blvd.Tyler, TX 75799 Tyler, TX 75799TEL: 903-565-5911 TEL: 903-566-7346FAX: 903-565-5650 FAX: [email protected] [email protected]

Dr. Heshium Lawrence Mr. Timothy C. Gill, ChairDepartment of HRD & Technology Comp. Info. Systems & Engrg. Tech.The University of Texas at Tyler Tyler Junior College3900 University Blvd. P.O. Box 9020Tyler, TX 75799 Tyler, TX 75711-9020TEL: 903-566-7331 TEL: 903-510-2348FAX: 903-565-5650 FAX: [email protected] [email protected]

Mr. Steve Yancy Mr. Wayne DillonLean Technician Division DirectorVesuvius USA Design, Mfg., & Transportation1812 East Duncan St. TSTC MarshallTyler, TX 75702 Marshall, TX Tel: 903-525-2881 Tel: 903-923-3303 Mob: 903-539-1762 [email protected]@us.vesuvius.com

Mr. Dane Clark Mr. Scott ReilyOps. Excellence Mgr.–Black Belt Program Senior VP, LogisticsCardinal Health Brookshires Grocery Company200 McKnight Street 1600 W. Southwest Loop 323 Jacksonville, TX 75766 Tyler, TX [email protected] [email protected]

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Mr. Guillarmo Garcia Mr. Tom MullinsLean Sigma Master Black Belt President & CEOCity of Tyler Tyler Economic Dev. Council, Inc.Tyler, TX 315 N. Broadway [email protected] Tyler, TX 75702

[email protected] Mr. Tommy MartinPresident & CEO Ms. Kenya Ray, CoordinatorTyler Vault.com Corrosion Technology110 N. College Ave. LL024 Kilgore CollegeTyler, TX 75702 Kilgore, TX 75662Tel: 903-574-2242 Tel: [email protected] [email protected]

Mr. Tyler Hartwig Mr. Kelly KaemmerlingManufacturing Engineer Industrial Management CoordinatorOzarka Spring Water Company Kilgore College3265 S FM 2869 300 South High StreetHawkins, TX 75765 Longview, TX [email protected] [email protected]

6.14.2 Advisory Committee Meetings: The industrial advisory committee(s) shall meet at least once each year, and minutes shall be kept of these meetings showing agenda items, actions taken, and recommendations made.

The advisory committee that supports the Industrial Technology program meets at least once a year. Written notices of upcoming meetings are mailed to members at least ten (10) working days before a meeting. The program coordinator calls the Advisory Committee meetings.

The appointed committee secretary keeps minutes of each meeting. Copies of the minutes are sent to the advisory committee members and the Chair of The Department of HRD & Technology approximately two weeks after the meeting convenient to their own schedule.

A copy of the program’s Advisory Committee By-Laws and meeting minutes are included in Appendix H.

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6.15 Educational Innovation

Educational Innovation: There shall be evidence that program objectives are based upon long-range planning related to the industries being served. Program content must be current in both content and delivery of instruction.

The Department of HRD & Technology seeks input from a variety of sources to improve the overall nature and quality of the program. Successful strategies and innovative techniques are continuously established in five major areas. These include:

1. Improvement and enhancement of the program’s Strategic Plan2. Development and improvement of curriculum3. Improvement of effective instructional methods4. Application and implementation of grant programs5. Use of evaluative procedures and assessment results

1. Improvement and enhancement of program’s Strategic Plan(a) Internal self study and external reviews have led to the creation of a strategic plan for the program which is tied to the University Strategic Plan and the College of Business and Technology Plan. The plan was written in 2008-2009 after receiving input from students, General Advisory Committee, faculty and administration. The plan was then placed on the University computer network so it can be constantly confirmed for the current years planned activities.

(b) The Strategic Plan is updated, if necessary, each year by collecting input from students, the Advisory Committee, faculty, and administration and by assessing the built-in evaluation measures of the Plan. Program needs are outlined in the Strategic Plan, which is tied to the University budget process.

2. Development and improvement of curriculum(a) Research, scholarly activities, and input from the Advisory Committee have led the Department in the constant evaluation of the curriculum offered to students.

3. Improvement of new instructional methods(a) Class instruction is enhanced through cooperative learning, computer-assisted instruction, on-line instruction, and team projects.

(b) Industry visitations are integrated into several courses, and guest lecturers from business, industry, and other departments of the university are utilized frequently.

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(c) The Department of HRD & Technology is non-traditional and has always taught the hands-on application in the form of desktop laboratories, current software application programs, and virtual reality. Current computer laboratory and software keep the students current on the newest training methodologies.

(e) Faculty attend state, regional and national conferences each year and visit industries in the area to stay current in the field of industrial technology.

4. Use of evaluative procedures and assessment resultsStudent and faculty performance are evaluated using a variety of evaluation techniques:

(a) Student assessment measures are placed on syllabi for courses.

(b) Students serving internships are evaluated by faculty and in-plant supervisors

(c) Faculty members conduct self-evaluations each year and students also evaluate instructors and courses each semester. Computer generated profiles of faculty/course effectiveness are provided to each faculty member, the department chair, the dean, and the Advisory Committee.

(d) Students have the opportunity to join and participate in professional organizations such as ATMAE, Society of Manufacturing Engineers, IEEE – Nanotechnology Student Chapter, and Epsilon Pi Tau. Through these organizations, students meet locally, attend state, regional and national conferences and meet professions in the field of Industrial Technology.

(e) Faculty hold membership in and are actively involved in professional associations such as ATMAE, IEEE, SHRM, SME, EPT, Phi Delta Kappa, and other organizations. Faculty present papers and workshops, publish research results, and serve as consultants to industry and other agencies. Faculty are actively pursuing outside funding possibilities through grant writing and industrial networking.

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6.16 AssessmentAssessment Plan and Integration: An assessment plan shall be comprised of, but not limited to, the following for each program: (1) program mission statement, (2) program outcomes/student competencies, (3) evidence that the program incorporates these outcomes/student competencies, (4) assessment measures used to evaluate student mastery of the student competencies stated, (5) compilation of the results of the assessment measures, and (6) evidence that these results are used to improve the program.

The faculty from the Industrial Technology program employ a variety of techniques to obtain feedback on student progress and achievement as evidenced by the Program Continuous Improvement Model (see Appendix G). The model utilized includes learner outcome assessments, analysis and synthesis of assessment information, curriculum approval process and the program and/or course revision process.

Techniques may be formal or informal which provides useful information for program evaluation and development.

Input:The Department of HRD & Technology Course/Program Continuous Improvement Model (see Appendix G) is based on the results of the four instruments listed below. These inputs are all used to formulate program revisions.

1. The Department Student Course Evaluation (see Appendix D)2. The Department Graduation Survey (see Appendix D)3. The Department Alumni Survey (see Appendix D)4. End of Program Competency Evaluation (see Appendix D)5. ATMAE Certified Manufacturing Specialist Exam (see Appendix D)6. Various outside sources (Journals, research, review of literature)

UT Tyler’s Student Course EvaluationDescription:The purpose of UT Tyler’s Student Course Evaluation is to gather student perceptions of the attainment of course objectives, appropriateness of course content, and instructor effectiveness. Students rate a variety of items on a one-to-five scale. An open-ended section is available for comments and/or recommendations.

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The Department Graduation SurveyDescription:The purpose of the Graduation Survey is to:1. Assess student perceptions of the how effectively the program prepared

them for employment.2. Assess the degree of relevance and effectiveness of general

competencies.3. Assess the degree of relevance and effectiveness of degree-specific

competencies.

The Department Alumni SurveyDescription:The purpose of the Alumni Survey is to assess graduate placement rates, and determine the need for appropriate program revisions.

Process:Information is processed through the Department’s Course/Program Assessment model. The process is tracked in the form of Advisory Committee minutes and other appropriate documents.

Outputs:Outputs from this process are validated changes in courses and programs based on student and Advisory Committee requirements.

The Department End of Program EvaluationDescription:The purpose of the End of Program Evaluation is to allow students to evaluate how well they have mastered the competencies relevant to their course of study.

Process: Students complete the End of Program Evaluation in their final semester of enrollment and at the time of application for graduation.

Outputs:Outputs from this process are validated changes in courses and programs based on student and Advisory Committee requirements

ATMAE Certified Manufacturing Specialist ExamDescription:The purpose of the ATMAE Certified Manufacturing Specialist Exam is to evaluate how well students have mastered the competencies of the curriculum. The ATMAE certification exam is a national exam that closely parallels the curriculum of the program and also provides feedback on how well the students’ mastery of the curriculum compares with students from similar programs throughout the nation.

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Process: Students take the ATMAE certification exam during their last year, once they have completed all of the required course work from the program. Although the exam is not required by all graduates of the program, an incentive is given to students to entice most of the program’s majors to take the exam. Majors of the program are allowed to average a 100 for their final exam grade in at least one of their Industrial Technology courses if they pass the ATMAE certification exam. Faculty feel that if a student can pass a national exam then that supersedes a final exam grade from a faculty developed exam. In addition, because of this incentive, students adequately prepare for the exam and take the exam seriously. Better results have been obtained by the students now that they are required to pay for the exam and pass it to improve their grade in a course.

Outputs:Students will leave the program with a better understanding of the competencies for the curriculum since they have to review all of their course work in order to pass the national exam.

After all the data from the exam results has been disseminated, evaluated, and reported to the Advisory Committee, the program coordinator completes a Program Recommendation Action Form to show what action was taken in program/course improvement.

All assessment methods and continuous improvement results are located in Appendix D.

NOTE: In addition to ATMAE accreditation guidelines, the Industrial Technology program maintains SACS regional accreditation and follows guidelines used for AACSB accreditation. Documentation for SACS accreditation is listed in Appendix D using TracDat software. The program coordinator is a member of the Assurance of Learning (AOL) college committee that maintains AACSB accreditation.

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Appendix A: Course Sample Syllabus

NOTE: All syllabi will be ready for review in the conference room during the site visit.

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College of Business and TechnologyDepartment of HRD & Technology

TECH 3311 MANUFACTURING TECHNOLOGY Course Syllabus

Dr. Mark R. Miller Fall [email protected] (903)566-7186Office: HPR 244 Time: Thursday 6:00-8:40 p.m.Office Hours: TR 8-11:00p.m., and by appointment(70% lecture – 30% lab)

Course Description Study of manufacturing related to materials processing. Students will be required to use various manufacturing processes in laboratory assignments.

Lecture NotesA copy of the lecture notes and textbook is required and can be purchased at the university book store. (903) 566-7070. Open 8am-5pm.

Student Learner Outcomes1. Students will demonstrate a thorough understanding of the manufacturing field

by successfully passing quizzes and exams with a 70% or better.2. Students will demonstrate safe working habits by passing a safety quiz with a

grade of 80% or higher and by working in the laboratory without incident.3. Students will demonstrate familiarity with processing equipment by

manufacturing a project according to the required specifications.4. Students will become familiar with industrial materials used for manufacturing

products by successfully completing a project to the required specifications.

Course Competencies1. Computer-Based Skills – the student will complete written assignments using the word processor.2. Communication Skills – the student will exhibit a mastery of both written and oral skills in

completion and presentation of the assigned projects.3. Interpersonal Skills – the student will interact in class discussion to clarify thinking regarding

manufacturing processes. 4. Problem Solving (Critical Thinking) – the student will use conceptual thinking to analyze and make

determinations regarding the use of industrial processing equipment.5. Ethical Issues in Decision Making and Behavior- the student will gain an appreciation of the ethics

of technology through examination of various processing.6. Personal Accountability for Achievement – the student will complete the projects at the time

designated by the instructor and will enter into class discussion.7. Competence in Technology Principlesa. Competence in major field and grounding in other major technology major core areas – the student

will gain an appreciation of the technology behind how things are manufactured by studying the manufacturing processes and by using industrial manufacturing equipment.

b. Exposure to and appreciation for industrial experiences such as industrial tours, work-study options and cooperative education, senior seminars – Students use processing equipment found in industry.

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Course Requirements Daily Quizzes 200 Project 200 Midterm exam 200 Class Participation/Attendance 100 Final Exam 300

TOTAL POINTS = 1000

Grade Scale Breakdown:A=90 - 100%B=80 - 89%C=70 - 79%D=60 - 69%F=BELOW 60% Note: 89.9999999999999999 is still a B.

Course Policies:Content for examinations will be taken from lectures, demonstrations, reading assignments, laboratory exercises and any audio-visual materials used, i.e. films, tapes, slides, etc.

Make up examinations are the student's responsibility. No excuses will be accepted after the exam is given. The instructor must be notified prior to the scheduled exam. If not, the student forfeits his/her right to take the exam. Quizzes will not be made up unless a prior acceptable excuse for an absence has been received by the instructor.

Attendance:Attendance is mandatory and will be taken at every scheduled class and laboratory period. No make-ups unless:

1. Organized university trip.2. Illness or death in immediate family (mother, father, brother and/or sister).3. Illness of student.

Each one of these will require either a doctor's statement or a signed statement from the individual in charge of the trip.

A student will lose a letter grade in the course each time s/he is absent or late 3 times. Any student entering the classroom 1 second after the scheduled starting time will be considered late.

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Late Work:All work not turned in on time will have an automatic reduction in value to 50% of its full value. Work that is not turned in by the next class will NOT be accepted. Exceptions to this will be as per University Policy concerning absences from class. If you know an assignment will be late for a valid reason, inform your instructor in advance to avoid unnecessary penalty.

Format for Reports:Each laboratory report will be placed in a folder, arranged in such that the reader can easily examine the contents. Any materials that are hard to read or require special handling to get at will not be graded. The cover must contain the following:

1. Assignment Title2. Your Name3. Your I.D Number4. Course Name and Number5. The Date

Your grade will reflect the quality of the presentation.

Cell Phones:Cell phones are to be seen and not heard. Make sure you turn off your cell phone during class or turn it to the vibrator mode. A ringing cell phone is a distraction and is inappropriate for the classroom. Allowing your cell phone to ring and then answering it is very rude. It is not fair to your fellow classmates who have paid for this course. Please be considerate and make sure your cell phone is turned off during any of your classes. Students will be asked to leave for the day if this behavior continues.

Discrimination:The policy of this department is to make your college experience as pleasant as possible. However, if at any time you feel that you are being discriminated against, belittled, or not treated appropriately, please notify the instructor either anonymously or in person immediately after class. It is not the intention of any of the faculty in this department to make your college experience an unpleasant one. Remember, the first step in the process is to inform the instructor so s/he can be made aware of the problem and take corrective action. If the problem continues to persist, please inform the chair of the department. The dean can then be notified if the problem continues to exist after a few days. A grievance can then be filed in the Office of Student Services if there has still been no change in the instructor’s behavior. It should be noted that filing a grievance is a serious act and should NOT be done just because you received a bad grade on an exam or in the course. Communication is an effective tool to solve problems and is rarely used enough. Most people are not deliberately trying to upset you, they are just not aware of your vantage point.

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Talking:While the instructor is talking, it is understood that no one should be talking. Students talking in class prevent other students from hearing the instructor and learning the material that is required to pass the course. If you are caught talking then you will earn a zero on your daily quiz grade. On the second offense, you will be asked to leave. This behavior is rude and disruptive and most students who talk in class typically earn lower grades. It should be noted, that students who have been granted permission to talk by the instructor should not be interrupted as well.

Offensive Language:Any type of offensive language will not be tolerated in the classroom or laboratory. How you speak to your friends outside the classroom is your business, however, when you are in the classroom you must follow the

University of Texas rules of conduct. You will be asked to leave if your language or conduct is offensive.

Disability Statement"If you have a disability, including a learning disability, for which you request an accommodation, please contact Ida MacDonald in the Disability Support Services office so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodation must provide documentation of his/her disability to the Disability Support Services counselor. For more information, call or visit the Student Services Center located in the University Center, Room 282. The telephone number is 566-7079 (TDD 565-5579)."

Academic Dishonesty Statement“Academic dishonesty, such as unauthorized collusion, plagiarism and cheating, as outlined in the Handbook of Operating Procedures, University of Texas at Tyler, will not be tolerated. University regulations require the instructor to report all suspected cases of academic dishonesty to the Dean of Students for disciplinary action. In the event disciplinary measures are imposed on the student, it becomes part of the students’ official school records. Also, please note that the handbook obligates you to report all observed cases of academic dishonesty to the instructor.

Lecture/Laboratory Materials:

Students will be required to provide the following: 1. ASTM or OSHA approved safety glasses 2. Textbook, notebook, and paper to take notes*3. Lecture notes packet (available at university book store) M-F 8:00 a.m.

to 5:00 p.m. 4. Pen and pencil 5. Hearing protection 6. 3 - Scantrons (Exam type) #882-ES

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Laptop Computers:Laptops are NOT allowed to be turned on in class. You will take notes in the Lecture Notes packet that you purchased in the Bookstore. Laptops will be confiscated by the instructor and returned at the end of class.

Textbook (Required):

J. Barry Duvall and David R. Hillis (2008). Manufacturing Processes: Automation, Materials, and Packaging (2nd ed.). Tinley Park, IL: Goodheart-Willcox. ISBN: 1-59070-780-X

Tentative ScheduleAugustAdministrative concerns, about the course, assignmentsIntroduction to manufacturingPlanning for productionSeptemberSafetyIntroduction to nonmetallic materials Processing nonmetallic materials Finishing nonmetallic materialsLab activitiesMidterm ExamOctoberIntroduction to composite materials Processing composite materials Finishing composite materialsLab activitiesNovemberIntroduction to ceramic materialsProcessing of ceramic materialsFabricating and assembly with ceramic materialsDecemberLab activitiesReview for finalFinal Exam will be from 6:00-8:00 p.m. Thursday, December 13th. Additional ReferencesGoldratt, E., & Cox, J. (1992). The Goal: A Process of Ongoing Improvement. (2nd

ed.). New York: NY: North River Press Publishing Corporation.

Proud, J, (1999). Master Scheduling: A Practical Guide to Competitive Manufacturing. (2nd ed.). New York, NY: John Wiley & Sons;

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Appendix B: Course Sequencing

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BACHELOR OF SCIENCE DEGREE IN INDUSTRIAL TECHNOLOGY RECOMMENDED FOUR-YEAR CURRICULUM

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Appendix C: Tenure and Promotion Policy

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HANDBOOK OF OPERATING PROCEDURES SECTION: 3.3.4 ORIGINALLY APPROVED: 12/01/2001 LAST AMENDED: 03/20/2009 PAGE: Page 1 of 9

TENURE A. Purpose

The purpose of this policy is to specify the procedures for recommending tenure and for implementing policies as set forth in The University of Texas System Board of Regents' Rules and Regulations, Rule 31007.

B. Persons Affected Tenure track faculty, Faculty, Department chairs, Deans, Provost, President

C. Definitions Not applicable.

D. Policy and Procedures A. The Concept of Tenure

Tenure is a faculty status that assures faculty they will be able to perform their professional institutional responsibilities without fear of arbitrary dismissal. Academic

freedom and professional security, the products of tenure, are needed to assure the success of an institution in fulfilling its obligations. To ensure academic freedom, tenured faculty shall remain tenured until retirement or resignation unless terminated because of:

1. abandonment of academic programs or positions (Regents’ Rules and Regulations, Rule 31003, Section 2)

2. financial exigency (Regents’ Rules and Regulations, Rule 31003, Section 3), or 3. good cause in accordance with Regents’ Rules and Regulations, Rule 31008,

Section 1

B. Regulations Governing the Award of Tenure 1. Recommendations regarding tenure of all tenure-track faculty, including administrators holding faculty status, shall be made through consistent application of established procedures set forth in this document with final approval by the Board of Regents 2. A tenure-track appointment is one in which the appointee's principal responsibilities are teaching, professional achievement and professional service. 3. Tenure-track appointments are non-tenured full-time appointments to the faculty. Upon hiring, the tenure-track appointee shall be placed into one of three ranks:

i. Professor

ii. Associate Professor

iii. Assistant Professor

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TENURE 4. Tenure is not granted below the rank of Associate Professor.

C. Tenure 1. Regents’ Rules

University of Texas System rules regarding tenure, promotion and termination of employment may be found in Regents' Rules and Regulations, Series 30000.

2. Importance of Tenure to U.T. Tyler and Faculty

Decisions to grant tenure are the most critical in the professional lifeof the faculty member as well as U.T. Tyler. The granting of tenure not only denotes a status of continuing appointment, but is also a statement of confidence in the future achievements of the individual. The decision to grant tenure depends in part on what the candidate has achieved in teaching, research/creative activity, and service, and to a greater degree, on a pattern of performance indicative of a lifetime of continued accomplishment and productivity. Thus, the decision to grant tenure requires careful and deliberate planning by each faculty member who expects to be considered for such action, as well as responsible, objective and informed consideration by all who are involved in review and recommendations. While tenure criteria should be viewed as guidelines for faculty development, more importantly, they are standards for a summative judgment about the individual's lifelong commitment to U.T. Tyler and to the academic life. The recommendation to grant tenure is an acknowledgment by peers that the candidate is accepted as a life-long member of the academic community. Therefore, the tenure process is a collegial one, and the judgment of faculty colleagues and responsible administrators is required. All recommendations on tenure shall begin at the lowest level of organization in which the candidate resides (department, school, or college), and pass sequentially through the recommending levels. However, in colleges that are organized without departments or schools, nothing in this document shall be construed as requiring a review at a level lower than the college. For purposes of this document, department chair is synonymous with school director.

3. Department/School/College Policies Because the needs and goals of each program vary widely, the level of faculty involvement in teaching, research/scholarship/creative activity, and service may also vary from program to program. To this end, each department/school and/or college shall develop written tenure policies of their own. The tenure policies developed by each department/school and/or college shall be consistent with the provisions described here and shall include:

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a. Definitions and criteria of excellence in teaching, research/scholarship/creative endeavor, and service;

b. Qualitative and/or quantitative standards by which such activities and achievements shall be judged; and

c. A listing of activities and achievements properly associated with tenure, promotion to Associate Professor, and promotion to Professor.

In the development of the criteria and policies for tenure, the tenured and tenure-track faculty within that department/school and/or college shall be consulted. Such policies, both at the departmental and college level, should be reviewed at least once every five years to ensure that they are consistent with U.T. Tyler's and each respective college's expectations and reflect the variance in the responsibilities and assignments of individual faculty members. All tenure policies must be in compliance with University of Texas System and UT Tyler rules and be approved by the Provost and Vice President for Academic Affairs and the President.

4. Performance Standards for the Granting of Tenure a. There can be no simple list of accomplishments that, when achieved, guarantee that a faculty member will obtain tenure. Tenure is not a right to which a faculty member is entitled, nor is tenure granted simply as a result of a record of satisfactory annual evaluations.

b. To be tenured, faculty must achieve a strong record in 1) teaching and 2) research/scholarship/ creative activity. The faculty member further is expected to demonstrate outstanding achievement in one of these areas. The faculty member is also expected to have a satisfactory record of service to the University, profession, and/or community. In addition to demonstrating quality in these traditional areas, the candidate for tenure must also demonstrate professional collegiality. i. Teaching. To qualify for tenure, faculty members must have a consistent pattern of effectiveness in teaching. Tenure will not be granted unless the candidate is deemed to be a strong teacher and demonstrates a commitment to lifelong improvement of his or her teaching skills. Thus it is vital that information concerning teaching effectiveness, gathered from multiple and flexible assessment methods, be part of the tenure review.

ii. Research/Scholarship/Creative Activity. The purpose of research/scholarship/creative activity is to make a substantive contribution to the body of knowledge and understanding in one's discipline. For tenure to be granted, a faculty member must have established a strong, consistent, and progressive program of research/scholarship/creative activity and must

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TENURE evidence a commitment to continue making contributions throughout his or her career.

iii. Service. To qualify for tenure, the candidate must display evidence of commitment to service to the University and to the profession and/or the civic community.

iv. Collegiality. U.T. Tyler defends the concept of academic freedom, which assures each faculty member the freedom to criticize and advocate changes in existing theories, beliefs, programs, and policies, and guarantees faculty the right to support any colleague whose academic freedom is threatened. Collegiality is a professional, not personal, criterion relating to the performance of duties within a department. Collegiality should not be confused with sociability, likeability or conformity to certain views. Instead collegiality addresses such issues as the faculty member’s compatibility with department missions and goals, an ability and willingness to work cooperatively within the department and college, a willingness to engage in shared governance, and a high standard of professional integrity in dealing with colleagues and students on a professional and personal level.

The University subscribes to the following description of collegiality from the American Association of University Professors (AAUP) statement on professional ethics:

As colleagues, professors have obligations that derive from common membership in the community of scholars. Professors do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas, professors show due respect for the opinions of others. Professors acknowledge academic debt and strive to be objective in their professional judgment of colleagues. Professors accept their share of faculty responsibilities for the governance of their institution.

5. Appointment and Promotion

The weight of the decision to grant tenure rests on a pattern of performance indicative of a lifetime of continued accomplishment and productivity. The recommendation of tenure for an assistant professor normally shall be concurrent with the recommendation for promotion to associate professor. However, a recommendation for promotion does not require a recommendation for tenure. Recommendation for promotion and tenure must be voted separately.

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6. External Letters of Review

External letters of review from peers outside the University will be required for tenure-track faculty members applying for Associate Professor and/or tenure who began their tenure-earning service at U. T. Tyler on or after August 1, 2007. All departmental/school and college tenure and promotion policies must adhere to this same implementation date. A recommendation for tenure must include supporting evidence that the individual's contributions have had an impact on the discipline; that is, the research/scholarship/creative activity should have made a significant contribution to candidate’s discipline and be recognized by professional colleagues. To that end, the dossier for tenure of all candidates after the implementation dates described above must include a minimum of three (3) outside review letters, with a minimum of one (1) letter from the candidate’s list of external reviewers. Letters of review should be solicited from disinterested scholars of appropriate rank or stature not affiliated with UT Tyler who serve in the faculty member's field of training, specialty, or a closely related field. Individuals who may have a bias or perceived bias, such as dissertation committee members, co-authors, classmates, former students, research collaborators, departmental colleagues, and friends should not serve as external reviewers. Reviewers will be nominated by the department chair and the candidate. The candidate should provide the department chair with the names of at least five (5) potential reviewers as well as a statement of their credentials and clarifying the nature of any prior contact the candidate has had with any suggested reviewer. The department chair will likewise compile a list of at least five (5) additional qualified reviewers. Chairs will also disclose their relationships with potential reviewers to the dean of the college. The final selection will be made by the dean of the college. The dean will select three (3) potential reviewers from each list (candidate and chair), resulting in a total of six (6) potential reviewers. Understanding that not all reviewers will agree to participate or that reviews will not arrive in a timely manner, the final list will contain no fewer than five names. At least two (2) reviewers must be from the candidate’s list. The final list of names of external reviewers is to be kept confidential from the candidate. The department chair shall contact the external reviewers to request their willingness to participate in the external review process. If the reviewers agree to participate, the department chair shall prepare and mail letters requesting outside reviews. Letters shall follow the standard template approved by the University. In the case where an insufficient number of reviewers are unable to participate, alternate reviewers may be selected by the dean.

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Reviewers will be provided with the candidate’s c.v., appropriate reprints and other representations of the candidate’s scholarship, and a summary of the candidates teaching and service responsibilities since arriving at UT Tyler. The contents of all outside review letters will be kept confidential to the extent permitted by law and University regulations. Candidates will be informed when reviews are received and may have access to them. The department chair will place all reviews into the candidate’s dossier before the departmental committee begins its review. Outside letters received after the departmental committee begins its deliberations will not be included in the review process without the approval of the dean. The department chair shall prepare a summary of the outside review process that will be included in the candidate’s dossier. This summary shall list the name, position, and organization of each person from whom evaluations were requested. For those whose letters are included in the dossier, the summary shall include relevant information about the reviewers' professional/academic qualifications for evaluating the candidate for tenure and/or promotion.

7. Consideration of Tenure

Because the tenure process is a collegial one, the judgment of both faculty colleagues and responsible administrators is required. There should be no recommendation regarding tenure without formal consultation with the tenured faculty of the department/school and/or college in which the faculty member will hold rank. To that end, each department/school and/or college shall adopt procedures governing the consideration of faculty member seeking tenure. At minimum, such procedures shall include the following: a. All cases for tenure shall pass sequentially through the recommendation levels as described below. b. Faculty eligible to vote are those with tenure in the case of a faculty member being consideration for tenure. Where there are fewer than three eligible faculty in a department, the dean, in consultation with the candidate, will select eligible faculty from similar or related departments. c. The tenured faculty of the department shall vote by secret ballot on the tenure of the faculty member being considered. The outcome of the vote and the vote count shall be recorded. d. A college committee of tenured faculty shall vote by secret ballot on the tenure of a faculty member being considered. The outcome of the vote and the vote count shall be recorded.

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TENURE

e. The appropriate administrator at each level of review shall inform the faculty member in writing of the vote or recommendation before the file is sent forward to the next level.

f. No person shall serve as a voting member of any tenure committee during an academic year in which he or she is under consideration for tenure, nor shall any individual make a vote or recommendation on his or her tenure nomination.

g. Voting members shall leave the room during deliberations on a faculty member with whom they share a significant personal or professional relationship and shall abstain from voting or making a recommendation concerning that faculty member.

8. Tenure Process

The institutional tenure decision-making process begins with the faculty member being considered and ends with the President. A faculty member should consult the dean regarding the timetable for the process.

a. Request for Early Decision

Faculty members may request consideration of an early tenure decision by presenting a written request to the department chair by June 1, prior to the academic year

during which the tenure decision is to be made. If the Department chair makes a positive recommendation to the dean for early tenure, it must be justified with evidence that the candidate meets the written criteria established for those who apply for tenure during their sixth year of service. If the Department chair denies the faculty member’s request for early tenure, the faculty member may request that the dean review the department’s decision. The dean will not recommend early tenure unless the evidence of accomplishment meets the written criteria established for those who apply for tenure during their sixth year of service. There is no appeal beyond the College dean. A denial of early tenure shall not prejudice action on tenure at the completion of the usual probationary period.

b. Faculty Responsibility

It is the responsibility of all faculty to be aware of departmental, college, U. T. Tyler and U. T. System rules and regulations regarding tenure. The faculty member who is to be considered begins compiling his or her files in the summer. The documentation of professional accomplishments shall be submitted in accordance with the criteria, standards and guidelines established by the department and/or college.

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TENURE

At no time after the deadline for submission of the materials may additional materials to be used in the review process be placed into or withdrawn from the file without the permission of the dean. A faculty member being reviewed may withdraw from further consideration for tenure promotion at any point in the process by submitting to the dean a written request for withdrawal. Withdrawal from consideration of tenure in the sixth year of the probation period may be done only by formal resignation, which is effective no later than the end of the subsequent, or seventh, year.

c. Departmental Recommendation The departmental recommendation for or against tenure is the responsibility of the tenured faculty. For all cases of tenure that are reviewed at the departmental level, there shall be a recommendation and a record of votes of faculty qualified to participate. That recommendation and vote shall be forwarded to the department chair.

d. Department Chair The vote of the qualified faculty in the department is advisory to the department chair. After making an independent judgment on the tenure, the chair shall submit his or her recommendation and written summary to the chair of the college committee. The department chair will notify the affected faculty member if his or her recommendation differs from that of the department faculty. In cases where the chair's recommendation and that of a departmental faculty differ, the faculty may submit a dissenting report to the college committee.

e. College Committee Committee members shall individually review the file of the faculty member being reviewed, taking into consideration the departmental criteria and guidelines for tenure. The recommendation of the members and a vote count are recorded and forwarded by the committee chair to the dean along with the file of the faculty member and the department chair's recommendation and summary. Committee members shall leave the room during deliberations on a faculty member with whom they share a significant personal or professional relationship and shall abstain from voting on or making a recommendation concerning that faculty member.

f. Dean The dean, after review of the faculty member’s file and, if appropriate, consultation with the department faculty, department chair and college committee, prepares his or her recommendation. Before submitting the recommendation to

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TENURE

the Provost and Vice President for Academic Affairs, the dean will notify the affected faculty member of his or her recommendation and provide him or her a copy of the college committee's recommendations.

g. Provost and Vice President for Academic Affairs After review of all materials and consultation with the dean and any other appropriate individuals or groups, the Provost and Vice President for Academic Affairs will prepare his

or her recommendation regarding tenure. The Provost and Vice President for Academic Affairs will notify the candidate of his or her recommendation. The Provost and Vice President for Academic Affairs’ recommendation, along with all previous recommendations,

shall be forwarded to the President.

h. President After review of all recommendations, the President will prepare his or her recommendation regarding tenure. The President will notify the affected faculty member of his or her recommendation and provide the candidate an opportunity, within two weeks of notice, to discuss the recommendation. Recommendations for tenure are then forwarded to the U. T. System for appropriate review and required action.

E. Responsibilities Not applicable.

F. Review The Divisional Head for this policy is the Provost and Vice President for Academic Affairs. This policy shall be reviewed every five years or sooner if necessary by the Provost and Vice President for Academic Affairs, the Faculty Senate President, the Council of Academic Deans, and a committee of faculty members designated by the Faculty Senate.

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Appendix D: Assessment Forms

UT Tyler Unit Effectiveness Plan Annual Faculty Report Form Annual Faculty Evaluation Form Student Course Evaluation Student Graduation Survey End of Program Evaluation Employer Survey from Internships ATMAE Certified Manufacturing Specialist Exam Results Curriculum Changes from 2006 - 2012 Program Goals Status Form Program Recommendation Action Form

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UT Tyler Unit Effectiveness Plan – Old format (currently use TracDat)

.for Academic Year: 04-05 Modified by: Paul Roberts..... ...............Date Modified: 03/09/2006 01:48 PM

College of Business and Technology

Technology B.S.2

The University of Texas at Tyler is a comprehensive, coeducational institution of higher education offering undergraduate and graduate degree programs as a component of the renowned University of Texas System. The University of Texas at Tyler’s vision is to be nationally recognized for its high quality education in the professions and in the humanities, arts and sciences, and for its distinctive core curriculum. Guided by an outstanding and supportive faculty, its graduates will understand and appreciate human diversity and the global nature of the new millennium. They will think critically, act with honesty and integrity, and demonstrate proficiency in leadership, communication skills, and the use of technology. The University is committed to providing a setting for free inquiry and expects excellence in the teaching, research, artistic performances and professional public service provided by its faculty, staff and students. As a community of scholars, the University develops the individual’s critical thinking skills, appreciation of the arts, humanities and sciences, international understanding for participation in the global society, professional knowledge and skills to enhance economic productivity, and commitment to lifelong learning. Within an environment of academic freedom, students learn from faculty scholars who have nationally recognized expertise in the arts and sciences, and in such professions as engineering, public administration, education, business, health sciences, and technology. The faculty engages in research and creative activity, both to develop and maintain their own scholarly expertise and to extend human knowledge. The results of that research and other creative efforts are made available to students in the classroom and to the general public through publication and public service activities. The institution also seeks to serve individuals who desire to enhance their professional development, broaden their perspectives, or enrich their lives.

2. Emphasize excellence and strive for national recognition in all educational programs.

The primary mission of the CBT is to support The University of Texas at Tyler by providing quality instruction to enable students to receive meaningful educational experiences and to help them develop successful careers in business and technology. The HRD & Technology Department offers degree programs to individuals who are pursuing professional positions by preparing technical and/or technical management-oriented professionals for careers in business, industry, education and government. A student needs certain intellectual skills in order to participate effectively in society and in the workplace. The competencies for a graduate of the Technology program include: (1) Computer-based skills, (2) Communication skills, (3) Interpersonal skills, (4) Problem solving (critical thinking), (5) Ethical issues in decisions making and behavior, (6) Personal accountability for achievement, (7) Competence in basic technology principles.

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1. The Department will achieve national visibility and recognition in a variety of technology professions.

1. OtherAt least three (3) national student organizations will be sponsored and advised by faculty within the department.

1. Three national student organizations are sponsored and advised. (EPT, ASSE, NAIT)

1. Continue current affiliations. Maintain NAIT accreditation.

Use Existing Resources

2. 2. The department will be registered in two (2) national professional technology organizations and hold at least one (1) institutional membership.

2.The Department holds two (2) institutional membership (NAIT, ITEA) is registered in two (2) others. (EPT, ASSE, SME)

2.It is used for program improvement, national recognition and student and faculty recruitment


3. 3. Each department faculty member will belong to at least one (1) professional organization.

3.All faculty hold membership in at least one professional organization.

3.Maintain affiliations at the current level.


4.The Department will achieve visibility through publications and presentations within national and international orgaanizations

4. Grants/publications, Major paper/project/presentation Each department faculty member will have at least one publication and one presentation in a nationally recognized forum

4.Faculty show evidence of scholarly activities on their annual evaluation

4.Increased scholarly activities will result in facilitating a cultural change among faculty. It will be used to improve practices within the classroom

Use Existing Resources5.The Department will achieve national recognition as a model for innovation and creativity.

5. The department will achieve recognition by a national organization for excellence and innovation

5.The Ingeunity Center is a certified national teacher training center for pre-engineering programs

5.Increase visibility and create additional funding and scholarly activities

6. 6. 6. 6.

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TracDat Unit Assessment Report - Four ColumnThe University of Texas at Tyler

Program (CBT) - Industrial Technology - BachelorProgram Mission Industrial Technology is a field of study designed to prepare technical and/or technical management-

oriented professionals for gainful employment in business, industry, education, or government. Graduates in Industrial Technology will be involved with the application of theories and concepts found in science, mathematics and the humanities. A stong emphasis is placed on communication and the application of computer and technical skills.Outcomes Means of Assessment & Criteria /

TasksResultsAction & Follow-Up

Program (CBT) - Industrial Technology - Bachelor - Industrial Supervision - The student will have a basic understanding of Industrial Supervision as specified in the 2009 Association of Technology, Management, and Applied Engineering (ATMAE) Accreditation Handbook Outcome Types:Student Learning 07-08Student Learning 08-09Student Learning 09-10Student Learning 10-11Student Learning 11-12Start Date:09/01/2007Outcome Status:Currently Being Assessed

Assessment Method:ATMAE/NAIT Manufacturing Specialist Certification ExamAssessment Method Category:Licensing ExamsCriterion:The student group taking the exam meets or exceeds the national grade average (50%) on the Industrial Supervision section of the ATMAE Manufacturing Specialist Certification

02/04/2011 - The student group who took the ATMAE Manufacturing Specialist Certification exam met the national grade average for the Supervision/Management section (which increased to 60%). This section is highlighted in yellow on the attached spreadsheet. In addition, 19 of the 20 students taking the exam passed it which is higher than the national average of Result Type:Criterion MetFollow-Up Status:In-Progress

notes:Although the students met the national average, students are now required to take another management course to try and improve these scores (MANA 3305 Operations Management).Related Documents:2010 DEC UNIV OF TX AT TYLER CMS.xlsx

05/17/2011 - The Industrial Technology degree plan was changed to add MANA 3305 Operations Management as well as a required minor in Business Administration this past Spring 2011 semester. New degree plan will be effective for Fall

11/08/2008 - All four students who elected to take the ATMAE Manufacturing Specialist Certification Exam passed the exam and earned an above the national average score on the supervision section.Result Type:Criterion MetFollow-Up Status:Completed

notes:

11/08/2008 - A review session will be offered to students prior to taking the exam. The review session is in its final stages of completion.

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139Outcomes Means of Assessment & Criteria / Tasks

ResultsAction & Follow-UpSupervision is one of the 16 sections of the NAIT Manufacturing Specialty Certification Exam. Individual content mastery data of examinees can be provided for all of the 82 subsections listed under the 16 major content areas for programs using this exam for Related Documents:2008 STUDY GUIDE for Mfg Certification Exam.doc2009 APRIL 28 THE UNIV OF TX AT TYLER CMS.xlsx

Program (CBT) - Industrial Technology - Bachelor - Industrial Experiences - The student will be engaged in industrial experiences related to their field of study as required by the 2009 Association of Technology, Management, and Applied Engineering (ATMAE) Accreditation Handbook Outcome Types:Student Learning 07-08Student Learning 08-09Student Learning 09-10Student Learning 10-11Student Learning 11-12Start Date:09/01/2007Outcome Status:Currently Being Assessed

Assessment Method:InternshipsAssessment Method Category:Field Placement/ InternshipsCriterion:At least 80% of the students successfully complete an internship for

09/03/2008 - All students successfully completed their internships for Fall 2007, Spring 2008, and Summer 2008.Result Type:Criterion MetFollow-Up Status:Completed

Related Documents:Internship Data Spdsht-2007-intern student handbook.pdfintern SUPERVISORS intern DAILY LOG.pdfintern AGREEMENT.pdfSPONSOR EVALUATION.pdfSTUDENT EVALUATION.pdfSTUDENT CONTRACT.pdfINTERN WORK EXPERIENCE.pdfINTERN WORK OBJECTIVES.pdfINTERNSHIP EVALUATION QUANTIFICATION RESULTS Fall Semester 2008.xls

10/13/2008 - Because of the lack of definitive information, we collected student end of internship evaluation comments to implement any

Follow-Up:06/03/2010 - A score was given on the competency of all of the interns by their supervisors and the form: INTERNSHIP EVALUATION QUANTIFICATION RESULTS Fall Semester 2008.xls has been revised to reflect these 05/29/2009 - A form on an Excel spread sheet was developed to monitor the success of the students internship experience. A copy of this form and data is in the Related Documents section entitled, INTERNSHIP EVALUATION

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ResultsAction & Follow-Up

Program (CBT) - Industrial Technology - Bachelor - Technical Computer Skills - The student will be able to design and manufacture parts using CAD/CAM software and CNC equipment (Computer Applications standard 6.3.8 as listed in the 2009 Association of Technology, Management, and Applied Engineering (ATMAE) Accreditation Outcome Types:Student Learning 07-08Student Learning 08-09Student Learning 09-10Student Learning 10-11Student Learning 11-12Start Date:09/01/2007Outcome Status:Currently Being Assessed

Assessment Method: Laboratory project evaluated using a grading rubric.Assessment Method Category:Course Embedded AssessmentCriterion:All students successfully design a part using CAD/CAM software, create a CNC program, and manufacture a functional part to design specifications within a thousandth of an inch (2006-2008 National Association of Industrial Technology (NAIT) Accreditation

05/17/2011 - All the students successfully created a part (80% or better grade) using Autodesk Inventor solid modeling CAD software. Refer to the bolded red grade column in the attached spreadsheet for TECH 4317 CIM FALL 2010.Result Type:Criterion MetFollow-Up Status:In-Progress

notes:Because students are successfull at creating parts with CAD, no further is action is necessary at this time.Related Documents:TECH 4317 CIM FALL 2010.xls

05/17/2011 - Although students are doing well with their technical computer skills, more emphasis will be placed on them during class time. More assignments will be added to the course for better proficiency with 3D solid

11/05/2008 - All but two students (24 of 26 or 92%) were able to successfully design and create a part. The unsuccessfull students completed their parts to design specifications on the second attempt.Result Type:Criterion MetFollow-Up Status:In-Progress

notes:Unsuccessfull students are allowed multiple opportunities to complete the part with a minor reduction in their grade after each attempt. All students are required to finish the project to receive a passing grade in the course. Related Documents:TECH 4317 COMPUTER INTEGRATED MANUFACTURING BS Industrial Technology outcomes Matrix.doc

11/05/2008 - Based on the analysis of the results in the future, students will work in pairs on their projects to remind each other of procedures, techniques, etc. so projects are completed successfully on the

Follow-Up:11/17/2008 - An update of the course syllabus will be written in Spring 2009 to reflect the changes listed in the action statement.

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Program (CBT) - Industrial Technology - Bachelor - Electronic Principles - The student will determine circuit voltage, resistance, and current by applying basic knowledge of electronic components as required by the Technical section of the 2009 Association of Technology, Management, and Applied Engineering (ATMAE) Accreditation Handbook Major Program Foundation Outcome Types:Student Learning 08-09Student Learning 09-10Student Learning 10-11Student Learning 11-12Start Date:09/01/2008Outcome Status:Currently Being Assessed

Assessment Method:Association of Technology, Management, and Applied Engineering (ATMAE) formally the National Association of Industrial Technology (NAIT) Manufacturing Specialist Assessment Method Category:Licensing ExamsCriterion:Students meet or exceed the national passing grade (50%) on the Electronics section of the NAIT Manufacturing Specialist exam.

05/17/2011 - Of the 20 students taking the ATMAE CMS exam, 14 scored higher (70%) than the national average. The scores and additional data are listed in the blue highlighted section of the attached spread sheet sent from ATMAE entitled 2010 DEC Result Type:Criterion MetFollow-Up Status:In-Progress

notes:Careful review of each question on the electronics section of the ATMAE CMS exam will be conducted to see where there may be deficiencies in comprehension by the students.Related Documents:2010 DEC UNIV OF TX AT TYLER CMS.xlsx

05/17/2011 - After a thorough review of the Electronics Section of the ATMAE CMS exam, another textbook is now being required for TECH 1330 Fundamental of Electronics.

05/12/2009 - All four students who elected to take the ATMAE Manufacturing Specialist Certification Exam passed the exam and earned an above the national average score on the Electronics section.Result Type:Criterion MetFollow-Up Status:Completed

Related Documents:2009 APRIL 28 THE UNIV OF TX AT TYLER CMS.xlsx

05/12/2009 - Students are now encouraged to take the ATMAE Certification exam so the program can monitor the success of all of its students. Bonus points are given to students who

Program (CBT) - Industrial Technology - Bachelor - Professional Proficiency 1 - Students demonstrate that they are knowledgeable about current theory, concepts, methodology, terminology and practices.

Assessment Method:ATMAE/NAIT Manufacturing Specialist Certification ExamAssessment Method Category:Licensing ExamsCriterion:

05/13/2011 - All students met the national grade average for the Supervision/Management section. In addition, 19 of the 20 students taking the exam passed it which is higher than the Result Type:

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Outcome Types:Student Learning 11-12Outcome Status:Currently Being Assessed

Students meet or exceed the national average on the Industrial Supervision section of the ATMAE Manufacturing Specialist Certification Exam.

Criterion MetFollow-Up Status:No Follow-Up Required

Program (CBT) - Industrial Technology - Bachelor - Professional Proficiency 2 - Students can prepare a document that is focused, well-organized and mechanically correct.Outcome Types:Student Learning 10-11Student Learning 11-12Start Date:09/01/2010Outcome Status:Currently Being Assessed

Assessment Method:Rubric-based measurement of writing assignment(s) during Spring and Fall 2011 as part of the e-portfolio requirement in TECH 4372.Assessment Method Category:PortfolioCriterion:70% of students meet or exceed expectations.

05/13/2011 - At least 89% of students met or exceeded expectations in each criteria embedded in the rubric.Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

Related Documents:PP2 Spring 2011 Written TECH 4173.pdf

10/10/2011 - No action needed.

Program (CBT) - Industrial Technology - Bachelor - Professional Proficiency 3 - Students create a compendium of evidence (skills and behaviors) to market themselves as professionals.Outcome Types:Student Learning 10-11Student Learning 11-12Start Date:09/01/2010Outcome Status:Currently Being Assessed

Assessment Method:Rubric-based measurement of vita, mock interviews, attire administered during Spring and Fall 2011 as part of the e-portfolio requirement in TECH Assessment Method Category:Course Embedded AssessmentCriterion:100% of students meet or exceed expectations

05/13/2011 - At least 88% of students met or exceeded expectations in each criteria embedded in the rubric.Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

Related Documents:PP3 Spring 2011 Resume TECH 4372.pdf

10/10/2011 - Based on confirmatory factor analysis, this assessment will be eliminated from future analysis.

Program (CBT) - Industrial Technology - Bachelor - Professional Proficiency 4 - Students are able to deliver a presentation that is focused, well-organized and includes appropriate verbal and nonverbal behaviors.Outcome Types:Student Learning 10-11

Assessment Method:Rubric-based measurement of oral presentation in TECH 4372.Assessment Method Category:Course Embedded AssessmentCriterion:70% of students meet or exceed expectations.

05/13/2011 - At least 88% of students met or exceeded expectations for each criteria embedded in the rubric.Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

Related Documents:PP4 Spring 2011 Oral MANA

10/10/2011 - No action needed.

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Outcome Status:Currently Being AssessedProgram (CBT) - Industrial Technology - Bachelor - Technological Competence 1 - Students understand information systems and their role in Outcome Status:Currently Being Assessed

Assessment Method: Laboratory project evaluated using a grading rubric. Assessment Method Category:Course Embedded AssessmentCriterion:All students successfully design a part using CAD/CAM software, create a CNC program, and manufacture a functional part to design specifications within a thousandth of an inch (2006-2008 National Association of Industrial Technology (NAIT) Accreditation

05/13/2011 - All the students successfully created a part (80% or better grade) using Autodesk Inventor solid modeling CAD Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

Program (CBT) - Industrial Technology - Bachelor - Technological Competence 2 - Students are able to use technical software, data sources Outcome Types:Student Learning 10-11Student Learning 11-12Start Date:09/01/2010Outcome Status:Currently Being Assessed

Assessment Method:Rubric-based measurement of student projects administered in TECH 2323 during Fall 2010.Criterion:70% of students meet or exceed expectations

Program (CBT) - Industrial Technology - Bachelor - Global Awareness 1 - Students demonstrate awareness of global issues and perspectives.Outcome Status:Currently Being Assessed

Assessment Method:GAP Test administered in HRD 3333 during Spring and Fall 2011.Assessment Method Category:Course Embedded AssessmentCriterion:70% of students exceed national mean score.

05/13/2011 - Students scored above the national mean score in 12 out of 14 categories (all except Culture and Africa).Result Type:Criterion Not MetFollow-Up Status:In-Progress

Related Documents:Industrial Tech - Spring 2011 GAP Test.pdf

10/10/2011 - College of Business has purchased a subscription to Business Week and requires global readings be incorporated into select

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Program (CBT) - Industrial Technology - Bachelor - Global Awareness 2 - Students are knowledgeable of global issues and perspectives that may impact their decisions.Outcome Types:Student Learning 10-11Student Learning 11-12Start Date:09/01/2010Outcome Status:Not Currently Being Assessed

Assessment Method:Rubric-based case analysis administered in MANA 3320 during Assessment Method Category:Course Embedded Assessment

08/05/2011 - Only one student participated in assessment. They met or exceeded expectations of each criteria embedded in Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

notes:Insufficient amount of students.Related Documents:Global Awareness 2 Summer 2011.pdf

Program (CBT) - Industrial Technology - Bachelor - Social Responsibility - Students demonstrate good citizenship as leaders and participants Outcome Types:Student Learning 10-11Student Learning 11-12Start Date:09/01/2010Outcome Status:Currently Being Assessed

Assessment Method:Rubric-based measurement of leadership and participation measured in MARK 3311 during Fall 2010 and Spring and Summer 2011.Assessment Method Category:Course Embedded AssessmentCriterion:70% of students meet or exceed expectations

08/05/2011 - At least 71% of students met or exceeded for each criterion embedded in a rubric.Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

Related Documents:SR Summer 2011 MARK

10/10/2011 - Will introduce a new Corporate Social Responsibility module in TECH 3344 during Spring 2012.

05/13/2011 - At least 86% of students met or exceeded expectations for each criterion embedded in a rubric.Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

Related Documents:SR Spring 2011 MARK 3311.pdf

12/10/2010 - At least 89% of students met or exceeded expectations for each criterion embedded in a rubric.Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

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ResultsAction & Follow-UpRelated Documents:SR Fall 2010 MARK 3311.pdf

Assessment Method:Students complete Beal Module in TECH 3344 in Spring 2012.Assessment Method Category:Course Embedded Assessment

Program (CBT) - Industrial Technology - Bachelor - Ethical Courage 1 - Students understand legal and ethical Outcome Types:Student Learning 10-11Student Learning 11-12Start Date:09/01/2010Outcome Status:Currently Being Assessed

Assessment Method:Rubric-based measurement of case analysis administered in TECH 4372 during Spring and Fall 2011

Assessment Method Category:Course Embedded AssessmentCriterion:70% of students meet or exceed expectations

05/13/2011 - At least 94% of students met or exceeded expectations in each criteria.Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

Related Documents:Ethical Courage TECH 4372 Spring 2011.pdf

10/07/2011 - Means of assessment changed to Ethics Game beginning Spring 2012.

Assessment Method:Ethics Game assessment of decision-making administered inTECH 4372 during Spring 2012.Assessment Method Category:Simulation Assessment Matrix

Program (CBT) - Industrial Technology - Bachelor - Ethical Courage 2 - Students make ethical decisions.Outcome Status:Currently Being Assessed

Assessment Method:Rubric-based measurement of case analysis administered in TECH 4372 during Spring and Fall 2011Assessment Method Category:Course Embedded AssessmentCriterion:70% of students meet or exceed expectations

05/13/2011 - At least 94% of students met or exceeded expectations in each criteria.Result Type:Criterion MetFollow-Up Status:No Follow-Up Required

Related Documents:Ethical Courage 2 TECH 4372 Spring 2011.pdf

10/17/2011 - Means of assessment changed to Ethics Game beginning Spring 2012.

Assessment Method:Ethics Game assessment of decision-

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ResultsAction & Follow-Upadministered inTECH 4372 during Spring 2012.Assessment Method Category:Simulation Assessment Matrix

Program (CBT) - Industrial Technology - Bachelor - Material Properties and Testing - The student will be able to classify and identify the properties of basic industrial materials used for manufacturing products by applying basic principles learned in science course work (2009 Association of Technology, Management, and Applied Engineering Accreditation Handbook Outcome Types:Student Learning 07-08Student Learning 08-09Start Date:09/01/2007Outcome Status:Not Currently Being Assessed

Assessment Method:Questions pertaining to science curricula from the final exam.Assessment Method Category:Course Embedded AssessmentCriterion:70% of the students earn a 70% or better on the final exam questions pertaining to science.

11/08/2008 - Fall 200722 of the 24 students (90%) earned a 70% or higher on the 10 questions on the final exam pertaining to science.Result Type:Criterion MetFollow-Up Status:Completed

notes:Chemistry is a prerequisite for the Related Documents:TECH 1320 FINAL EXAM 2007 with Science Related Questions Highlighted.docTECH 1320 INDUSTRIAL MATERIALS SYLLABUS TECH 1320 INDUSTRIAL MATERIALS SYLLABUS

11/08/2008 - The two students who did not do well on the 10 science related questions of the final exam had not taken a Chemistry course. Since the course is only offered biennially, the students were allowed to take the course so they could graduate on time. Stricker enforcement of

Follow-Up:06/03/2010 - Fall 200918 of the 21 students (86%) earned a 70% or higher on the 10 questions on the final exam pertaining to science. Although the percentage dropped by 4% (only one student), the average number of students who earned 70% or higher was still relatively high so no 11/10/2008 - All students who have not had the prerequisite of Chemistry cannot register for the course. Only a registration form signed by the Associate Dean will be able to override the prerequisite assigned in the Campus Connect Registration

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Program (CBT) - Industrial Technology - Bachelor - Manufacturing Processes - The student will be able to identify and use various industrial manufacturing processes to build a part to a given design tolerance Outcome Types:Student Learning 08-09Student Learning 09-10Start Date:09/01/2008Outcome Status:Not Currently Being Assessed

Assessment Method:Manufacture and assembly of a laboratory project.Assessment Method Category:Course Embedded AssessmentCriterion:Students manufacture and assemble a desktop foosball table to the design specifictions listed in the engineering drawings.

05/17/2011 - All students earned an 80% or above on their project foosball table. The column highlighted in red bolded text lists the grades for the projects in the attached spreadsheet entitled TECH 3311 SPRING MAY 16 20100 FINAL GRADES. The column Result Type:Criterion MetFollow-Up Status:In-Progress

notes:Students were made aware of the grading rubric before they began the Related Documents:TECH-3311 SPRING MAY 16 2011 FINAL GRADES.xls

05/17/2011 - No further action at this time will be conducted since the students are doing well on their project assignments and exceeding the

11/08/2008 - All the students were able to manufacture and assemble the laboratory project within the specification of the engineering drawings.Result Type:Criterion MetFollow-Up Status:Completed

notes:Students not completing the project on time or incorrectly are given additional time to finish the project to specifications during additional open Related Documents:TECH 3311 MANUFACTURING TECHNOLOGY SYLLABUS spr2008.docFINAL PROJECT RUBRIC FOR MFG TECH 3300.docTECH 3311 SPR 2008 Project grades for SACS.xlsTECH 3311 FALL 2009 MFG TECH PROJECT GRADES.xls

11/08/2008 - All students are required to successfully complete the project to design specifications so additional open lab hours are scheduled specifically for these students.

Follow-Up:06/03/2010 - Course was taught in Fall 2009 and all of the students successfully completed the project with a grade of 80 or above. More emphasis was placed on how the project would be graded and more specific instruction/demonstrations

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NOTE: To see this entire report online: tracdat.uttyler.edu

Please contact Dr. Miller at: [email protected] for a login and password.


ResultsAction & Follow-UpTECH 3311 MANUFACTURING TECHNOLOGY SYLLABUS Fall2009.doc

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Annual Faculty Report Form

College of Business and TechnologyThe University of Texas at Tyler

Performance Evaluation

Faculty Member: Evaluation Year: Current Rank: _____ TEACHINGPercentage Recommended to be 10% per class, i.e. 2-3 load=50%; 3-3 load=60%Rating: 0 1 2 3 4 5 6 7 8Explanation:

RESEARCHPercentage Minimum 10%, cannot exceed 50%Rating: 0 1 2 3 4 5 6 7 8Explanation:

SERVICEPercentage inimum 10%, cannot exceed 50%Rating: 0 1 2 3 4 5 6 7 8Explanation:

PROGRESS TOWARD TENURE/PROMOTION: Yes No PROGRESS TOWARD AQ/PQ (check for Yes): AQ PQ

OVERALL Rating: 0 1 2 3 4 5 6 7 8Formative Feedback:

Department Chair: Date: Dean: Date: I have read and received a copy of this evaluation:

Faculty Member: Date:

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College of Business and TechnologyPerformance Evaluation Worksheet

Faculty Member: Evaluation Year: Current Rank: Date:

Weight Score CommentsTeachingResearchServiceOverall Total

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Teaching0 – Unsatisfactory Regularly fails to meet classes at the scheduled times; Regularly fails to meet office hours at the scheduled times or does not hold adequate office hours; Consistently receives student teaching evaluations below 3.0 on a scale of 5; Does not cover materials in course that are consistent with approved course content; Fails to provide course syllabus; Generates excessive student complaints; Does not maintain a current and relevant Blackboard page for each course; and, Does not cooperate with activities to support AACSB Assurance of Learning program or SACS assessment model.

2 – Minimal Regularly meet classes as scheduled and hold appropriate office hours; Insure that course content is consistent with CBT curriculum; Insure that course materials are up to date; Provide students with a current course syllabus; Consistently receive student teaching evaluations above 3.5 on a scale of 5. Maintains a current and relevant Blackboard page for each course; and, Cooperates with activities to support BOTH AACSB Assurance of Learning program and SACS assessment model.

4 – Good Integrate their current research with the course content when appropriate; Create an active learning environment through the appropriate use of exercises and assignments, lectures, and

other instructional strategies and techniques; Integrate and incorporate the CBT core values into course content where appropriate; Participate in or coordinate multiple section courses in the core; Remain competent in and instructs multiple courses; and, Regularly receive student teaching evaluations above 3.75 on a scale of 5.

6 – Meritorious Create updated course materials on a yearly basis; Engage in new course development or significant revisions to existing courses; Engage in significant efforts to initiate program revisions with the CBT; Publish a case in widely used text book; Publish pedagogical materials in refereed outlets; and, Regularly receive student teaching evaluations above 4.0 on a scale of 5.

8 – ExceptionalIn addition to rating 6, persons evaluated as exceptional: Publish multiple pedagogical articles in refereed outlets; Publish a textbook or casebook that is widely used; Receive a teaching award from the department, the CBT, the university, or a professional association; and, Regularly receive teaching evaluations above 4.25 on a scale of 5.Research0 – Unsatisfactory No evidence of ongoing systematic research activities; No significant evidence of efforts to remain current in professional area; Does not maintain current vita; and, Does not maintain current portfolio documenting AACSB academic or professional qualifications status.

2 – Minimal Persons evaluated as minimal: Demonstrate progress on working papers; Maintain ongoing data collections efforts; Submit of at least one manuscript to a regional conference; Present research at a “brown bag” seminar; Publish materials in lower tier practitioner outlets.

4 – Good Engage in significant ongoing research activities; Submit manuscript(s) to academic journal(s);

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Present at national or regional conference appropriate for discipline; Provides evidence of work under review at major journals; Publish chapters in scholarly books; Complete technical reports to funding sources; and, Apply for internal funding.

6 – Meritorious Publish in a scholarly journals AND submits manuscripts to national conferences appropriate for discipline; Publish edited scholarly book(s); Obtain internal research funding; Apply for external research funding; Supervise doctoral students in ongoing research activities; and, Receive a research award from department, CBT, or UT Tyler.

8 – Exceptional Publish multiple publications in refereed journals; Present multiple papers at national conferences; Receive external research funding; Receive a research award from a regional or national professional organization; and, Publish scholarly book(s) (as author not editor).

Service 0 - Unsatisfactory Does not willingly provide service to the department and the College of Business and Technology; Willingly violates important department or CBT policies; Is rarely present and does not participate in a positive fashion; Intentionally creates a hostile work environment; Engages in work place violence (i.e., behaviors ranging from verbal harassment, through verbal abuse and

aggressive behavior, to physical contact and violence); Does not contribute to a collegial environment; and, Does not regularly attend graduation convocations.

2 – Minimal Regularly attend department and CBT faculty meetings; Provide service to department when asked; Conduct some consulting activities that benefit the department or school; Provide oversight to student groups when asked; Are regularly present; Contribute to a collegial department environment (generally works and plays well with others); and, Attend graduation convocations when possible.

4 – Good Actively serve on at least one CBT committee or taskforce; Serve as faculty sponsor of a student organization; Serve on the Faculty Senate; Actively participate in departmental efforts; Supervise doctoral students; Conduct significant consulting activities that benefit the CBT; Conduct significant review for scholarly journals in their discipline; Actively participate in professional associations; and, Serve as coordinator for one or more of the multiple section core or interdisciplinary courses.

6 – Meritorious Actively participate on multiple CBT or university committees; Chair a Faculty Senate Committee; Are an active reviewer for several major journals; Chair (or co-chairs) a major CBT committee or taskforce; Serve on an editorial board for a major journal; Help with Development and Alumni Relations; and, Serve as an active mentor for junior faculty members.

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8 – Exceptional Serve as Editor or Associate Editor for a major journal; Serve as an officer or program chair in a professional association; Hold an officer position in a regional or national professional organization; and, Provide outstanding leadership within the CBT.

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COLLEGE OF BUSINESS AND TECHNOLOGYTHE UNIVERSITY OF TEXAS AT TYLER

PERFORMANCE EVALUATION GUIDELINES

Initial Draft 10/22/2009Revised 6/15/2011

Preamble The College of Business and Technology (CBT) faculty believe that a fair and systematic performance evaluation system is a necessary condition for guiding an individual faculty member’s professional development and is a critical element of our efforts to implement our mission and improve the quality and reputation of the CBT. Based on the policies defined in the University Handbook of Operating Procedures (HOP) Sect 3.3.2, the performance evaluation system specified in this document attempts to describe our shared beliefs about the activities, behaviors, and outcomes that will help the CBT become and remain competitive with other doctoral-granting colleges and schools in the United States.

The philosophy guiding the performance evaluation system incorporates the following six basic beliefs:

The ongoing review and improvement of the performance evaluation system will help us continually examine the activities, behaviors, and outcomes that are necessary to achieve the mission and goals of the departments and the CBT. This process will help ensure that we monitor changes in our industry and remain competitive.

A well-defined performance evaluation system will serve as a guide for new and existing faculty to improve their job performance and professional development. This document helps specify the activities, behaviors, and outcomes that we value as a college.

Our performance evaluation system explicitly recognizes that individual faculty members can make a significant contribution to the CBT in many different ways. Thus, we recognize that different weightings of the evaluation criteria are appropriate for different faculty members and that alternative sets of activities, behaviors, and outcomes may result in the same level of overall performance.

There are many different forms of scholarly activities that are important to our profession and to various stakeholders. Each of these diverse forms of scholarship is valued. Consequently, one or more scholarly activities must be explicitly incorporated in each dimension of performance.

The annual performance evaluation process should provide consistent and accurate feedback about job performance. The job performance and formative feedback history documented in the annual review process constitute key information that will be incorporated in promotion, tenure, and post-tenure review decisions.

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We recognize that professional performance is very complex and cannot be accurately and reliably measured on simple interval scales. Thus, we place great confidence in the professional judgment and integrity of our colleagues serving on departmental peer review committee, our Department Chair, and our Dean. These individuals are charged with insuring that the performance evaluation process is conducted in a fair and impartial manner.

Purpose The annual performance review is designed to provide both summative and formative information. The summative information will provide input into decisions about annual merit pay increases, contract renewals, and faculty workloads. In most cases, these summative decisions will be based on the performance review conducted by the Department Chair. The formative information generated during the performance review process is expected to play an important role in the ongoing career development of each faculty member. It is the responsibility of the departmental peer review committee and the Department Chair to provide each untenured faculty member in a tenure track position with ongoing professional development feedback and guidance. The peer review committee shall consist of all tenured faculty in the department or an elected subcommittee of not less than three tenured faculty as determined by the tenured faculty in the department. In the event that there are fewer than three tenured faculty within a department, the Dean will appoint the appropriate number of tenured faculty from other departments on a temporary basis to the committee. Each faculty member should carefully consider the formative comments provided by the chair and the peer evaluation committee. The annual performance evaluation does not replace the role of the cumulative review processes in the department. Thus, in addition to the annual performance reviews, untenured faculty members will receive a 3rd year review prior to being reviewed for tenure, and post-tenure reviews following tenure. Faculty members are expected to include copies of each annual review in the materials submitted for cumulative reviews.

Process and Timetable 1. At the beginning of each academic year the Dean will distribute a copy of the performance appraisal document that will be in effect for the current academic year to all faculty members. This can also be found on the shared computer drive. This document will be accompanied by a memo summarizing changes in the performance review guidelines from the previous year.

2. All faculty members will receive an annual performance review each year. The approximate timeline follows:

a. October 15. Peer review committee for nontenured faculty for the department is forwarded to the Dean.

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b. Jan 15. Individual faculty member provides dossier of accomplishments to Department Chair. c. Feb 7. Developmental feedback for untenured faculty developed by departmental tenure committee is provided to the Department Chair. d. Feb 8-28. Chair meets with individual faculty members to discuss evaluation dossier and peer review committee feedback. e. March 1. Completed faculty evaluations are due to the Associate Dean. f. March 15 Leadership team completes discussion of individual faculty evaluations. g. March 21 Department Chairs provide each faculty member a copy of their performance evaluation and copies are submitted to the Dean’s office.

3. The summarized portion of the annual performance review will be conducted by the Department Chair in consultation with the Dean.

For tenured an tenure track faculty the annual performance review will be based on teaching, research, and service. The respected weights of 50% teaching, 40% research and 10% service or 40%teaching, 50%research and 10% service will be used in evaluations with some deviation as approved by consultation with the Dean. The evaluations on these dimensions will be aggregated into a single, overall evaluation that is used for summative purposes. The overall evaluation is a holistic evaluation and not merely an additive function of the individual evaluation dimensions. However, large differences between the weighted average of the individual dimensions and the overall evaluation require justification.

For Lectures and Senior Lecturers the annual performance review will be based on teaching, scholarship & professional activities, and service. The respected weights of 70% teaching, 10% scholarship & professional activities, and 20% service will be used in evaluations with some deviation as approved by consultation with the Dean. The evaluations on these dimensions will be aggregated into a single, overall evaluation that is used for summative purposes. The overall evaluation is a holistic evaluation and not merely an additive function of the individual evaluation dimensions. However, large differences between the weighted average of the individual dimensions and the overall evaluation require justification

5. On each dimension, a faculty member will be evaluated on a nine-point scale with the following anchors: 0 – unsatisfactory; 2 – minimal; 4 – good; 6 – meritorious; 8 – exceptional. The odd numbers between each anchored scale point are used to describe faculty productivity that is between behavioral descriptions. Each of these anchors refers to a behavioral description that acts as an example of how a faculty member rated at the specific level might perform. An individual faculty member need not demonstrate each of the activities in a category to achieve the corresponding level of performance and exhibiting a single activity, behavior or outcome in a category does not automatically place the faculty member’s performance in that category. We rely on the professional judgment of the Department Chair and Leadership Team to fairly and accurately evaluate the performance of each faculty member.

6. A rating at or below the minimal level on any performance dimension triggers an automatic professional development process for the relevant faculty member. This plan is developed in consultation with the Department Chair and provides specific actions that the relevant faculty member will take to improve his or her performance on the appropriate dimension(s). The initial draft of the professional development plan will be submitted to the Department Chair by April 1, and

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the final version approved by the chair will be submitted to the Dean by May 1. Failure to submit and implement a professional development plan after a rating at or below the minimal level may be cause for termination.

7. Repeated performance evaluations that indicate a faculty member’s performance is at or below the minimal level on any single dimension or as the overall performance rating may be cause for termination.

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TEACHING DIMENSION OF PERFORMANCE Teaching is a core activity for all members of the faculty and the primary revenue-generating activity for the College of Business and Technology. As such, it is imperative that all members of the faculty contribute to the continuing improvement and integration of our curriculum, instructional delivery, and collective learning environment. Despite the importance of teaching, mechanisms for evaluating teaching effectiveness are underdeveloped; no single instrument, method, or data source has been demonstrated to provide a valid and reliable approach to evaluate teaching performance. Thus, teaching performance in the CBT will draw on multiple sources of information including those provided by the faculty member, students, peers, and administrators. The minimum documentation required for evaluating teaching performance includes copies of the student teaching evaluations for each class, a syllabus for each class, and a clear statement of learning objectives for each class. Faculty members are encouraged to submit additional information as appropriate. Examples might include course exams, class notes, special assignments, and so on.

Performance Criteria for Teaching 1. The student evaluation of teaching numbers assumes an overall college average of 3.75 on a 5 point scale. The numbers in the criterion statements may require adjustment based on the distribution from the new student evaluation instrument.

0 – Unsatisfactory Examples might include: Regularly fails to meet classes at the scheduled times; Regularly fails to meet office hours at the scheduled times or does not hold adequate office hours; Consistently receives student teaching evaluations below 3.0 on a scale of 5.0; Does not cover materials in course that are consistent with approved course content; Fails to provide course syllabus; Generates excessive student complaints; Does not maintain a current and relevant Blackboard page for each course; and, Does not cooperate with activities to support AACSB Assurance of Learning program or SACS assessment model.

From the “2 – Minimal” rating onward, faculty members are evaluated on each previous rating and ratings for each subsequent higher rating.

2 – Minimal Regularly meets classes as scheduled and holds appropriate office hours; Insures that course content is consistent with CBT curriculum; Insures that course materials are current and relevant; Provides students with a current course syllabus; Consistently receives student teaching evaluations above 3.5 on a scale of 5.0; Maintains a current and relevant Blackboard page for each course; and, Cooperates with activities to support -both AACSB Assurance of Learning program and SACS assessment model.

4 – Good In addition to rating 2, a person evaluated as good:

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Integrates their current research with the course content when appropriate; Creates an active learning environment through the appropriate use of exercises and assignments, lectures, and other instructional strategies and techniques; Integrates and incorporates the CBT core values into course content where appropriate; Participates in or coordinates multiple section courses in the core; Remains competent in and instructs multiple courses; and, Regularly receives student teaching evaluations above 3.75 on a scale of 5.0.

6 – Meritorious In addition to rating 4, a person evaluated as meritorious: Creates updated course materials on a yearly basis; Engages in new course development or significant revisions to existing courses; Engages in significant efforts to initiate program revisions with the CBT; Publishes a case in widely used text book; Publishes pedagogical materials in refereed outlets; and, Regularly receives student teaching evaluations above 4.0 on a scale of 5.0.

8 – Exceptional In addition to rating 6, a person evaluated as exceptional: Publishes multiple pedagogical articles in refereed outlets; Publishes a textbook or casebook that is widely used; Receives a teaching award from the department, the CBT, the University, or a professional association; and, Regularly receives teaching evaluations above 4.25 on a scale of 5.0.

(Please refer to Appendix A for a standard UT System Student Course Evaluation Form). 7

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RESEARCH DIMENSION OF PERFORMANCE Research activities are the primary mechanism through which faculty members make intellectual contributions to the College of Business and Technology and to their respective professions. Typically, the evaluation of research will focus on the creation of new knowledge (basic scholarship) and the application, transfer, and interpretation of knowledge to advance the practice of management (applied scholarship) that is disseminated through refereed scholarly journals, scholarly books, and high quality practitioner journals. Other types of scholarly activities, such as instructional development, business cases, consulting activities, and publications in trade journals, are explicitly incorporated in other areas of the annual performance review document and thus do not contribute to the research dimension of performance. Minimum documentation required to evaluate research performance includes a current vita (with a complete chronological listing of the research record including title, authors, and date of publication or presentation of research), a summary of current research activities, and a brief statement of future research plans. Faculty members are encouraged to submit additional materials as appropriate. It should be noted that an ongoing pattern of minimal research contributions is not sufficient for a given faculty member to maintain his or her status as being considered AACSB Academically Qualified. Thus a rating of minimal does not indicate acceptable research productivity and an ongoing pattern of minimal ratings on the research dimension constitutes unsatisfactory cumulative performance.

Performance Criteria for Research

0 – Unsatisfactory Examples might include; No evidence of ongoing systematic research activities; No significant evidence of efforts to remain current in professional area; Does not maintain current vita; and, Does not maintain current dossier documenting AACSB academic or professional qualifications status.

From the “2 – Minimal” rating onward, faculty members are evaluated on each previous rating and ratings for each subsequent higher rating

2 – Minimal Demonstrates progress on working papers; Maintains ongoing data collections efforts; Submits at least one manuscript to a regional conference; Presents research at a “brown bag” seminar; Publishes materials in lower-tier practitioner outlets.

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4 – Good In addition to rating 2, a person evaluated as good: Engages in significant ongoing research activities; Submits manuscript(s) to academic journal(s); Presents at national or regional conference appropriate for discipline; Provides evidence of work under review at major journals; Publishes chapters in scholarly books; Completes technical reports to funding sources; and, Applies for internal funding.

6 – Meritorious In addition to rating 4, a person evaluated as meritorious: Publishes in a scholarly journals AND submits manuscripts to national conferences appropriate for discipline; Publishes edited scholarly book(s); Obtains internal research funding; Applies for significant external research funding; Supervises doctoral students in ongoing research activities; and, Receives a research award from department, CBT, or UT Tyler.

8 – Exceptional In addition to rating 6, a person evaluated as exceptional: Publishes multiple publications in refereed journals; Presents multiple papers at national conferences; Receives external research funding; Receives a research award from a regional or national professional organization; and, Publishes scholarly book(s) (as author not editor).

Working drafts of Journal classification lists are available for each department to serve as a guide for research expectations.

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SCHOLARSHIP & PROFESSIONAL ACTIVITIES DIMENSION OF PERFORMANCE (Lecturers and Senior Lecturers only) Scholarship and Professional activities are the primary mechanism through which lecturers and senior lecturers maintain Professional Qualification (PQ). Typically, the evaluation of scholarship and professional activities will focus on development activities that demonstrate currency and relevancy in the field of teaching. The set of professional activities that are appropriate is a complex task encompassing a wide range of activities including peer reviewed journal articles, publications and presentations at professional meetings, relevant work experience including consulting, participating in continuing education such as is required for CPA’s and CFA’s, creating and delivering executive education as approved by the Dean, obtaining new professional certification relevant to teaching area, serving as an officer in regional or national professional association, a significant role on local government organization such as a city council member and participating in select AACSB seminars and workshops are some examples. Minimum documentation required to evaluate scholarship and professional activities includes a current vita (with a complete chronological listing of scholarship and professional activities including the dates and location of the activities and in the case of publication the title, authors, and date of publication or presentation of research), a summary of current scholarship and professional activities, and a brief statement of future plans. Faculty members are encouraged to submit additional materials as appropriate. It should be noted that an ongoing pattern of minimal scholarship and professional activities is not sufficient for a given faculty member to maintain his or her status as being considered AACSB Professionally Qualified. Thus a rating of minimal does not indicate acceptable scholarship and professional activity and an ongoing pattern of minimal ratings on the scholarship and professional activities dimension constitutes unsatisfactory cumulative performance.

Performance Criteria for Scholarship and Professional Activities

0 – Unsatisfactory Examples might include; No evidence of ongoing systematic scholarship and professional activities; No significant evidence of efforts to remain current in professional area; Does not maintain current vita; and, Does not maintain current dossier documenting AACSB academic or professional qualifications status.

From the “2 – Minimal” rating onward, faculty members are evaluated on each previous rating and ratings for each subsequent higher rating

2 – Minimal Maintains PQ statusParticipates in the delivery of continuing education Participates in continuing education as required for CPA’s and CFA’s Attends regional professional meeting in discipline; Submits at least one manuscript to a regional conference; Presents research at a “brown bag” seminar; Directs a major development effort within the department Participates in select AACSB seminars and workshops

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4 – Good In addition to rating 2, a person evaluated as good: Engages in relevant work experience to maintain PQ status; Serves as an officer in a regional or national professional organization Submits manuscript(s) to journal(s); Presents at national or regional conference appropriate for discipline; Applies for internal funding. Creates and delivers executive education as approved by the Dean Publishes materials in lower-tier practitioner outlets

6 – Meritorious In addition to rating 4, a person evaluated as meritorious: Publishes in peer reviewed journals AND submits manuscripts to national conferences appropriate for discipline; Develop and executes a major program for the College of Business and Technology approved by the Dean. Obtains internal research funding;

8 – Exceptional In addition to rating 6, a person evaluated as exceptional: Publishes scholarly journal publication publications in refereed journals; Presents multiple papers at regional and national conferences; Receives external research funding; Receives a research award from a regional or national professional organization; and, Publishes scholarly book(s) (as author not editor).

Working drafts of Journal classification lists are available for each department to serve as a guide for research expectations.

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SERVICE DIMENSION OF PERFORMANCE Service is an important and valued activity that is a key responsibility for each faculty member. Each member of the faculty is expected to provide significant service to his or her home department, the College, and the University. In addition, faculty members are expected to engage in other service activities to the broader community including service to professional organizations, business organizations, government organizations, and/or community organizations. Given the large assortment of service options, we expect great variations in the service dossier of individual faculty members. No single type of service dossier is preferred, and many different types of service are valued. We also expect the amount and type of service contributions to vary with an individual’s career stage. Junior faculty members often have lower service requirements and are likely to focus more on internal service activities. More senior faculty members are expected to make greater overall service contributions and are likely to focus on more external service activities. Thus, the Department Chair and the Leadership Team may shift the behavioral descriptions somewhat to adjust for the career position of the individual faculty member. Documentation required to evaluate service performance includes a list of service contributions provided by the individual faculty member. Faculty members are encouraged to submit additional documentation as appropriate.

Behavioral Descriptions on Service Dimension

0 - Unsatisfactory Does not willingly provide service to the department and the College of Business and Technology; Willingly violates important department or CBT policies; Is rarely present and does not participate in a positive fashion; Intentionally creates a hostile work environment; Engages in work place violence (i.e., behaviors ranging from harassment, through verbal abuse and aggressive behavior, to physical contact and violence); Does not contribute to a collegial environment; and, Does not regularly attend graduation convocations.

2 – Minimal Regularly attends department and CBT faculty meetings; Provides service to department when asked; Conducts some consulting activities that benefit the department or College; Provides oversight to student groups when asked; Is regularly present; Contributes to a collegial department environment (generally work and play well with others); and, Attends graduation convocations when possible.

4 – Good In addition to rating 2, a person evaluated as good: Actively serves on at least one CBT committee or taskforce; Serves as faculty sponsor of a student organization; Serves on the Faculty Senate; Actively participates in departmental efforts; Supervises doctoral students;

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Conducts significant consulting activities that benefit the CBT; Conducts significant review for scholarly journals in their discipline; Actively participates in professional associations; and, Serves as coordinator for one or more of the multiple section core or interdisciplinary courses.

6 – Meritorious In addition to rating 4, a person evaluated as meritorious: Actively participates on multiple CBT or University committees; Chairs a Faculty Senate Committee; Is an active reviewer for several major journals; Chairs (or co-chairs) a major CBT committee or taskforce; Serves on an editorial board for a major journal; Helps with Development and Alumni Relations; and, Serves as an active mentor for junior faculty members.

8 – Exceptional In addition to meritorious, a person evaluated as exceptional: Serves as Editor or Associate Editor for a major journal; Serves as an officer or program chair in a professional association; Holds an officer position in a regional or national professional organization; and, Provides outstanding leadership within the CBT.

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APPENDIX A. UT System Student Course Evaluation Survey Items below are subject to revision by faculty and Faculty Senate Questions 1-6 use the same response scale as Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree. 1. The course was well organized. 2. The instructor communicated information effectively. 3. The instructor showed interest in the progress of students. 4. The tests/assignments were usually graded and returned promptly. 5. The instructor made me feel free to ask questions, disagree, and express my ideas. 6. At this point in time, I feel that this course will be (or has already been) of value to me.

For questions 7-11, choose the appropriate response from those given for each question 7. Overall, this instructor was: (very unsatisf., unsatisf., satsf., very good, Excellent) 8. Overall, this course was: (same response options as above) 9. In my opinion, the workload in this course was: (excessive, high, ave. light, insuf) 10. My overall GPA at UT is: (<2.0, 2.00-2.49, 2.50-2.99, 3.00-3.49, 3.50-4.00) 11. My probable grade to date in this course is: (A, B, C, D)

Note: UT System requires the numerical ratings of each course be published on University website for students making decisions on course selection starting from Fall 2010. UT Tyler Faculty Senate determined to implement it from Fall 2009. Additionally, each college/department is encouraged to supplement with additional questions. However, the results of the additions will not be published online.

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Student Course Evaluation Form - Sample of New Online FormatStudents can select from a scale of 1 to 5. A grade of 5 being the best and 1 being the worst.All instructors can be accessed at: http://www.uttyler.edu/courseevals/homepage.aspx

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http://www.uttyler.edu/courseevals/homepage.aspx

Sample of Old Student Course Evaluation Form (prior to 2009)

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Old Student Graduation Survey (prior to 2009)

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End of Program Evaluation

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Employer Survey of Interns:

College of Business and TechnologyIntern Evaluation Form

Intern: Supervisor:

Instructions: Rate intern on a scale of 1-5(Deficient to Superior). Return electronically to Faculty Member:

Deficient Average

Superior

1 2 3 4 5

Insert number below:1.Oral Communication (Communicates ideas clearly with proper vocabulary usage) Remarks: 2.Written Communication (Communicates ideas clearly with proper grammatical structure) Remarks:

3.Quality of work (Accuracy, neatness, timeliness) Remarks:

4.Quantity of work (Volume of accurate work not needing correction) Remarks:

5.Job knowledge (Understands job requirements and needs minimal assistance)Remarks:

6.Attitude (Positive, willing to learn, accepts direction)Remarks:

7.Motivation (Seeks additional work when assignments completed)Remarks:

8.Reliability (Dependable, gets the job done on time, acts responsibly) Remarks:

9.Use of time (Uses time wisely and does not distract others) Remarks:

10.Uses good judgment (Considers actions and possible effects, makes sound decisions) Remarks:

11.Interpersonal skills (Cooperative, helps others, listens) Remarks:

12.Technological competence (Familiar with hardware and software required for the job) Remarks:

13.Professional proficiency (Dresses appropriately for the job and conveys a professional image to customers/clients) Remarks:

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Additional Comments:

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CURRICULUM CHANGES FROM 2006-2012

NOTE: Although curriculum changes can be made every year, most changes are not officially made until the biennial university catalog is published. Therefore, only curriculum changes published in the new catalogs will be listed.

20061. TECH 4323 Production Technology was renamed Lean Production.

Industrial Advisory Committee noted and other programs accredited by NAIT were infusing Lean into the curriculum.

2. TECH 3312 Industrial Maintenance was renamed Facilities Operations.Maintenance courses made new students assume that the degree was

only for individuals seeking careers in industrial maintenance.3. TECH 3308 Maintenance Technology was omitted from the degree plan.

Maintenance courses made new students assume that the degree was only for individuals seeking careers in industrial maintenance.

4. TECH 3315 Visual Communication Technology was omitted from the degree plan. TECH 3315 was a graphics communication course not a

drafting course.5. Degree plan changed from five to seven electives.

Omitting the two courses allowed for more course work to be transferred from community colleges.

20081. The degree plan was reduced from 125 hours to 120 total semester hours.

All university degrees were required by the state to be reduced to 120hrs.2. Replaced TECH 2320 Accident Prevention with TECH 3344 Industrial Safety.

TECH 3344 is a more robust course and also allows the students to earn 30hour OSHA cards.

3. Replaced COSC 3309 Information Systems Software with TECH 3333 Polymer Processes and Materials.Many of the students were obtaining jobs in the plastics industries in

Jacksonville and Athens. Moreover, more products use plastics in their products. COSC 3309 evolved more into a programming course.4. TECH 4343 Advanced Manufacturing Processes was added to the degree plan

in place of an elective. One course in manufacturing processes was not enough time to cover all of the various processes involved with current manufacturing industries. This was noted when reviewing the new ATMAE Certified Manufacturing Specialist national exam.5. Reduction in total hours for the degree plan as well as the addition of a new

course reduced the number of free electives from seven to four.This reduction in electives was not considered an issue since transfer

students could still transfer the same number of hours towards their degree. They could do this because the number of upper level

electives was reduced.

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20101. TECH 2323 Introduction to Computer Applications replaced TECH 1301

Technology and Society.Industrial Advisory Committee and alumni surveys noted that most of the

students that are hired do not have an adequate enough background in Microsoft Office applications. In addition, TECH 1301 was not offered regularly enough so that all students could take the course before they graduated.2. TECH 3315 Visual Communication Technology was added back to the degree

plan, but would be taught as a drafting course. The TECH 1303 Engineering Graphics was acquired by the College of

Engineering so a new drafting course was needed.3. TECH 3355 Supply Chain Management was added to the degree plan.

This course was added due the recommendations of the Industrial Advisory Committee members noting that effective production

supervisors needed to be aware of the topics covered in this course such as when to outsource, etc.4. TECH 3312 Facilities Operations title added the word “maintenance” to read

Facilities Operations and Maintenance.Since several companies still employed the program’s graduates as

Industrial Maintenance Supervisors, etc., the employers needed to know that the students were still learning about industrial maintenance.5. TECH 3333 Polymer Processes and Materials title was changed slightly to

Polymer Processing.The College of Engineering faculty felt the course title was too

similar to one of their course titles. 6. TECH 3311 Manufacturing Technology was renamed Manufacturing Processes.

The new title more clearly defined the content of the course.7. TECH 3324 Facilities Planning added Plant Layout to the title to read Facilities

Planning and Plant Layout.Employers wanted to make sure students knew how to layout a plant,

especially with lean and one piece flow.20121. Course prerequisites were listed for the following five courses: TECH 3310 Total

Quality Management, TECH 3355 Supply Chain Management, TECH 3324 Plant Layout and Facilities Planning, TECH 4317 Computer Integrated Manufacturing, and TECH 4343 Advanced Manufacturing Processes.

Course prerequisites were inadvertently omitted in the last university catalog revision so new prerequisites were listed to follow the latest degree plan revisions. The first four courses listed now require

TECH 2323 Introduction to Computer Applications as a prerequisite. TECH 4343 Advanced Manufacturing Processes requires TECH 3311 Manufacturing Processes as the prerequisite. These prerequisites were added because many students who did not have these prerequisites struggled in the courses.

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Students who struggled were asked by faculty if they had taken certain courses to identify the correct prerequisites. 2. Lower division Technology courses were changed to lower division electives.

This change was made to assist two year college students with the transfer of their courses. Many courses listed in two year programs

cover the content of UT Tyler’s lower division courses; however, they do not have the appropriate course title. Courses are approved by the

recommendation of the program’s advisor so only relevant course work will be transferred.3. Variations in the Business Administration Minor requirements were made to

assist students with applying course work towards the minor. Moreover, all students were required to minor in Business Administration the prior year in

response to graduate survey comments and feedback from Industrial Advisory Committee members.

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Program Goals Status Form

2006-2008 Bachelor of Science in Industrial Technology Short Range GoalsShort Range Goals

Goal Status CommentsAchieve NAIT/ATMAE accreditation. O Program was accredited in 2006.Ensure that the curricula of the program prepares students to be technically, managerially, and professionally marketable.

M All but one student was employed from the responses on the Graduate Survey. Further, that one student was working ona graduate degree, but had a stroke.

Develop a formal end of program assessment survey.

M Survey was developed and was revised in 2011. Students take the survey in the TECH4372 Capstone Experience course.

All courses will include interactive and participatory learning

M All courses require a group project, hands-on project, or oral presentation.

Students and faculty will expand their understanding and use of information technology applications and processes.

M All faculty from the College of Business & Technology were required to make course information available on BlackBoard and require students to use it in Fall 2009. In addition, faculty were required to use Elluminate software to do an entire lecture on BlackBoard by the Fall of 2010.

Once a year, the program’s faculty will meet with a committee of industrial advisors to ensure the industrial technology program’s curricula meets regional employer requirements.

M The program’s Advisory Committee meets annually and asks for feedback regarding the improvement of the program’s curricula. Curriculum changes have been made based upon feedback from the Advisory Committee.

Increase the Industrial Technology program’s enrollment by 20 students within the 2008 calendar year.

N The Industrial Technology program’s enrollment only increased by seven (62 to 69) students from 2006-2008. However, there were only 46 students in 2004.

Increase the number of Industrial Technology program transfer majors by 10 students within the 2008 calendar year.

M There were 12 new students to the program in 2008 and all but one were transfer students.

Secure an additional Industrial Technology faculty member to accommodate growth.

M Two new faculty members were assigned to the Industrial Technology program in the Fall semester of 2010.

Status: M= Met; N = Not Met; O = Ongoing

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2006-2008 Bachelor of Science in Industrial Technology Long Range GoalsLong Range Goals

Goal Status CommentsDevelop a Dept. of HRD & Technology course that meets institutional requirements as a part of the core curriculum.

N The core curriculum has been reduced as well as the total number of hours required for a baccalaureate degree in Texas (120 hours). The course that the Dept. was trying to become a core curriculum alternative is no longer used by the Dept. programs. However, the course TECH 4310 Total Quality Management is now taken by most students in the College of Business & Technology.

Be recognized as the one of the premiere Industrial Technology programs in the state of Texas.

M Only three of eight programs are NAIT/ATMAE accredited in the state of Texas. UT Tyler was accredited in the Fall of 2006.

Place 80% of the program’s graduates in technology related fields.

M All graduate found jobs related to technology, i.e., manufacturing engineer, technical sales, technology teacher, electrical project manager.

Ensure that lab activities include interactive industry specific equipment and software.

M Most of the program’s courses have some type of equipment or software, however, most of the equipment is of hobby grade in order to reduce cost and fit through 36” wide door openings.

At least 80% of all scheduled courses taught in the department will require student use of information technology equipment and specific software.

O All courses require students to write reports using Microsoft Office products and the Engrg Graphics and CIM courses require Autodesk drafting/design products.

Each faculty member will produce one publication or work on a funded project.

O All technology faculty have authored multiple publications and/or worked on submitting grants.

The Department will actively seek the participation of business and economic development partners in the process of producing graduates who meet regional labor market and economic development requirements

O The program has added Tom Mullins, President and CEO of the Tyler Economic Council to the program’s Advisory Committee in the Fall of 2011.

Develop an integrated long range marketing plan.

O The program has revised the brochures annually, hosted new high school recruitment events, and is now implementing a college wide “branding” process for all recruitment activities and media.


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2009-2015 Bachelor of Science in Industrial Technology Short Range Goals

Short Range GoalsGoal Status Comments

The program will maintain ATMAE accreditation.

O Program was accredited in 2006 and is seeking re-accreditation in Fall 2012.

The program will produce graduates that can pass national certification exams.

O All but one student has passed the ATMAE international certification exam over the last three years.

The program will define a specific niche area in which it will receive national recognition.

M The program is offering nanotechnology management course work for students.

The program will consist of faculty who publish at least one article, book chapter, book, or other scholarly activity annually.

O All faculty have published at least one article, book, etc. each year.

The program will have at least one research proposal submitted annually.

O Dr. Fazarro has submitted at least one research grant proposal over the past two years. In addition, Dr. Roberts has continued to fund his research grant for over a decade.

The program will consist of faculty who present at the national level annually.

O Each of the program’s faculty have presented at the ATMAE annual conference each year.

The program will consist of faculty who are known for innovative endeavors.

M Dr. Fazarro is known for starting the first nanotechnology focus group with ATMAE and Dr. Miller has developed four ATMAE certifications exams that are online and provide program coordinators with data on 82 content areas within minutes of finishing them.

The program will maintain an Advisory Committee to provide input to the program so it can produce graduates that are adequately prepared for the workforce in the surrounding areas and beyond.

O The program’s Advisory Committee has been in existence since 2002 and was expanded and completely refreshed with new members in the Fall of 2011. The new Advisory Committee has 20 members compared to the previous eight

The program will provide internship opportunities for majors in order to better prepare them for real life careers.

O The program currently provides internship opportunities to majors; however, there are not enough for all the interested students. Therefore, the advisory committee was expanded to develop a better rapport with more companies employing Industrial Technology majors.

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The program will provide opportunities for students to participate in volunteer projects to help the community of East Texas and beyond.

M The program now has four student chapters of various technical organizations which provide opportunities for volunteer projects to students. In addition, students team up with SHRM and other university organizations for community service projects.

The program will create and/or offer a variety of student organizations and honor societies for students to participate in.

M In 2004, the Department only had one active student organization. The Department now has a newly formed chapter of IEEE – Nanotechnology, an SME student chapter that was founded in 2007, an EPT chapter that was started in 2005, a SHRM chapter, and the ATMAE student chapter.

The program will provide opportunities for students to partake in external field trips to various local, regional, and national events related to the discipline.

O The ATMAE chapter now has students attending and competing at the national conference. This tradition started in 2010. SME student chapter members have attended trade shows in Houston and Dallas and also arrange and attend plant tours throughout East Texas.

The faculty from the program will provide assistance with the creation of a center that will assist area companies with training methods to stay globally competitive

N The College is in the process of providing the community with a Texas Productivity Center that will assist companies with improving production and to continually improve. An event by the Shingo Prize group is scheduled for April 25, 2012.

The faculty will provide training sessions to companies throughout the year that will generate revenue for the college and the university.

N The faculty are in the process of becoming Six Sigma Black Belt certified so they can offer training courses to prepare employees from the region.


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2009-2015 Bachelor of Science in Industrial Technology Long Range Goals

Long Range GoalsGoal Status Comments

The program will be known to have the same reputation for quality as the best programs in the country.

N Although the program is ATMAE accredited and its students earn international certifications, the facilities and size of the program limit its ability to compete with best programs nationally. It should be noted that all of the 14 students taking the ATMAE Certified Manufacturing Specialist exam passed on the first attempt in the Spring of 2011

The program will consist of faculty with excellent scholarly and research records.

O The technology faculty publish and present often at the national level and are well known in the field.

The program will provide opportunities for students and faculty to build long term relations with the community of East Texas and beyond.

O The faculty are currently providing students with employment, however, more work can be done in this area to recruit more students to the program.

The program will provide opportunities for students to build long term relations, and camaraderie with peers and faculty to enhance their college experience.

O With five student organizations currently available to students, more effort by faculty will be made to encourage students to compete at the national level in all areas. In fact, the ATMAE student chapter won Best Student Chapter at the 2011 ATMAE national conference held in Cleveland, Ohio.

Encourage and optimize research collaborations between faculty and community business leaders that will result in development of profit centers

N Faculty are working diligently to network and build relationships with manufacturers and other employers in the area. Community needs are currently being determined to establish a course of action.


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Program Recommendation Action Form for Continuous Improvement

Program Name: Industrial Technology

Date Source Item Action Comments

9/06 D, G

The course TECH 4323 Production Technology was renamed Lean Production and now contains content regarding lean manufacturing.

6

Many of the advisory committee members require employees to understand lean since it is now important to their survival.

9/06 B

The word “maintenance” was omitted from the title of one course and another maintenance course was dropped from the degree plan.

6New students thought the program was only for people who wanted careers in Industrial Maintenance.

9/06 G

Degree plan was changed from five to seven electives by dropping TECH 3308 Maintenance Technology andTECH 3315 Visual Comm. Tech.

6

Omitting two courses that were not really needed by graduates allowed for more courses that could be transferred from community colleges.

9/06 B

Seniors exiting the program continually note that more hands-on courses need to be offered with better equipment.

6

More equipment and software are being purchased when funds are available. Funds for retrofitting two broken D&M milling machines were allocated for January of 2007 to improve TECH 4317 Computer Integrated Manufacturing.

9/07 B Need to offer more night and online courses 6

A rotating schedule was developed in which courses are alternated from day to night every other semester. HRD is currently offering more online courses and results will be evaluated.

12/07 E

Dr. Miller noted that the responses from the various majors of the department are not segregated on the senior exit surveys so it was difficult to determine which majors made various recommendations and which majors felt good or bad about their programs.

6

A new online “draft” survey instrument was developed for each program by Dr. Miller, Kristen Stovall, and Dr. Harbaugh. A draft paper copy was prepared to be revised and approved by faculty for next year’s graduating seniors.

Source Code Action Code

A. End of course evaluationB. End of program evaluation (capstone) C. Alumni SurveyD. Advisory Committee E. Dept. Faculty F. AdministrationG. Other (Best practices, Literature, Prof. Org., business/ industry …)

1. no action required2. more information required3. discussed w/departmental faculty4. discussed w/ students/class5. discussed w/ advisory committee6. recommendation implemented

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Program Name: Industrial Technology

1/08 – 9/08 G

Dr. Miller noted that with SACS accreditation soon approaching that he would follow the Industrial Technology curriculum standards listed in the ATMAE CMS exam so he would have a national exam to assess the effectiveness of his program. In addition, he could assess how well the program’s graduates fared against other national programs.

3,5,6

New courses required for the alignment of the program’s curriculum with ATMAE certification and accreditation standards were reviewed and implemented. TECH 4343 Advanced Manufacturing Processes and TECH 3333 Polymer Materials and Processing were added to the curriculum as well as an OSHA industrial safety course.

12/08 C Developed a new online “Survey Monkey” survey to query alumni. 6

The cost and time to receive paper copies of the alumni survey instrument was astronomical and the new online “Survey Monkey” software could obtain the same results as the one performed on campus with a special Scantron machine and months of delays by clerical staff. Stephanie inputted the data into the online software and created some reports. Results were very similar to previous paper/pencil survey instruments used by program coordinators.

4/09 E,F,GStudents take the NAIT/ATMAE Certified Manufacturing Specialist exam

6

Four graduating seniors take the NAIT/ATMAE national certification exam to see how well the program’s graduates are prepared. Program coordinator would like to use it as a means of assessment. Students do well on the exam.




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Program Name: INDUSTRIAL TECHNOLOGY

Date Source Item Action Comments

8/09 EAlumni surveys were created using Qualtrics to obtain better results from former graduates.

6

Qualtrics survey software was tested for its use for alumni surveys in order to obtain more information in a more condensed format. Past Survey Monkey software results were not as good as the faculty had presumed.

8//10 A,B,C,E Lack of instructors 6

Two new faculty were hired for the Industrial Technology program.

9/10 A,B,C Not enough online courses offered. 6

All new courses taught by new faculty would be developed for online use to increase the number of online courses available for the program.

9/10 C,D TECH 2323 Introduction to Computer Applications replaced TECH 1301 Technology and Society.

6 Advisory Committee noted that most students that they hired did not have an adequate background using Microsoft Office programs.

9/10 C,D,E,F

Minor in Business Administration is now required for all Industrial Technology majors.

6 After numerous comments from former graduates on alumni surveys, advisory committee members, and administrators it seemed best to require all majors to minor in Business to improve their management, leadership, and financial skills.

5/11 A,B,C,E

Availability of equipment 6 Additional plastics processing equipment was purchased to alleviate the waiting time for students to manufacture projects in the polymers course




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Program Name: INDUSTRIAL TECHNOLOGY

6/11 A,C,E Industrial Technology majors need OSHA certification.

6 Alumni, faculty, and industry wanted graduates to be OSHA certified. Dr. Fazarro became an industry outreach trainer so he could issue 30 hour OSHA cards to students who complete his course.

10/11 B,C Not enough course offerings 6 A one year course rotation plan was devised and will be implemented in the Fall of 2012 to reduce course substitutions.

11/11 E New IEEE – Nanotechnology student chapter established.

6 Dr. Fazarro establishes a new nanotechnology chapter of IEEE, the only one in the state and second one in the country to try and attract more students to the discipline and retain majors.

11/11 D,E Advisory Committee should include a good representative sample from industry that hires the program’s graduates.

6 Dr. Miller expanded the Advisory Committee to include 20 members instead of 8 to obtain fresh ideas in order to improve the program.

12/11 BLack of adequate manufacturing facilities and equipment 6

Over $100,000 worth of manufacturing equipment should be earmarked for the program in Spring 2012.




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Appendix E: Faculty Credentials

JERRY W. [email protected]

Home: (970) 420-0919, (231)-845-5405Office: (903) 566-7328

ACADEMIC EXPERIENCE

University of Texas at Tyler, Department Chair and Professor, Department of Human Resource Development and Technology, College of Business and Technology, Tyler, Texas, 2010-Present.

Colorado State University, Professor and Chair, Organizational Performance and Change and Human Resource Studies Programs, College of Applied Human Sciences, Ft. Collins, CO, 2001-2010.

Iowa State University, Professor and Chair, Human Resource Development Program, 2000-2001 Associate Professor and Chair, Human Resource Development Program, 1998-2000, College of Business and College of Education, Ames, IA 2000-2001.

Associate Fellow, Industrial Relations Masters Program Offering graduate degrees in Human Resource Management and Labor Relations, College of Business, Ames, IA, 1998-2001.

Western Michigan University, Associate Professor and Chair, Human Resource Studies Program (Interdisciplinary Program), College of Business and College of Education, Kalamazoo, MI 1995-98.

University of Nebraska-Lincoln, Assistant Professor and Chair, Marketing Education and Human Resource Development Program, Department of Adult and Vocational Education, Lincoln, NE, 1986-89

University of Central Arkansas, Assistant Professor, Marketing, Department of Marketing, Management and Business Education, College of Business, Conway, AR 1985-86

Oklahoma State University, Graduate Teaching Assistant, Marketing Education, 1983-85, Department of Occupational and Adult Education, Stillwater, OK

Academic Program ManagementExtensive experience recruiting, selecting, and coaching faculty members; strategic planning, budgeting and financial management; improving university, community, and business relations; marketing undergraduate and graduate programs; recruiting and selecting undergraduate and graduate students; designing and developing curriculum; and scheduling classes.

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Curriculum Development ActivitiesRedesigned and redeveloped the master degree programs at Colorado State University, Iowa State University, Western Michigan University, and the University of Nebraska-Lincoln

Special Higher Education Activities and Awards

President, Academy of Human Resource Development (AHRD) (2006-2008), Past- President (2008-2010), President-Elect (2004-2006)

Outstanding HRD Academic Scholar Award (2008) Academy of HRD Book of the Year (2000) for Organizational Learning, Performance,

and Change: An Introduction to Strategic HRD. Cambridge, MA: Perseus Publishing.

CORPORATE EXPERIENCE

Mercer Human Resource Consulting (formerly William M. Mercer, Inc.), New York, NY Vice President (Principal) of Organizational Development and Professional Development (ODPD) Department, 1989-95.

Managed and supervised the ODPD department; marketed the ODPD program within the organization; designed and conducted assessments of organizational development and professional interventions; provided service that are linked to the training needs of the organization; conducted organization-wide assessments activities; conducted strategic planning interventions with business units, divisions, and departments; and designed performance management systems and facilitated organizational development activities.

External Consulting (Human Resources and Organizational Development Practice, HROD)Provided organizational development and performance consulting; marketed consulting services to client base; designed, developed, and implemented performance management systems for organizations; and audited and assessed the HROD consulting practice.

Dayton - Hudson Corporation (subsidiary of Team Electronics), Regional Manager and Training Director, Midwest Region, IL 1972-79.

Managed regional retail store operations; developed marketing plan and implemented marketing strategy; managed inventory and budgets; recruited, selected, and supervised human resources; designed and implemented marketing plans; implemented performance appraisal systems; and developed and implemented merchandise plans.

SCHOOL ADMINISTRATION

Baptist Christian Academy, Shreveport, LAPrincipal, 1981-83

Grace Christian Academy, Marion, IA Principal, 1979-81

Managed school operations; developed marketing plan and implemented marketing strategy; provided staff development; recruited, selected, and supervised faculty and staff members; developed curriculum; managed budgets; implemented performance appraisal systems; and improved community relations.

SPECIALIZED EXPERIENCE

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Patrick A. Combs for United States House of Representatives, 1st District of Nebraska Campaign Manager, 1994 and 1996

Designed, developed, and implemented a marketing plan for the campaign that included developing a promotional strategy, selecting media, implementing media selection strategy and placed media buys; designed and developed political strategy; managed campaign staff; conducted opinion and tracking polling; supervised “get out the vote” program; organized and managed volunteers; developed and managed operational budgets; and supervised fund raising activities.

ACADEMIC BACKGROUND

Doctor of Education, Adult and Occupational Education with a specialization in Human Resource Development, 1985, Oklahoma State University

Master, Human Relations and Supervision, 1983, Louisiana Tech University** This degree includes 15 credit hours in an MBA program for Louisiana State University, Shreveport

Bachelor, Marketing (Open Studies Program), 1974, Mankato State University

Associate, Marketing, 1971, Vincennes University

ARTICLES IN REFEREED JOURNALS

1. Gilley, A., Gilley, J. W., & Kouider, E., (2010). Characteristics of managerial coaching. Performance Improvement Quarterly. 23(1), 53-70.

2. Gilley, J. W., Morris, M. L, Waite, A., Coates, T., & Veliqutte, A. (2010). Integrated theoretical model for building effective teams. Advances in Developing Human Resources. 12 (1).

3. Gilley, A., Gilley, J. W., McConnell, C. W., & Veliqutte, A.(2010).The competencies that effective managers employ to improve teamwork and collaboration: An empirical study. Advances in Developing Human Resources. 12 (1).

4. Gilley, A., Godek, M., & Gilley, J. W., (2009). Change, resistance, and the organizational immune system. SAM Advanced Management Journal.74 (4), 4-10.

5. Ruona, W. E. A. & Gilley, J. W. (2009). Practitioners in applied professions: A model applied to human resource development. Advances in Developing Human Resources. 11(4).

6. Gilley, A., Godek, G, and Gilley, J. W. (2009). The university immune system: Overcoming Resistance to change. Contemporary Issues in Education Research, 2(3), 1-6.

7. Gilley, A., McMillan, H. S., & Gilley, J. W. (2009). Organizational change and characteristics of leadership effectiveness. Journal of Leadership and Organizational Studies, 16(1), 38-47.

8. Gilley, A., Gilley, J. W., & McMillan, H. (2009). Organizational change: Motivation,

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Communication, and Leadership effectiveness. Performance Improvement Quarterly, 21(4), 75-94.

9. Gilley, A., Dixon, P., & Gilley, J. W. (2008). Characteristic of leadership effectiveness: Implementing change and driving innovation in organizations. Human Resource Development Quarterly, 19(2), 153-170.

10. Gilley, A., & Gilley, J. W. (2007). Three ways HRD professionals can improve their credibility. ASTD Links: In Practice. www.astd.com

11. Gilley, A., & Gilley, J. W. (2007). FERPA: What do faculty know? What do universities do? College and University Journal, 82(1), 17-26.

12. Gilley, J. W. (2006). Research: The bridge between human resource development practitioners and scholars. Human Resource Development Quarterly 17(3), 235-243 (Editorial).

13. McConnell, C. W., Gloeckner, G, & Gilley, J. W. (2006). Predictors of work injuries: A quantitative exploration of level of English proficiency as a predictor of work injuries in the construction industry. International Journal of Construction Education and Research, 2, 1-26.

14. Dirkx, J. M., Gilley, J. W., & Maycunich Gilley, A. (2004). Change theory in CPE and HRD: Towards a holistic view of learning and change. Advances in Developing Human Resources. 6(1), 35-51.

15. Gilley, J. W., & Maycunich Gilley, A. (2003.) The Birkman method of career planning. Career Planning and Adult Development Journal, 19(2), 137-149.

16. Gilley, J. W., & Maycunich Gilley, A. (2002). Aligning HRD to business strategy. Executive Excellence.

17. Gilley, J. W., Maycunich Gilley, A., & Quatro, S. A. (2002). Comparing the roles, responsibilities, and activities of transactional vs. transformational roles in HRD. Performance Improvement Quarterly. 15(4), 23-44.

18. Gilley, J. W. (2001). Fixing employee weaknesses: Addressing the myth. Performance Improvement, 40, (6), 22-27.

19. Gilley, J. W. (2001) Taming the organization: Lessons in organizational subordination. Human Resource Development International, 3(4), 1-17.

20. Gilley, J. W., & Callahan, J. (2000) Transforming supervisory practice: A performance-based approach for faculty and staff development. International Journal of Educational Reform, 9(3), 298-310.

21. Gilley, J. W. (2000) Performance management applied to the performer level. Performance Improvement Quarterly, 14(4), 87-105.

22. Gilley, J. W. (2000). Managers as learning champions. Performance Improvement

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http://www.astd.com/

Quarterly, 14(4), 106-121.

23. Gilley, J. W. (2000). Overcoming managerial malpractice. Performance Improvement, 39(8), 35-41.

24. Gilley, J. W. (2000). Understanding and building capacity for change: A key to school transformation. International Journal of Educational Reform, 9(2), 109-119.

25. Gilley, J. W. (1999). Trainer, no, strategic partner, SI. American Management Association HR/OD Newsletter. 2(2), 1-2, 4.

26. Gilley, J. W., & Maycunich, A. (1998). The role of the integrated human resources department in strategic planning. The Quality Observer, 7(4), 22-25, 44-45.

27. Gilley, J. W. (1992). Marketing your human resources department to your company. Employment Relations, 19(2), 115-122.

28. Gilley, J. W., & England, S. A. (1990). Hook, line, and sinker: How to market an HRD program so that everyone will get hooked. American Society for Training and Development Trainers Toolkit: Mission Statements for HRD, 137-153. Alexandria, VA: ASTD Press.

29. Gilley, J. W., & Galbraith, M. W. (1990). Commonalties and characteristics of professional certification: Implications for adult education. Continuing Education Report, (6), 4-5. University of Arkansas, Fayetteville, AR.

30. Gilley, J. W. (1989). Professionalization of the field of adult education. The Communicator, 21(3), 6.

31. Gilley, J. W. (1989). Career development: The linkage between training and organizational development. Performance Improvement Quarterly, 2(1), 43-54.

32. Gilley, J. W., & Galbraith, M. W. (1989). Factors affecting career selection: Implications for human resource development. Performance and Instruction, 8(2), 1-5.

33. Gilley, J. W., & Galbraith, M. W. (1988). Characteristics and commonalities of professional certification: Implications for adult education. Lifelong Learning: An Omnibus of Practice and Research, 11(7), 10-13.

34. Galbraith, M. W., & Gilley, J. W. (1988). An examination of professional certification. Issues in Adult Education. Bloomington, IN: Phi Delta Kappa, 291-294.

35. Gilley, J. W. (1988). Marketing your professional certification programs. Association Management, 40(10), 100-103.

36. Gilley J. W. (1988). The career development partnership: Employee training and organizational development go hand in hand for company growth. Personnel Administrator: The Magazine of Human Resource Management, 33(4), 62-68.

37. Gilley, J. W., & Eggland, S. A. (1987). Hook, line and sinker: How to market an HRD program so that everyone will get hooked. Training and Development Journal, 41(9),

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22-28.

38. Gilley, J. W. (1987). Practical tools for developing a comprehensive training strategy. Lifelong Learning: An Omnibus of Practice and Research, 10(6), 10-13.

39. Galbraith, M. W., & Gilley, J. W. (1987). Certification for adult educators. On Line with Adult and Continuing Education, 5(3), 6-7.

40. Gilley, J. W., & Moore, H. L. (1987). Managers as career enhancers. Management and Career Development, 3-9. Washington D.C.: ASPA Press.

41. Gilley, J. W. (1987). Adult learners and the classroom. Data Training, 6(4), 58-60.

42. Gilley, J. W., Geis, G., & Seyfer, C. (1987). Speaking of certification: Questions and answers for the profession about the profession. The Criterion, 2-5.

43. Gilley, J. W., Geis, G., & Seyfer, C. (1987). Let’s talk professional certification: Questions & answers for the profession about the profession. Performance and Instruction (1), 7-16.

44. Gilley, J. W. (1986). A perspective-training and development: Marketing teacher education’s role. Marketing Educator’s Journal, 11(1), 65-72.

45. Gilley, J. W., & Galbraith, M. W. (1986). Examining professional certification. Training and Development Journal, 40(6), 60-61.

46. Dean, R., & Gilley, J. W. (1986). A production model for experiential learning. Performance and Instruction Journal, 25(3), 26-29, 31.

47. Gilley, J. W., & Galbraith, M. W. (1986). The educational partnership. Association Management, 38(9), a1-a6.

48. Gilley, J. W., & Moore, H. L. (1986). Managers as career enhancers: An overlooked counseling resource. Personnel Administrator: The Magazine for Human Resource Management, 31(3), 51-59.

49. Gilley, J. W. (1986). Defining a profession: Does HRD measure up? Personnel Administrator: The Magazine for Human Resource Management, 31(1), 13-16.

50. Gilley, J. W., & Dean, R. (1986). Instructional design utilizing content and experience: A model. Performance and Instruction Journal, 24(10), 15-21, 24.

51. Galbraith, M. W., Gognat, L., & Gilley, J. W. (1986). A problem-solving guide for quality circle participants. Quality Circles Trends, 3(1), 11-13.

52. Gilley, J. W. (1985). Guides, lists, and directories: Stocking the career resource center. Training News, 7(3), 15-20.

53. Gilley, J. W. (1985). Regulating the profession: Accreditation, certification, and licensure. Training News, 7(2), 6-7.

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54. Gilley, J. W. (1985). Tapping the talents of former VSO officers. Vocational Education Journal, 60(5), 21-22.

55. Galbraith, M. W., & Gilley, J. W. (1985). An examination of professional certification. Lifelong Learning: An Omnibus of Practice and Research, 9(2), 11-15.

56. Gilley, J. W. (1985). Two myths and managerial theories (part two). Quality Circles Digest, 5(8), 57-60.

57. Gilley, J. W. (1985). Two myths and managerial theories (part one). Quality Circles Digest, 5(7), 42-48.

58. Gilley, J. W. (1985). Seeking the common pattern. Association Management, 37(8), 115-120.

59. Gilley, J. W. (1985). Ten techniques for drawing out trainers. Training and Development

60. Galbraith, M. W. & Gilley, J. W. (1984). Using self-directed learning contracts to improve performance and instruction. Performance and Instruction Journal, 23(7), 9-10.

61. Gilley, J. W., & Galbraith, M. W. (1984). Fifteen essential steps in implementing quality circles. Journal of Staff, Program and Organizational Development, 2(3), 78-82.

62. Gilley, J. W., & Galbraith, M. W. (1984). A model relationship. Quality Circles Digest, 4(8), 46-51.

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ANALYSIS OF REFEREED JOURNALS

Advances in Developing Human Resources (5) (Refereed, Research Journal published by Sage Publications)**

o Circulation: 1,500o Acceptance Rate: 20 - 25%

Association Management (3) (Refereed and Editorial Review, Professional Journal for the American Society of Association Executives)*


Career Planning and Adult Development Journal (1) Refereed, Research Journal **o Circulation: 3,500o Acceptance Rate: 15 - 20%

Contemporary Issues in Education Research Journal (1) Referred, Research Journal***


Employment Relations (1) (Refereed, Research and Professional Journal published by Executive Enterprises Publications, an independent publisher for human resource management)**


Human Resource Development International (1) (Refereed, Research Journal published by Taylor & Francis)**


Human Resource Development Quarterly (2) (Refereed, Research Journal published by Jossey-Bass)**


International Journal of Educational Reform (2) (Refereed, Research Journal published by Scarecrow Press, an independent publisher of journals for educational administration, curriculum and instruction, and higher education)**

o Circulation: 1,500 o Acceptance Rate: 10 - 15%

Journal of Leadership and Organizational Studies (1) Refereed, Research Journal***o Circulation: 1,500 o Acceptance Rate: 15 - 20%

Employment Relations (1) (Refereed, Research and Professional Journal published by Executive Enterprises Publications, an independent publisher for human resource management)**

o Circulation: 15,000

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o Acceptance Rate: 15- 25%

Human Resource Development International (1) (Refereed, Research Journal published by Taylor & Francis)**


Human Resource Development Quarterly (2) (Refereed, Research Journal published by Jossey-Bass)**


International Journal of Educational Reform (2) (Refereed, Research Journal published by Scarecrow Press, an independent publisher of journals for educational administration, curriculum and instruction, and higher education)**


Journal of Staff, Program and Organizational Development (1) (Refereed, Research Journal owned by New Forum Press, an independent publisher for the field of higher education)**


Lifelong Learning: An Omnibus of Practice and Research (3) (Refereed, Professional Journal for the American Association for Adult and Continuing Education, presently known as the Adult Learning and has not been a refereed journal since 1991)***


Marketing Educator’s Journal (1) (Refereed, Research Journal for the Marketing Education Association)**


Performance Improvement (2) (Refereed, Professional Journal for the International Society for Performance Improvement, formerly known as Performance and Instruction Journal)**


Performance Improvement Quarterly (7) (Refereed, Research Journal for the International Society for Performance Improvement)**


Performance and Instruction Journal (5) (Refereed, Professional Journal for the International Society for Performance Improvement, presently known as Performance Improvement)*

o Circulation: 6,000

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o Acceptance Rate: 25 - 35%

Personnel Administrator: The Magazine of Human Resource Management (3) (Refereed, Professional Journal for the Society for Human Resource Management, presently known as HR Magazine and has not been a refereed journal since 1991)*


Phi Delta Kappan (1) (Refereed)o Circulation: Unknowno Acceptance Rate: Unknown

Quality Circles Digest (3) (Refereed, Professional Journal for the Quality Improvement Institute)**


The Quality Observer (1) (Refereed, Professional Journal for the International Customer Satisfaction Society)**


SAM Advanced Management Journal (1) Refereed, Academic Journal for the Society for the Advancement of Management)


Training and Development Journal (3) (Refereed, Professional Journal of the American Society for Training and Development, presently known as Training and Development and has not been a refereed journal since 1990)*


* Cabell’s Directory in Management and Marketing, Thirteen Edition, 2009-10.** Direct Report from the Journals Editor or Publisher.*** Cabell’s Directory in Education, Ninth Edition, 2009-10.

BOOKS

1. Gilley, J. W. & Gilley, A. (In press). Organizational Consulting. New York: Springer.

2. Gilley, J. W. (2010). Menedizer jako Polityk (Manager as politician). Warszawa, Poland: Oficyna

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3. Gilley, A., J. W. Gilley, P. Dixon, and S. Quatro. (2009). The Praeger Handbook of Human Resource Management, Volume 1. Westport, CT: Praeger Publishers.

4. Gilley, A., J. W. Gilley, P. Dixon, and S. Quatro. (2009). The Praeger Handbook of Human Resource Management, Volume 2. Westport, CT: Praeger Publishers.

5. Gilley, J. W., & Gilley, A. (2007). Manager as coach. Hartford, CT: Praeger Publishing.

6. Gilley, J. W. (2006). Manager as politician. Hartford, CT: Praeger Publishing.

7. Gilley, J. W., & Maycunich Gilley, A. (2005). Organizational learning, performance, and change: An introduction to strategic HRD. New York: China Machine Press (Chinese Edition).

8. Gilley, J. W., & Boughton, N. W. (2004) Stop managing, start coaching: How performance coaching can enhance commitment and improve performance. New York: China Machine Press (Chinese Edition).

9. Gilley, J. W., Eggland, S. A., & Maycunich Gilley, A. (2003). Principles of HRD (2nd Ed.). Seoul, South Korea: Hakjisa Company (Korean Edition).

10. Gilley, J. W., & Maycunich Gilley, A. (2003). Strategically integrated HRD: Six transformational roles in creating results driven programs. Cambridge, MA: Perseus Publishing.

11. Gilley, J. W., Eggland, S. A., & Maycunich Gilley, A. (2002). Principles of HRD (2nd Ed.). Cambridge, MA: Perseus Publishing.

12. Gilley, J. W., Dean, P. & Bierema, L. (2001). Philosophy and practice of organizational learning, performance, and change. Cambridge, MA: Perseus Publishing.

13. Gilley, J. W., Quatro, S., Hoekstra, E., Whittle, D. D., & Maycunich, A. (2001). The manager as change agent: A practical guide for high performance individuals and organizations. Cambridge, MA: Perseus Publishing.

14. Gilley, J. W., & Maycunich, A. (2000). Organizational learning, performance, and change: An introduction to strategic HRD. Cambridge, MA: Perseus Publishing.

15. Gilley, J. W., & Maycunich, A. (2000). Beyond the learning organization: Creating a culture for growth and development through state of-the-art HR practices. Cambridge, MA: Perseus Publishing.

16. Gilley, J. W., Boughton, N. W., & Maycunich, A. (1999). The performance challenge: Developing management systems to make employees your greatest asset. Cambridge, MA: Perseus Publishing.

17. Gilley, J. W., & Maycunich, A. (1998). Strategically integrated HRD: Partnering to maximize organizational performance. Cambridge, MA: Perseus Publishing.

18. Gilley, J. W. (1998). Improving HRD practice. Malabar, FL: Krieger Publishing Co.

19. Gilley, J. W., & Boughton, N. W. (1996). Stop managing, Start coaching: How performance coaching can enhance commitment and improve performance. New York:

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McGraw-Hill Professional Publishing.

20. Gilley, J. W., & Coffern, A. J. (1994). Internal consulting for HRD professionals: Tools, techniques, and strategies for improving organizational performance. New York: McGraw-Hill Professional Publishing.

21. Gilley, J. W., & Eggland, S. A. (1992). Marketing HRD within organizations: Improving, the visibility, credibility, and image of programs. San Francisco: Jossey-Bass Inc.

22. Gilley, J. W., & Eggland, S. A. (1989). Principles of human resource development. Reading, MA: Addison-Wesley.

MONOGRAPHS

1. Gilley, J. W. (1996). Promoting your consulting business: Techniques for success. Alexandria, VA: American Society for Training and Development Press.

2. Gilley, J. W. (1992). Strategic planning for human resource development. Alexandria, VA: American Society for Training and Development Press.

3. Gilley, J. W. (1990). How to collect data. Alexandria, VA: American Society for Training and Development Press.

4. Galbraith, M. W., & Gilley, J. W. (1986). Professional certification: Issues and implications for adult education and HRD. Columbus, OH: Center for Research in Vocational Education, Ohio State University.

REFEREED BOOK CHAPTERS

1. Gilley, J. W., & Maycunich, A. (2011). Organizational learning and performance. Business: The ultimate resource. 3nd ed., pp. 286-287, Cambridge, MA: Bloombury Press and Perseus Publishing.

2. Gilley, J. W., & Shelton, P, (2009). Talent inventory. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (37-39), Westport, CT: Praeger Publishers.

3. Gilley, J. W., & Gilley, A. (2009). Career development. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (53-56), Westport, CT: Praeger Publishers.

4. Gilley, J. W., (2009). Coaching. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (53-56), Westport, CT: Praeger Publishers.

5. Shelton, P., & Gilley, J. W. (2009). Cross training. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (64-66), Westport, CT: Praeger Publishers.

6. Gilley, J. W., (2009). Delegation. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol.

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1, (67-68), Westport, CT: Praeger Publishers.

7. Gilley, J. W., & Gilley, A. HRD. (2009). In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (73-76), Westport, CT: Praeger Publishers.

8. Gilley, J. W., & Gilley, A. (2009). Performance coaching. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (95-98), Westport, CT: Praeger Publishers.

9. Gilley, J. W., & Shelton, P. (2009). Professional certification. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Westport, Vol. 1, (102-105), CT: Praeger Publishers.

10. Gilley, J. W., Socialization. (2009). In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (105-108), Westport, CT: Praeger Publishers.

11. Gilley, A., & Gilley, J. W. (2009). Performance management. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (113-116), Westport, CT: Praeger Publishers.

12. Gilley, J. W., & Gilley, A. (2009). Developmental evaluations. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (116-119), Westport, CT: Praeger Publishers.

13. Gilley, J. W., & Gilley, A. (2009). Evaluation. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (119-122), Westport, CT: Praeger Publishers.

14. Gilley, J. W., & Gilley, A. (2009). Performance analysis. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (131-134), Westport, CT: Praeger Publishers.

15. Gilley, A., & Gilley, J. W. (2009). Performance management systems. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (137-140), Westport, CT: Praeger Publishers.

16. Shelton, P., & Gilley, J. W., Payroll. (2009). In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (190-192), Westport, CT: Praeger Publishers.

17. Gilley, A., & Gilley, J. W. (2009). Employment law. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (219-225), Westport, CT: Praeger Publishers.

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18. Gilley, A., & Gilley, J. W. (2009). Managerial malpractice. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (342-345), Westport, CT: Praeger Publishers.

19. Gilley, A., Ogden, B. E., & Gilley, J. W. (2009). Strategic communications. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (350-353), Westport, CT: Praeger Publishers.

20. Gilley, A., & Gilley, J. W. (2009). Strategic planning. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (353-354), Westport, CT: Praeger Publishers.

21. Gilley, J. W., & Gilley, A. (2009). S. W. O. T. analysis. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (356-357), Westport, CT: Praeger Publishers.

22. Gilley, A., & Gilley, J. W. (2009). Organizational development and change. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (361-368), Westport, CT: Praeger Publishers.

23. Gilley, A., Godek, M. L., & Gilley, J. W. (2009). The organizational immune system. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (376-378), Westport, CT: Praeger Publishers.

24. Gilley, J. W., & Shelton, P. (2009). HR strategy. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (445-451), Westport, CT: Praeger Publishers.

25. Shelton, P., & Gilley, J. W. (2009). Human resource trends. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (451-453), Westport, CT: Praeger Publishers.

26. Gilley, J. W. (2009). Job Design. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (465-467), Westport, CT: Praeger Publishers.

27. Gilley, J. W., & Gilley, A. (2009). Project management. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (477-479), Westport, CT: Praeger Publishers.

28. Gilley, J. W., Anderson, S., & Gilley A. (2008). Human resources management as a champion for corporate ethics: Moving ethical integration and acculturation in the hr function and profession . In S. Quatro and R. Sims, Executive ethics: Ethical dilemmas and challenges for the C-suite. (pp. 191-213), Armonk, NY: M. E. Sharpe, Inc.

29. Gilley, J. W., & Maycunich, A. (2007). Organizational learning and performance.

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Business: The ultimate resource. 2nd ed. Cambridge, MA: Bloombury Press and Perseus Publishing.

30. Gilley, A., & Gilley, J. W. (2007). Organizational development and change. In R. R. Sims and S. Quarto (Eds.), Human Resource Management: Contemporary issues, challenges, and opportunities. . (pp. 495-514). Armonk, NY: M E. Sharpe, Inc.

31. Gilley, J. W., & Maycunich, A. (2006) Organizational learning and performance. In N. Philipson (Ed.), Business: The ultimate resource: An MBA between the covers. 2nd Edition (pp. 301-302). Bloombury Press and Perseus Publishing.

32. Gilley, J. W., & Maycunich Gilley, A. (2006) The History of Human Resource Management and Development. In F. English (Ed), Encyclopedia of Educational Leadership. (pp. 479-485). Newbury Park, CA: Sage Publications, Inc.

33. Gilley, J. W., & Maycunich Gilley, A. (2005) Human resource management professionals as developmental-servant leaders. In R. Sims, & S. A. Quarto (Eds.), Leadership: Succeeding in private, public, and not-for-profit sectors. (pp. 260 -279). Armonk, NY: M. E. Sharpe, Inc.

34. Gilley, J. W. (2004). Demonstrations and simulations. In M. W. Galbraith (Ed.), Methods in adult education: A guide for effective instruction, 3rd ed. (pp. 361-382). Malabar, FL: Krieger.

35. Gilley, J. W., & Hoekstra, E., (2003). Creating a climate for learning transfer. In E. Holton III, & T. Baldwin. Learning transfer. For the Society of Industrial Psychology. San Francisco: Jossey Bass.

36. Gilley, J. W., & Maycunich Gilley, A (2003). Philosophical foundations of HRD: implications for practice. In M. Marquardt (ed.), UNESCO encyclopedia of business issues. New York: UNESCO Press.

37. Gilley, J. W., Boughton, N. W., & Hoekstra, E. (2003). Performance coaching. In A. Maycunich Gilley, J. Callahan, & L. Bierema (Eds.) Critical issues in HRD. Cambridge, MA: Perseus Publishing.

38. Gilley, J. W., Quatro, S. A., & Lynham, S. (2003). Strategic HRD and the transformations. In A. Maycunich Gilley, J Callahan, & L Bierema (Eds.), Critical issues in HRD. Cambridge, MA: Perseus Publishing.

39. Gilley, J. W., & Maycunich, A. (2002) Organizational learning and performance. In N. Philipson (Ed.), Business: The ultimate resource. (pp. 301-302). Bloombury Press and Perseus Publishing.

40. Quatro, S. A., Hoekstra, E., & Gilley, J. W. (2002). Holistic model for change agent excellence: Core roles and competencies for successful change agency. In R. Sims (Ed.), Changing the way we manage change. (pp.55-84). Westport, CT: Quorum Books.

41. Gilley, J. W. (2001). An overview of the professional practice domains of HRD: Organizational learning, performance, and change. In J. W. Gilley, P.J. Dean, & L.

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Bierema (Eds.),, Philosophy and practice of organizational learning, performance, and change (pp. 1-12). Cambridge, MA: Perseus

42. Gilley, J. W. (2001). Philosophy of organizational performance. In J. W. Gilley, P. J. Dean, & L. Bierema (Eds.), Philosophy and practice of organizational learning, performance, and change. (pp.67-92). Cambridge, MA: Perseus Publishing.

43. Gilley, J. W. (2001). Practice of organizational performance. In J. W. Gilley, P.J. Dean, & L. Bierema (Eds.), Philosophy and practice of organizational learning, performance, and change (pp. 93-124). Cambridge, MA: Perseus Publishing.

44. Gilley, J. W. (2001). Emerging practices and roles in organizational performance. In J. W. Gilley, P.J. Dean, & L. Bierema (Eds.), Philosophy and practice of organizational learning, performance, and change (pp. 125-140). Cambridge, MA: Perseus Publishing.

45. Gilley, J. W., & Bierema, L. (2001). Strengths and weaknesses of organizational learning, performance, and change. In J. W. Gilley, P.J. Dean, & L. Bierema

(Eds.), Philosophy and practice of organizational learning, performance, and change (pp. 191-216).Cambridge, MA: Perseus Publishing.

46. Gilley, J. W. (1998). Demonstrations and simulations. In M. W. Galbraith (Ed.), Methods in adult education, 2nd Ed. Malabar, FL: Krieger Publishing Co.

47. Gilley, J. W. (1997). HRD practitioners should resist professional licensing. In R. Rowden (Ed.), Debating the future of educating adults in the workplace. San Francisco: Jossey-Bass.

48. Gilley, J. W. (1993). Demonstrations and simulations. In M. W. Galbraith (Ed.), Methods in adult education, 1st Ed. Malabar, FL: Krieger Publishing Co.

49. Gilley, J. W. (1991). HRD bibliography. In N. M. Dixon, & J. Henkelman (Eds.), Model for HRD practice: The academic guide. Alexandria, VA: American Society for Training and Development Press.

50. Gilley, J. W. (1988). How to attract radio, television, newspaper, and magazine publicity. In R. Simerly (Ed.), Handbook for marketing in continuing education. San Francisco: Jossey- Bass.

GRANTS AND CONTRACTS Organizational Performance, Change, and Human Resource Studies, Colorado State

University -Denver Center, $1,200,000, 2009-2010 (Contract).

Organizational Performance, Change, and Human Resource Studies, Colorado State University -Denver Center, $722,000, 2008-2009 (Contract).



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Proposal to Install the Linkage System in Selected Regions in the World Bank, Robert O. Brinkerhoff, Director and Jerry W. Gilley, Co-director, $49,995.00, 1996.

New Framework for Public Education in Michigan. (unfunded proposal), Department of Education, Jerry W. Gilley, Director, $ 245,636.00, October 1, 1995 - September 30, 1997.

EDITORIAL RESPONSIBILITIES

Editor: Organizational Change and Innovation…Book Series (September 2010)Springer, Business and Economic Division, New York

Manuscripts Published or Accepted for Publication: (September 2010)

Paddy O’Toole (2010). How Organizations Remember: Retaining Knowledge through Organizational Action.

David Secchi (2011). Organizational Renewal.

Editor: Manager As…Book Series (new in 2004). Praeger Publishing, Business Books Division, Westport, CT.

Manuscripts Published or Accepted for Publication: (September 2007) Michael Marquardt (2005). Manager as Mentor. Ann Gilley (2005). Manager as Change Leader. Jerry W. Gilley (2006). Manager as Politician. Michael Kroth (2006). Manager as Motivator. Judy Whichard and Nathalie L. Kees (2006). Manager as Facilitator. B. Keith Simerson and Michael L. Venn (2006). Manager as Leader. Jerry W. Gilley and Ann Gilley (2007). Manager as Coach.

Editor: New Perspectives in Organizational Learning Performance and Change Book Series Perseus Books, Business Books Division, Cambridge, MA.

Manuscripts Published or Accepted for Publication: (April 2001 to July 2005) Ann Maycunich Gilley, Jamie Callahan, & Laura Bierema (2003). Critical Issues in HRD. Jerry W Gilley & Ann Maycunich Gilley (2003). Strategically Integrated HRD: Six Step

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Approach to Creating Results Drive Programs. Timothy G. Hatcher (2002). Ethics in HRD: A new approach to leading responsible

organizations. Robert O. Brinkerhoff & Anne Apking (2001). High Impact Learning. Patricia Boverie & Michael Kroth (2001). Transforming Work: Developing and

maintaining motivation and passion on the job. Richard A. Swanson (2001). Forecasting financial benefits of HRD. Jerry W. Gilley, Peter Dean, & Laura Bierema, (2001). Philosophy and practice of

organizational learning, performance, and change. Jerry W. Gilley, Scott Quatro, Erik Hoekstra, Doug Whittle, and Ann Maycunich (2001).

The manager as change agent: A practical guide for high performance individuals and organizations.

Ed Holton (2003). Approaches to training and development (Revision of Dugan Laird’s book).

Michael Marquardt (2004). Global HRD. Willie Hopkins (2005). High tech subculture and its affects on organizational

effectiveness.

Guest Consulting Editor: Adult Education Quarterly, July, 1996.

Reviewer: Journal of Business Ethics, HRD Quarterly, Performance Improvement Quarterly, and Human Resource Development Review

CONFERENCE PROCEEDINGS

Gilley, A, & Gilley, J. W. (2011). Leadership and change: A personal perspective. In proceedings of Academy of HRD, Chicago.

Wang, G. G., Gilley, J. W., Sun, J. Y. (2011). The “Science of HRD research:” Reshaping HRD research through scientometrics. In proceedings of Academy of HRD, Chicago.

Gilley, A., Gilley, J. W., & McMillan, H. (2008). Organizational change: Motivation, Communication, and leadership effectiveness. In the proceeding for the Midwest Academy of Management, St. Louis, MO.

Gilley, A., Dixon, P. & Gilley, J. W. (2007). Characteristics of leadership effectiveness: Implementing change and driving innovations in organizations. In the proceeding for the Midwest Academy of Management, Kansas City, MO.

Gilley, J. W., Conbere, J. Gibson, S. Gardner, B, Shock, S. & Gilley, A. (2005). HRD co-horts: Creating learning communities. In proceedings of Academy of HRD, Estes Park, CO, 11, 124-126.

Gilley, J. W. (1999). Improving human resource credibility, organizational performance, and effectiveness through internal consulting. In proceedings of The Global Human Resource Institute, Boston, MA, 2, 45-55.

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Gilley, J. W. (1996). Practical methods for overcoming organizational barriers. In proceedings of the HR Consulting Skills and Tools Conference: Driving Performance and Transformation, Orlando, FL, 2, 165-194.

Gilley, J. W. (1995). Practical methods for overcoming organizational barriers. In proceedings of the HR Consulting Skills and Tools Conference: Consulting and Partnership Skills to Drive Performance and Change, Orlando, FL, 1, 337-346.

Gilley, J. W., & Galbraith, M. W. (1987). Professionalization and professional certification: A relationship. In proceedings of the Adult Education Research Conference, University of Wyoming, Laramie, WY, 28, 96-101.

Galbraith, M. W., & Gilley, J. W. (1986). Professional certification: A critical research issue. In the proceedings of the Midwest Research-to-Practice Conference in Adult, Community, and Continuing Education, Muncie, IN, 39-44.

Gilley, J. W., & Arn, J. V. (1986). Advancement of professionalism through professional certification: The procedures established, the issues addressed, and the qualification criteria adopted by professional associations and societies. In the proceedings of the Southwest Administrative Services Association, Dallas, TX, 49-55.

KEYNOTE PRESENTATIONS

AHRD in Review. Academy of HRD Presidential Banquet, Academy of HRD, Panama City, Fl, February, 2008.

AHRD Today and Tomorrow. Academy of HRD Presidential Banquet, Academy of HRD, Indianapolis, IN, February, 2007.

Making a difference. Academy of HRD Presidential Banquet, Academy of HRD, Columbus, OH, February, 2006.

Transformation roles: The key to strategic HRD. Asian Academy of HRD Conference, Taipei, Taiwan, December 2005.

Theory vs. practice: What informs the field of HRD? Academy of HRD Town Forum, Academy of HRD, Austin, TX, March, 2003.

Improving human resource credibility, organizational performance, and effectiveness through internal consulting. The Global Human Resource Institute, Boston, MA, April, 1999.

Performance coaching and organizational effectiveness. PDI International Coaching Conference. San Francisco, CA, 1998.

HRD applied to colleges and universities in Canada. Canadian Staff Development Association Conference, Arn Prior, Canada, 1990.

What is professional certification? Ontario Library Association, Toronto, Canada, 1986

REFEREED PRESENTATIONS

Gilley, J. W. (2004) Theory vs. Practice: What Informs the Field of HRD? Academy of HRD Town Forum, Academy of HRD, Austin, TX.

Gilley, J. W. (2002) Getting Published in HRD Journals. Academy of HRD. Honolulu, HA.

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Gilley, J. W. (2000). Beyond the Cult[ure] of Gurus, Prophets, Pundits, and Wizards: Disambiguating the Presence of Pop Management in Educational Administration (Beyond

the Learning Organization and Impersonal Authoritarian Voice of Empowerment).University Council of Educational Administration National Conference, Albuquerque, NM.

Gilley, J. W. (1999). Improving human resource credibility, organizational performance, and effectiveness through internal consulting: Keynote address. The Global Human Resource Institute, Boston, MA.

Gilley, J. W. (1998). Performance coaching and organizational effectiveness. PDI International Coaching Conference. San Francisco, CA.

Gilley, J. W. (1998). Stop managing, start coaching. The Mentoring and Coaching Conference, Washington, D.C.

Gilley, J. W. (1997). Keys to enhancing your performance coaching skills. The HRD Consulting Skills and Tools Conference, Orlando, FL.

Gilley, J. W. (1996). Practical methods for overcoming organizational barriers. The HR Consulting Skills and Tools Conference: Consulting & Partnering Skills to Drive Performance and Change, Orlando, FL.

Gilley, J. W. (1995). Practical methods for overcoming organizational barriers. The HR Consulting Skills and Tools Conference: Driving Performance, Change and Transformation, Orlando, FL.

Gilley, J. W. (1995). What is internal consulting in HRD? Milwaukee ASTD Chapter, Milwaukee, WI.

Gilley, J. W. (1994). Marketing HRD within organizations. ASTD National Conference, Anaheim, CA.

Gilley, J. W. & Brinkerhoff, R. O. (1993). Research 101. ASTD National Conference, Atlanta, GA

Gilley, J. W. & Brinkerhoff, R. O. (1992). Research 101. ASTD National Conference, New Orleans, LA.

Gilley, J. W. (1992). A comparison of American and Japanese students at the graduate school of business, university of Chicago. University of Chicago Graduate School of Business, Chicago, IL.

Gilley, J. W. & Brinkerhoff, R. O. (1991). Research 101. ASTD National Conference, San Francisco, CA.

Gilley, J. W. (1991). Professional certification for the professions. American Society of Civil Engineers Board of Directors Annual Meeting, Annapolis, MD.

Gilley, J. W. (1990). Research 101. ASTD National Conference, Orlando, FL.

Gilley, J. W. & Hale, J. (1990). HRD in the year 2001. AT&T HRD Seminar, Morristown, NJ.

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Gilley, J. W. (1990). HRD applied to colleges and universities in Canada. Canadian Staff Development Association Conference, Arn Prior, Canada.

Gilley, J. W. (1990). CMT: Certified master trainer. Zenger-Miller Professional Development Conference, Park City, UT.

Gilley, J. W. (1989). Marketing professional certification programs: A strategic approach. National Organization for Competency Assurance, Washington, D.C.

Gilley, J. W. & Martelli, J. T. (1989). Research 101. ASTD National Conference, Boston, MA

Gilley, J. W. (1988). Everything you wanted to know but were afraid to ask about developing a new certification program. Competency Assurance and Consumer Awareness Conference, National Organization for Competency Assurance, Washington, D.C.

Gilley, J. W. (1988). Professional certification programs in HRD related societies. National Adult Education Conference, Tulsa, OK.

Gilley, J. W. & Beaudin, B. (1988). Training styles orientations of HRD managers, instructors, and instructional designers: Commonalties and differences. ASTD National Conference, Dallas, TX.

Gilley, J. W. (1988). Suppose they gave a program and nobody came. National Adult Education Conference, Tulsa, OK.

Gilley, J. W. (1988). Career development issues for unified adult education. National Adult Education Conference, Tulsa, OK.

Gilley, J. W. (1988). Specialty certification for the field of engineering: Issues and implications. National Society for Professional Engineering Specialty Certification Conference, Atlanta, GA.

Gilley, J. W. (1988). The great debate: Should HRD preparatory programs consist of a common body of knowledge, skills and attitudes? HRD Professors Conference, Dallas, TX.

Gilley, J. W. (1987). Practical tools for developing a comprehensive marketing strategy for HRD and adult education programs. National Adult Education Conference, Washington, D.C.

Gilley, J. W. (1987). Marketing HRD programs in order to survive turbulent times. ASTD Region V Conference, Merrillville, IN.

Gilley, J. W. (1987). Professionalization of HRD practitioners. ASTD’s HRD Professors’ Conference, Atlanta, GA.

Gilley, J. W. (1987). Marketing and positioning HRD programs within the organization. ASTD’S HRD Professors’ Conference, Atlanta, GA.

Gilley, J. W. (1987). Factors affecting career selection and development: Implications for HRM. Western Region Conference of the Association for Human Resource Management and Organizational Behavior, San Antonio, TX.

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Gilley, J. W. (1987). A relationship between human resource development, the organization, and the employee. ASTD Region V Conference, Minneapolis, MN.

Gilley, J. W. (1987). An optimal introductory class in HRD. Commission of Professors in Adult Education, Washington, D.C.

Gilley, J. W. & Galbraith, M. W. (1986). Characteristics model of professional certification. National Adult Education Conference, Hollywood, FL.

Gilley, J. W. (1986). Developing a comprehensive training strategy which saves dollars and human resources. ASTD Region V Conference, Milwaukee, WI.

Gilley, J. W. (1986). Marketing the non-profit organization. National Adult Education Conference, Hollywood, FL.

Gilley, J. W. (1986). What is professional certification? Ontario Library Association, Toronto, Canada.

Gilley, J. W. (1986). Professional certification revisited: Its past, present and future for water quality professions. Water Quality Association Leadership Conference, Palm Springs, CA.

Gilley, J. W. (1986). Advancement of professionalism through professional certification. Southwest Administrative Service Association Conference, Dallas.

Gilley, J. W. (1985). Professional certification for training: Pros, cons and alternatives for adult educators. National Adult Education Conference, Milwaukee, WI.

Gilley, J. W. & Venable, W. (1985). The personnel and establishment attainment of career harmony (P. E. A. C. H.) model of career enhancement. ASTD Region VII Conference, Albuquerque, NM.

Gilley, J. W. (1985). Seeking the common pattern. ASTD National Conference, Anaheim, CA.

Gilley, J. W. & Galbraith, M. W. (1985). Counseling the older learner: Ten essential techniques. Mid-America Congress on Aging Conference, Kansas City, MO.

Gilley, J. W. (1984). Moving from trainer to facilitator: Ten essential techniques. National Education Conference, Louisville, KY

Gilley, J. W. (1984). Procedures, issues, and criteria followed by professional associations and societies when implementing a professional certification program. National Society of Performance and Instruction Professional Standards Committee Annual Meeting, St. Charles, IL.

Gilley, J. W. (1984). Professional certification issues in ASTD and other related societies. HRD Professors Network, National ASTD Conference, Dallas, TX.

ORGANIZATIONAL MANUALS AND MATERIALS

Developed for the Private Sector (Mercer Human Resource Consulting, 1989-1995)

Performance Through People. (1994).

Team Building and Group Dynamics. (1992).

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Project Management: Tools for Quality and Performance. (1992).

Quality Leadership. (1992)

Developing Interpersonal Relationships. (1992).

Sales Training for Consultants. (1992).

Listening Skills. (1991).

Personal Productivity. (1992, 1989).

TEACHING AND ACADEMIC SERVICE

Academic Service (Invited Lecturer)

University of Illinois, Champaign-Urbana (October 2004) Strategic HRD, HRE 424, Strategic HRD.

Iowa State University (September 2000) Managerial Malpractice: The Number One Problem in Organizations, MGMT 371, Organizational Behavior, Ann Maycunich, Instructor.

Iowa State University (September 2000) Change Theory and Today’s Manager, MGMT 377, Strategy in Organizations, Ann Maycunich, Instructor.

Virginia Tech University (June 2000) Examining Strategic HRD: Implications for Practice, Ph. D. Seminar, Dr. Lyda Combs, Coordinator.

Iowa State University (February 2000) What is HRD? OLHRD 540, Dr. Ellen Mullen, Instructor.

Iowa State University (October 1999) The Birkman. Leadership Development Program. Ann Maycunich, Coordinator.

Iowa State University (October 1999) What is Strategic HRD? OLHRD 540, Dr. Ellen Mullen Instructor.

Northern Illinois University (May 1999) HRD Today. Masters Seminar, Drs. John Niemi and Gene Roth, Coordinators.

Virginia Tech University (June 1999) Examining Strategic HRD: Implications for Practice. Masters Seminar, Dr. Lyda Combs, Coordinator.

Northern Illinois University (May 1998) Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators.

Northern Illinois University (November 1998) Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators.


George Washington University (June 1996) What is Performance Management? Masters Seminar, Dr. Lisa Horvack, Coordinator



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Northeastern Illinois University (November 1993) Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators.


University of Texas-Austin (April 1991) What is Strategic HRD? Masters Seminar, Dr. Karen Watkins, Coordinators.


Virginia Tech University, (October 1990) Consulting in HRD. Masters Seminar, Dr. Bert Wiswell, Coordinator.

Northern Illinois University (May 1990) Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators. Kansas State University (October 1989) HRD as a Field of Practice. Master Seminar, Dr. Charles Oaklief, Coordinator.

Northern Illinois University (November 1989). Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators.

Kansas State University, (May 1988) Consulting in HRD. Masters Seminar, Dr. Charles Oaklief, Coordinator.

ACADEMIC REVIEW

Tenure and promotion review for Dr. Holly Hutchins, University of Houston (2009) Promotion review (Full Professor) for Dr. Fredrick Muyia Nafukho, Texas A&M

University (2008) Promotion review (Full Professor) for Dr. M. Lane Morris, College of Business, University

of Tennessee, Knoxville, (2007)

Promotion review (Full Professor) for Dr. Cyndi H. Gaudet, University of Southern Mississippi, (2007)

Qualification Review for Scott Quatro, College of Business, Covenant College (2006) Promotion review (Full Professor) for Dr. Reid Bates, Louisiana State University (2006) Promotion review (Full Professor) for Dr. Larry Dooley, Texas A&M University (2006) Promotion review (Full Professor) for Dr. Kimberly McDonald, Indiana University,

Purdue University, Ft. Wayne (2006) Tenure and promotion review for Dr. Claudia Scott, Oakland University (2005) Tenure and promotion review for Dr. Sharon Gibson, St. Thomas University (2005) Tenure and promotion review for Dr. Susan Lyhman, Texas A&M university (2005) Tenure and promotion review for Dr. Darlene Russ-Eft, Oregon State University (2004)

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Tenure and promotion review for Dr. Fredrick Muyia Nafukho, University of Arkansas (2004)

Tenure and promotion review for Dr. Kathryn S. Hoff, Bowling Green State University (2003)

Tenure and promotion review for Dr. Laurel Jeris, Northern Illinois University (2003) Tenure review for Dr. Tim Hatcher, University of Louisville (2002) Tenure review for Dr. James Burrows, North Carolina State University (2000) Promotion review (Full Professor) for Dr. Douglas Smith, Florida Atlantic University

(2000) Academic instructional review for Dr. Jamie Callahan, Virginia Tech University (1999)

UNIVERSITY SERVICE

Colorado State UniversityUniversity CSU Global University Academic CouncilCollege Promotion and Tenure Committee, College of Applied Human Sciences, 2006-present. Dean’s Executive Committee, College of Applied Human Sciences, 2002-2005.Departmental Chair, School of Education Six Year Academic review (2009) Chair, Promotion and Tenure Committee, 2006-present Executive Committee, School of Education, 2002-present. Promotion and Tenure Committee, 2003-present. Chair, Organizational Performance and Change and Human Resource Studies

Programs, 2001- present. Graduate Programs Committee, 2001-present. Chair, Organizational Performance and Change Search Committee, 2007. Member, School of Education and Human Resource Studies Search Committee, 2003,

2004, 2006. Personal Committee, 2001-2005.

Iowa State UniversityUniversity Faculty Senate, 1999-2001.

Governance Committee, 1999-2001.Committee on Committees, 1999-2001.

College Professional Development, 1999-2001.Department (Educational Leadership and Policies Studies) Curriculum Committee, 1998-2001. Research Committee, 1998-1999. Promotion & Tenure, 1998-2001. Chair, Organizational Learning and HRD Search Committee, 1999.

Western Michigan University

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University Institute of Human Resources Studies design committee, 1997.College Reorganization Screening Committee, 1996-1997. Structure Task Force, 1996-1997.Department (Department of Educational and Professional Development) Evaluation Committee, 1995-96. Graduate Studies Committee, 1995-97, 1997-98. Promotion and Tenure Committee, 1995-98. Nominations Committee, 1995-96. Continuing Education Committee, 1995-96.

University of Nebraska-LincolnDepartment (Vocational and Adult Education) Recruiting and Selection Committee, 1986-87. Personnel Committee, 1987-88. Interactive Video Research Committee, 1987-88. Human Capital Task Force Committee, 1988.

Member, Search Committee, 1988.University of Central Arkansas

Department (Management and Marketing Education). Library and Research Committee, 1985-86. Promotions Committee, 1985-86.

CONSULTING ACTIVITIES1. Developed a Strategically Integrated Program Strategy for the Human Resources

Department at Whirlpool International, Benton Harbors, MI, (2009). 2. Developed a Strategic Plan for the School of Education at Colorado State University, (2005).3. Developed a plan for moving from Transactional to Transformational HRD at Miller

Brewing, Milwaukee, WI, (2004).4. Developed a Strategically Integrated Program Strategy for the Human Resources

Department at Wyeth Pharmaceutical, New Jersey, (2003). 5. Identified Strategies Used in the Transformation of Jackson County, Michigan funded by

the Kellogg Foundation in partnership with Jackson Community College, Jackson, MI, (1996-99).

6. Provided Performance Coaching Training for RESA Head Start (Wayne County, MI), Detroit, MI (1998).

7. Integrated and Linked Training to the Strategic Business Goals at the World Bank - Washington DC, 1997-98.

8. Developed a Performance Improvement System for the W. K. Kellogg Foundation, Battle Creek, MI (1997).

9. Examined the Roles, Responsibilities, and Relationships between the Colleges of Business, Human Services, and Education in the Development of an Interdisciplinary HRD Program at the University of Dayton, Dayton Ohio, (1997).

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10. Identified an Organizational Effectiveness Strategy for Warner Communications, Lincoln, NE, (1997).

11. Identified a Learning Acquisition and Transfer Strategy for Managers and Supervisors with Human Resource Innovators, Inc., Lincoln, NE, (1997).

12. Developed a Performance Management System for William M. Mercer, Inc., New York (1995).

13. Developed a Performance Management System for William M. Mercer Limited, Toronto (1995).

14. Created a Performance Consulting Enterprise within SeaFirst Bank, Seattle (1995).15. Created a Leadership Development Strategy for the Sony Corporation, Pittsburgh (1995).16. Created a Marketing and Promotion Strategy for Birkman International, Houston (1995).17. Developed Team Building and Leadership Development Culture at Mercer Management

Consulting, Boston, San Francisco, Toronto (1995).18. Identified the Performance Consulting Competencies for Training Practitioners at Kohl’s

Department Stores-Milwaukee, (1995).19. Identified the Cost/Benefit Relationship of a Personal Productivity and Time Management

Seminar for Consultants at William M. Mercer, Inc (1995).20. Created a Research Series for Training and Development Practitioners for ASTD

(Research 101), (1991). 21. Identified the Competencies of Pharmacists, which was used in designing as professional

certification program for the American Pharmacy Association - Chicago, (1991).22. Identified the Competencies of Electrical Engineers, which was used in designing as

professional certification program for the National Society of Professional Engineers-Washington, DC, (1991).

23. Developed a Professional Certification Program for the American Society of Civil Engineers, (1990).

24. Identified the Competencies for Instructional Designers, Instructors, and Managers as a Board of Directors Member for the International Board of Standards for Training, Performance, and Instruction (IBSTPI), (1986-90).

25. Identified and Validated the Excellent Criteria for HRD Professionals as a member of the ASTD Competency and Professional Standards Task Force, (1987-89).

26. Identified the Competencies of Loan Officers which was used in designing as professional certification program for the American Bankers Association (1988).

27. Developed a Strategic Marketing Plan for the Alcoa’s Technical Center. Department of Education and Training, Pittsburgh, PA, (1988).

28. Identified the Competencies of Wage and Compensation administrators, which was used in designing as professional certification program for the American Compensation Association-Scottsdale, AZ, (1988).

29. Developed the Criteria Used in Evaluating the Competence of Business Interior Designers, which was used in designing as professional certification program for the Institute of Business Designers-Chicago, (1988).

30. Created a Strategic Marketing Plan for the Interior Business Design Association, Chicago

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(1987).31. Developed the Testing and Evaluation Strategies of Water Treatment Technicians and

Installers for the Water Quality Association-Chicago, (1985-87).32. Identified the Competencies of Water Quality Specialists, which was used in designing as

professional certification program for the Water Quality Association-Chicago, (1985-87).33. Developed Strategic Marketing Plan for the Water Quality Association-Chicago, (1985-

87).34. Examined the Criteria and Professional Requirements Used by Professional Societies and

Associations in Determining Competence of Practitioners for ASTD’s Professional Standards Task Force, (1984-86).

35. Identified the Attitude and Perceptions of Housewares Buyers toward Club Aluminum Products for Club Products, Inc.-Jacksonville, AR, (1986).

36. Compared and Contrasted Professional Certification Programs for the Ontario Library Association-Toronto, Ontario, (1986).

37. Identified the Professional Education Requirements for Intervention Specialists for the Nebraska Council on Alcoholism-Nebraska, (1986).

38. Identified the Food Service Employees’ Perceptions of Their Supervisors. Food Services Department, Oklahoma State University, Stillwater, OK, (1985).

39. Identified Presentation Criteria for Graduate Students in the American Association for Adult and Continuing Education (AAACE), (1984).

CONSULTING ADVISORY PRESENTATIONS

1. Gilley, J. W. (2000). Identifying Partnership Relationships for Human Resource Management Professionals, Iowa Hospital Human Resource Administrators Conference, Ames, IA.

2. Gilley, J. W. (2000). Partnership in Organizations: The Roles and Responsibilities of Human Resource Management Professionals, Society of Human Resource Management – Des Moines, IA

3. Gilley, J. W. (2000). Learning Transfer and Managerial Malpractice. Business 2000 Conference. Dordt College, Sioux Center, IA.

4. Gilley. J. W. (2000). Motivation: Looking Inside. Grinnell Mutual Insurance. Des Moines, IA.

5. Gilley, J. W. & Maycunich, A. (2000). Building Relationships. Iowa Association of School Business Officials. Des Moines, IA

6. Gilley, J.W. (1999). What is analysis? American Society of Training and Development – Des Monies Chapter. Des Monies, IA

7. Gilley, J. W. (1997). What is performance coaching? Social Security Administration of Michigan, Kalamazoo, MI.

8. Gilley, J. W. (1996). Strategic human resources: A search for meaning. George Washington University Graduate School Seminar, Washington, D.C.

9. Gilley, J. W. (1990). Professional certification: Issues facing the Arbor Culture industry.

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Toronto, Canada.10. Gilley, J. W. (1990). Professional certification: Today’s concepts. Eye Institutes National

Conference, Los Angles, CA.11. Gilley, J. W. (1990). Developed a Professional Certification Program for the American

Society of Civil Engineers-Reno, NV & Annapolis, MD (professional education).12. Gilley, J. W. (1989). Developing an HRD program in today’s organization. Kansas State

University Doctoral Seminar, Manhattan, KS.13. Gilley, J. W. (1989). The state of HRD. Kansas State University HRD Seminar, Kansas

City and Wichita, KS.14. Gilley, J. W. (1988). Developing learning programs: A nine stage process of development.

Alcoholism Council of Nebraska Regional Meeting, Grand Island and Norfolk, NE.15. Gilley, J. W. (1987). Developing a marketing strategy. Lincoln Chapter of American

Society of Training and Development, Lincoln, NE.16. Gilley, J. W. (1987). Developing a service strategy. Lincoln General Hospital, Lincoln,

NE.17. Gilley, J. W. (1987). Fifteen essential steps in implementing quality circles. Nebraska

Department of Education’s Seventh Annual Conference on Staff Development, Lincoln, NE.

18. Gilley, J. W. (1986). Human relations: The keys to success. Gamma Beta Phi, University of Central Arkansas, Conway, AR.

19. Gilley, J. W. (1986). Professionalization of HRD: A dilemma. Lincoln Chapter of the American Society of Training and Development, Lincoln, NE.

SERVICE FOR PROFESSIONAL ASSOCIATIONS, SOCIETIES AND BOARDS

Academy of Human Resource Development (AHRD) Past-President, 2008-2010 President, 2006-08 President-Elect, 2004-06 International Conference CEO,

Washington DC 2009Columbus, OH, 2006Estes Park CO, 2005

Board of Directors Member, 2001-03 Accreditation Committee, Chair (2001- present)

Jackson CommUnity Transformation Project (funded by the Kellogg Foundation) Program Evaluator, 1996-99.

American Society for Training and Development (ASTD) National Conference Design Committee, San Francisco, 1991. Research Committee1988-91. Director, HRD Professors Network, 1987-88. Competency and Professional Standards Task Force, 1987-89. ASTD Dissertation Award Review Committee, 1987-88. Professional Standards Task Force, 1984-86.

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Chair, Professional Issues Committee, Professor/Academic Special Network, 1984-86.

International Board of Standards for Training, Performance, and Instruction (IBSTPI) Board of Directors Member, 1986-90. Executive Marketing Director, 1986-90.

American Association for Adult and Continuing Education (AAACE) Chair, HRD Unit, 1987-88. Chair, HRD Task Force, Commission of Professors of Adult and Continuing Education,

(CPAC), 1986-88. Research Program Chair, Student in Adult Education, 1984-85.

Linkage Inc. Advisory committee for the Mentoring and Coaching Conference, Washington, D.C., May

1998.

Northeastern Illinois University HRD Program Advisory Committee, 1989-92.

PROFESSIONAL RECOGNITION

Awards and Honors

Academy of HRD Book of the Year (2000) for Organizational Learning, Performance, and Change: An Introduction to Strategic HRD. Cambridge, MA: Perseus Publishing.

Administrative Merit Award for Professional Recognition at Western Michigan University, 1996 & 1997 and 1997 & 1998.

Nominated for the Distinguished Faculty Scholar Award, Western Michigan University, 1997-98.

Soundview Executive Book Summaries Thirty Best Business Books (1996) Stop Managing, Start Coaching

American Society for Training and Development (1989) Outstanding Professional Network Award, Professors’ Network

Book Reviews and Newspaper Articles

Book Review: (Spring 2008) Manager as Politician, Human Resource Development Quarterly 19(1).

Book Review (Winter 1999) Performance Challenge, Personnel Psychology 54(4). Book Review (April 1999) Performance Challenge, Training and Development Journal 53(4). Book Review (January 1999) Strategically Integrated HRD, Training and Development

Journal, 53(1). Book Review (April 1999) Performance Challenge, International Management Library Newspaper article about keynote presentation at the Global Human Resource Institute in

Boston. October 8, 1999, Ames Journal. Book Review (Fall 1997) Stop Managing, Start Coaching, HRD Quarterly, 7(3). Newspaper

article about Stop Managing, Start Coaching, Kalamazoo Gazette, “WMU Professor: Managers Should Coach.” May 8, 1997, p. A12.

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Book Review (August 1996). Stop Managing, Start Coaching, Training and Development Journal, 50(8), 58.

Book Review (Spring 1993). Marketing HRD within Organizations, Personnel Psychology, 46(1), 225.

Book Review (March, 1990). Principles of HRD. Training Magazine, 27(3), 103. 23. Gilley, J. W. (1998). Improving HRD practice. Malabar, FL: Krieger Publishing Co.

24. Gilley, J. W., & Boughton, N. W. (1996). Stop managing, Start coaching: How performance coaching can enhance commitment and improve performance. New York: McGraw-Hill Professional Publishing.

25. Gilley, J. W., & Coffern, A. J. (1994). Internal consulting for HRD professionals: Tools, techniques, and strategies for improving organizational performance. New York: McGraw-Hill Professional Publishing.

26. Gilley, J. W., & Eggland, S. A. (1992). Marketing HRD within organizations: Improving, the visibility, credibility, and image of programs. San Francisco: Jossey-Bass Inc.

27. Gilley, J. W., & Eggland, S. A. (1989). Principles of human resource development. Reading, MA: Addison-Wesley.

MONOGRAPHS

5. Gilley, J. W. (1996). Promoting your consulting business: Techniques for success. Alexandria, VA: American Society for Training and Development Press.

6. Gilley, J. W. (1992). Strategic planning for human resource development. Alexandria, VA: American Society for Training and Development Press.

7. Gilley, J. W. (1990). How to collect data. Alexandria, VA: American Society for Training and Development Press.

8. Galbraith, M. W., & Gilley, J. W. (1986). Professional certification: Issues and implications for adult education and HRD. Columbus, OH: Center for Research in Vocational Education, Ohio State University.

REFEREED BOOK CHAPTERS

51. Gilley, J. W., & Maycunich, A. (2011). Organizational learning and performance. Business: The ultimate resource. 3nd ed., pp. 286-287, Cambridge, MA: Bloombury Press and Perseus Publishing.

52. Gilley, J. W., & Shelton, P, (2009). Talent inventory. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (37-39), Westport, CT: Praeger Publishers.

53. Gilley, J. W., & Gilley, A. (2009). Career development. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (53-56), Westport, CT: Praeger Publishers.

54. Gilley, J. W., (2009). Coaching. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol.

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1, (53-56), Westport, CT: Praeger Publishers.

55. Shelton, P., & Gilley, J. W. (2009). Cross training. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (64-66), Westport, CT: Praeger Publishers.

56. Gilley, J. W., (2009). Delegation. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (67-68), Westport, CT: Praeger Publishers.

57. Gilley, J. W., & Gilley, A. HRD. (2009). In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (73-76), Westport, CT: Praeger Publishers.

58. Gilley, J. W., & Gilley, A. (2009). Performance coaching. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (95-98), Westport, CT: Praeger Publishers.

59. Gilley, J. W., & Shelton, P. (2009). Professional certification. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Westport, Vol. 1, (102-105), CT: Praeger Publishers.

60. Gilley, J. W., Socialization. (2009). In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (105-108), Westport, CT: Praeger Publishers.

61. Gilley, A., & Gilley, J. W. (2009). Performance management. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (113-116), Westport, CT: Praeger Publishers.

62. Gilley, J. W., & Gilley, A. (2009). Developmental evaluations. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (116-119), Westport, CT: Praeger Publishers.

63. Gilley, J. W., & Gilley, A. (2009). Evaluation. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (119-122), Westport, CT: Praeger Publishers.

64. Gilley, J. W., & Gilley, A. (2009). Performance analysis. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (131-134), Westport, CT: Praeger Publishers.

65. Gilley, A., & Gilley, J. W. (2009). Performance management systems. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (137-140), Westport, CT: Praeger Publishers.

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66. Shelton, P., & Gilley, J. W., Payroll. (2009). In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (190-192), Westport, CT: Praeger Publishers.

67. Gilley, A., & Gilley, J. W. (2009). Employment law. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 1, (219-225), Westport, CT: Praeger Publishers.

68. Gilley, A., & Gilley, J. W. (2009). Managerial malpractice. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (342-345), Westport, CT: Praeger Publishers.

69. Gilley, A., Ogden, B. E., & Gilley, J. W. (2009). Strategic communications. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (350-353), Westport, CT: Praeger Publishers.

70. Gilley, A., & Gilley, J. W. (2009). Strategic planning. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (353-354), Westport, CT: Praeger Publishers.

71. Gilley, J. W., & Gilley, A. (2009). S. W. O. T. analysis. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (356-357), Westport, CT: Praeger Publishers.

72. Gilley, A., & Gilley, J. W. (2009). Organizational development and change. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (361-368), Westport, CT: Praeger Publishers.

73. Gilley, A., Godek, M. L., & Gilley, J. W. (2009). The organizational immune system. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (376-378), Westport, CT: Praeger Publishers.

74. Gilley, J. W., & Shelton, P. (2009). HR strategy. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (445-451), Westport, CT: Praeger Publishers.

75. Shelton, P., & Gilley, J. W. (2009). Human resource trends. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (451-453), Westport, CT: Praeger Publishers.

76. Gilley, J. W. (2009). Job Design. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and Workplace Policy. Vol. 2, (465-467), Westport, CT: Praeger Publishers.

77. Gilley, J. W., & Gilley, A. (2009). Project management. In A. Gilley, J. W. Gilley, S. Quatro, and P. Dixon, The Praeger Handbook of Human Resource Management and

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Workplace Policy. Vol. 2, (477-479), Westport, CT: Praeger Publishers.

78. Gilley, J. W., Anderson, S., & Gilley A. (2008). Human resources management as a champion for corporate ethics: Moving ethical integration and acculturation in the hr function and profession . In S. Quatro and R. Sims, Executive ethics: Ethical dilemmas and challenges for the C-suite. (pp. 191-213), Armonk, NY: M. E. Sharpe, Inc.

79. Gilley, J. W., & Maycunich, A. (2007). Organizational learning and performance. Business: The ultimate resource. 2nd ed. Cambridge, MA: Bloombury Press and Perseus Publishing.

80. Gilley, A., & Gilley, J. W. (2007). Organizational development and change. In R. R. Sims and S. Quarto (Eds.), Human Resource Management: Contemporary issues, challenges, and opportunities. . (pp. 495-514). Armonk, NY: M E. Sharpe, Inc.

81. Gilley, J. W., & Maycunich, A. (2006) Organizational learning and performance. In N. Philipson (Ed.), Business: The ultimate resource: An MBA between the covers. 2nd Edition (pp. 301-302). Bloombury Press and Perseus Publishing.

82. Gilley, J. W., & Maycunich Gilley, A. (2006) The History of Human Resource Management and Development. In F. English (Ed), Encyclopedia of Educational Leadership. (pp. 479-485). Newbury Park, CA: Sage Publications, Inc.

83. Gilley, J. W., & Maycunich Gilley, A. (2005) Human resource management professionals as developmental-servant leaders. In R. Sims, & S. A. Quarto (Eds.), Leadership: Succeeding in private, public, and not-for-profit sectors. (pp. 260 -279). Armonk, NY: M. E. Sharpe, Inc.

84. Gilley, J. W. (2004). Demonstrations and simulations. In M. W. Galbraith (Ed.), Methods in adult education: A guide for effective instruction, 3rd ed. (pp. 361-382). Malabar, FL: Krieger.

85. Gilley, J. W., & Hoekstra, E., (2003). Creating a climate for learning transfer. In E. Holton III, & T. Baldwin. Learning transfer. For the Society of Industrial Psychology. San Francisco: Jossey Bass.

86. Gilley, J. W., & Maycunich Gilley, A (2003). Philosophical foundations of HRD: implications for practice. In M. Marquardt (ed.), UNESCO encyclopedia of business issues. New York: UNESCO Press.

87. Gilley, J. W., Boughton, N. W., & Hoekstra, E. (2003). Performance coaching. In A. Maycunich Gilley, J. Callahan, & L. Bierema (Eds.) Critical issues in HRD. Cambridge, MA: Perseus Publishing.

88. Gilley, J. W., Quatro, S. A., & Lynham, S. (2003). Strategic HRD and the transformations. In A. Maycunich Gilley, J Callahan, & L Bierema (Eds.), Critical issues in HRD. Cambridge, MA: Perseus Publishing.

89. Gilley, J. W., & Maycunich, A. (2002) Organizational learning and performance. In N.

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Philipson (Ed.), Business: The ultimate resource. (pp. 301-302). Bloombury Press and Perseus Publishing.

90. Quatro, S. A., Hoekstra, E., & Gilley, J. W. (2002). Holistic model for change agent excellence: Core roles and competencies for successful change agency. In R. Sims (Ed.), Changing the way we manage change. (pp.55-84). Westport, CT: Quorum Books.

91. Gilley, J. W. (2001). An overview of the professional practice domains of HRD: Organizational learning, performance, and change. In J. W. Gilley, P.J. Dean, & L. Bierema (Eds.),, Philosophy and practice of organizational learning, performance, and change (pp. 1-12). Cambridge, MA: Perseus

92. Gilley, J. W. (2001). Philosophy of organizational performance. In J. W. Gilley, P. J. Dean, & L. Bierema (Eds.), Philosophy and practice of organizational learning, performance, and change. (pp.67-92). Cambridge, MA: Perseus Publishing.

93. Gilley, J. W. (2001). Practice of organizational performance. In J. W. Gilley, P.J. Dean, & L. Bierema (Eds.), Philosophy and practice of organizational learning, performance, and change (pp. 93-124). Cambridge, MA: Perseus Publishing.

94. Gilley, J. W. (2001). Emerging practices and roles in organizational performance. In J. W. Gilley, P.J. Dean, & L. Bierema (Eds.), Philosophy and practice of organizational learning, performance, and change (pp. 125-140). Cambridge, MA: Perseus Publishing.

95. Gilley, J. W., & Bierema, L. (2001). Strengths and weaknesses of organizational learning, performance, and change. In J. W. Gilley, P.J. Dean, & L. Bierema

(Eds.), Philosophy and practice of organizational learning, performance, and change (pp. 191-216).Cambridge, MA: Perseus Publishing.

96. Gilley, J. W. (1998). Demonstrations and simulations. In M. W. Galbraith (Ed.), Methods in adult education, 2nd Ed. Malabar, FL: Krieger Publishing Co.

97. Gilley, J. W. (1997). HRD practitioners should resist professional licensing. In R. Rowden (Ed.), Debating the future of educating adults in the workplace. San Francisco: Jossey-Bass.

98. Gilley, J. W. (1993). Demonstrations and simulations. In M. W. Galbraith (Ed.), Methods in adult education, 1st Ed. Malabar, FL: Krieger Publishing Co.

99. Gilley, J. W. (1991). HRD bibliography. In N. M. Dixon, & J. Henkelman (Eds.), Model for HRD practice: The academic guide. Alexandria, VA: American Society for Training and Development Press.

100. Gilley, J. W. (1988). How to attract radio, television, newspaper, and magazine publicity. In R. Simerly (Ed.), Handbook for marketing in continuing education. San Francisco: Jossey- Bass.

GRANTS AND CONTRACTS Organizational Performance, Change, and Human Resource Studies, Colorado State

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University -Denver Center, $1,200,000, 2009-2010 (Contract).









Proposal to Install the Linkage System in Selected Regions in the World Bank, Robert O. Brinkerhoff, Director and Jerry W. Gilley, Co-director, $49,995.00, 1996.

New Framework for Public Education in Michigan. (unfunded proposal), Department of Education, Jerry W. Gilley, Director, $ 245,636.00, October 1, 1995 - September 30, 1997.

EDITORIAL RESPONSIBILITIES

Editor: Organizational Change and Innovation…Book Series (September 2010)Springer, Business and Economic Division, New York

Manuscripts Published or Accepted for Publication: (September 2010)

Paddy O’Toole (2010). How Organizations Remember: Retaining Knowledge through Organizational Action.

David Secchi (2011). Organizational Renewal.

Editor: Manager As…Book Series (new in 2004). Praeger Publishing, Business Books Division, Westport, CT.

Manuscripts Published or Accepted for Publication: (September 2007) Michael Marquardt (2005). Manager as Mentor. Ann Gilley (2005). Manager as Change Leader. Jerry W. Gilley (2006). Manager as Politician. Michael Kroth (2006). Manager as Motivator. Judy Whichard and Nathalie L. Kees (2006). Manager as Facilitator.

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B. Keith Simerson and Michael L. Venn (2006). Manager as Leader. Jerry W. Gilley and Ann Gilley (2007). Manager as Coach.

Editor: New Perspectives in Organizational Learning Performance and Change Book Series Perseus Books, Business Books Division, Cambridge, MA.

Manuscripts Published or Accepted for Publication: (April 2001 to July 2005) Ann Maycunich Gilley, Jamie Callahan, & Laura Bierema (2003). Critical Issues in

HRD. Jerry W Gilley & Ann Maycunich Gilley (2003). Strategically Integrated HRD: Six Step

Approach to Creating Results Drive Programs. Timothy G. Hatcher (2002). Ethics in HRD: A new approach to leading responsible

organizations. Robert O. Brinkerhoff & Anne Apking (2001). High Impact Learning. Patricia Boverie & Michael Kroth (2001). Transforming Work: Developing and

maintaining motivation and passion on the job. Richard A. Swanson (2001). Forecasting financial benefits of HRD. Jerry W. Gilley, Peter Dean, & Laura Bierema, (2001). Philosophy and practice of

organizational learning, performance, and change. Jerry W. Gilley, Scott Quatro, Erik Hoekstra, Doug Whittle, and Ann Maycunich (2001).

The manager as change agent: A practical guide for high performance individuals and organizations.

Ed Holton (2003). Approaches to training and development (Revision of Dugan Laird’s book).

Michael Marquardt (2004). Global HRD. Willie Hopkins (2005). High tech subculture and its affects on organizational

effectiveness.

Guest Consulting Editor: Adult Education Quarterly, July, 1996.

Reviewer: Journal of Business Ethics, HRD Quarterly, Performance Improvement Quarterly, and Human Resource Development Review


Gilley, A, & Gilley, J. W. (2011). Leadership and change: A personal perspective. In proceedings of Academy of HRD, Chicago.

Wang, G. G., Gilley, J. W., Sun, J. Y. (2011). The “Science of HRD research:” Reshaping HRD research through scientometrics. In proceedings of Academy of HRD, Chicago.

Gilley, A., Gilley, J. W., & McMillan, H. (2008). Organizational change: Motivation, Communication, and leadership effectiveness. In the proceeding for the Midwest Academy of Management, St. Louis, MO.

Gilley, A., Dixon, P. & Gilley, J. W. (2007). Characteristics of leadership effectiveness: Implementing change and driving innovations in organizations. In the proceeding for the Midwest Academy of Management, Kansas City, MO.

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Gilley, J. W., Conbere, J. Gibson, S. Gardner, B, Shock, S. & Gilley, A. (2005). HRD co-horts: Creating learning communities. In proceedings of Academy of HRD, Estes Park, CO, 11, 124-126.

Gilley, J. W. (1999). Improving human resource credibility, organizational performance, and effectiveness through internal consulting. In proceedings of The Global Human Resource Institute, Boston, MA, 2, 45-55.

Gilley, J. W. (1996). Practical methods for overcoming organizational barriers. In

proceedings of the HR Consulting Skills and Tools Conference: Driving Performance and Transformation, Orlando, FL, 2, 165-194.

Gilley, J. W. (1995). Practical methods for overcoming organizational barriers. In proceedings of the HR Consulting Skills and Tools Conference: Consulting and Partnership Skills to Drive Performance and Change, Orlando, FL, 1, 337-346.

Gilley, J. W., & Galbraith, M. W. (1987). Professionalization and professional certification: A relationship. In proceedings of the Adult Education Research Conference, University of Wyoming, Laramie, WY, 28, 96-101.

Galbraith, M. W., & Gilley, J. W. (1986). Professional certification: A critical research issue. In the proceedings of the Midwest Research-to-Practice Conference in Adult, Community, and Continuing Education, Muncie, IN, 39-44.

Gilley, J. W., & Arn, J. V. (1986). Advancement of professionalism through professional certification: The procedures established, the issues addressed, and the qualification criteria adopted by professional associations and societies. In the proceedings of the Southwest Administrative Services Association, Dallas, TX, 49-55.

KEYNOTE PRESENTATIONS

AHRD in Review. Academy of HRD Presidential Banquet, Academy of HRD, Panama City, Fl, February, 2008.

AHRD Today and Tomorrow. Academy of HRD Presidential Banquet, Academy of HRD, Indianapolis, IN, February, 2007.

Making a difference. Academy of HRD Presidential Banquet, Academy of HRD, Columbus, OH, February, 2006.

Transformation roles: The key to strategic HRD. Asian Academy of HRD Conference, Taipei, Taiwan, December 2005.

Theory vs. practice: What informs the field of HRD? Academy of HRD Town Forum, Academy of HRD, Austin, TX, March, 2003.

Improving human resource credibility, organizational performance, and effectiveness through internal consulting. The Global Human Resource Institute, Boston, MA, April, 1999.

Performance coaching and organizational effectiveness. PDI International Coaching Conference. San Francisco, CA, 1998.

HRD applied to colleges and universities in Canada. Canadian Staff Development Association Conference, Arn Prior, Canada, 1990.

What is professional certification? Ontario Library Association, Toronto, Canada, 1986

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Gilley, J. W. (2004) Theory vs. Practice: What Informs the Field of HRD? Academy of HRD Town Forum, Academy of HRD, Austin, TX.

Gilley, J. W. (2002) Getting Published in HRD Journals. Academy of HRD. Honolulu, HA.

Gilley, J. W. (2000). Beyond the Cult[ure] of Gurus, Prophets, Pundits, and Wizards: Disambiguating the Presence of Pop Management in Educational Administration (Beyond

the Learning Organization and Impersonal Authoritarian Voice of Empowerment).University Council of Educational Administration National Conference, Albuquerque, NM.

Gilley, J. W. (1999). Improving human resource credibility, organizational performance, and effectiveness through internal consulting: Keynote address. The Global Human Resource Institute, Boston, MA.

Gilley, J. W. (1998). Performance coaching and organizational effectiveness. PDI International Coaching Conference. San Francisco, CA.

Gilley, J. W. (1998). Stop managing, start coaching. The Mentoring and Coaching Conference, Washington, D.C.

Gilley, J. W. (1997). Keys to enhancing your performance coaching skills. The HRD Consulting Skills and Tools Conference, Orlando, FL.

Gilley, J. W. (1996). Practical methods for overcoming organizational barriers. The HR Consulting Skills and Tools Conference: Consulting & Partnering Skills to Drive Performance and Change, Orlando, FL.

Gilley, J. W. (1995). Practical methods for overcoming organizational barriers. The HR Consulting Skills and Tools Conference: Driving Performance, Change and Transformation, Orlando, FL.

Gilley, J. W. (1995). What is internal consulting in HRD? Milwaukee ASTD Chapter, Milwaukee, WI.

Gilley, J. W. (1994). Marketing HRD within organizations. ASTD National Conference, Anaheim, CA.

Gilley, J. W. & Brinkerhoff, R. O. (1993). Research 101. ASTD National Conference, Atlanta, GA

Gilley, J. W. & Brinkerhoff, R. O. (1992). Research 101. ASTD National Conference, New Orleans, LA.

Gilley, J. W. (1992). A comparison of American and Japanese students at the graduate school of business, university of Chicago. University of Chicago Graduate School of Business, Chicago, IL.

Gilley, J. W. & Brinkerhoff, R. O. (1991). Research 101. ASTD National Conference,

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San Francisco, CA.

Gilley, J. W. (1991). Professional certification for the professions. American Society of Civil Engineers Board of Directors Annual Meeting, Annapolis, MD.

Gilley, J. W. (1990). Research 101. ASTD National Conference, Orlando, FL.

Gilley, J. W. & Hale, J. (1990). HRD in the year 2001. AT&T HRD Seminar, Morristown, NJ.

Gilley, J. W. (1990). HRD applied to colleges and universities in Canada. Canadian Staff Development Association Conference, Arn Prior, Canada.

Gilley, J. W. (1990). CMT: Certified master trainer. Zenger-Miller Professional Development Conference, Park City, UT.

Gilley, J. W. (1989). Marketing professional certification programs: A strategic approach. National Organization for Competency Assurance, Washington, D.C.

Gilley, J. W. & Martelli, J. T. (1989). Research 101. ASTD National Conference, Boston, MA

Gilley, J. W. (1988). Everything you wanted to know but were afraid to ask about developing a new certification program. Competency Assurance and Consumer Awareness Conference, National Organization for Competency Assurance, Washington, D.C.

Gilley, J. W. (1988). Professional certification programs in HRD related societies. National Adult Education Conference, Tulsa, OK.

Gilley, J. W. & Beaudin, B. (1988). Training styles orientations of HRD managers, instructors, and instructional designers: Commonalties and differences. ASTD National Conference, Dallas, TX.

Gilley, J. W. (1988). Suppose they gave a program and nobody came. National Adult Education Conference, Tulsa, OK.

Gilley, J. W. (1988). Career development issues for unified adult education. National Adult Education Conference, Tulsa, OK.

Gilley, J. W. (1988). Specialty certification for the field of engineering: Issues and implications. National Society for Professional Engineering Specialty Certification Conference, Atlanta, GA.

Gilley, J. W. (1988). The great debate: Should HRD preparatory programs consist of a common body of knowledge, skills and attitudes? HRD Professors Conference, Dallas, TX.

Gilley, J. W. (1987). Practical tools for developing a comprehensive marketing strategy for HRD and adult education programs. National Adult Education Conference, Washington, D.C.

Gilley, J. W. (1987). Marketing HRD programs in order to survive turbulent times. ASTD Region V Conference, Merrillville, IN.

Gilley, J. W. (1987). Professionalization of HRD practitioners. ASTD’s HRD

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Professors’ Conference, Atlanta, GA.

Gilley, J. W. (1987). Marketing and positioning HRD programs within the organization. ASTD’S HRD Professors’ Conference, Atlanta, GA.

Gilley, J. W. (1987). Factors affecting career selection and development: Implications for HRM. Western Region Conference of the Association for Human Resource Management and Organizational Behavior, San Antonio, TX.

Gilley, J. W. (1987). A relationship between human resource development, the organization, and the employee. ASTD Region V Conference, Minneapolis, MN.

Gilley, J. W. (1987). An optimal introductory class in HRD. Commission of Professors in Adult Education, Washington, D.C.

Gilley, J. W. & Galbraith, M. W. (1986). Characteristics model of professional certification. National Adult Education Conference, Hollywood, FL.

Gilley, J. W. (1986). Developing a comprehensive training strategy which saves dollars and human resources. ASTD Region V Conference, Milwaukee, WI.

Gilley, J. W. (1986). Marketing the non-profit organization. National Adult Education Conference, Hollywood, FL.

Gilley, J. W. (1986). What is professional certification? Ontario Library Association, Toronto, Canada.

Gilley, J. W. (1986). Professional certification revisited: Its past, present and future for water quality professions. Water Quality Association Leadership Conference, Palm Springs, CA.

Gilley, J. W. (1986). Advancement of professionalism through professional certification. Southwest Administrative Service Association Conference, Dallas.

Gilley, J. W. (1985). Professional certification for training: Pros, cons and alternatives for adult educators. National Adult Education Conference, Milwaukee, WI.

Gilley, J. W. & Venable, W. (1985). The personnel and establishment attainment of career harmony (P. E. A. C. H.) model of career enhancement. ASTD Region VII Conference, Albuquerque, NM.

Gilley, J. W. (1985). Seeking the common pattern. ASTD National Conference, Anaheim, CA.

Gilley, J. W. & Galbraith, M. W. (1985). Counseling the older learner: Ten essential techniques. Mid-America Congress on Aging Conference, Kansas City, MO.

Gilley, J. W. (1984). Moving from trainer to facilitator: Ten essential techniques. National Education Conference, Louisville, KY

Gilley, J. W. (1984). Procedures, issues, and criteria followed by professional associations and societies when implementing a professional certification program. National Society of Performance and Instruction Professional Standards Committee Annual Meeting, St. Charles, IL.

Gilley, J. W. (1984). Professional certification issues in ASTD and other related

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societies. HRD Professors Network, National ASTD Conference, Dallas, TX.

ORGANIZATIONAL MANUALS AND MATERIALS

Developed for the Private Sector (Mercer Human Resource Consulting, 1989-1995)

Performance Through People. (1994).

Team Building and Group Dynamics. (1992).

Project Management: Tools for Quality and Performance. (1992).

Quality Leadership. (1992)

Developing Interpersonal Relationships. (1992).

Sales Training for Consultants. (1992).

Listening Skills. (1991).

Personal Productivity. (1992, 1989).

TEACHING AND ACADEMIC SERVICE

Academic Service (Invited Lecturer)

University of Illinois, Champaign-Urbana (October 2004) Strategic HRD, HRE 424, Strategic HRD.

Iowa State University (September 2000) Managerial Malpractice: The Number One Problem in Organizations, MGMT 371, Organizational Behavior, Ann Maycunich, Instructor.

Iowa State University (September 2000) Change Theory and Today’s Manager, MGMT 377, Strategy in Organizations, Ann Maycunich, Instructor.

Virginia Tech University (June 2000) Examining Strategic HRD: Implications for Practice, Ph. D. Seminar, Dr. Lyda Combs, Coordinator.

Iowa State University (February 2000) What is HRD? OLHRD 540, Dr. Ellen Mullen, Instructor.

Iowa State University (October 1999) The Birkman. Leadership Development Program. Ann Maycunich, Coordinator.

Iowa State University (October 1999) What is Strategic HRD? OLHRD 540, Dr. Ellen Mullen Instructor.

Northern Illinois University (May 1999) HRD Today. Masters Seminar, Drs. John Niemi and Gene Roth, Coordinators.

Virginia Tech University (June 1999) Examining Strategic HRD: Implications for Practice. Masters Seminar, Dr. Lyda Combs, Coordinator.


Northern Illinois University (November 1998) Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators.

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George Washington University (June 1996) What is Performance Management? Masters Seminar, Dr. Lisa Horvack, Coordinator





Northeastern Illinois University (November 1993) Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators.


University of Texas-Austin (April 1991) What is Strategic HRD? Masters Seminar, Dr. Karen Watkins, Coordinators.


Virginia Tech University, (October 1990) Consulting in HRD. Masters Seminar, Dr. Bert Wiswell, Coordinator.

Northern Illinois University (May 1990) Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators. Kansas State University (October 1989) HRD as a Field of Practice. Master Seminar, Dr. Charles Oaklief, Coordinator.

Northern Illinois University (November 1989). Principles of HRD: An Examination. Masters Seminar, Drs. John Neimi and Gene Roth, Coordinators.

Kansas State University, (May 1988) Consulting in HRD. Masters Seminar, Dr. Charles Oaklief, Coordinator.

ACADEMIC REVIEW

Tenure and promotion review for Dr. Holly Hutchins, University of Houston (2009) Promotion review (Full Professor) for Dr. Fredrick Muyia Nafukho, Texas A&M

University (2008) Promotion review (Full Professor) for Dr. M. Lane Morris, College of Business,

University of Tennessee, Knoxville, (2007)

Promotion review (Full Professor) for Dr. Cyndi H. Gaudet, University of Southern Mississippi, (2007)

Qualification Review for Scott Quatro, College of Business, Covenant College (2006) Promotion review (Full Professor) for Dr. Reid Bates, Louisiana State University (2006)

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Promotion review (Full Professor) for Dr. Larry Dooley, Texas A&M University (2006) Promotion review (Full Professor) for Dr. Kimberly McDonald, Indiana University,

Purdue University, Ft. Wayne (2006) Tenure and promotion review for Dr. Claudia Scott, Oakland University (2005) Tenure and promotion review for Dr. Sharon Gibson, St. Thomas University (2005) Tenure and promotion review for Dr. Susan Lyhman, Texas A&M university (2005) Tenure and promotion review for Dr. Darlene Russ-Eft, Oregon State University (2004) Tenure and promotion review for Dr. Fredrick Muyia Nafukho, University of Arkansas

(2004) Tenure and promotion review for Dr. Kathryn S. Hoff, Bowling Green State University

(2003) Tenure and promotion review for Dr. Laurel Jeris, Northern Illinois University (2003) Tenure review for Dr. Tim Hatcher, University of Louisville (2002) Tenure review for Dr. James Burrows, North Carolina State University (2000) Promotion review (Full Professor) for Dr. Douglas Smith, Florida Atlantic University

(2000) Academic instructional review for Dr. Jamie Callahan, Virginia Tech University (1999)

UNIVERSITY SERVICE

Colorado State UniversityUniversity CSU Global University Academic CouncilCollege Promotion and Tenure Committee, College of Applied Human Sciences, 2006-

present. Dean’s Executive Committee, College of Applied Human Sciences, 2002-2005.Departmental Chair, School of Education Six Year Academic review (2009) Chair, Promotion and Tenure Committee, 2006-present Executive Committee, School of Education, 2002-present. Promotion and Tenure Committee, 2003-present. Chair, Organizational Performance and Change and Human Resource Studies

Programs, 2001- present. Graduate Programs Committee, 2001-present. Chair, Organizational Performance and Change Search Committee, 2007. Member, School of Education and Human Resource Studies Search Committee, 2003,

2004, 2006. Personal Committee, 2001-2005.

Iowa State UniversityUniversity

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Faculty Senate, 1999-2001.Governance Committee, 1999-2001.Committee on Committees, 1999-2001.

College Professional Development, 1999-2001.Department (Educational Leadership and Policies Studies) Curriculum Committee, 1998-2001. Research Committee, 1998-1999. Promotion & Tenure, 1998-2001. Chair, Organizational Learning and HRD Search Committee, 1999.

Western Michigan UniversityUniversity Institute of Human Resources Studies design committee, 1997.College Reorganization Screening Committee, 1996-1997. Structure Task Force, 1996-1997.Department (Department of Educational and Professional Development) Evaluation Committee, 1995-96. Graduate Studies Committee, 1995-97, 1997-98. Promotion and Tenure Committee, 1995-98. Nominations Committee, 1995-96. Continuing Education Committee, 1995-96.

University of Nebraska-LincolnDepartment (Vocational and Adult Education) Recruiting and Selection Committee, 1986-87. Personnel Committee, 1987-88. Interactive Video Research Committee, 1987-88. Human Capital Task Force Committee, 1988.

Member, Search Committee, 1988.University of Central Arkansas

Department (Management and Marketing Education). Library and Research Committee, 1985-86. Promotions Committee, 1985-86.

CONSULTING ACTIVITIES40. Developed a Strategically Integrated Program Strategy for the Human Resources

Department at Whirlpool International, Benton Harbors, MI, (2009). 41. Developed a Strategic Plan for the School of Education at Colorado State University, (2005).42. Developed a plan for moving from Transactional to Transformational HRD at Miller

Brewing, Milwaukee, WI, (2004).43. Developed a Strategically Integrated Program Strategy for the Human Resources

Department at Wyeth Pharmaceutical, New Jersey, (2003). 44. Identified Strategies Used in the Transformation of Jackson County, Michigan funded by

the Kellogg Foundation in partnership with Jackson Community College, Jackson, MI,

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(1996-99).45. Provided Performance Coaching Training for RESA Head Start (Wayne County, MI),

Detroit, MI (1998).46. Integrated and Linked Training to the Strategic Business Goals at the World Bank -

Washington DC, 1997-98.47. Developed a Performance Improvement System for the W. K. Kellogg Foundation,

Battle Creek, MI (1997).48. Examined the Roles, Responsibilities, and Relationships between the Colleges of

Business, Human Services, and Education in the Development of an Interdisciplinary HRD Program at the University of Dayton, Dayton Ohio, (1997).

49. Identified an Organizational Effectiveness Strategy for Warner Communications, Lincoln, NE, (1997).

50. Identified a Learning Acquisition and Transfer Strategy for Managers and Supervisors with Human Resource Innovators, Inc., Lincoln, NE, (1997).

51. Developed a Performance Management System for William M. Mercer, Inc., New York (1995).

52. Developed a Performance Management System for William M. Mercer Limited, Toronto (1995).

53. Created a Performance Consulting Enterprise within SeaFirst Bank, Seattle (1995).54. Created a Leadership Development Strategy for the Sony Corporation, Pittsburgh (1995).55. Created a Marketing and Promotion Strategy for Birkman International, Houston

(1995).56. Developed Team Building and Leadership Development Culture at Mercer Management

Consulting, Boston, San Francisco, Toronto (1995).57. Identified the Performance Consulting Competencies for Training Practitioners at Kohl’s

Department Stores-Milwaukee, (1995).58. Identified the Cost/Benefit Relationship of a Personal Productivity and Time

Management Seminar for Consultants at William M. Mercer, Inc (1995).59. Created a Research Series for Training and Development Practitioners for ASTD

(Research 101), (1991). 60. Identified the Competencies of Pharmacists, which was used in designing as professional

certification program for the American Pharmacy Association - Chicago, (1991).61. Identified the Competencies of Electrical Engineers, which was used in designing as

professional certification program for the National Society of Professional Engineers-Washington, DC, (1991).

62. Developed a Professional Certification Program for the American Society of Civil Engineers, (1990).

63. Identified the Competencies for Instructional Designers, Instructors, and Managers as a Board of Directors Member for the International Board of Standards for Training, Performance, and Instruction (IBSTPI), (1986-90).

64. Identified and Validated the Excellent Criteria for HRD Professionals as a member of the ASTD Competency and Professional Standards Task Force, (1987-89).

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65. Identified the Competencies of Loan Officers which was used in designing as professional certification program for the American Bankers Association (1988).

66. Developed a Strategic Marketing Plan for the Alcoa’s Technical Center. Department of Education and Training, Pittsburgh, PA, (1988).

67. Identified the Competencies of Wage and Compensation administrators, which was used in designing as professional certification program for the American Compensation Association-Scottsdale, AZ, (1988).

68. Developed the Criteria Used in Evaluating the Competence of Business Interior Designers, which was used in designing as professional certification program for the Institute of Business Designers-Chicago, (1988).

69. Created a Strategic Marketing Plan for the Interior Business Design Association, Chicago (1987).

70. Developed the Testing and Evaluation Strategies of Water Treatment Technicians and Installers for the Water Quality Association-Chicago, (1985-87).

71. Identified the Competencies of Water Quality Specialists, which was used in designing as professional certification program for the Water Quality Association-Chicago, (1985-87).

72. Developed Strategic Marketing Plan for the Water Quality Association-Chicago, (1985-87).

73. Examined the Criteria and Professional Requirements Used by Professional Societies and Associations in Determining Competence of Practitioners for ASTD’s Professional Standards Task Force, (1984-86).

74. Identified the Attitude and Perceptions of Housewares Buyers toward Club Aluminum Products for Club Products, Inc.-Jacksonville, AR, (1986).

75. Compared and Contrasted Professional Certification Programs for the Ontario Library Association-Toronto, Ontario, (1986).

76. Identified the Professional Education Requirements for Intervention Specialists for the Nebraska Council on Alcoholism-Nebraska, (1986).

77. Identified the Food Service Employees’ Perceptions of Their Supervisors. Food Services Department, Oklahoma State University, Stillwater, OK, (1985).

78. Identified Presentation Criteria for Graduate Students in the American Association for Adult and Continuing Education (AAACE), (1984).

CONSULTING ADVISORY PRESENTATIONS

20. Gilley, J. W. (2000). Identifying Partnership Relationships for Human Resource Management Professionals, Iowa Hospital Human Resource Administrators Conference, Ames, IA.

21. Gilley, J. W. (2000). Partnership in Organizations: The Roles and Responsibilities of Human Resource Management Professionals, Society of Human Resource Management – Des Moines, IA

22. Gilley, J. W. (2000). Learning Transfer and Managerial Malpractice. Business 2000

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Conference. Dordt College, Sioux Center, IA.23. Gilley. J. W. (2000). Motivation: Looking Inside. Grinnell Mutual Insurance. Des

Moines, IA.24. Gilley, J. W. & Maycunich, A. (2000). Building Relationships. Iowa Association of

School Business Officials. Des Moines, IA25. Gilley, J.W. (1999). What is analysis? American Society of Training and Development –

Des Monies Chapter. Des Monies, IA26. Gilley, J. W. (1997). What is performance coaching? Social Security Administration of

Michigan, Kalamazoo, MI.27. Gilley, J. W. (1996). Strategic human resources: A search for meaning. George

Washington University Graduate School Seminar, Washington, D.C.28. Gilley, J. W. (1990). Professional certification: Issues facing the Arbor Culture industry.

Toronto, Canada.29. Gilley, J. W. (1990). Professional certification: Today’s concepts. Eye Institutes National

Conference, Los Angles, CA.30. Gilley, J. W. (1990). Developed a Professional Certification Program for the American

Society of Civil Engineers-Reno, NV & Annapolis, MD (professional education).31. Gilley, J. W. (1989). Developing an HRD program in today’s organization. Kansas State

University Doctoral Seminar, Manhattan, KS.32. Gilley, J. W. (1989). The state of HRD. Kansas State University HRD Seminar, Kansas

City and Wichita, KS.33. Gilley, J. W. (1988). Developing learning programs: A nine stage process of

development. Alcoholism Council of Nebraska Regional Meeting, Grand Island and Norfolk, NE.

34. Gilley, J. W. (1987). Developing a marketing strategy. Lincoln Chapter of American Society of Training and Development, Lincoln, NE.

35. Gilley, J. W. (1987). Developing a service strategy. Lincoln General Hospital, Lincoln, NE.

36. Gilley, J. W. (1987). Fifteen essential steps in implementing quality circles. Nebraska Department of Education’s Seventh Annual Conference on Staff Development, Lincoln, NE.

37. Gilley, J. W. (1986). Human relations: The keys to success. Gamma Beta Phi, University of Central Arkansas, Conway, AR.

38. Gilley, J. W. (1986). Professionalization of HRD: A dilemma. Lincoln Chapter of the American Society of Training and Development, Lincoln, NE.

SERVICE FOR PROFESSIONAL ASSOCIATIONS, SOCIETIES AND BOARDS

Academy of Human Resource Development (AHRD) Past-President, 2008-2010 President, 2006-08 President-Elect, 2004-06 International Conference CEO,

Washington DC 2009

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Columbus, OH, 2006Estes Park CO, 2005

Board of Directors Member, 2001-03 Accreditation Committee, Chair (2001- present)

Jackson CommUnity Transformation Project (funded by the Kellogg Foundation) Program Evaluator, 1996-99.

American Society for Training and Development (ASTD) National Conference Design Committee, San Francisco, 1991. Research Committee1988-91. Director, HRD Professors Network, 1987-88. Competency and Professional Standards Task Force, 1987-89. ASTD Dissertation Award Review Committee, 1987-88. Professional Standards Task Force, 1984-86. Chair, Professional Issues Committee, Professor/Academic Special Network, 1984-86.

International Board of Standards for Training, Performance, and Instruction (IBSTPI) Board of Directors Member, 1986-90. Executive Marketing Director, 1986-90.

American Association for Adult and Continuing Education (AAACE) Chair, HRD Unit, 1987-88. Chair, HRD Task Force, Commission of Professors of Adult and Continuing Education,

(CPAC), 1986-88. Research Program Chair, Student in Adult Education, 1984-85.

Linkage Inc. Advisory committee for the Mentoring and Coaching Conference, Washington, D.C.,

May 1998.

Northeastern Illinois University HRD Program Advisory Committee, 1989-92.

PROFESSIONAL RECOGNITION

Awards and Honors

Academy of HRD Book of the Year (2000) for Organizational Learning, Performance, and Change: An Introduction to Strategic HRD. Cambridge, MA: Perseus Publishing.

Administrative Merit Award for Professional Recognition at Western Michigan University, 1996 & 1997 and 1997 & 1998.

Nominated for the Distinguished Faculty Scholar Award, Western Michigan University, 1997-98.

Soundview Executive Book Summaries Thirty Best Business Books (1996) Stop Managing, Start Coaching

American Society for Training and Development (1989) Outstanding Professional Network Award, Professors’ Network

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Book Reviews and Newspaper Articles

Book Review: (Spring 2008) Manager as Politician, Human Resource Development Quarterly 19(1).

Book Review (Winter 1999) Performance Challenge, Personnel Psychology 54(4). Book Review (April 1999) Performance Challenge, Training and Development Journal

53(4). Book Review (January 1999) Strategically Integrated HRD, Training and Development

Journal, 53(1). Book Review (April 1999) Performance Challenge, International Management Library Newspaper article about keynote presentation at the Global Human Resource Institute in

Boston. October 8, 1999, Ames Journal. Book Review (Fall 1997) Stop Managing, Start Coaching, HRD Quarterly, 7(3). Newspaper

article about Stop Managing, Start Coaching, Kalamazoo Gazette, “WMU Professor: Managers Should Coach.” May 8, 1997, p. A12.

Book Review (August 1996). Stop Managing, Start Coaching, Training and Development Journal, 50(8), 58.

Book Review (Spring 1993). Marketing HRD within Organizations, Personnel Psychology, 46(1), 225.

Book Review (March, 1990). Principles of HRD. Training Magazine, 27(3), 103.

CURRICULUM VITAEfor

MARK R. MILLER, Ph.D., CSTM, CSMS, CSEGHRD & Technology DepartmentThe University of Texas at Tyler

Office: (903) 566-7186 Home: (903) 565-0960 E-mail: [email protected]

ACADEMIC RANKProfessor & Coordinator of Industrial Technology &

Ind. Mgmt.

EDUCATION

Doctor of Philosophy Texas A&M University, College Station, Texas (August 1993). Major: Industrial Education, Dissertation title: Strategies for Developing an Exemplary Program in Manufacturing Engineering Technology.

Master of Arts in Ed. Ball State University, Muncie, Indiana (August 1983). Major: Industrial Education.

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Bachelor of Science State University of New York, College at Buffalo (May 1982). Major: Industrial Arts Education.

EMPLOYMENT HISTORY

2005 – Present Tenured Professor and Coordinator of Industrial Technology and Industrial Management at The University of Texas at Tyler.

1999 – 2005 Professor and Chair of the Industrial Technology Department at Texas A&M University-Kingsville.

1993 - 1999 Associate Professor in the Industrial Technology Department at Texas A&M University-Kingsville. Tenured September 1999.

1990 - 1993 Full-time Lecturer in the Manufacturing Engineering Technology program at Texas A&M University.

1989 - 1990 Graduate teaching assistant for the Educational Human Resource Development Department at Texas A&M University.

1983 - 1989 Technology Education teacher at Cole Jr.-Sr. High School in San Antonio, Texas.

Curriculum Vitae for Mark R. Miller ContinuedPage 2

LIST OF COURSES TAUGHT

The University of Texas at Tyler – 2005-PresentTECH 1301 Technology & Society, TECH 1320 Industrial Materials, TECH 3311 Manufacturing Processes, TECH 3333 Polymer Processing, TECH 4302 Multiple Technology Systems, TECH 4317 Computer Integrated Manufacturing, TECH 4323 Lean Production, TECH 4343 Advanced Manufacturing Processes, TECH 4350 Topics in Industrial Studies: Robotics, TECH 4351 Topics in Industrial Studies: Programmable Logic Controllers, TECH 4372 Technology Capstone, TECH 5309 Industrial Processes and Materials, TECH 5335 Lean Manufacturing, TECH 5317 Computer Integrated

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Manufacturing, TECH 5366 Value Stream Management and TECH 5329 Trends in Industry. Texas A&M University-Kingsville 1993-2005IMEN 5301 Industrial Management, IMEN 5335 Industrial Safety and Risk Management, ITEN 1311 Technical CAD, ITEN 2321 Architectural CAD, ITEN 4303 Advanced Computer Graphics, ITEN 3331 Construction Technology, ITEN 3308 Industrial Plastics, ITEN 4336 Industrial Seminar, ITEN 3300 Manufacturing Technology, ITEN 3399 Industrial Internship, ITEN 4303 Advanced Manufacturing Processes, ITEN 2330 OSHA for General Industry, ITEN 4353 Construction Management, and ITEN 4335 Senior Projects.

Texas A&M University 1989-1993ENTC 181 Manufacturing and Assembly Processes I, ENTC 403 Fluid Power Technology, and INED 302 Technology, Resources, and Society.

Cole Jr.-Sr. High School 1983-1989Production Systems, Engineering Graphics, Architectural Graphics, Manufacturing Technology, and Construction Technology.

INTELLECTUAL CONTRIBUTIONS

NEW TEXTBOOKS:

Miller, R., Miller, M. R. (2011). Sheet metal skills: Tools, materials, and processes. Tinley Park, IL: Goodheart-Willcox.

Miller, R., Miller, M. R. (2011). Ugly’s plumbing references. Sudbury, MA: Jones & Bartlett.

Miller, R., Miller, M. R. (2008). Electricity and electronics for HVAC. New York: McGraw-Hill.

Miller, R., Miller, M. R. (2007). Welding licensing study guide. New York: McGraw-Hill.

Miller, R., Miller, M. R. (2007). HVAC licensing study guide. New York: McGraw-Hill.Curriculum Vitae for Mark R. Miller Continued

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NEW TEXTBOOKS CONTINUED:

Miller, R., Miller, M. R. (2006). Air conditioning and refrigeration. New York: McGraw-Hill.

Miller, M. R., Miller, R., & Baker, G. E. (2005). Miller’s guide to home remodeling. New York: McGraw-Hill.

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Miller, M. R., Miller, R., & Baker, G. E. (2005). Miller’s guide to home wiring. New York: McGraw-Hill.

Miller, M. R., Miller, R., & Baker, G. E. (2005). Miller’s guide to home plumbing. New York: McGraw-Hill.

REVISED BOOKS:

Miller, R., Miller, M. R. (2012). Air conditioning and refrigeration. New York: McGraw-Hill.

Miller, M. R. & Miller, R. (2010). Carpentry & construction (5th ed.). New York: McGraw-Hill.

Miller, M. R., & Miller, R. (2004). Carpenter’s and builder’s math, plans, & specifications (7th ed.). Indianapolis: Wiley.

Miller, M. R., & Miller, R. (2004). Carpenter’s and builder’s millwork, power tools, & painting (7th ed.). Indianapolis: Wiley.

Miller, M. R., & Miller, R. (2004). Carpenter’s and builder’s layout, foundation, & framing (7th ed.). Indianapolis: Wiley.

Miller, M. R., & Miller, R. (2004). Carpenter’s and builder’s tools, steel square, & joinery (7th

ed.). Indianapolis: Wiley.

Miller, R., Miller, M. R. & Leger, E. (2004). Complete building construction (5th ed.). Indianapolis: Wiley.

Miller, R., & Miller, M. R. (2004). Refrigeration: Home and commercial (5th ed.). Indianapolis: Wiley.

Miller, R., & Miller, M. R. (2004). Air conditioning: Home and commercial (5th ed.). Indianapolis: Wiley.

Miller, R., & Miller, M. R. (2004). Pumps and hydraulics (6th ed.). Indianapolis: Wiley.Curriculum Vitae for Mark R. Miller Continued

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REVISED BOOKS CONTINUED:Miller, R., & Miller, M. R. (2004). Questions and answers for plumbers’ examinations (4th ed.). Indianapolis: Wiley

Miller, R., Miller, M. R. & Almond, J. P. (2004). Plumber’s pocket manual (10th ed.). Indianapolis: Wiley.

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Miller, M. R., Miller, R., & Baker, G. E. (2004). Carpentry & construction (4th ed.). New York: McGraw-Hill.

Miller, R., & Miller, M. R. (2004). Electric motors (6th ed.). Indianapolis: Wiley.

Miller, M.R., & Miller, R. (2002). Electrician’s helper (8th ed.). Lawrenceville, NJ: Peterson.

Miller, R., & Miller, M. R. (2002). Electronics: The easy way (4th ed.). Hauppauge, NY: Barron's.

Miller, M. R., Miller, R., & Baker, G. E. (1999). Carpentry & construction (3rd ed.). Hightstown, NJ: McGraw-Hill.

Miller, R., & Miller, M. R. (1995). Electronics: The easy way (3rd ed.). Hauppauge, NY: Barron's.

Miller, R., & Miller, M. R. (1993). Small gasoline engines (2nd ed.). New York: Macmillan.

Miller, R., & Miller, M. R. (1993). Small electric motors (2nd ed.). New York: Macmillan.

Miller, R., & Miller, M. R. (1992). Electric motor controls. Englewood Cliffs, NJ: Prentice- Hall.

REFEREED JOURNAL ARTICLES:Miller, M. R. (April, 2011). Manufacturing education: Evolving to challenge

adversity and public sentiment, Journal of Industrial Technology, 27(2), 1-8.

Marsh, B. E. & Miller, M. R. (June, 2004). Dimensional metrology: A perspective on structure and lab integration, Journal of Industrial Technology, 20(3), 1-8.

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REFEREED JOURNAL ARTICLES CONTINUED:Miller, M. R. (May, 2000). The status of NAIT: Perceptions of industrial

technology department chairs, Journal of Industrial Technology, 16(3), 1-8.

Miller, M. R. (1996). Characteristics of exemplary Manufacturing Engineering Technology programs, Journal of Engineering Technology, 13(1), 8-13.

Miller, M. R. & Leon, V. J. (1993). Using Interactive Computer Simulation in the Quality Assurance Laboratory, Journal of Engineering Technology, 10(2), 20-25.

REFEREED PROCEEDINGS & PRESENTATIONS:Miller, M. R., Lawrence, H., & Fazarro, D. (2011). Where does nanotechnology fit into a general

technology program’s curriculum? Association of Technology, Management, and Applied Engineering Conference, Cleveland, Ohio.

Miller, M. R. & Lawrence, H. (2011). The CTM exam: Revised, restructured, and rejuvenated. Association of Technology, Management, and Applied Engineering Conference, Cleveland, Ohio.

Lawrence, H. & Miller, M. R. (2011). How to offer online quality coursework without losing that traditional face-to-face feel. Association of Technology, Management, and Applied Engineering Conference, Cleveland, Ohio.

Fazarro, D., Kornegay, A. & Miller, M. R. (2011). Learning through skits: A pilot study using contextual learning to achieve learning outcomes in safety education. Association of Technology, Management, and Applied Engineering Conference, Cleveland, Ohio.

Miller, M. R., Fazarro, D., & Lawrence, H. (2010). The technical professional certification exam: Development, content, and implications. Association of Technology, Management, and Applied Engineering Conference, Panama City Beach, Florida.

Miller, M. R., Fazarro, D. & Lawrence, H. (2010). Increasing graduate enrollment: generalizing industrial curricula to attract all majors. Association of Technology, Management, and Applied Engineering Conference, Panama City Beach, Florida.

Martin, J. & Miller, M. R. (2010). Developing an internationally recognized certification exam for construction managers. Proceedings Paper of the Association of Technology, Management, and Applied Engineering Conference, 43-46.

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Miller, M.R. (2009). Marketing your manufacturing/industrial technology program as clean, neat and glamorous. Association of Technology, Management, and Applied Engineering Conference, Louisville, Kentucky. (Awarded best paper for the Manufacturing Track)


REFEREED PROCEEDINGS & PRESENTATIONS CONTINUED:

Miller, M.R. & Heidari, F. (2008). The NAIT manufacturing specialist exam: A live demonstration and detailed look of its content. National Association of Industrial Technology Conference, Nashville, Tennessee.

Miller, M.R. & Heidari, F. (2007). The NAIT manufacturing specialty certification exam: Final draft. National Association of Industrial Technology Convention, Panama City, Florida.

Miller, M.R. & Heidari, F. (2006). The making of the NAIT manufacturing specialty certification exam. National Association of Industrial Technology Convention, Cleveland, Ohio.

Heidari, F. & Miller, M.R. (2006). Mastercam X update and demonstration. National Association of Industrial Technology Convention, Cleveland, Ohio.

Miller, M.R., & Heidari, F. (2005). An overview of the long-awaited study guide developed for the NAIT certification exam. NAIT Convention, St. Louis, Missouri.

Heidari, F. & Miller, M.R. (2005). Design and implementation of a scoring rubric for industrial technology courses. Proceedings of the 38 th Annual Convention of the National Association of Industrial Technology,

Miller, M. R., Marsh, B. E., & Heidari, F. (2004). How to change the NAIT certification exam to make it a benchmark for all industrial technology programs: A survey of

industrial technology chairs. Proceedings of the 37 th Annual Convention of the National Association of Industrial Technology, 17-21.

Miller, M. R., Marsh, B. E., & Heidari, F. (2003, November). The new image for industrial technology: A mode for excellence and growth, National Association of Industrial Technology Convention, Nashville, Tennessee.

Miller, M. R. & Marsh, B. E. (2002, November). Developing an inexpensive departmental CD for prospective students. National Association of Industrial Technology Convention, Panama City, Florida.

Miller, M. R. (2001, November). Industrial technology vs. industrial management: Is there a difference and which is more recognized? National Association of Industrial Technology Convention, Dearborn, Michigan.

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Heidari, F., Marsh, B. E., & Miller, M. R. (2001, November). Converting bitmap images to vector files for CAD/CAM integration. National Association of Industrial Technology Convention, Dearborn, Michigan.


REFEREED PROCEEDINGS & PRESENTATIONS CONTINUED:

Heidari, F., Marsh, B. E., & Miller, M. R. (2001, November). Design and layout of a manufacturing cell. National Association of Industrial Technology Convention, Dearborn, Michigan.

Marsh, B. E., Heidari, F., & Miller, M. R. (2001). Assessing and benchmarking efficiency and effectiveness within manufacturing and service operations. Proceedings of the 34 th Anual Convention of the National Association of Industrial Technology, 150-154.

Miller, M. R., Marsh, B. E., & Heidari, F. (2000). Recruitment and retention: What really works? Proceedings of the 33 rd Annual Convention of the National Association of Industrial Technology, 49-53.

Marsh, B. E., Heidari, F., & Miller, M. R. (2000). Enhancing statistical quality control (SQC) instruction through the use and application of spreadsheet programs and templates. Proceedings of the 33 rd Annual Convention of the National Association of Industrial Technology, 218-222.

Miller, M. R. (1999). Is NAIT prepared for the next millennium? Proceedings of the 32 nd Annual Convention of the National Association of Industrial Technology , 33-37.

Miller, M. R. (1997). Exemplary programs in manufacturing engineering technology: Who, what, where, and why? Proceedings of the American Society for Engineering Education Gulf-Southwest Annual Conference, 482-487.

Miller, M. R. & Nelson, M. S. (1997, December). What are time compression technologies and how do they affect technology education?

American Vocational Association Convention, Las Vegas, Nevada.

Miller, M. R. (1997, October). Time compression technologies: A competitive advantage for industry & industrial technologists. National

Association of Industrial Technology Convention, Atlanta, Georgia.

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Miller, M. R. (1996). Virtual reality: Desktop applications for manufacturing education. Proceedings of the SME International Conference on Education in Mfg.3, 395-7.

Miller, M. R. (1995, October). Virtual reality: Desktop applications for industrial technology curricula. National Association of Industrial Technology Conference, Savannah, Georgia.

JOURNAL & CONFERENCE PAPER REVIEW ACTIVITIES:

2009- Present Associate Editor for The Journal of Technology Studies. 2008- Present Director and reviewer for ATMAE Manufacturing Division abstracts & papers.Curriculum Vitae for Mark R. Miller Continued

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RESEARCH AND CREATIVE ACTIVITIESNational Science Foundation (October 16, 2002): Not funded. Proposal

entitled, Expediting Technology Education Teacher Certifications, for $443,540 to fund a Technology Education Laboratory and student stipends. Principal Investigator.

National Science Foundation (October 9, 2002): Not funded. Proposal entitled, Engineering for Physical Science, Mathematics and Engineering Teachers, for $822,605 to fund a new Engineering Education degree for preparing secondary teachers.

Co-Principal Investigator.

Society of Manufacturing Engineers Education Foundation (June 1998): Awarded $62,375 worth of computer software for use in manufacturing related coursework.

Society of Manufacturing Engineers Education Foundation (June 1995): Awarded $475,600 worth of computer software for use in manufacturing related coursework.

RESEARCH AND CREATIVE ACTIVITIES CONTINUEDHigher Education Assistance Funds, College of Engineering (1998-

2002): Awarded $142,527 over a four year period for equipment for lecture and laboratory courses.

Faculty Development Fund (December 1993): Awarded $374 for assistance in travel to attend faculty development training in Geometric Dimensioning and Tolerancing in Chicago, Illinois.

PROFESSIONAL GROWTH ACTIVITIESAmerican Society for Engineering Education (ASEE)

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Association for Career and Technical Education (ACTE)Association of Technology, Management, and Applied Engineering

(ATMAE)Epsilon Pi Tau (EPT) Honor society for professions in technologyInstitute of Electrical and Electronics Engineers (IEEE) Computer and

NanotechnologySociety of Manufacturing Engineers (SME)

Leadership Roles in Professional SocietiesChair, Association of Technology, Management, and Applied Engineering Certification Board. Terms: 2007-2011.

President, Association of Technology, Management, and Applied Engineering Manufacturing Division. Terms: 2008-2010.

Member of the National Association of Industrial Technology Certification Board.

Terms: 2000-2003 & 2004-2007.

Member of the Society of Manufacturing Engineers Student Relations Subcommittee

Term: 2004-2008.


Leadership Roles in Professional Societies

Society of Manufacturing Engineers - 2008 – Present, Chair for Chapter 126 in East Texas

Society of Manufacturing Engineers - 2003, Chair for Chapter 121 in San Antonio, Texas

Society of Manufacturing Engineers - 1999, Chairman for Chapter 121 in

San Antonio, Texas

Society of Manufacturing Engineers - 1998, Chair-elect for Chapter 121 in San Antonio, Texas

Society of Manufacturing Engineers faculty advisor for The University of Texas at Tyler student chapter S358 from 2006 - present (increased membership from 0 to 26)

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Society of Manufacturing Engineers faculty advisor for TAMUK student chapter S264 from 1994 - 2005 (increased membership from 29 to 85)

Professional Society MeetingsAttended all the National Association of Industrial Technology annual

conventions from 1993-present.

Attended the Society of Manufacturing Engineers Annual Convention in Dallas, TX on May 29-June 1, 2002.

Attended the 1997 ASEE Gulf-Southwest Annual Conference in Houston, TX on March 24-25, 1997.

Attended the American Vocational Association Convention in Las Vegas, Nevada on December 10-14, 1997.

Attended the Society of Manufacturing Engineers Annual Convention in Cleveland, OH on May 29-31, 1998.

Attended the Society of Manufacturing Engineers Regional Conference in Dallas, TX on November 12-14, 1998.

Attended all of the Society of Manufacturing Engineers San Antonio Chapter 121 meetings from November of 1993 – June 2005.

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Curriculum Vitae for Mark R. Miller Continued Page 10

SERVICE ACTIVITIESCommittee Work

The University of Texas at Tyler 2005-PresentChair of the University Faculty Affairs Committee, 2010-2011.Chair of the Industrial Technology Reaccredidation Committee, January

2010- presentChair of the School of HRD & Technology SACS Committee, 2007-2010.Chair-Elect of the University Faculty Affairs Committee, 2008-2011.Member of the University Graduate Council, 2009-2012.Member of the College of Business & Technology Leadership Team,

2009-Pres.Member of the University Graduate Council from 2009-2012.Chair of the University Information Technology Committee from 2007-

2008.Chair of the Department’s Tenure and Promotion Committee, 2009-

Present.Member of the Department’s Curriculum Committee 2005-Present.Member of the University Information Technology Committee from

2005-2007.Member of the Provost Search Committee from 2007-2008.

Texas A&M University-Kingsville 1993-2005Member of the Dean of the College of Engineering Search Committee

from 2001-2002. Member of the College of Engineering Recruitment Committee from

2004-2005.Member of the university’s SACS Technology committee from August

2002-2005.Chair of the department’s curriculum committee 1999-present.Chair of the university 1997-2000 Calendar Committee. Chair of the 1997-1998 search committee for a full-time departmental faculty member.Member of the College of Engineering Curriculum Committee from

1995 - present. Member of the Dean of the College of Business Search Committee from

1998-1999. Member of the BAAS Advisory Committee from 1995-2005. Member of the Council of Chairs Committee from 1999-2005.Member of the Accessibility Compliance Committee from 1999-2005.Member of the Engineering Ethics Committee in 1994.

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Student OrganizationsCo-Trustee for Epsilon Pi Tau – Delta Gamma Chapter (Honor society

for technology professionals).Faculty advisor for the Association of Technology, Management, and

Applied Engineering student chapter at The University of Texas at Tyler, 2005-Present.

Faculty advisor for the Society of Manufacturing Engineers student chapter S358, 2006- Present. Established new chapter in 2006.

Faculty advisor for the Society of Mfg. Engineers student chapter S264, 1993-2005. Faculty advisor and Trustee for Epsilon Pi Tau - Alpha Nu chapter, 2000-2005. Reactivated the chapter in April 2000. Installed the Gamma Sigma chapter at The

University of Texas at Tyler in March 2005.


Awards and Certifications2011 Earned Certified Senior in Engineering Graphics status

2010 Earned Certified Senior Technical Professional status.

2009 Who’s Who in America – 63rd Edition

2009 Earned Certified Manufacturing Specialist status.

2009 Earned Certified Senior Technology Manager status.2007 Earned Certified Senior Industrial Technologist status.

2006 Recipient of the National Association of Industrial Technology Outstanding Professor of Technology Award.

2005 Awarded the prestigious Laureate Citation from the international honor society for professions in technology, Epsilon Pi Tau.

1995 GD&T Level 1Training by SME

1988 Texas permanent teaching certificate

1982 New York state provisional teaching certificate

OTHER PROFESSIONAL ACTIVITIES NOT COVERED ABOVE

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Coordinated, developed, and prepared the new online ATMAE Technical Professional Certification exam from 2007-2010.

Coordinated, developed, and prepared the new online ATMAE Manufacturing Specialist Certification exam from 2005-2009.

Assisted with the development of the new ATMAE Certified in Engineering Graphics exam from 2009- 2011.

Authored the ATMAE Certified Technical Professional online Study Guide in 2010.

Authored the ATMAE Certified Manufacturing Specialist online Study Guide in 2008.

Authored the ATMAE Certified Technology Manager online Study Guide in 2006.


Ordered and setup new equipment, tables, chairs, cabinets, tool cribs, etc. for the manufacturing laboratory in rooms HPR 256 and 261 in 2005-2011.

Assisted and developed assessment instruments and other documents essential for full (6 year) ATMAE (NAIT) accreditation status for the HRD & Technology Department at UT Tyler (2005).

Prepared the Self Study Report for Re-accreditation of the Industrial Technology program at The University of Texas at Tyler by the Association of Technology, Management, and Applied Engineering (site visit scheduled for April 2012).

Developed and prepared the proposal for a graduate program in Industrial Management for the Industrial Technology Department at Texas A&M University-Kingsville which was approved by THECB on February 19, 2004.

Developed and prepared the Industrial Technology Department at Texas A&M University-Kingsville’s Self Study Report for Accreditation by the National Association of Industrial

Technology (awarded full accreditation of 6 years from 2003-2009).

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Curricular VitaePaul B. Roberts

Associate Professor & Associate DeanDepartment of Human Resource Development and Technology

Education: Ed. D., Texas A & M UniversityCollege Station, Texas, 1994Specializations: Curriculum DevelopmentEducational Technology

M.Ed., Southwestern Oklahoma State UniversityWeatherford, Oklahoma, 1987Major: Industrial Arts Education

B.S., Southwestern Oklahoma State University,Weatherford, Oklahoma, 1985Major: Industrial Arts EducationMinor: Health, Physical Education & Recreation

Experience:2010-present The University of Texas at Tyler

Associate Dean, College of Business and Technology; and Associate Professor of Human Resource Development

2010-2010 The University of Texas at TylerDirector of Masters Programs for the College of Business and Technology; and Associate Professor of Human Resource Development in the Department of Human Resource Development and Technology

2009-2010 The University of Texas at TylerInterim Chair and Associate Professor of Human Resource Development Department of Human Resource Development and Technology

1999-2009 The University of Texas at TylerAssociate Professor of Technology Department of Technology

1994-1999 The University of Texas at TylerAssistant Professor of Technology Department of Technology

1992-1994 The University of Texas at TylerLecturer of Technology Department of Technology

1990-1992 Eastern Hills Middle SchoolIndustrial Technology TeacherKilleen, Texas

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1987-1990 Manor Middle SchoolIndustrial Technology TeacherKilleen, Texas

1985-1987 Southwestern Oklahoma State UniversityGraduate Assistant (Teaching), Industrial ArtsWeatherford, Oklahoma

1.1 Teaching A. Effective Teaching

1. Organized Courses Taught:

I have taught 16 different undergraduate and 16 different graduate courses since coming to The University of Texas at Tyler. I have also taught interactive video classes, online classes, as well as Saturday classes and one off-campus class in Mexia.

I have taught the following courses:UNIV 1000Freshman Year ExperienceTECH 2330 Information Technology and CommunicationsTECH 3311 Manufacturing TechnologyTECH 3313 Construction TechnologyTECH 3314 Transportation Technology TECH 3316 Energy & Power TechnologyTECH 4301 SupervisionTECH 4302 Multiple Technology SystemsTECH 4306 Principles of TechnologyTECH 4320 Job Analysis Techniques TECH 4320 Job Analysis Techniques - OnlineTECH 4362 Principles of Technology II

HRD 3333 Human RelationsHRD 4324 Computer Multimedia and Animation TechnologyHRD 4331 Workforce DevelopmentHRD 4360 Introduction to Human Resource Development

TECH 5300 Inservice Workshop: Integrating Essential Elements in CurriculumTECH 5305 Seminar: Curriculum Development for Results Based EducationTECH 5305 Seminar: Computer Assisted Instruction TECH 5305 Seminar: Construction TechnologyTECH 5311 Visual Communication TechnologyTECH 5313 Energy, Power & Transportation Systems TECH 5318 Computer Applications in Industrial Technology TECH 5328 Topics: Bio-Related TechnologyTECH 5331 Project Management – UTTelecampus TECH 5345 Professional DevelopmentTECH 5346 Controlling the Industrial Environment TECH 5361 Principles of Technology ITECH 5362 Principles of Technology II

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HRD 5324 Computer Multimedia and Animation TechnologyHRD 5327 Instructional Delivery – UTTelecampusHRD 5352 Organizational Development

2. Other Assignments in Lieu of Teaching (e.g., advising theses, field/supervision) Associate Dean of the College of Business and Technology, 2010-present Director of Masters Programs, College of Business and Technology, 2010 Interim Chair, Department of Human Resource Development and Technology,

2009-2010 Coordinator, NAIT Accreditation Self Study Report, 2006 Coordinator, NAIT Accreditation Progress Report, 2004 Coordinator, NAIT Accreditation Self Study Report, 2002 Coordinator, Technology Department Computer Lab Coordinator, Principles of Technology Lab Director, Technology Education Professional Development Grant, 1999-present Department of Technology Audio/Visual Coordinator The lab director is responsible for the administration, management and

maintenance of the Lab.

3. Evidence of Teaching Excellence

2009-2010 Provost’s Excellence in Teaching Award (2010)

Nominated for Regent’s Outstanding Teaching Award (2009)

Nominated for Jack and Dorothy Fay White Fellowship for Teaching Excellence (2009)

2008-2009 Chancellor's Council Outstanding Teaching Award (2009)

NETnet’s Outstanding Distance Education All Star (2008)

ATTE Distinguished Leadership Award (2006)

Academic Excellence Award (UT Tyler Athletics) Recognition by Patrick McClure Student-Athlete of the Year Finalist (2006)

North Texas Technology Education Association Distinguished Leadership Award (2006)

ATTE Distinguished Leadership Award – (2005)

East Texas Technology Students Association Meritorious Service Award (2005)

Certified Industrial Technologist – NAIT 2005-present

NETnet’s Outstanding Distance Education Instructor Showcase (2004)

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White Teaching Fellowship Award (2000-2001)

Piper Teaching Award Nominee for UT-Tyler (1999-2000)

Outstanding Service Award, East Texas Technology Education Association,(1997)

Nominated for the Silvius-Wolansky Outstanding Young Industrial Education Faculty Member Award, (1997, 1998)

Outstanding Contribution Award, East Texas Technology Education Association,(1997)

President's Award, Association of Texas Technology Education, (1996)

Technology Educator of the Year, Texas Council of Technology Educators, (1996)

B. Student relationships: advising, counseling, supervision1. Student Advisement

I served as the Director of Master’s Programs for the College of Business and Technology. Previously, I advised the undergraduate HRD and the MS in Technology teacher certification options from 2006-2010. I advised both the BS and MS in Technology- Technology Systems option; and Teacher Certification students in the department from 1992- 2006

2. Student Organizations I serve as the Advisor of the student chapter of the Society of Human Resource

Management (SHRM) 2010-present. Co-Advisor, 2009-2010 I serve as the faculty advisor to the Baptist Student Ministries, 2001-present Student Mentoring, 2001-present I served as the faculty advisor for the Technology Education Collegiate

Association 1992-2001 I served as a freshman mentor as a part of the UTT FYE

C. Professional experiences related to teaching1. Meeting/Workshop Attendance

AACSB Associate Deans Conference, St. Pete Beach, FL. November 14-15, 2011 Academy of Human Resource Development, Chicago, IL. February 23-26, 2011 AACSB Business Accreditation Seminar, Tampa, FL. January 28-29, 2011 Academy of Human Resource Development, Knoxville, TN. February 24-27, 2010 Association of Technology, Management, and Applied Engineering, Louisville, KY,

Nov. 11-14, 2009 Academy of Human Resource Development, Arlington, VA. February 18-21, 2009 Northeast Texas Network (NETNet) conference, Tyler Junior College, July 23-24,

2008 Academy of Human Resource Development, Panama City Beach, FL. February 19-

24, 2008 Technology Education Summer Improvement Conference, Arlington, TX , July 15-

19, 2007

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Northeast Texas Network (NETNet) conference, UT – Tyler, July 16-17, 2007. Academy of Human Resource Development, Indianapolis, IN February 27-Mar 3,

2007 International Technology Education Association Annual Conference, San Antonio,

TX, March 13-17, 2007 National Association of Industrial Technology, Cleveland, OH, Nov. 15-18, 2006 Academy of Human Resource Development, Columbus, OH, February 23-26, 2006 International Technology Education Association Annual Conference, Baltimore, MD,

March 22-25, 2006 International Adult and Continuing Education Conference, Dallas, TX, May 6, 2006 Technology Education Summer Improvement Conference, San Antonio, TX , July

24-27, 2006 Texas Career Education Conference, Austin, TX, January 19-21, 2005 Association of Texas Technology Education Annual Conference, College Station,

Feb 23-26, 2005 International Technology Education Association Annual Conference, Kansas City,

MO, April 3-5, 2005 Technology Education Summer Improvement Conference, Corpus Christi, July 26-

30, 2005 Association of Texas Technology Education Annual Conference, College Station,

Feb 26-28, 2004 International Technology Education Association Annual Conference, Albuquerque,

NM, March 18-20, 2004 Technology Education Summer Improvement Conference, Corpus Christi, July 26-

30, 2004 Project Lead the Way – Technology and Engineering Teacher Education meeting,

Albany, NY, Sept. 7-8, 2004 National Association of Industrial Technology, Louisville, Kentucky Oct. 20-23,

2004 Association of Texas Technology Education Annual Conference, College Station,

Feb 20-23, 2003 International Technology Education Association Annual Conference, Nashville, TN,

March 13-15, 2003 Technology Education Textbook Review, Austin, TX, June 9-13, 2003 Technology Education Summer Improvement Conference, Houston, TX , July 28-

August 1, 2003 National Association of Industrial Technology, Nashville, TN, November 19-22,


Feb 21-23, 2002 International Technology Education Association Annual Conference, Columbus,

OH, March 13-17, 2002 Adobe Photoshop Training, Arlington TX, May 17, 2002 ITEA Standards for Technological Literacy Trainer certification Workshop, Irving,

TX, July 14-16, 2002 Texas Technology Education Summer Professional Development Conference,

Houston, TX, July 28- August 2, 2002 National Association of Industrial Technology, Panama City Beach, FL, November

6-9, 2002 Technology Education New Teacher Mentoring Conference, Dallas TX, November

3-4, 2002

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Texas Technology Education Standards Meeting, San Antonio, TX, January 18, 2001

UT Telecampus Web Course Development Training, Austin, Feb. 18-19, 2000 Association of Texas Technology Education Annual Conference, College Station,

Feb 22-24, 2001 Texas Tech Prep Conference, Austin, March 19-21, 2001 International Technology Education Association Annual Conference, Atlanta, GA, ,

March 22-24, 2001 Technical Foundation of America “Technology Education for the 21st Century”

Conference, Stockholm, Sweden, July 28-August 4, 2001 (one of 17 attendees selected nationwide)

ExCet Test Standards development meeting, San Antonio, Oct. 10-11, 2001 Association of Texas Technology Education Annual Conference, College Station,

Feb. 2000 International Technology Education Association Annual Conference, Salt Lake

City, March 2000 Technology Education Summer Improvement Conference, San Antonio, July, 2000 Association of Texas Technology Education Annual Conference, College Station,

Feb. 27-28, 1999 International Technology Education Association Annual Conference, Indianapolis,

March 8-11, 1999 Technology Education Summer Improvement Conference, Corpus Christi, July 24-

29, 1999 Technology Education Summer Improvement Conference, Corpus Christi, July 24-

29, 1998 International Technology Education Association Annual Conference, Ft. Worth,

March 8-11, 1998 Association of Texas Technology Education Annual Conference, College Station,

Feb. 27-28, 1998 Technology Education Summer Improvement Conference, Ft. Worth, July 24-29,

1997 International Technology Education Association Annual Conference, Tampa, Fl,

March 8-11, 1997 Association of Texas Technology Education Annual Conference, College Station,

Feb. 27-28, 1996 Technology Education Summer Improvement Conference, Houston, July 24-29,

1996 International Technology Education Association Annual Conference, Phoenix, AZ,

March 8-11, 1996 Texas Tech Prep Conference, Austin, March 6-7, 1996 Association of Texas Technology Education Annual Conference, College Station,

Feb. 27-28, 1995 Technology Education Summer Improvement Conference, Houston, July 24-29,

1995 22nd Annual Meeting of Southwestern Federation of Administrative Disciplines,

Houston, 1995 American Vocational Association Conference, Dallas, Dec. 9-13, 1994 Technology Education Summer Improvement Conference, San Antonio, July 24-29,


Feb. 27-28, 1994

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Technology Education Summer Improvement Conference, San Antonio, July 24-29, 1993

Association of Texas Technology Education Annual Conference, College Station, Feb. 27-28, 1993

National Association of Industrial Technology, Ft. Worth, TX, October 28-31, 1992

Technology Education Summer Improvement Conference, San Antonio, July 24-29, 1992

2. Development of New Course/Major Revision of CourseI have developed the following courses:

UNIV 1000 Freshman Year ExperienceTECH 2330 Information Technology and CommunicationsTECH 4362 Principles of Technology IITECH 5318 Computer Applications in Industrial TechnologyTECH 5331 Project ManagementTECH 5361 Principles of Technology ITECH 5362 Principles of Technology IITECH 5300 Integrating Essential Elements in CurriculumTECH 5305 Curriculum Development for Results Based EducationHRD 4324 Computer Multimedia and Animation TechnologyHRD 4350 Human Resource Development TopicsHRD 4360 Introduction to Human Resource DevelopmentHRD 5324 Computer Multimedia and Animation TechnologyHRD 5327 Instructional Deliver (UT Telecampus)HRD 5328 Topics: Organizational Development

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1.2 Scholarship1. Grants A. Extramural

1) Funded Total - $837,880 grants and funded projects 2011- $50,000 Professional Development Utilizing Distance Learning: Principles

of Technology. - Texas Education Agency 2010- $50,000 Professional Development Utilizing Distance Learning: Principles

of Technology. - Texas Education Agency 2009- $50,000 Professional Development Utilizing Distance Learning: Principles

of Technology. - Texas Education Agency 2008 - $50,000 Principles of Technology Training - Texas Education Agency 2007 - $100,000 Professional Development Utilizing Distance Learning: Principles

of Technology. - Texas Education Agency 2006 - $200 Texas Technology Student Association – Conference Development 2006- $65,000 Technology Education Professional Development Grant - TEA 2005- $65,000 Technology Education Professional Development Grant - TEA 2003- $55,000 Technology Education Professional Development Grant - TEA 2002- $15,000 Principles of Technology Video Development Grant – TStar (TEA) 2002- $55,000 Technology Education Professional Development Grant - TEA 2001- $55,000 Technology Education Improvement Grant - TEA 2000- $50,000 Technology Education Improvement Grant - TEA 1999 -$ 50,000 Technology Education Improvement – Texas Education Agency 1998 -$ 12,500 Implementing Principles of Technology - East Texas Tech Prep 1998 -$ 5,000 Principles of Technology Implementation Grant – Energy Concepts 1998 -$ 24,500 Applied Physics Implementation Grant - East Texas School-To-

Career 1998 - $ 3,500 Technology Education Instructional Resources Project – University

of Houston 1997 -$ 12,500 Implementing Principles of Technology - East Texas Tech Prep 1997 -$ 13,950 Principles of Technology Implementation Grant – Energy

Concepts 1996 -$ 2,500 Implementing Principles of Technology - East Texas Tech Prep

B. Intramural 1998 - $977 Co-curricular Requests for Technology Education Collegiate Assoc. 1997 - $2,053 Co-curricular Requests for Technology Education Collegiate Assoc.

2) Submitted 2009 - $2,590 AHRD - Directory of Human Resource Development Programs in

the United States 2006 - $5,000 UT – Tyler Faculty Research Grants - Directory of Human

Resource Development Programs in the United States 2006 - $2,500 AHRD - Directory of Human Resource Development Programs in

the United States 1995-96 - TEA Educational Technology Demonstration Programs grant with

Hawkins & Carthage ISD TEA Educational Technology Demonstration Programs grant with Hawkins ISD

(1996-97)

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2. Articles published in refereed journals

Dobbs, R. Sun, J. & Roberts, P.B. (2008). Human capital and screening theories: Implications for human resource development. Advances in Developing Human Resources, 10(6).

Akdere, M. & Roberts, P.B. (2008). Economics of social capital: Implications for organizational performance. Advances in Developing Human Resources, 10(6).

Roberts, P.B., Dobbs, K.S. & Freeze, O.C. (2007) Book review: How Organizations Work: Taking a Holistic Approach to Enterprise Health, by Alan Brache. Human Resource Development Quarterly (not refereed)

Roberts, P. B. (2006). Analysis: The Defining Phase of Systematic Training. In W. C. Allen (Ed). ADDIE training System Revisited, Advances in Developing Human Resources, 8(4). 16th most frequently read article on ADHR online, Feb.2009.

Roberts, P. B. (1998). Factors Associated with the Integration of Technology Education and Tech Prep. Association of Texas Technology Education Journal.

Roberts, P. B. (1994). Integrating Technology Education and Tech Prep. The Technology Teacher, 53(6), 43-44.

3. Articles published in non-refereed journals

Roberts, P. B. (1995). The Status of Technology Education in Texas. Association of Texas Technology Education Journal, 38 (4), 24-28.

4. Manuscripts submitted for publication in refereed journals

Roberts, P. B. (In progress). The demographics of human resource development programs in the United States. Human Resource Development Quarterly.

Fabac, J. & Roberts, P. B. (2004). Competency-Based Electric Portfolios”. National

Association of Industrial Technology Conference Proceedings.

Roberts, P. B. (1998). Motivating Students through Classroom Competition”. Association of Texas Technology Education Journal.

Roberts, P. B. (1996). Integrating Technology Education into Tech Prep Programs. The Journal of Epsilon Pi Tau .

5. Book and Journals edited

Roberts, P. B. (Ed.) (2010). Human resource development directory of academic programs in the United States. Tyler, TX: The University of Texas at Tyler.


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Roberts, P. B. (Ed.) (2005). Handbook for new teachers in technology education. Austin, TX: Texas Education Agency.

6. Video or Television Program

Roberts, P. (Director). (2002). Overview of Principles of Technology [Documentary]. U.S.A. : T-Star Texas Education Agency. 30 Minutes in length

7. PresentationsRefereed

McDonald, K. S., Bartlett, K. R., Roberts, P. B., & Watkins, K. E. (2012, submitted). Going to the dark side: Moving to academic administration. Proceedings of the Academy of Human Resource Development Conference. Denver, CO. Feb. 29 – Mar. 3, 2012.

Roberts, P.B (2011). The Current Status of HRD Master’s Programs in the United States. Proceedings of the Academy of Human Resource Development Conference. Chicago, IL. Feb. 23 – 26, 2010.

Roberts, P.B (2010). The status of human resource development academic programs in the United States. Proceedings of the Academy of Human Resource Development Conference. Knoxville, TN. Feb. 24 – 27, 2010.

Roberts, P.B (2009). The demographics of human resource development academic programs in the United States. Proceedings of the Academy of Human Resource Development Conference. Arlington, VA. Feb. 18 – 21, 2009.

Wang, G.G., Sun, JY., Dobbs, R.L., & Roberts, P.B. (2009). Economic Foundation of HRD: A Theory Development Methodology Perspective. Proceedings of the Academy of Human Resource Development Conference. Arlington, VA. Feb. 18 – 21, 2009.

Wang, G.G., Nijhof, W.J., Swanson, R.A., Allen, W.C., Dobbs, R.L., Roberts, P.B. & Sun, J.Y. (2009). How Comparative HRD Theory Can Contribute to HRD Theory Development? Proceedings of the Academy of Human Resource Development Conference. Arlington, VA. Feb. 18 – 21, 2009.

Akdere, M. & Roberts, P.B. (2008). Social Capital: Implications for Organizational Performance. Proceedings of the Academy of Human Resource Development Asian Conference. Bangkok, Thailand, November 3-6, 2008.

Roberts, P.B (2008). The demographics of human resource development academic programs in the United States. Proceedings of the Academy of Human Resource Development Conference. Panama City, FL. Feb. 20 – 24, 2008.

Roberts, P.B., Allen, W.C, Annulis, H.M., Dobbs, R.L., Gaudet, C.H., Morris, M.L., &. Pierce, R.H. (2008). Are colleges of business the future home of HRD program?

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Proceedings of the Academy of Human Resource Development Conference. Panama City, FL. Feb. 20 – 24, 2008.

Allen, W.C, Dobbs, R.L., Hansen, J.W., Roberts, P.B. &. Swanson, R.A. (2007). The Future of Systemic and Systematic Training. Proceedings of the Academy of Human Resource Development Conference. Indianapolis, IN. Feb. 28 – Mar. 4, 2007.

Roberts, P.B. & Grimsley, T.R. (2002, March). New technology education teacher mentoring program. Paper presented at the International Technology Education Association Conference, Columbus, OH. March 14-16, 2002.

Roberts, P. B. (1995, June). Integrating Technology Education and Tech Prep. (Report No. CE 068 117). East Lansing, MI: National Center for Research on Teacher learning. (ERIC Document Reproduction Service Number ED 378416)

Roberts, P.B. (1994, December). Integrating Technology Education with Tech Prep. Paper presented at the American Vocational Association Conference, Dallas, TX. December, 1994.

Refereed Submitted

Roberts, P.B. &. Welch, D.L. (2007). What is the Impact of a New Teacher Orientation Program on Teacher Retention? Proceedings of the Academy of Human Resource Development Conference. Indianapolis, IN. Feb. 28 – Mar. 4, 2007.

Roberts, P.B. (2004). The PDA in the Classroom. Paper submitted for presentation at the International Technology Education Association Conference, Albuquerque, NM. March 18-20, 2004.

Roberts, P.B. (2001). Personal Digital Assistants (PDA’s): Toy or Tool? . Paper submitted for presentation at the International Technology Education Association Conference, Columbus, OH. March 22-16, 2002.

Non-Referreed

Roberts, P.B. (2007). What Constitutes an HRD Academic Program? presented at the Program Excellence Network (PEN) meeting held in conjunction with the Academy of Human Resource Development Conference. Indianapolis, IN. Feb. 28 – Mar. 4, 2007.

Roberts, P.B. (2007, July). Hold Them Hostage: Using Camtasia for video development in distance programs. presented at the NETnet Distance Learning Boot Camp, Tyler, TX.

Roberts, P.B. (2007, July). New Teacher Boot Camp. workshop presented at the Texas Technology Education Summer Professional Development Conference, Arlington, TX.

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Roberts, P. & Allen, W.C. (2006). From High School to Grad School and Beyond. Texas Technology Education Professional Development Conference. San Antonio, Texas. July 24-27, 2006.

Roberts, P.B. & Montgomery S.D. (2006, July). New Teacher Boot Camp. workshop presented at the Texas Technology Education Summer Professional Development Conference, San Antonio, TX.

Montgomery & Roberts, P.B. (2006, July). New Teacher Boot Camp – Part II. Texas Technology Education Summer Professional Development Conference, Corpus Christi, TX.

Roberts, P.B. & Montgomery S.D. (2005, July). New Teacher Boot Camp. Half-day workshop presented at the Texas Technology Education Summer Professional Development Conference, Corpus Christi, TX.

Montgomery & Roberts, P.B. (2005, July). Building Student Relationships. Texas Technology Education Summer Professional Development Conference, Corpus Christi, TX.

Ellis, J. & Roberts, P.B. (2005, July). Principles of Technology: What’s In It For Me?. Texas Technology Education Summer Professional Development Conference, Corpus Christi, TX.

Roberts, P.B. (2005, July). TExES Test Review and Test Preparation. Texas Technology Education Summer Professional Development Conference, Corpus Christi, TX.

Roberts, P.B. (2005, Feb). New Teacher Tips and Orientation. presented at the Association of Texas Technology Education Conference, College Station, TX.

Allen, D. & Roberts, P.B. (2005, Jan). Principles of Technology-Physics the Way Students Learn Best. Texas Career Education Conference, Austin, TX.

Roberts, P.B. (2005, Jan). Introduction to Principles of Technology. presented at the Region 7 Educational Service Center, Kilgore TX.

Roberts, P.B. (2004, Feb). Principles of Technology. presented at the Association of Texas Technology Education Conference, College Station, TX.


Roberts, P.B. & Montgomery S.D. (2004, Feb). Technology Education New Teacher/ Mentoring Project. presented at the Association of Texas Technology Education Conference, College Station, TX.


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Roberts, P.B. (2004, July). Building Student Relationships. Texas Technology Education Summer Professional Development Conference, Corpus Christi, TX.



Roberts, P.B. (2003, March). Principles of Technology. presented at the Texas Tech Prep Conference, Houston, TX.

Roberts, P.B. & Montgomery S.D. (2003, July). New Teacher Boot Camp. Half-day workshop presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P.B. (2003, July). Building Student Relationships. Texas Technology Education Summer Professional Development Conference, Houston, TX.


Roberts, P.B. (2002, Feb). New Teacher/ Mentoring Project. presented at the Association of Texas Technology Education Conference, College Station, TX.

Roberts, P.B. (2002, March). New Technology Education Teacher Mentoring Program. Paper presented at the International Technology Education Association Conference, Columbus, OH.

Roberts, P.B. & Montgomery S.D. (2002, July). New Teacher Boot Camp. Half-day workshop presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P.B. (2002, July). Principles of Technology: Teaching Techniques and Strategies to Maximize Learning. Coordinated Half-day workshop presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P.B. (2002, July). Technology Education Standards. Presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P.B. (2002, July). ExCET Test Taking Skills. Presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P.B. (2001, March). What is Principles of Technology?. presented at the Texas Tech Prep Conference, Austin, TX.

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Roberts, P.B. (2001, July). Technology Team Challenge. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, San Antonio, TX.

Roberts, P.B. (2001, July). ExCET Prep Workshop. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, San Antonio, TX.

Roberts, P.B. (2000, July). New Teacher/ Mentoring Project. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, San Antonio, TX.

Roberts, P.B. (2000, July). Technology Team Challenge. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, San Antonio, TX.

Roberts, P.B. (2000, July). ExCET Prep Workshop. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, San Antonio, TX.

Roberts, P.B. (1999, July). Student Project Instruction Sheets. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, Corpus Christi, TX.

Roberts, P.B. (1999, July). Technology Team Challenge. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, Corpus Christi, TX.

Roberts, P.B. (1999, July). ExCET Prep Workshop. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, Corpus Christi, TX.

Roberts, P.B. (1998, July). ExCET Prep Workshop. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, Corpus Christi, TX.

Roberts, P.B. (1997, July). ExCET Prep Workshop. Paper presented at the Texas Technology Education Summer Professional Improvement Conference (TEA). Houston, TX.

Roberts, P.B. (1997, July). Designing your First Homepage. Paper presented at the Texas Technology Education Summer Professional Improvement Conference, Houston, TX.

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Roberts, P.B. (1996, February). Low Cost Computer Aided Drafting for Windows. Paper presented at the East Texas Technology Education Association Meeting, Tyler, TX.

Roberts, P.B. (1996, March). I Don’t Know Where I’m Going, But I Know How to Get There. Breakout session speaker for the State Board of Education Governor’s Excellence Awards, Tyler, TX.

Roberts, P.B. (1996, July). Low Cost Computer Aided Design. Paper presented at the Industrial Technology Education Summer Professional Inservice, Houston, TX.

Roberts, P.B.(1996, July). Technology Education: Catch the Vision. Paper presented at the Industrial Technology Education Summer Professional Inservice, Houston, TX.

Roberts, P.B. (1996, September). Recruitment Techniques for Non-Traditional Students. Paper presented at the Technology Education Teacher Educator Meeting, San Antonio, TX.

Roberts, P.B. (1996, November). Grant Writing for Technology Education. Paper presented at the East Texas Technology Education Association (ETTEA)Tyler, TX.

Roberts, P.B. (1995, February). Low Cost Computer Aided Drafting for Windows. Paper presented at the East Texas Technology Education Association, Tyler.

Roberts, P.B. (1995, March). Case Study: CNG Marketing. Paper presented at the 22nd Annual Meeting of Southwestern Federation of Administrative Disciplines, Houston, TX.

Roberts, P.B. (1995, October). I Don’t Know Where I’m Going, But I Know How to Get There. Breakout session speaker for Fall Leadership Conference of the Texas Technology Student Association, Tyler, TX.

Roberts, P.B. (1993, November). Technology Education for Today and Tomorrow. Keynote speaker for Fall Leadership Conference of the Texas Technology Student Association, Tyler, TX.

Roberts, P.B. (1992, August). Entry Level Computer Aided Drafting for Apple II. Paper presented at the Texas Industrial Technology Education Professional Improvement Conference, San Antonio, TX.

8. Editorial Review Boards Academy of Human Resource Development Research Conference, Denver, CO,

2012 Academy of Human Resource Development Research Conference, Chicago, IL,

2011 Academy of Human Resource Development Research Conference, Knoxville, TN,

2010. Academy of Human Resource Development Research Conference, Washington, DC,

2009.

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Academy of Human Resource Development Research Conference, Panama City Beach, FL, 2008.

Content Reviewer, Journal of Computing in Higher Education, 2005 Editorial Board "The Technology Teacher" (ITEA) 2001-2003 Editorial Board "The ATTE Journal" (ATTE) 1996-2002 Content Reviewer , Delmar Publishers, (1993). Experiencing Technology: Discover *

Design * Create. Albany, NY: Author

9. Other Scholarly Activities External Program Reviewer – Valley City State University, ND (2005, Feb. 5) Valley City State University, ND / TExES Alignment Project, (2004, May 28)

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1.3 Service to the University

A. Faculty Senate Activities Chair, University Environmental Safety Committee (2010-2011) Member, Faculty Development Endowment (2008-09) Senior Senator College of Business and Technology, Faculty Senate (2006) Chair, Academic Governance Committee (2006) Member, Business Affairs (2002) Member, University Affairs (1995-1996) Member, Faculty Senate Subcommittee (faculty lounge)

B. Committees

1. Universitya) Standing committees

Emeritus Committee Chair 2011 Information Technology Committee (2011-2014) University Environmental Safety Committee (2009-2012) University Awards committee (2008-09) Business Affairs Advisory Committee (2000-2007) Undergraduate Curriculum Committee (2003-04, 05-06) Commencement Committee (2002-2004) Student Fees Committee (2000-2001) Member, Council for Educator Preparation Programs (1992-2004) Ex officio, Information Technology Advisory Committee (1994-2004) Chair, Information Technology Advisory Committee (1999-2000) Member, Information Technology Advisory Committee (1994-2005) Member, Continuing Education Committee (1993-1994).

b) Ad hoc committees Member, CBT Dean Search committee (2009)

2 . College of Business and Technology a) Standing committees

Chair, CBT Commencement Committee ( 2010-2012) Chair, CBT Graduate Committee (2010-2011) College Leadership Team (2009-present) Member, University Curriculum committee (2004, 2006) Member, Institutional Resources CIT

b) Ad hoc committees Member, Dean for CBT search committee- Spring 2009 Member, Associate Dean for SBA search committee- Spring 2009 Member Endowment for Academy of Scholars (Spring 2008-Fall 2009) Member, Ad Hoc Technology Advisory Committee Information Technology Peer Review Committee Department of Technology Tenure and Promotion Committee Coordinated NAIT Accreditation Self Study report (2002, 2004, 2006)

School of Education and Psychology (1992-2000) a) Standing committees

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Member, Graduate Studies Advisory Committee (1996-1998) Member, School Curriculum Committee (1995-1996) Chair, Graduate Studies Advisory Committee (1994-1995) Member, School Faculty Welfare Committee (1994-1995) Member, Teacher Education Advisory Committee (1992-1997) Member, Student Teacher Hearing Committee (1993-1995) Member, School Social Committee (1993-1994)

b) Ad hoc committees Member, Center for Professional Development of Teachers Technology Task Group

Committee (1998-99) Member, Ad Hoc Master of Arts in Teaching Advisory Committee (1997-1998) Member, Ad Hoc Technology Advisory Committee (1997-1998) Member, Ad Hoc School Assessment Techniques (1994-1995) Member, Ad Hoc Teacher Education Internship Committee (1992-1993) Member, Ad Hoc Committee on Teacher Education Assessment Techniques (1992-

1993)

C. Administration Director, Technology Education Professional Development Grant (1999-present) Undergraduate Program Coordinator Technology Computer Lab Director (1994-2009) Principles of Technology Lab Director (1999-2009)

1 . Academic Program Coordination Human Resource Development Undergraduate Program Coordinator BS & MS in Technology (Technology Education Teachers option) Vocational Supervisor Certification Principles of Technology Teacher Certification

2 . Other Undergraduate Marshal, School of Education and Psychology ( Commencement

1998, 2002-2004)

D. Advising Student Organizations Society of Human Resource Management 2009-present Technology Education Collegiate Association 1994-2004 Baptist Student Ministries 2001- present

E. Production/Promotion of SCH (e.g., recruitment) Presentation to TSTC – Waco faculty on HRD Program, May 31, 2006 Presentation on HRD program to TJC Business management Advisory Committee,

Oct. 12, 2005 Developed and maintain School of Human Resource Development and Technology

Web page; www.uttyler.edu/hrdt (2006-present) Developed and maintain Department of Human Resource Development and

Technology Web page; www.uttyler.edu/technology (1993-2006) Designed, developed and maintain the computerized information kiosk in the lobby

outside of the Department of Technology office Designed and implemented the Texas Technology Education Jobs database. I

provide this as a service to the teachers and schools in the state of Texas. This

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http://www.uttyler.edu/technology

http://www.uttyler.edu/hrdt

began as a database which I maintained and faxed listings upon request. I created the Texas Technology Education Jobs homepage in 1996 and have maintained it by working closely with TEA, Texas ISD’s and the other universities that have Technology Education Programs. www.uttyler.edu/technology/jobs.htm (1996-2005)

Set up and maintain exhibit booth for UT – Tyler at the following meetings/ conferences .

UT – Tyler Graduate and Professional School Information Fair (2009, 2010) Tyler Business Expo (2006-present) ATTE Conference in College Station (1993-present) Technology Student Association State Competition in Waco (1993-95,97, 99,

2004, 05) Technology Student Association Fall Leadership Conference (1994,-present) Tyler Junior College Job Fair (1995) TEA Technology Education Summer Inservice(1994-present)

F. Organization and Administration of Professional Programs (e.g., workshops, symposia)

Coordinated the Online Principle of Technology Teacher Training Program, 2008-2012

Planned and coordinated the development and implementation of the Online Principle of Technology Teacher Training Program - 2007

Co-Program Director, Texas Technology Student Association Fall Leadership Conference, UT – Tyler, November 6, 2007

Program Director, Texas Technology Student Association Fall Leadership Conference, UT – Tyler, November 7, 2006

Technology Education New Teacher Boot Camp, Texas Technology Education Professional Development Conference, San Antonio, July, 2006

Planned and coordinated the Principles of Technology I Certification Workshop, UT-Tyler campus, July 10-14, 2006

Planned and coordinated the Principles of Technology I Certification Workshop, Corpus Christi, June 23-30, 2006

Technology Education New Teacher Boot Camp, Texas Technology Education Professional Development Conference, Corpus Christi, July, 2005



Planned and presented, TExES - Technology Education Test Prep, Houston TX, Nov. 12, 2005

Planned and presented, Regional Technology Education New Teacher Conference, Houston TX, Oct. 29, 2005

Planned and presented, Regional Technology Education New Teacher Conference, San Antonio TX, Oct. 15, 2005

Planned and presented, Regional Technology Education New Teacher Conference, Mansfield TX, Sept. 17, 2005

Planned and presented, TExES - Technology Education Test Prep, Garland TX, Sept. 10, 2005

Planned and coordinated the Principles of Technology I & II Certification Workshop, Tomball HS, June 6-10, 2005

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http://www.uttyler.edu/technology/jobs.htm

Planned and coordinated the Principles of Technology I Certification Workshop, Corpus Christi, June 27-July 1, 2005

Planned and presented, TExES - Technology Education Test Prep, Pearland TX, Jan 22, 2005


Planned and coordinated the Principles of Technology I & II Certification Workshop, Tomball HS, June 7-11, 2004.

Planned and coordinated the Principles of Technology I Certification Workshop, Corpus Christi, June 28-July 2, 2004

Technology Education New Teacher Boot Camp, Texas Technology Education Professional Development Conference, Houston, July, 2004


Technology Education New Teacher Boot Camp, Texas Education Agency Technology Education Summer Improvement Conference, Houston, July, 2003

Planned and coordinated the 2003 Fall Technology Student Association Leadership Conference October 23, 2003 at UT-Tyler (163 Students Present)

Principles of Technology: Teaching Techniques and Strategies, Texas Tech Prep Conference, half day pre-conference workshop Houston, March, 2003

Planned and coordinated the Principles of Technology I & II Certification Workshop, Roosevelt HS, San Antonio, June 9-18, 2003.

Planned and coordinated the Principles of Technology I Certification Workshop, Corpus Christi, June 23-27, 2003.

Conference Director, 2002 Technology Education New Teacher/Mentoring Conference, Dallas.

Planned and coordinated the 2002 Fall Technology Student Association Leadership Conference October 2, 2002 at UT-Tyler (160 Students Present)

Planned and coordinated the Principles of Technology I & II Certification Workshop, Arlington, June 10-19, 2002.


Technology Education New Teacher Boot Camp, Texas Education Agency Technology Education Summer Improvement Conference, Houston, July, 2002

Principles of Technology: Teaching Techniques and Strategies to Maximize Learning, Texas Education Agency Technology Education Summer Improvement Conference, Houston, July, 2002

Planned and coordinated the Principles of Technology I & II Certification Workshop, San Antonio, June 4-13, 2001.


Planned and coordinated the 2001 Fall Technology Student Association Leadership Conference (151 Students Present)

Conference Director, 2001 Technology Education New Teacher/Mentoring Conference, Dallas.

Planned and Hosted 2000 Association of Texas Technology Education Summer Board Meeting, June 4-6, 2000

Conference Director, 2000 Technology Education New Teacher/Mentoring Conference, Austin.

Planned and coordinated the 2000 Fall Technology Student Association Leadership Conference (138 Students Present)

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Technology Team Challenge Coordinator, Texas Education Agency Technology Education Summer Improvement Conference, Corpus Christi, July, 1999


Technology Team Challenge Coordinator, Texas Education Agency Technology Education Summer Improvement Conference, Corpus Christi, July 24-29, 1998

Program Coordinator, International Technology Education Association Annual Conference, Ft. Worth, March 8-11, 1998

Conference Director, Association of Texas Technology Education Annual Conference, College Station, February 27-28, 1996

Planning Committee, Texas Education Agency Technology Education Summer Improvement Conference, Lewisville, TX. July 24-29, 1991

1. Professional (Self-) Development Activities NAIT Accreditation Visiting Team Member certification workshop Adobe Photoshop Certified to Teach Principles of Technology I and II

G. OtherService Articles

Roberts, P.B (2008). The demographics of human resource development academic programs in the United States. Proceedings of the Academy of Human Resource Development Conference. Panama City, FL. Feb. 20 – 24, 2008.

Roberts, P.B. (2007). What Constitutes an HRD Academic Program? presented at the Program Excellence Network (PEN) meeting held in conjunction with the Academy of Human Resource Development Conference. Indianapolis, IN. Feb. 28 – Mar. 4, 2007.

Roberts, P.B. (2007, July). Hold Them Hostage: Using Camtasia for video development in distance programs. presented at the NETnet Distance Learning Boot Camp, Tyler, TX.

Roberts, P.B. (2007, July). New Teacher Boot Camp. workshop presented at the Texas Technology Education Summer Professional Development Conference, Arlington, TX.

Roberts, P. & Allen, W.C. (2006). From High School to Grad School and Beyond. Texas Technology Education Professional Development Conference. San Antonio, Texas. July 24-27, 2006.

Roberts, P.B. & Montgomery S.D. (2006, July). New Teacher Boot Camp. workshop presented at the Texas Technology Education Summer Professional Development Conference, San Antonio, TX.

Montgomery & Roberts, P.B. (2006, July). New Teacher Boot Camp – Part II. Texas Technology Education Summer Professional Development Conference, Corpus Christi, TX.

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Montgomery & Roberts, P.B. (2005, July). Building Student Relationships. Texas Technology Education Summer Professional Development Conference, Corpus Christi, TX.



Roberts, P.B. (2005, Feb). New Teacher Tips and Orientation. presented at the Association of Texas Technology Education Conference, College Station, TX.

Allen, D. & Roberts, P.B. (2005, Jan). Principles of Technology-Physics the Way Students Learn Best. Texas Career Education Conference, Austin, TX.

Roberts, P.B. (2005, Jan). Introduction to Principles of Technology. presented at the Region 7 Educational Service Center, Kilgore TX.



Roberts, P. B. (2004). The 2004 Texas Technology Education New Teacher /Mentor Program. Association of Texas Technology Education Journal, 47 (3), 11.

Roberts, P. B. (2004). Technology Education New Teacher Program at the ATTE Conference. Association of Texas Technology Education Journal, 47 (2), 14.

Roberts, P. B. (2003). Principles of Technology 2003. Association of Texas Technology Education Journal, 46 (3), 10.



Roberts, P.B. (2002, March). New Technology Education Teacher Mentoring Program. Paper presented at the International Technology Education Association Conference, Columbus, OH.

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Roberts, P.B. (2002, July). New Teacher Boot Camp. Half-day workshop presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P.B. (2002, July). Principles of Technology: Teaching Techniques and Strategies to Maximize Learning. Coordinated Half-day workshop presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P.B. (2002, July). Technology Education Standards. Presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P.B. (2002, July). ExCET Test Taking Skills. Presented at the Texas Technology Education Summer Professional Development Conference, Houston, TX.

Roberts, P. B. (2000). East Texas Technology Education Association Report. Association of Texas Technology Education Journal, 44 (1), 10.

Roberts, P. B. (2001). Past President's Report. Association of Texas Technology Education Journal, 44 (2), 6.

Roberts, P. B. (2001) UT-Tyler Hosts Technology Student Association Leadership Conference. Association of Texas Technology Education Journal, 44 (2), 12.

Roberts, P. B. (2001). The University of Texas at Tyler Principles of Technology Certification Workshops. Association of Texas Technology Education Journal, 44 (2),19.

Roberts, P. B. (2001). Summer 2001 Principles of Technology Certification Workshops.. Association of Texas Technology Education Journal, 44 (2), 20.

Roberts, P. B. (2001). Principles of Technology 2001. Association of Texas Technology Education Journal, 44 (3), 5.

Roberts, P. B. (2000). President Report. Association of Texas Technology Education Journal, 43 (3), 4.

Roberts, P. B. (2000). The University of Texas at Tyler Principles of Technology Certification Workshops. Association of Texas Technology Education Journal, 42 (3), 15.

Roberts, P. B. (2000). 2000 ATTE State Conference. Association of Texas Technology Education Journal, 42 (3), 20.


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Roberts, P. B. (1999). News and Notes from East Texas Technology Education Association. Association of Texas Technology Education Journal, 43 (1), 10.

Roberts, P. B. (1999) UT-Tyler Hosts Technology Student Association Leadership Conference. Association of Texas Technology Education Journal, 43 (1), 14.


Roberts, P. B. (1998). Principles of Technology Workshop. Association of Texas Technology Education Journal, 41 (2), 6.

Roberts, P. B. (1997). Principles of Technology Certification. Association of Texas Technology Education Journal, 40 (4), 15.

Roberts, P. B. (1997). www.uttyl.edu/~tech/jobs.htm. Association of Texas Technology Education Journal, 40 (4), 15.

Roberts, P. B. (1996). 1996 ATTE Conference Schedule. Association of Texas Technology Education Journal, 39 (4), 9-12.

Roberts, P. B. (1996). 1996 ATTE Conference Highlights. Association of Texas Technology Education Journal, 39 (4), 14-15.

Roberts, P. B. (1996). Principles of Technology Certification. Association of Texas Technology Education Journal, 39 (4), 23.

Roberts, P. B. (1996). Meet Your Vendors and The Vendor's Corner. Association of Texas Technology Education Journal, 39 (4), 24-25.

Roberts, P. B. (1996). Principles of Technology I & II Certification. Association of Texas Technology Education Journal, 40 (1), 17.

Roberts, P. B. (1996). UT – Tyler Principles of Technology Workshop is a Success. Association of Texas Technology Education Journal, 40 (2), 22.

Roberts, P. B. (1995). The Status of Technology Teacher Education in Texas. Association of Texas Technology Education Journal, 38 (4), 24-28.

Roberts, P. B. (1995). 1996 ATTE State Conference. Association of Texas Technology Education Journal, 39 (1), 20-22.

Roberts, P. B. (1995). 46th Annual ATTE Conference Update. Association of Texas Technology Education Journal, 39 (2), 27.

Roberts, P. B. (1995). Industrial Technology Teaching Positions Available. Association of Texas Technology Education Journal, 39 (3), 17.

Roberts, P. B. (1995). John Monroe to Speak at ATTE Conference. Association of Texas Technology Education Journal, 39 (3), 10.

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Roberts, P. B. (1995). 46th Annual Conference Update. Association of Texas Technology Education Journal, 39 (3), 15.

Roberts, P. B. (1995). Grant Writing Workshop Available at ATTE Conference. Association of Texas Technology Education Journal, 39 (3), 16.

Roberts, P. B. (1994). Industrial Technology Openings Available. Association of Texas Technology Education Journal, 38 (3), 15.

Roberts, P. B. (1994). The University of Texas at Tyler Sets Summer Workshop Dates. Association of Texas Technology Education Journal, 38 (4), 6.

Roberts, P. B. (1993). University of Texas at Tyler announces summer workshop. Association of Texas Technology Education Journal, 36 (4), 16.

Roberts, P. B. (1993). University of Texas at Tyler Summer Industrial Technology Teacher Program Scheduled. Association of Texas Technology Education Journal, 37 (1), 11.

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1.4 Leadership and Service

A. Professional leadership: national, state, local

1. MembershipAcademy of Human Resource Development (2004-present)American Vocational Association (1985-2001)American Society of Training and Development (2004-present)Association of Technology, Management, and Applied Engineering (2008-present, formerly NAIT)Association of Texas Technology Education (1987-present)Council on Technology Teacher Education (1989-present)East Texas Technology Education Association (1992-present)Epsilon Pi Tau (1993-present)Heart of Texas Technology Education Association (1987-1992)International Technology Education Association (1983-present)National Association of Industrial Technology (1992-2008)National Association of Industrial and Technical Teacher Educators (1985-2003)Oklahoma Technology Education Association (1983-1987)Oklahoma Vocational Association (1983-1987)Phi Delta Kappa (1993-present)Society for Human Resource Management (2006-present)Tech-Prep Association of Texas, Inc. (1997-2004)Texas Council of Technology Education (1992-present)Texas Vocational Teacher Educators Association (1992-2005)

2. OfficerSteering Committee, AHRD Program Excellence Network (PEN), 2007-11President, Texas Council of Technology Education, 2003-05President-Elect, Texas Council of Technology Education, 2001-03Past-President, Association of Texas Technology, 2000-01President, Association of Texas Technology Education Education, 1999-00President-Elect, Association of Texas Technology Education, 1998-99Treasurer, Heart of Texas Technology Education Association, 1987-91

3. Board Membership for Non-Officers

2003-2005 Board Member, Association of Texas Technology Education1997-00 Board Member, Texas Council of Technology Educators

B. Organizational and committee workSteering Committee, AHRD Program Excellence Network (PEN) 2007-2011Program Director, ITEA Annual Conference - 2006Content Reviewer, Journal of Computing in Higher Education, 2005Member- Marketing Committee, Council of Technology Teacher Education 2005Host -East Texas Technology Education Association Meeting, April 11, 2005Host -East Texas Technology Education Association Meeting, January 10, 2005Host -East Texas Technology Education Association Meeting, January 12, 2004

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Judge - East Texas Technology Student Association Competition TJC April 22-23, 2004Judge - Brazos Valley Technology Student Association Competition Huntsville, TX

April 16-17, 2004Editorial Board "The Technology Teacher" (ITEA) 2001-2003Judge - Texas Technology Student Association Competition-Waco- May 8-10, 2004Host -East Texas Technology Education Association Meeting, September 15, 2003Judge - East Texas Technology Student Association Competition TJC April 24-25, 2003Judge - Texas Technology Student Association Competition-Waco- May 8-10, 2003Host -East Texas Technology Education Association Meeting, September 15, 2003Judge - East Texas Technology Student Association Competition TJC April 19, 2002Judge - Texas Technology Student Association Competition-Waco- May 10, 2002Host -East Texas Technology Education Association Meeting, November. 11, 2002Host -East Texas Technology Education Association Meeting March 11, 2002Elections Committee- International Technology Education Association 2001Judge - East Texas Technology Student Association Competition TJC April 20, 2001Judge - Texas Technology Student Association Competition-Waco- May 4-5, 2001Host -East Texas Technology Education Association - Sept. 11, 2000Host -East Texas Technology Education Association - April 9, 2001Online Committee, Association of Texas Technology Education - 1998-99,2001Ad Hoc Elementary Technology Sub Committee ATTE -1996-99, 2001-2003ITEA Annual Conference Program Coordinator - 1998ATTE Annual Conference Program Director - 1996

C. Professional experience outside the academic field

1. Lectures to nonprofessional groups or agencies

Keynote Speaker President’s Executive Luncheon (April 29, 2010) Speaker Chapel Hill Middle School Career Connections Classes (April 13, 2005) Inspirational speaker Starters Basketball - Tyler (2000, 2002,2003) Inspirational speaker Upward Basketball - Tyler (1997, 1998) Breakout session speaker for the State Board of Education Governor’s Excellence

Awards, Tyler, TX. (1995, 1996)

2 . Non-paid consulting or advising

Committee Member - Bethesda Health Center Golf Tournament (2003) Committee Member - Faith Based Health Center Golf Tournament (2000-2002) Principles of Technology Consultant Yantis ISD (1998-2000) Technology Education Advisory Committee - Whitehouse ISD (1998-99) Technology Consultant Brook Hill School, Tyler (1997-1998) Technology Education consultant with Stewart MS – Tyler (1997) Career and Technology Consultant with Lindale ISD (1995) Technology Education consultant with Chapel Hill ISD (1995) Technology Consultant Project L.O.V.E. (Learning Opportunities through Vocational

Education) Griffin Elementary, Tyler, Texas. (1994). Technology Education consultant – Eustace ISD (1994)

3 . Work with community agencies Technology Consultant Azelway Boys Ranch (1995)

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4 . Service on government commissions, task forces etc. Tyler Junior College Business Management Advisory Committee (2009) Texas Technology Student Association Strategic Planning Summit – Moderator,

Mesquite, TX (2008) Valley City State University(North Dakota) / TExES Alignment Project ( 2004) Texas State Board for Educator Certification TExES Content Validation Team (2003-

04) University of Houston Technology Education Curriculum Development (1998-2001) TEA Technology Education Curriculum Writing Team (1995-1998) Conduct Boy Scout Computer Merit Badge Workshop(1996) National Evaluation Systems, Inc. ExCET Standards Setting Panel (1996) TEA ExCET Content Validity Team (1992, 2001)

D. Professional (Self-) Development Activities Technology Education Certification Test consultant Garland ISD (2006) Technology Education consultant Pearland ISD (2005) Technology Education consultant Arlington ISD (1996) Technology Education consultant Plano ISD (1997) Member CATE Advisory Committee – Whitehouse ISD (1998-200) Member CATE Advisory Committee – Wilmer Hutchins ISD (1992-1994) Computer Consultant East Texas Tech Prep Consortium (1996-98) Web Design Crown Machine – Tyler (1997) Web Design East Texas Tech Prep Consortium (1997-98) Animated Presentation – CNG Marketing, Inc. – Tyler (1995) Computer-Assisted-Design Training – Mayfield, Inc. Laurel, MS (1994)

E. Other Chair, Student Minister Search committee, FBC 2011 Chair, East Texas Technology Education Association Scholarship Committee 2011 Finance Committee, First Baptist Church – Tyler 2009-2011 Starters Basketball Coach (2010) Chair – Continuing Education Committee-First Baptist Church 2003-2005 UT Tyler Corporate Challenge Softball Team - 2001 Volunteer- Habitat for Humanity (Gwen Liberty Home) Winter 2000-01 Chair - Disciple Now Lead Team-First Baptist Church 2001 Reorganization Task Force Member, First Baptist Church – Tyler 2001 Finance Committee, First Baptist Church – Tyler 2000-2003 Deacon Secretary, First Baptist Church – Tyler 2001 Adopt-A-Highway (2001, 2005) Royal Ambassadors Campout Sponsor -Sept. 8-9, 2000 Starters Basketball Coach (2000-2008) Rose Capital East Little League, Baseball Coach (2001-present) Rose Capital East Little League, T-Ball Manager/ 5 Pitch Baseball Coach (2000-

2004) Tyler Soccer Association Coach (2000) Upward Basket Ball Coach (1997- 1999) Finance Committee, First Baptist Church – Tyler (2000-03) Sunday School Director 11th & 12th Grade (2002-2008) Rose Capital East Little League, T-Ball Manager/ 5 Pitch Baseball Coach (1999) Tyler Soccer Association Coach (1998) Rose Capital East Little League, Baseball Coach (1998)

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Rose Capital East Little League, T-ball Manager (1997) Deacon, First Baptist Church – Tyler (1995-Present) Sunday School Teacher 9th Grade (1994-2002) Rose Capital East Little League, T-ball Coach (1996)

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Dominick E. Fazarro, Ph.D., CSTMDepartment of Human Resources Development and Technology

The University of Texas at TylerTyler, TX 75799

EDUCATIONAL HISTORY

Ph.D., Industrial Education and Technology, 2001 Iowa State University Ames, Iowa

M.S., Industrial Management, 1992 Central Missouri State University

Warrensburg, Missouri

B.S., Manufacturing Design Technology, 1989 Norfolk State University Graduated Cum Laude Norfolk, Virginia

RESEARCH AGENDA

My research agenda focuses on various areas of innovative technologies which requires unique instruction to enhance learning outcomes

Learning Styles Workforce Development Nanotechnology Safety and Education Evaluation and Assessment Nanotechnology Workforce Education and

Development

ACADEMIC EXPERIENCE

The University of Texas at Tyler August 2010 - present Dept. of Human Resources Development and Technology Associate Professor

Sam Houston State University July 2007 - July 2010Department of Agricultural and Industrial SciencesIndustrial Technology Program Associate Professor

University of Arkansas at Pine Bluff August 2002 - May 2007Industrial Technology Program Department of Mathematical Sciences and Technology Associate Professor (promoted in 2007) Assistant Professor

Longview Community College August 1997 - May 1998Applied Sciences Department Adjunct Drafting Instructor

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Iowa State University August 2001-June 2002Student AffairsGeorge Washington Carver Academy Assistant Coordinator – Post-Doctoral

TEACHING & CURRICULUM DEVELOPMENT EXPERIENCE

My teaching focuses on preparing graduates with the necessary skills sets to cope with the challenges of a knowledge-based economy. My course and curriculum development stresses innovation and preparedness for the 21st century workplace.

Programs Developed Industrial Safety Management , Sam Houston State University, Approved by the Texas

Higher Education Coordinating Board, Spring 2009

Courses Developed Advanced Statistics in Research, (The University of Texas at Tyler), Ph.D. course Principles of Risk Management of Handling Nano Scaled Materials, (The University of

Texas at Tyler), Fall 2010 Innovations in Nanotechnology, (The University of Texas at Tyler), Fall 2010 Product Design and Development, (Sam Houston State University), Spring 2009 Leadership Energy and Environmental Development (LEED), (Sam Houston State

University), Spring 2009 Engineering Materials Technology, (Sam Houston State University), Spring 2008 Advance Design, (The University of Arkansas at Pine Bluff), Fall 2003

Undergraduate Teaching

Behavioral Safety Concepts Construction Drafting Risk Management for Safety & Health Civil Drafting Facility Planning Material Handling and Plant Layout Ergonomics Engineering Materials Technology Topics in Industrial Studies-Nanotechnology Product Design and Development Behavioral Safety Concepts Engineering Graphics Risk Management for Safety & Health Manufacturing Process & Assembly Introduction to Computer Aided-Drafting Advanced Design Engineering Graphics Manufacturing Process & Assembly Advanced Design

Industrial Maintenance Management Material Handling and Plant Layout Advanced Logistics Application of Statistical and Research

Education Trends in Industrial Studies

(Nanotechnology) Industrial Maintenance Management

Graduate Teaching

PUBLICATIONS

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Peer-Reviewed Journal Publications

Fazarro, D., Heshium, L. & McWhorter, R.(2011). Going virtual: Delivering nanotechnology safety education on the web. Journal of sTEm Teacher Education, 48(2),

Pannkuk, T. & Fazarro, D. (2011). Strengthening collaborations with landscaping industry and department of agricultural sciences: Using the structured group interview approach for enhancing the 21st century workforce. The Online Journal for Workforce Education and Development, 5(2), 1-15.

Fazarro, D., Stevens, A., Reed, D., & Carwile, D. (2011-2012). Learning style preferences of African American students in agriculture sciences. National Forum of Education Administration and Supervision Journal, 28 (3), 32-51.

Yildiz, F., Fazarro, D., Coogler, K. (2010). The green approach: Self-powered house design concept for undergraduate research. Journal of Industrial Technology, 26 (2), 1-10.

Beverly, M. Lau, M. , Stutts, K. & Fazarro, D. (2009). Evaluation of customer survey data to develop an effective marketing plan for state parks: A case study using the Texas Parks and Wildlife Department State Park study. Journal of Business Case Studies, 5 (5), 19-28.

Trybula, W., Fazarro, D. & Kornegay, A. (2009). The emergence of nanotechnology: Establishing the new 21st century workforce. The Online Journal for Workforce Education and Development, 4 (3), 1-10.

Kornegay, A., Fazarro, D. & Hoffa, D. (2009). Gearing up to manufacture biofuels including ethanol and biodiesel. International Journal of Modern Engineering (IJME), 9 (2), 13-16.

Fazarro, D., Pannkuk, T., Pavelock, D, & Hubbard, D. (2009). The effectiveness of instructional methods based on learning style preferences of agricultural students: A research tool for continuous improvement for faculty in career and technical education (CTE) programs. Journal of Industrial Teacher Education, 45(3), 84-104.

Fazarro, D., Putnam, A. & Steinke, L. (2008). What should engineering technology instructors know about learning styles: Improving the learning environment for diverse students. Workforce Education Forum, 35 (2), 21-31.

Ullrich, D. R., Pavelock, D. & Fazarro, D. (2007). Effectiveness of career and technology student organizations (CTSOs) in Texas. The Online Journal for Workforce Education and Development, 3 (4), 1-11.

Lusk, S. & Fazarro, D. (2006). The effects of psychosocial factors on career and workforce developmentfor students with disabilities. The Online Journal for Workforce Education and Development, 2 (3), 1-20.

Fazarro, D & Buckner, E. (2005). What is your learning style preference?: A look at industrial technology and agriculture students. The Online Journal for Workforce Education and Development., 1(3), 1-14.

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Fazarro, D. (2005). An investigation of learning style preferences based on socio-economic statusof African American students at a historical black university in the delta region of South Central United States. International Journal of Knowledge, Culture and Change Management, (4), 1076-1079.

Fazarro, D. & Stevens, A. (2004). Topography of learning styles preferences for undergraduate students in industrial technology and engineering programs at historically Black and predominately white institutions. Journal of Industrial Teacher Education, 41 (3), 5-30. (Awarded Outstanding Manuscript of the Year 2003-04 by the journal)

Fazarro, D. & Martin, B. (2004). Comparison of learning styles of agriculture, human sciences, and industrial technology students at a historically black university. Workforce Education Forum, 31 (2), 17-26.

Fazarro, D. (2003). Tech-Upward bound program: A program to introduce students to world of technology. TechDirections, 63 (7), 26-27.

Fazarro, D. (1999). Motivating African-American youth in technology education. TechDirections, 59 (1), 25-27.

Peer-Reviewed Proceedings

Fazarro, D. & Trybula, W. (2011). W. Empowering Academia to Look Into the Future: Nanotechnology Safety Education-Creating the Workforce That You Will Need. Proceedings of The IEEE Conference, Portland, OR, August 15-18, 2011.

Yildiz, F., Fazarro, D. & Coogler, K. (2009). Self-Sufficient, Energy-Efficient House Design (AC2009-1073). Proceedings of The 2009 American Society of Engineering Education (ASEE), June 14-17, 2009.

Kornegay, A. Fazarro, D. & Hoffa, D. (2008). Biotechnology: Gearing up to Manufacture Biofuels Including Ethanol and Biodiesel (Paper 012, ENT 204), Proceedings of The 2008 IAJC-IJME International Conference, ISBN 978-1-60643-379-9, November 18-22, 2008.

Book Chapters

Fazarro, D. (2010). Chapter 10: Workforce Education. In nanotechnology: Education and workforce development. Editors Hornyak, G. & Lightfeather, J. CRC: Press ISBN: 13:9781420053944.

Fazarro, D. Edward W. Deming. Encyclopedia of the Industrial Revolution 1750-2007. Editors Sanford, G.M. & Hendrickson III, K.E. Fax on File Publishing (In press).

Practitioner Publications

Lau, M., Beverly, M. ,Stutts, K, & Fazarro, D. (2008). State park visitor survey: Statewide report. Texas Parks and Wildlife Department Assessment Report.

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Fazarro, D. (2008). Industry division shifting focus for 21st century. IT Insider, 10(2), 6.

Under Review Peer-Reviewed Journal Publications

Fazarro, D., Newberry, D., & Trybula, W. Introducing a nanotechnology curriculum and considerations for bridging academic/industry relationships for applied technology-oriented programs: The new challenge for ATMAE Journal of Industrial Technology

Fazarro, D., McWhorter, R., & Felder, C. Leveraging green computing for increased viability and sustainability. Journal of Technology Studies

Work in Progress

Developing the U.S. nanotechnology workforce: Challenges for workforce agencies (Targeted for Workforce Education Forum)

PRESENTATIONS

The presentations listed are divided by my major research areas.

Peer-Reviewed Presentations (Nanotechnology Safety and Education) Fazarro, D. & Trybula. W. (2011). Empowering academia to look into the future:

Nanotechnology safety education-creating the workforce that you will need. The IEEE Conference, Portland, OR, August 15-18, 2011.

Fazarro, D. & McWhorter, R. (2011). Educating the millennial student in nanotechnology: developing the new workforce. Journey to Nanotech. Applied Nanotech, Inc., Austin, TX., June 30, 2011.

Fazarro, D. (2011). Taking the first step: Introducing nanotechnology in high schools. STEM 2011: Bridging Research and Practice. Austin, TX, January 19-21, 2011.

Fazarro, D. & Steinke, L. (2010). Creating nanotechnology courses using the DACUM approach: Linking academia and industry to creating programs for the 21st century. Association of Career and Technical Education (ACTE), Las Vegas, NV, December 2-4, 2010.

Fazarro, D. & Trybula, W. (2010). The Evolution of Nanotechnology Education: Lateral diffusion for the 21st Century Workforce. National Association of Workforce Development Professionals (NAWDP), Albuquerque, MN, May 2-5, 2010.

Fazarro, D. & Kornegay, A. (2008). Future Shock: What would a nanotechnology curriculum look like?, Association of Career and Technical Education (ACTE), Charlotte, NC, December 4-6, 2008.

Trybula, W. & Fazarro, D. (2008). Developing a need for nano-safety: Presenting the unknowns, National Association of Industrial Technology (NAIT) Conference, Nashville, TN, November 18-22, 2008.

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Fazarro, D. (2008).The evolution of nanotechnology education: Lateral diffusion for the 21st century workforce. NanoTx Conference, Dallas TX, October 2-3, 2008.

Kornegay, T. Fazarro, D. & Kornegay, A. (2007). Training and development of a nanomanufacturing workforce. National Association of Industrial Technology Conference, Panama City Beach, FL, October 23-27,2007.

Peer-Reviewed Presentations (Workforce Development) Kornegay, A., Fazarro, D., & Bethea, M. (2010). A joint fortune 500 manufacturing

company/doctoral Research-intensive university collaborate to develop a 40-hour school of technology lean manufacturing academy. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Panama City Beach, FL, October 27-30, 2010.

Miller, M. , Fazarro, D., & Lawrence, H. (2010). Increasing graduate enrollment: Generalizing industrial curricula to attract all majors. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Panama City Beach, FL, October 27-30, 2010.

Fazarro, D. & Keren, N. (2010). Students’ perspective on safety education using second life as a tool for effective learning. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Panama City Beach, FL, October 27-30, 2010.

Miller, M. , Fazarro, D., & Lawrence, H. (2010). The technology certification exam: Development, content, and implications. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Panama City Beach, FL, October 27-30, 2010.

Kornegay, A. & Fazarro, D. (2009). The next migration of improved manufacturing efficiency: A Manufacturing execution system (MES). Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Louisville, KY, November 10-14, 2009

Yildiz, F., Fazarro, D. & Coogler, K. (2009). Self-sufficient, energy-efficient house design. American Society of Engineering Education (ASEE), Austin, TX, June 14-17, 2009.

Steinke, L., Fazarro, D., & Putnam, A.R. (2008). Implementing problem-based learning into technology education: Reinforcing industries’ needs, Association of Career and Technical Education (ACTE), Charlotte NC, December 4-6, 2008.

Steinke, L. & Fazarro, D. (2008). Implementing problem-based learning into multimedia courses, National Association of Industrial Technology (NAIT) Conference, Nashville TN, November 18-22, 2008.

Hoffa, D. Fazarro, D., & Kornegay, A. (2008). The national training and consulting database initiative, National Association of Industrial Technology (NAIT) Conference, Nashville TN, November 18-22, 2008.

Kornegay, A. ,Hoffa, D., & Fazarro, D. (2008). Biotechnology: Gearing up to manufacture alternative fuels, National Association of Industrial Technology (NAIT) Conference, Nashville TN, November 18-22, 2008

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Fazarro, D. Colen, C., & Duffy, O.C. (2003). Industrial mentoring program: A proactive program to mold industrial technology students for industry. National Association of Industrial Technology Conference (NAIT), Nashville, TN, November 19-22, 2003.

Peer-Reviewed (Assessment and Evaluation)Fazarro, D. & Caso, R. (2008). Empowering faculty to conduct student-learning-centered

program evaluation with course-embedded assessment and virtual data room. 9th Annual Texas A&M University Annual Assessment Conference, College Station, TX, February 21-25, 2008.

Fazarro, D. & Kornegay, A. (2007). Virtual data room: empowering industrial technology programs to prepare for NAIT accreditation. National Association of Industrial Technology Conference (NAIT), Panama City Beach, FL, October 23-27, 2007.

Pavelock, D., Ullrich, D., Kingman, D. & Fazarro, D. (2007). Using service activities to recruit students for higher education: An effective means of time and effort? The Clute Institute Teacher and Learning Conference, Las Vegas NV, October 1-4, 2007.

Fazarro, D. & Caso, R. (2007). Empowering faculty using embedded assessment for program evaluation and intuitively understandable displays of assessment evidence for accreditation. The Clute Institute Teacher and Learning Conference, Las Vegas NV, October 1-4, 2007.

Peer-Reviewed (Learning Styles)Fazarro, D. & Colen, C. (2005). Recruiting minority students in the industrial technology

program at the University of Arkansas at Pine Bluff through the Science, Technology, Engineering, and Mathematics (STEM) Program. National Association of Industrial Technology(NAIT) Conference, St. Louis, MO, November 16-19, 2005.

Fazarro, D & Martin, B.(2005). The comparisons of learning style preferences of vocational-technical programs. American Education Research Association (AERA), Montreal, Canada, April 11-15, 2005.

Fazarro, D & Martin, B. (2005). The use of learning style preferences in selected majors at a historically black university. American Education Research Association (AERA), Montreal, Canada, April 11-15, 2005.

Fazarro, D. (2004). An investigation of learning style preferences based on socio-economic status of African American college students at a historical black university in the delta Region of south central United States. The 4th International Conference of Knowledge, Culture, and Change in Organizations, University of Greenwich, London, England August 3-6, 2004.

Fazarro, D & Martin, B. (2004). The comparison of learning style preferences of African American freshman students by parent structure and socio-economic status at a Historically Black Colleges and Universities (HBCU). American Education Research Association (AERA), San Diego, CA, April 12-16, 2004.

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Fazarro, D. & Martin, B. (2003). Comparative study of learning styles of Agriculture, Human Sciences, and Industrial Technology majors. Association of Career and Technical Education (ACTE), Orlando, FL, December 10-14, 2003.

Fazarro, D. Motivating African American students in technology at predominately white institutions. The 1999 National Higher Education Students of Color Conference, Minneapolis, MN, October, 27-30.

Invited Presentations in Various Research AreasFazarro, D. & Field, D. (2010). Scholarly publishing: Overcoming the fear factor and how to be

productive in the field. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Panama City Beach, FL, October 27-30, 2010.

Fazarro, D., Patrick, C, & Freeman, S. (2009). Scholarly publishing: Overcoming the fear factor and how to be productive in the field. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Louisville, KY, November 10-14, 2009.

Fazarro, D. (2009). Future Shock: What would a nanotechnology curriculum look like? Texas Career Education Conference, Houston, TX, July 13-16, 2009.

Fazarro D. Learning Styles: What do we need to do to improve the learning environment? Association of Career and Technical Education Conference (ACTE), Atlanta GA, Nov 28-Dec 2, 2006.

Fazarro, D & Sommerville-Allen, L. (2002). Learning Styles: What We Need to Know. 2002 Iowa State Conference on Race and Ethnicity. Ames, IA-March 1, 2002.

Member of Panel DiscussionsNanotechnology Safety and Education. 2008 NanoTx Conference, Dallas TX, October 2-3, 2008.

A Parent and Community Empowerment Summit: Our Children-Our Responsibility “No Child Left Behind”:

Linking Quality Workforce and Career Education to College Preparation. Little Rock, AR, December 7, 2003.

EXTERNAL DOCTORAL CONSULTANT ACTIVITIES

External Methodological Consultant

Guided eight University of Arkansas-Little Rock doctoral students (Education Leadership Ph.D. program) (2004-07)

Explained various research methods and statistical analysis that are suitable for research topics at various universities (2004-10)

Assisted students in preparing PowerPoint defense presentations at various universities (2004-2010)

Facilitated a dissertation boot camp-Nova University, Palm Beach, FL. (July 2004)

Doctoral/Masters’ Thesis CommitteesDoctoral

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Doctoral Committee Member-University of Arkansas Medical School (Marion Evans), Graduated Spring 2010

Doctoral Committee Member/Methodologist-Sam Houston State University (Edna Kingsley), Graduated Summer 2010

Doctoral Committee Member/Methodologist-Walden University (Kenya Avent), 2010-Present

Doctoral Committee Member-University of Central Florida (Wanda Holmes), 2009-Present

Masters Masters Committee Chair-Sam Houston State University (Mariana Freties),Graduated

Spring 2010

INDUSTRY AND UNIVERSITY ACCREDIDAITON EXPERIENCE

Composite Designer-Newport News Shipbuilding and Drydock Co., (1989-1990) Data Manager-EDS/GM Fairfax Plant-Kansas City, Kansas ,(1996-1997) Inventory Control/Logistics-U.S. Army,(1993-2001) Data Manager & Assessor-NSF STEM/ HBCU-UP Program University of Arkansas at

Pine Bluff, (July 2004-May 2007) National Association of Industrial Technology (NAIT) ACCREDIATION University of

Arkansas-Pine Bluff, (2006-2007) Data Manager & Assessor-NSF STEM/ HBCU-UP Program University of Arkansas at

Pine Bluff, (July 2004-May 2007) Data Manager & Assessment Coordinator, Standard Two Assessment Team-National

Accreditation for Teacher Education (NCATE University of Arkansas-Pine Bluff, (November 2004-May 2005)

Assistant Researcher (Research Internship)-Kauffman Foundation, Kansas City, MO, (June-August 1995)

Evaluation Committee Chairperson –university assessment NCA/HLC(UAPB), (2005-2006)

Directed university-wide data assessment on customer satisfaction survey, (August-December, 2006)

CONSULTING- ASSESSMENT & EVALUATION

Evaluated the effectiveness of the John Deere Team Scholars Program, (Feb-May 1999) Consulted for Edu-Care International (Supplemental Education Service Provider),

(July 2004-March 2005) Designed a evaluation model for the Teacher Advisement Grant-Savannah School

District, (2005) Conducted data analyses and developed data bases for the Kiwanis Pheifer Camp,

(2004-2005) Generated survey data for Arkansas Baptist College, (October-December, 2006) Coordinated the evaluation of The Online Journal for Workforce Education and

Development (Southern Illinois University), (2006) External Provider-Minnesota Department of Education, (2007) Conducted needs assessment at the Alexandria Center’s (Department of Youth

Services-AR) Education Program, (2007) Data analysis and created reports for Pulaski Special County School District’s Multiage

Program, (2007-Present)

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External Evaluator-NSF-STEM/ HBCU-UP Program/Florida A&M University, (2009-Present)

GRANTS

Funded Applications

2002-Co-wrote $40,000 Title III grant for computer upgrade for AutoCad and student labs for the Industrial Technology Program

2003-04UAPB Incentives Grant (Learning Style Research) $1,200 2006-STEM Seed Grant-Investigation of the Learning Preferences of Biology and

Chemistry students $600 2008-Texas Parks and Wildlife Department State Park On-Site Visitor Survey

Assessments."Submitted Feb. Co-Lead: Lau, Michael, Co-Lead: Marcy Beverly, Kyle Stutts, and Dominick Fazarro, $19,020

2010-Susan Hardwood Grant Training Grant Program (nano-safety), total: $236,000

Proposals

1999-Assisted in writing a proposal for renewing the Alcoa Grant for $50,000 for recruiting efforts

2000-Assisted in writing the Iowa State University Horizons Advanced Computer and Instructional Lab Grant for upgrading hardware and software for the Industrial Education & Technology Graduate Computer Lab$25,000

2004 U.S. Department of Education-Student Learning and Cognition $471,000 2007-Susan Harwood Training Grant Program, $235,473 2008- Enhancement Grant for Research (SHSU) $ 18,000 2008- Nanotechnology Undergraduate Education (NUE) in Engineering: NUE

Nanotechnology Undergraduate Curriculum Addressing Environmental Issues, NSF, $500,000

2009- Advance Technological Education (ATE) in Engineering: Multi-State Collaboration for Implementing Nanotechnology Safety Education, NSF, $161,000

2010- Nanotechnology Undergraduate Education (NUE) in Engineering: NUE Nanotechnology Undergraduate Curriculum Addressing Environmental Issues, NSF, $200,000

2010-Technical Approach and Program Design: Project for Nanosafety Education and Training- Susan Hardwood Grant Training Grant Program, total: $248,000

2011- Nanotechnology Undergraduate Education (NUE) in Engineering: NUE Nanotechnology Undergraduate Curriculum Addressing Environmental Issues, NSF, $200,000

2011- Susan Harwood Training Grant: Virtual Reality Safety and Emergency Preparedness Training,$195,343

PROFESSIONAL AFFILIATIONS

Association of Technology, Management, Applied Engineering (ATMAE)Epsilon Pi Tau Honor Society (EPT)IEEE: Advancing Technology for HumanityNational Industry Advisory Council (NIAC)The Association of sTEm Teacher Education (ASTE)

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Association for Career and Technical Education (ACTE)Association of Career and Technical Education Research (ACTER)National Association of Workforce Development Professionals (NAWDP)

SERVICE

National Founder-Nanotechnology Focus Group (ATMAE) (2011)President Industry Division (ATMAE) (2009-2010)Nomination Chair (ATMAE) (2009-2010)Vice Chair-Executive Board (ATMAE) (2009-2010)Chaired -Member of the National Visiting Committee-National Science Foundation Grant (Omaha, NB) (March 2008)President Elect-Industry Division (ATMAE) (2007-2009)Association for Career and Technical Education (ACTE)-Engineering and Technology Education Division (2007-2010) Post-Secondary Representative Member of the National Visiting Committee-National Science Foundation Grant (Omaha, NB) (2006-2008)Chairperson of Awards Committee- Engineering and Technology Education Division (ACTE) (2004-2007)Representative -ACTE Public Information Standing Committee (2004-2006)

StateTexas Israel CoC Nanotech Committee (2011)Advisory Board-Centers of NANO-SAFETY-Texas State University (2008-Present)Co-founded the Texas State University System Nanotechnology Task Force (2008-10)

UniversityFaculty Recognition Subcommittee-UT-Tyler (2011)COBT Faculty Awards Development Team (2010-Present)Undergraduate Education Committee-College of Business and Technology (UT-Tyler) (2010-Present)Trustee-Epsilon Pi Tau (Delta Gamma Chapter) UT-Tyler (2010-Present)Presenter -2010 University Development Conference UT Touch Conference (UT-Tyler)Search Committee Chair –Industrial Technology Program (SHSU) (2009)ATMAE Student Chapter Advisor (SHSU) (2007-2009)Curriculum Committee (SHSU) (2007-2009)NCATE Standard 2 (Assessment)-Committee (UAPB) (2006)NSF/HBUC-UP STEM Program-Data Manager (UAPB) (2005-2007)2004 Keynote speaker (Assessment Conference at UPAB)Ronald McNair Faculty Mentor (UAPB) (2003-2006)

Editorial AppointmentsColumn Editor-IEEE Nanotechnology Magazine (2011)Reviewer-Workforce Education Forum (2011)Editorial Board-Journal of Workforce Development (2010-Present)Editorial Review Board-International Journal of Engineering Research and Innovation (IJERI) (2009-Present)Editorial Board -Journal of sTEm Teacher Education (JsTEm) (2008-Present)Editor and Chief -Journal of Technology Studies (2008-2010)

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Editor-Special Issue “Evaluating Workforce Education”- Online Journal for Workforce Education and Development Vol 3 Number 4 (2007)Editorial Board-Online Journal for Workforce Education and Development (Southern Illinois University) (2006-Present)Reviewer-Journal of Industrial Technology (JIT) (2003-Present)

Conference AssignmentsIEEE Nanotechnology Council Paper Reviewer (2011) ATMAE Paper Reviewer (2005-Present)ACTER Paper Reviewer (2010-Present)ACTE Paper Reviewer (2006-Present)International Journal of Engineering Research and Innovation (IJERI) (2009-Present)Co-Session Chair-Nanotechnology Education Division of IEEE (2011)

HONORS & AWARDS

2010 Sar Levitan Award Recipient 2010 ATAME Academic Excellence AwardThe 2009 Outstanding Service Award-Engineering & Technology Education Division/Association for Career and Technical Education (ACTE)2009 Faculty/Staff Recognition (SHSU)2008 Faculty/Staff Recognition (SHSU)2007 Epsilon Pi Tau Laureate Citation2007 Who’s Who Among American TeachersThe 2007 Distinguished Service Award (ACTE)The 2006 NAITTE-G. Harold Silvius Outstanding Young Teacher Educator AwardThe 2005 Outstanding Service on the Public Information Committee (ACTE)The 2004 Service Award-Technology Education Division/Association for Career and Technical Education (ACTE)The 2003-04 Research Article of the Year-Journal of Industrial Teachers Education (JITE)1998 International Who’s Who of Professional Management

CERTIFICATIONS

ATMAE Certified Senior Technology ManagerOSHA 511 General IndustryOHSA 30 Hour General IndustryOSHA Authorized Outreach Trainer

PROFESSIONAL DEVELOPMENT

OSHA 511 General IndustryOHSA 30 Hour General IndustryOSHA Authorized Outreach Trainer

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Heshium Lawrence

2051 W Cumberland RoadApt. 202

Tyler, TX 75703Phone: 903-266-9904

E-mail: heshium [email protected]

Education:

Ph D in Instructional Systems and Workforce Development at Mississippi State University (Completed 2010)

Dissertation title: An Investigation of Alumni Perceptions of the Industrial Technology Undergraduate Program At Mississippi State University and Its Transferability to Industry

Specialization:Educational TechnologyInstructional TechnologyEducational ResearchIndustrial Technology

Research Agenda:Examination of industrial technology undergraduate programsPedagogy and Industrial TechnologyImproving the curriculum of Industrial TechnologyExamination of industry and its impact on Industrial Technology students

Master’s of Science of Instructional Technology, Mississippi State University (Completed 2004)

Concentration:Educational TechnologyInstructional TechnologyCurriculum DevelopmentPedagogy/Andragogy of Technology Integration

Bachelor of Science, Mississippi State University (Completed 2003)

Major: Industrial Technology

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Current Professional Experience

Assistant Instructor: Teaching Courses at The University of Texas at Tyler from Spring 2009-Present

Tech 5310 Six Sigma Quality (online instruction): Fall 2011- a graduate course that involves discussions, analysis and application of quality control concepts to include both attribute and variable quality control techniques. Advanced graphical problem solving techniques in Six Sigma will be studied.

Tech 2311 Mechanical and Fluid Systems (traditional instruction): Fall 2011- a laboratory based course that introduces students to the fundamentals of mechanical and fluid power systems.

Tech 2323 Introduction to Computer Applications (traditional instruction): Summer 2011- an undergraduate course that addresses technology skills, presentation skills and integration of computer applications into teaching and learning.

Tech 4350 TPS in Industrial Studies (online instruction): Summer 2011- an advanced database applications course that integrated industrial settings.

Tech 5320 Total Quality Management (online instruction): Spring 2011- a graduate course that focuses on the analysis and application of total quality management principles with an emphasis on Six Sigma methodologies.

Tech 4310 Total Quality Management (traditional/t.v. instruction): Fall 2010 to present-an applied computer course that focuses on the analysis and application of total quality management principles.

Tech 1330 Fundamentals of Electronics (traditional instruction): Fall 2010 to Spring 2011- a laboratory based course that addresses the basic AC and DC concepts as well as fundamentals of electronics.

Adjunct Instructor: Teaching Courses at Jackson State University from Fall 2008 to Fall 2009:

IT 100 Introduction to Industrial Technology (traditional instruction): Fall 2008 to Fall 2009- an undergraduate course that addresses the past, present and future of the field, Industrial Technology as well as terminology.

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Graduate Teaching Assistant: Teaching Courses at Mississippi State University from Fall 2003 to Spring 2009:

TKT 1273Computer Applications in Education (online and traditional instruction): Fall 2003 to the present- an undergraduate course that addresses technology skills, presentation skills and integration of computer applications into teaching and learning.

TKB 1123 Document Formatting/Information Processing (traditional instruction): Fall 2005 and Summer 2006- an undergraduate course addressing keyboarding principles and mastery of word processing competencies required to produce business documents.

TKI 4363 Manufacturing Systems (traditional instruction): Spring 2006- an undergraduate course focusing on the understanding and application of the basic concepts of modern manufacturing process management systems, with regards to quality, just-in-time, lean manufacturing and six sigma.

TKB 2132 Introduction to Spreadsheet Design and Analysis (traditional instruction): Summer 2006- an undergraduate course that addresses electronic spreadsheet technology applied to business applications in today's contemporary business environment.

TKB 2122 Introduction to Database Management (online): Spring 2007- an undergraduate course addressing database management technology as it applies to business applications in today's contemporary business environment.

TKT 4000 Directed Independent Study: Spring 2007/Fall 2007- an undergraduate course that enables students to apply their theoretical knowledge and technological skills to create and present technology-based projects and papers.

TKI 3383 Forecasting & Cost Modeling (traditional instruction): Fall 2009- an undergraduate course addressing the higher functions of spreadsheet software to undertake costing of manufacturing process routes and to forecast changes in manufacturing scenarios.

TKI 4263Manufacturing System (traditional instruction): Fall 2009- an undergraduate course focusing on the understanding and application of the basic concepts of modern manufacturing process management systems, with regards to quality, just-in-time, lean manufacturing and six sigma.

Service to Mississippi State University:

Served as a guest speaker in Graduate class at MSU:

TKT 9213: Foundation, Trends and Issues in Instructional Systems, Leadership and Workforce Development (ISLWD); Spring 2005 and Fall 2005, conducted a discussion about the US education system in regards to its roots and origins

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Professional and Academic Associations

Instructional Technology Advisory Committee: Fall 2006 to Spring 2009- worked in a team environment to evaluate and implement technology usage at Mississippi State University as well as discuss the creation, use, ownership, royalties of electronically and traditionally developed course materials.

Other Professional Assignments

President of the National Association of Industrial Technologist: Fall 2003 to Fall 2005 at Mississippi State University

Technical Coordinator for the Teaching Assistant Workshop: Fall 2005 to Spring 2009- coordinating multiple computer set-up for end users, securing, testing, and maintaining equipment for the entire workshop that included 100-250 end users.

Association of Technology, Management, and Applied Engineering (ATMAE) advisor for the Student Division: Fall 2010-present

Faculty advisor for Epsilon Pi Tau- Delta Gamma Chapter (Honor society for technology professionals): Spring 2011-present

Association of Technology, Management, and Applied Engineering (ATMAE) faculty advisor for The University of Texas-Tyler chapter: Spring 2011-present

Academic Publications:

Lawrence, H. R. (2007). Industrial Technology Pedagogy and the Need for Human Relations Skill. Encyclopedia of Information Technology Curriculum Integration

Lawrence, H. R. (2010). Lexicon of Online and Distance Education. Distinguished Contributing Author

Fazarro, D., Lawrence, H. R., & McWhorter, R. (2011). Going Virtual: Delivering Nanotechnology Safety Education on the Web. Article accepted for publication in the Journal of sTEm Teacher Education.

Lawrence, H.R. (2011). Chapter proposal accepted for Technology Integration and Foundations for Effective Technology Leadership book.

Peer Reviewed National Conference Presentations:

Okojie, M., Okojie-Boulder, T., Lawrence, H. R., Boulder, J., Lin, C. F., & Yen, L. (2005). An examination of teacher’s perceptions and its impact on technology integration in the classroom. Paper presented at the October 2005 Association for Educational

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Communications and Technology (AECT) Exploring the Vision Conference in Orlando, Florida.

Okojie-Boulder, T.C., Lawrence, H. R., Boulder, J., Lin, C. F. & Yu, W. C. (2006). The Role of Human Relations Skills in the Workplace. Paper presented at the November-December Connecting Education and Careers in Atlanta, Georgia.

Okojie-Boulder, T., Boulder, J., Lawrence, H. R., Lin, C. F. & Yen, L. (2006). Exploring the Relationship between Technology and Instructional Process. Paper presented at the October 2006 Association for Educational Communications and Technology (AECT) Exploring the Vision Conference in Dallas, Texas.

Lawrence, H. R. & Okojie-Boulder, T., (2007). A Study of the Perceived Role of Human Relations Skill in Work Organization. Paper presented at the 5th Annual Graduate Student Association (GSA) Research Symposium at Mississippi State University, Mississippi.

Lawrence, H. R., (2008). The Role of Hybrid Course Structures and their Advantages in Industrial Technology. Paper presented at the annual National Association of Industrial Technology (NAIT) Conference in Nashville, Tennessee.

Lawrence, H. R., (2009). Hybrid Course Structures in Industrial Technology. Paper presented at the annual Association for Career and Technical Education (ACTE) Conference in Nashville, Tennessee.

Miller, M. R., Fazarro, D., & Lawrence, H. R., (2010). The technical professional certification exam: Development, content, and implications. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Panama City Beach, Florida.

Miller, M. R., Fazarro, D., & Lawrence, H. R., (2010). Increasing graduate enrollment: Generalizing industrial curricula to attract all majors. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Panama City Beach, Florida.

Lawrence, H. R., & Miller, M. R., (2011). How to Offer Online Quality Coursework without Losing that Traditional Face-to-Face Feel. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Cleveland, Ohio.

Miller, M. R., Lawrence, H. R., & Fazarro, D., (2011) Where does Nanotechnology Fit into a General Technology Program’s Curricula? Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Cleveland, Ohio.

Miller, M. R., & Lawrence, H. R., (2011). The CTM Exam: Revised, Restructured, and Rejuvenated. Association of Technology, Management, and Applied Engineering (ATMAE) Conference, Cleveland, Ohio.

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Grant Proposal Funded:

Co-PI Follow-up study of students in the department of Instructional Systems, Leadership and Workforce Development between 2001-2005 funded for $6,656.

Awards and Certifications:

5th Annual GSA Research Symposium 2nd place winner in the category of Social Sciences oral competition.

Nominated for the 2011 Outstanding Student Organization Advisor Award (The University of Texas at Tyler)

2011 Earned Certified Technology Manager status

2011 Earned Certified Manufacturing Specialist status

Department Representative:

Instructional Technology Advisory Committee (ITAC) representative for the Department of Instructional Systems, Leadership and Workforce Education, Fall 2006-Spring 2009

Membership in Professional Organizations:

Epsilon Pi Tau (EPT) Honor society for professions in technologyAssociation for Educational Communications and Technology (AECT)The Association for Career and Technical Education (ACTE)American Educational Research Association (AERA)Association of Technology, Management and Applied Engineering (ATMAE)Association for sTEm Teacher Education (ASTE)

Professional Conferences and Workshops Attended at Mississippi State University/other locations:

Respondus workshop (The University of Texas-Tyler)Tegrity Lecture Capture workshop (The University of Texas-Tyler)Camtasia Studio 7 workshop (The University of Texas-Tyler)Elluminate Live workshop (The University of Texas-Tyler)Office of Institutional Research Grant Writing workshop (MSU)Thomson Microsoft Office 2007 workshop (MSU)Association of Technology, Management and Applied Engineering (Annually)

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ROCHELL R. MCWHORTEREmail: [email protected]

(903) 566-7330

ACADEMIC EXPERIENCE

The University of Texas at Tyler, Assistant Professor, School of Human Resource Development and Technology, 2011-Present; Senior Lecturer, School of Human Resource Development and Technology, 2009-2011; Adjunct Lecturer, School of Human Resource Development and Technology, College of Business and Technology, 2009; Adjunct Lecturer, School of Education, 2006; Graduate Student Worker, 1991-1993; Field Office Secretary, Tyler, Texas, 1987-1990.

Texas A&M University, Instructional Technology Consultant, assisted with design and development of their virtual campus, training of faculty and staff, Instructional Technology Services, 2009 and 2010; Accounting Assistant, College Station, Texas, 1984-1985.

Lindale Independent School District, Educational Diagnostician, evaluation and diagnosis of students with disabilities, consulted with parents and staff, and designed individual education plans based on assessment data. Maintained ongoing collaboration with Psychologists, Social Workers, Therapists; member of Assistive Technology and Autism team; Special Programs, Lindale, Texas, 2007-2009.

Tyler Independent School District, Educational Diagnostic Consultant, evaluation and diagnosis of students with disabilities, consulted with parents and staff, and designed individual education plans based on assessment data; served on Assistive Technology and Autism teams, Special Services, 1994-2007; Content Mastery Center Coordinator, Designed and implemented learning lab for at-risk students including instructional reviews, supervised three faculty and one paraprofessional, training and supervision of 1,000+ peer tutors, 1992-1994; Secondary Math Teacher, Tyler, Texas, 1991-1992.

Curriculum Development Activities

Designed one doctoral methodology course; Redesigned ten undergraduate courses to incorporate new technologies impacting business environments, The University of Texas at Tyler; Consulted with faculty and instructional technology staff to build a virtual campus for distance education courses, Texas A&M University; Designed, developed, and implemented a peer tutor program involving academically gifted and talented secondary students trained to mentor at-risk students, Tyler Independent School District; this peer tutor model was later adopted by the Lubbock, Texas Independent School district.

CORPORATE EXPERIENCE

Colonial Title Company, Escrow Officer, Athens, Texas, Supervised a staff of four escrow officers in title policy preparation and reporting in compliance with Texas Department of Insurance standards; coordination of monthly training seminar, assisted with hiring personnel, 1999-2004.

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East Texas Title Company, Escrow Officer, Prepared title reports and policies in compliance with Texas Department of Insurance standards; supervised two student workers ongoing basis; supervised office with five full time employees while Office Manager on extended leave. Gun Barrel City, Texas, 1995-1999.

DSF Corporation, Auditing Assistant, Examined documents for mathematical and grammatical accuracy and coding, archived financial records using computer system, designed financial reports for 30 retail stores, 1988-1990.

SPECIALIZED EXPERIENCE

Experienced in a variety of intellectual and academic evaluation instruments for assessing learning difficulties and for differentiating instruction; specialized experience in online technologies including social media and immersive technologies with a focus on building professional virtual presence, global collaboration, and virtual training simulations.

ACADEMIC BACKGROUND

Doctor of Philosophy, Educational Human Resource Development, 2011, Texas A&M UniversityMaster of Education, Educational Diagnostician, 1993, The University of Texas at TylerBachelor of Science, Education, 1990, The University of Texas at Tyler

ARTICLES PUBLISHED IN REFEREED JOURNALS

1. Fazarro, D. E., McWhorter, R. R., & Felder, C. (under review). Leveraging green computing for increased viability and sustainability. Journal of Technology Studies.

2. Fazarro, D. E., Lawrence, H., & McWhorter, R. R. (2011). Going virtual: Delivery of nanotechnology safety education through virtual instruction. Journal of sTEm Teacher Education, 48(2).

3. McWhorter, R. R. (2010). The emergence of virtual human resource development. Advances in Developing Human Resources, 12(6), 623-631. Note: Proposed and edited this special issue on exploring the construct of virtual human resource development (VHRD) including a Call for Papers within the field, February, 2008.

4. Mancuso, D., Chlup, D., & McWhorter, R. R. (2010). A study of adult learning in a virtual world, Advances in Developing Human Resources, 12(6), 681-699.

5. McWhorter, R. R., Lynham, S. A., & Porter, D. E. (2008). Scenario planning as the development of leadership capability and capacity. Advances in Developing Human Resources, 10(2), 259-284.

6. McWhorter, R. R., & Diamond, M. (2007). How organizations work (book review), Human Resource Development International, 10(2), 233-239.

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7. Cowell, C., Hopkins, P. C., McWhorter, R., & Jordan, D. L. (2006). Alternative training models. Advances in Developing Human Resources, 8(4), 460-475.

Analysis of Refereed Journals

Advances in Developing Human Resources (4) (Refereed, Research Journal published by Sage Publications)*

o Circulation: 1,500o Acceptance Rate: 20-25%

Human Resource Development International (1) (Refereed, Research Journal published by Jossey-Bass)*

o Circulation: 2,500o Acceptance Rate: 15-20%

*Direct Report from the Journals’ Editor or Publisher

BOOK CHAPTERS

Bennett, E. & McWhorter, R. R. (proposal accepted; in development). Virtual human resource development. In N. Chalofsky, T. Rocco, & L. Morris (Eds.), The handbook of human resource development: The discipline and the profession.

Raisor, C., & McWhorter, R. R. (proposal accepted; in development). Teaching Technical Communication through Virtual World Technology. In S. Gregory, M. Lee, B. Dalgarno, & B. Tynan (Eds.), Virtual worlds in online and distance education. Athabasca University Press.


1. McWhorter, R. R., & Bennett, E. E. (under review). Facilitating transition from higher education to the workforce: A literature review of ePortfolios as virtual human resource development. Academy of Human Resource Development International Conference, Denver, Colorado. February 29-March 4, 2012. (Abstract)

2. Lindhjem, K. A., & McWhorter, R. R. (under review). Student perceptions of a virtual learning environment for nanotechnology safety training. Academy of Human Resource Development International Conference, Denver, Colorado. February 29-March 4, 2012. (Research Roundtable)

3. Bennett, E. E., Sankey, H., & McWhorter, R. R. (under review). Eportfolios as virtual HRD: A review of literature and analysis of a tool in a graduate medical education program. Academy of Human Resource Development International Conference, Denver, Colorado. February 29-March 4, 2012. (Poster Session)

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4. McWhorter, R. R., & Lynham, S. A. (accepted). Virtual scenario planning: A strategic learning tool for the small business and non-profit organization. Submitted to the Southern Management Association Conference, November 9-12, Savannah, Georgia. (Abstract)

5. Raisor, C., & McWhorter, R. R. (accepted). Creation and evaluation of authentic technical writing assignments utilizing virtual world technology. Innovative Research in Virtual Worlds Conference, Coventry University, UK, November 3-4, 2011. (Abstract)

6. Chermack, T. J., Lynham, S. A., Lincoln, Y. S., & McWhorter, R. R. (2011). Toward a social constructivist theory of scenario planning. Academy of Human Resource Development International Conference, Schaumburg (Chicago), Illinois. February 23-26, 2011.Note: This paper received a Cutting Edge Award.

7. McWhorter, R. R., & Bennett, E. E. (2011). Virtual HRD, technology and distance learning: A discussion of future trends in HRD practice and research. Academy of Human Resource Development International Conference, Schaumburg (Chicago), Illinois, February 23-26, 2011. (Abstract)

8. McWhorter, R. R., Bennett, E. E., & Mancuso, D. S. (2010). Virtual human resource development. American Association for Adult & Continuing Education, Clearwater Beach, Florida, October, 24-29, 2010.

9. McWhorter, R. R., Lynham, S. A., & Chermack, T. J. (2010). Scenario planning as the development of leadership capability and capacity: A social constructivist inquiry. In the proceedings of the Academy of Human Resource Development International Conference, Knoxville, TN.

10. McWhorter, R. R., Lynham, S. A., & Chermack, T. J. (2010). Scenario planning as the development of leadership capability and capacity: A social constructivist case study. In the proceedings of the Academy of Human Resource Development International Conference, Knoxville, TN.

11. Bennett, E. E., & McWhorter, R. R. (2010). Virtual HRD: A paradigm shift? In the proceedings of the Academy of Human Resource Development International Conference, Knoxville, TN. (Abstract)

12. McWhorter, R. R., Mancuso, D. S., & Chlup, D. T. (2009). Adult learning in a virtual world. In the proceedings of the American Educational Research Association, San Diego, CA.

13. Mancuso, D. T., Chlup, D. T., & McWhorter, R. R. (2009). How to stay a.l.i.v.e. in a world of ever-changing technology: Keeping up with adult learning in a virtual environment. In the proceedings of the 50th Annual Adult Education Research Conference, Chicago, Illinois.

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14. McWhorter, R. R., Mancuso, D. T., Demps, E. (2009). The emergence of virtual human resource development: An innovative session. In the proceedings of the Academy of Human Resource Development International Conference, Washington, DC.

15. McWhorter, R. R., Mancuso, D. T., Hurt, A. (2008). Adult learning in a virtual environment: An innovative session. In the proceedings of the Academy of Human Resource Development International Conference, Panama City, FL.

16. McWhorter, R. R., Porter, D. E., Lynham, S. A., Chermack, T. J., & van de Merwe, L. (2007). Scenario planning as leadership development. In the proceedings of the University Forum for Human Resource Development Conference, Oxford University, Oxford, UK, June 27-30, 2007.

17. McWhorter, R. R., Porter, D. E., Lynham, S. A., & Chermack, T. J. (2007). Scenario planning as leadership development. In the proceedings of the Academy of Human Resource Development International Conference, Indianapolis, Indiana.

18. Hopkins, P. C., Cowell, C. C., Jorden, D., McWhorter, R., Dobbs, R. L., & Allen, W. C. Pedagogy begins with andragogy. In the proceedings of the Academy of Human Resource Development International Conference, Columbus, Ohio.


1. McWhorter, K. A., & McWhorter, R. R. (2011). Teaching social skills to students with autism spectrum disorders in a virtual environment. Council for Exceptional Children-Texas Conference, San Antonio, Texas, June 9-11, 2011.

2. Raisor, R., Kenney-Kennicut, W., McWhorter, R. R., McGeachin, R., Nowlin-Obanion, A., Snell, J. (2011). Using second life to teach across the disciplines: A panel discussion. Teaching with Technology Conference, Texas A&M University, February 7-8, 2011.

3. McWhorter, R. R., Stephens, T. L., Gilliam, B., Dykes, F., Reuter, J., Schultz, E. (2010). Tech savvy teachers: Technology pre-conference. Texas Council for Exceptional Children, Irving, Texas, June 17-19, 2010.

4. Glatz, T., & McWhorter, R. R. (2010). Genealogy collaboration and research in virtual worlds. 10th Annual Family History Conference, March 13, 2010, Tyler, Texas.

5. Raisor, C., Keeney-Kennicut, W., McWhorter, R., McGeachin, R., Nowlin-Obanin, A., & Snell, J. (2010). Second life learning in a virtual world. Teaching with Technology Conference, Texas A&M University, February 10-11, 2010.

6. Gilliam, B., McWhorter, R. R., & Fish, W. (2006). Peer tutoring. Texas Council for Exceptional Children Conference, June 22-24, 2006, Houston, Texas.

INVITED PRESENTATIONS

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1. McWhorter, R. R., Bennett, E. E., Mancuso, D. S., Huang, D., & Chapman, D. (2011). The emergence of virtual human resource development. Webcast for the members of the Academy of Human Resource Development. May 11, 2011.

2. Raisor, C., & McWhorter, R. R. (2010). Training & development in a virtual world. Invited presentation for Ms. Priya Karup’s EHRD 475: Multimedia Development for Training & Development, Texas A&M University, October 7, 2010.

3. Mc.Whorter, R. R. (2010). Using virtual worlds for training & development. Invited presentation for Mrs. Kristen Stovall, HRD 3312: Training & Development, The University of Texas at Tyler, July 1, 2010.

4. McWhorter, R. R. (2010). Online learning in a virtual world. Invited presentation for the School of Education, The University of Texas at Tyler, June 2, 2010.

5. Raisor, C., & McWhorter, R. R. (2010). Online education through a virtual world platform, Higher Colleges of Technology, Dubai, United Arab Emirates, Invited Online Presentation, June 2, 2010.

6. McWhorter, R. R. (2010). Online Training Alternatives. Brookshire’s Grocery Company, Corporate Training Office, Tyler, Texas, Invited Presentation, May 10, 2010.

7. McWhorter, R. R. (2010). Virtual world training for colleges of business. Invited presentation for the College of Business & Technology, The University of Texas at Tyler, April 2, 2010.

8. McWhorter, R. R. (2010). Innovative teaching techniques in second life. Texas Distance Learning Association. Invited presentation, March 26, 2010.

9. McWhorter, R. R. (2010). Scenario planning: Looking into the future. Invited presentation for Dr. Andrea Ellinger’s HRD 5343: Foundations of Human Resource Development course, The University of Texas at Tyler, April 19, 2010.

10. McWhorter, R. R. (2010). Tips and tricks for teaching in second life. Presentation for the Instructional Technology SL User Group, Texas A&M University, January 5, 2010.

11. Moats, J., McWhorter, R., & Mancuso, D. (2009) Training in a virtual world. The Project on National Security Reform & George Washington University, February 18, 2009, Washington DC.

12. McWhorter, R. R., & Moats, J. B. (2009). Simulations and emergency preparedness training in second life. Invited presentation, Texas Engineering Extension Service (TEEX). January 23, 2009.

13. McWhorter, R. R. (2008). Scholarly inquiry in second life. Invited presentation, Graduate Research Seminar, Dr. Stephen Carpenter, Texas A&M University, November 25, 2008.

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14. Hill, R., Carpenter, S., McWhorter, R., Ussery, J., & Snell, J. (2008). Teaching & learning in virtual worlds: A second life experience: Keynote panel presentation, Instructional Technology Showcase, Texas A&M University, October 23, 2008.

15. McWhorter, R. R. (2008). Adult learning in second life. Invited presentation, Dr. Dominique Chlup, Texas A&M University, September 18, 2008.

16. McWhorter, R. R. (2007). Confidentiality for Students with Disabilities. Invited presentation, Lindale Independent School District, Lindale, Texas, November 15, 2007.

17. McWhorter, R. R. (2007). Peer Tutoring. Lindale Independent School District, September 23, 2007.

18. McWhorter, R. R. (2005). WJ-III Assessments: Tips and Tricks, Tyler Independent School District.

19. McWhorter, R. R. (2003). Peer Tutor Training, Tyler Independent School District, Tyler, Texas.

EDITORIAL/REVIEW EXPERIENCE

Editor of special issue of peer-reviewed journal. Submitted a proposal to Advances in Developing Human Resources Journal in May 2010 for a special issue on Virtual Human Resource Development. Duties included soliciting articles through a call for papers, reviewing submissions, recruiting an assistant editor, corresponding with authors, editing the (8) final manuscripts for content and APA submission guidelines, and corresponding with Sage publishers.

Track Chair Associate Editor, Conference Track: Virtual Human Resource Development, Technology, and Distance Learning, The Academy of Human Resource Development 2012 International Conference. Reviewing (12) conference papers in addition to editorial duties.

Assistant Track Chair Editor, Conference Track: Virtual Human Resource Development, Technology, and Distance Learning, The Academy of Human Resource Development 2011 International Conference. Reviewed (12) conference papers in addition to editorial duties.

State-Level Conference Chair. Coordinated blind review process for (95) presentation proposals;

Reviewed (10) Pre-Conference and panel proposals, Council for Exceptional Children-Texas, January-March, 2011.

Conference Reviewer: (2) conference papers for the Southern Management Association, to be held inSavannah, Georgia, November 9-11, 2011.

Conference Reviewer: (3) conference papers for The Academy of Human Resource Development International Conference (2009) held in Knoxville, Tennessee 2010.

Conference Reviewer: (3) conference papers for The Academy of Human Resource

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Development International Conference (2008) held in Washington, DC. 2009.

Conference Reviewer: (3) conference papers for The Academy of Human Resource Development International Conference (2007) held in Panama City, Florida 2008.

Conference Reviewer: (3) conference papers for the Academy of Human Resource Development International Conference (2006) held in Indianapolis, IN 2007.

Book Reviewer (2006). Suggested content and technical changes for Richard Swanson’s (2007) Analysis for Improving Performance, 2nd edition book. Special acknowledgement was given.

PROFESSIONAL LICENSES AND CERTIFICATIONS

1995 Escrow License, Texas Department of Insurance1993 Educational Diagnostician Certificate, Texas Education Agency (Grades PK-12)1992 Generic Special Education Certificate (Grades PK-12), Texas Education Agency1990 Texas Teacher Certificate (Grades 1-8) with Math Endorsement, Texas Education Agency

UNIVERSITY COURSES TAUGHT

The University of Texas at Tyler2011 HRD 5331: Workforce Development (Online)2011 HRD 5370: Internship in HRD2011 HRD 3312: Training & Development2011 TECH 4372: Capstone Experience (2 sections)2011 HRD 4371: Internship2011 TECH 4320: Job Analysis Techniques (Online)2011 TECH 4371: E-Portfolio Course (2 sections)2011 TECH 4370: Internship2011 TECH 2323: Intro to Computer Applications (2 sections)2010 TECH 4372: Capstone Experience2010 TECH 4371: E-Portfolio Course 2010 TECH 1301: Technology and Society2010 TECH 4320: Job Analysis Techniques (Online) (2 sections)2010 HRD 4313: Management of the Instructional Environment2010 TECH 2323: Intro to Computer Applications, (2 sections)2009 TECH 4320: Job Analysis Techniques2009 HRD 4321: Introduction to Distance Learning2009 TECH 1301: Technology and Society2009 HRD 4350: Improving Organizational Performance2006 EDSP 5364: Assessment & Evaluation in Education

CORPORATE AND ORGANIZATIONAL CONSULTING

Leadership Development International. Developed experiential learning materials for one of their international clients: the Higher Colleges of Technology--Fujairah College (HCT-FC) in the United Arab Emirates (UAE). This partnership resulted in several projects designed to reach the HCT-FC mission including the introduction of virtual world technology for online learning for students on three continents.

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KR Virtual Designs. Developed virtual learning environments for The University of Texas at Tyler. Projects included: 3D Sulfuric Acid Plant, 3D Nanotechnology Safety Lab and Containment Room, and doctoral Nursing area in virtual world of Second Life™ for various research projects.

Texas A&M University, Instructional Technology Services. Developed online training area for undergraduate and graduate students on the A&M virtual campus in Second Life™.

HONORS/AWARDS

2011 Cutting Edge Award for Outstanding Paper in the 2011 Conference Proceedings, Academy of Human Resource Development

2011 Acknowledgement in journal article for technical assistance in 3D environment for PhD Nursing Instructors and Students, Second Life as a Clinical Conference Environment, M. Hermanns and C. Kilmon, The University of Texas at Tyler

2011 Who’s Who among Students in American Universities and Colleges Award2011 Acknowledgement in Scenario Planning in Organizations (book), by Thomas J. Chermack,

resulting from my research work on scenario planning as the development of leadership.2010 Epsilon Pi Tau, International Honor Society for Professions in Technology, The University of Texas at Tyler2008 Invited Researcher, Shambhala Institute for Authentic Leadership, The Future of

Leadership: Scenario Planning and the Changing Nature of Organizations and Communities, Trent University, Ontario, May 4-7, 2008.

2008 Spirit Award, Relay for Life in Second Life Committee, The American Cancer Society2007 Acknowledgement in Analysis for Improving Performance, 2nd Edition, (2007),

by Dr. Richard A. Swanson, resulting from my review and editing assistance.2003 Honorary Life Membership in Parent Teacher Association for Distinguished Service to

Children and Youth, Texas Congress of Parents and Teachers

SELECTED PROFESSIONAL MEMBERSHIPS/SERVICE POSITIONS

National Level: Academy of Human Resource Development (SIG Chair, 2011-Current; Conference Track

Chair Co- Editor, 2010; Leadership Development Committee, 2009-Current; Manuscript Reviewer,

2007-2009, Theory Committee, 2008; Scholarship and Leadership Development Committee, 2006-2007) American Association for Adult and Continuing Education (2010-Current) American Educational Research Association (AERA) (Member 2009-Current) Society for Human Resource Management (Member 2010-Current) Southern Management Association (Member 2011)State Level Council for Exceptional Children, Texas Division (President-Elect, Board Member from 2006-Current, Conference Chair, June 9-11, 2011) Texas Distance Learning Association (TxDLA) (Member 2010-Current)Regional/Local Level: East Texas Family History Fair, Leadership Committee (Member 2000-current; Publicity Co-Chair 2006-Current)The University of Texas at Tyler, College of Business & Technology, Society for Human Resource Management (SHRM), Faculty Advisor, 2010-Current; Scholarship Committee 2010-

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Current; Curriculum Committee, 2010-Current; Assurances of Learning Committee (2011-Current); Epsilon Pi Tau, Treasurer and Induction Committee (2011-Current)

SELECTED SOFTWARE AND TECHNOLOGY PLATFORM COMPETENCIES

Course Management Systems Blackboard (blackboard.com) course management system. Taught one course utilizing Blackboard 6 and ten courses with Blackboard 8. Level of proficiency: Moderate SLoodle (sloodle.org). Experimented with this system for online courses. Level of Proficiency: Beginning-Moderate

Graphics and Video Capture Software Camtasia (techsmith.com). Utilized this program for preparing materials for four undergraduate online courses and for capturing video images of online sessions. Level of proficiency: Moderate Jing (techsmith.com/jing).Screencast software for short lectures. Level of proficiency: Moderate Tegrity (tegrity.com). Utilized this program for two hybrid courses. Level of proficiency: Moderate

Productivity Software Google programs (google.com). Have utilized Google (Web) Sites, Google Docs, Google Wave, Google Scholar, Google Books, Gmail, and Google Search Engines for research efforts and designing instruction. Level of proficiency: Moderate Office 2010 (Microsoft.com) productivity suite. Taught two undergraduate courses with each of the components of this suite. Level of Proficiency: Moderate Social Media/Networking Sites/Platforms Facebook (www.facebook.com) social networking site. Two years’ experience as administrator of three professional groups and one student group. Level of proficiency: Moderate LinkedIn (linkedin.com). Maintain virtual presence in this professional site; interact with others in professional groups; group owner and maintain SIG for AHRD; Taught Capstone students to use for ePortfolio. Level of Proficiency: Moderate Second Life (www.secondlife.com) virtual world platform. Four years’ experience including completion of two online research studies. Began grassroots-effort forming the Texas A&M University Student Group (300+ users). School of Architecture for three courses (one graduate, two undergraduate); College of Nursing & Allied Health, The University of Texas at Tyler, designed synchronous training/learning areas and constructed doctoral spaces for Nurses in PhD program at a distance. Level of proficiency: High Twitter (twitter.com). Utilize for state-level non-profit organization. Level of proficiency: Moderate Video Conferencing Sites/Virtual Classroom Platforms Elluminate Live! 10 (elluminate.com). Utilized for two hybrid classes and for virtual office hours and mock virtual training; Level of Proficiency: Moderate

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http://www.secondlife.com/

http://www.facebook.com/

Skype (skype.com). Collaboration with colleagues in U.S., Canada, Africa, and Europe; Connecting to students on The University of Texas at Tyler-Longview, Texas campus during mock panel interviews; leadership meetings for SHRM student group and Board Meetings with the CEC-Texas Board. Level of Proficiency: Moderate Adobe Connect (www.adobe.com). Utilized for Webinar and have attended various meetings in this format. Level of Proficiency: Beginning

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Judy Y. SunDepartment of Human Resource Development and Technology

College of Business and TechnologyUniversity of Texas at Tyler

Tyler, TX 75799Telephone: 903-565-5912 (O); 903-952-8244 (C)

Email: [email protected]

EDUCATION

PhD University of Texas at Tyler, September, 2007 – PresentHuman Resource Development Major. Dissertation Topic: Career transitions among Chinese managers: A grounded theory study.

MBA Guanghua School of Management (accredited by AACSB International), Peking University, China, 1999

B.A. Business and Economics, Capital University of Economics and Business, China, 1994

PROFESSIONAL EXPERIENCE

Assistant Professor, Department of Human Resource Development and Technology, College of Business and Technology, The University of Texas at Tyler. November, 2011 - present.

Conducting research in career development, HRD policy research, comparative analysis in HRD, and corporate university.

Designing and teaching the following undergraduate courses in Fall 2010 and Spring 2011.

o TECH 4301: Supervision (ITV Class) (Student enrollment: 53, including 12 ITV students)

o HRD 3411: Career Development (ITV Class) (student enrollment: 27, including 4 ITV students).

Designed this course based on my experience, research, and expertise in career development theories and practices.

o HRD 3333: Human Relations(ITV class) (student enrollment: 43, including 13 ITV students).

Graduate Research and Teaching Assistant, Instructor, Department of Human Resource Development and Technology, College of Business and Technology, The University of Texas at Tyler. September, 2007-September, 2011

Conducted research in economic foundation of HRD, HRD policy studies, career development, and corporate university; searching online and library databases for the research projects,

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assisting professors in literature review and data analysis, and conducting independent research for scholarly publications.

Designed and/or independently taught the following undergraduate courses in Fall 2009 and Spring 2010.

o MANA 3320: Human Resource Management (student enrollment: 59)o TECH 4301: Supervision (ITV Class) (Student enrollment: 20, including 3 ITV

students)o HRD 4350: Topics in HRD-Career Development (student enrollment: 13). o HRD 4311: Instructional Delivery (student enrollment: 27)

Assisted in teaching and office administrative related work.

Graduate Teaching Assistant, Darden College of Education, Old Dominion University, January-August 2007. Independently taught undergraduate course OTS 251: Computer Literacy and Applications. Assisted in the Department and Dean’s offices’ administrative tasks, including taking different

regular shifts at the department office. Conducted literature search and review for professors in multiple HRD areas.

Director , Career Development Center , Guanghua School of Management, Peking University. August 2003-January 2007. Responsible for managing three direct reports and overseeing the overall function of the Career

Development Center; Identified, developed, and maintained relationships with potential employers across China for

the School’s graduates employment and internships opportunities; Taught career development courses, seminars, and workshops to prepare students’ identifying

career goals, establishing career awareness, and improving students’ job-searching skills; Conducted individual and group career counseling sessions for MBA, graduate and

undergraduate students majored in business and management; Designed and delivered a course, Building Your Career Development Skills, for the first-year

graduate students in the School. This was recognized as the first of its kind among all business schools in China;

Planned, organized and coordinated 20 career fairs and 35 company campus visits. Before my appointment to this position, student evaluation ranked the Career Development

Center the lowest among all supporting departments. My efforts changed the students’ perceptions and generated the following outcomes: Guanghua School of Management became a recognized exemplar in Career Service

among top business schools in China as identified by the Deans’ Association of Chinese Management Schools in 2005;

Established nationwide and overseas employer network through my constant outreach initiatives, such as site visits, career fairs, information distribution, and internships.

Resulted in a 40% higher MBA graduates’ employment rate above the national average; The average entry salary of undergraduate students increased 20%, while that of graduate

students’ continuously increased 6% to7% for 3 years. Designed and co-taught an MBA curriculum, Career Development for MBA and graduate

students for Department of Organizational Behavior, Guanghua School of Management, Peking University

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Senior Consultant, 51job.com (A publicly traded company on Nasdaq, specialized in human resources and career services), May 2000 – August 2003. Led a team and provided executive search and HR consulting services for client organizations. As Business Development Manager, developed a network of clients for consulting services. Conducted internal training programs to junior consultants. Provided HR-related regulations and policies consulting services to client organizations. Completed 60 executive search assignments for client organizations, including multinational

companies, large state-owned companies, and private companies. Completed four Compensation and Benefits Surveys in local employment markets.

Human Resources Consultant, Global Assignment Center, Motorola China, 1999 - 2000. Managed expatriates compensation and benefits; Provided HR-related supporting services for expatriates based on Motorola global assignment

policies and procedures; Provided educational assistance to expatriates and their families, and prepared them situated in

Chinese culture and new work environment in China; Assisted the global assignments in line with the personal career development plan of the

individual expatriates.

Human Resources Consultant, KPMG Peat Marwick-Huazhen Accounting, 1997 –1999.Provided client organizations with HR-related consulting services, including Identified, interviewed, and recruited senior professionals based on the request of the client

organizations Drafted employment contracts based on clients’ requirements Provided HR-related regulations and policies consulting services to client organizations Conducted salary surveys for client organizations in specific regional markets.

Deputy Manager , Futures Market Department, China Feed Stuff Group Corporation, September, 1994 – March 1997. Draft employment contracts, and assist the general manager to recruit new employees Supervise daily operations in departmental administration; Performed futures market transactions as a trader.

REFEREED PUBLICATIONS

Sun, J. Y. & Wang, G. G. (2011). Integrating disparate literatures on voluntary career transition and voluntary turnover: Implications for research in the Chinese context. Journal of Chinese Human Resource Management, 2 (1), 23-42.

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Wang, G. G. & Sun, J. Y. (Under Review). An impact analysis of the four AHRD journals: 2002—2009. Human Resource Development Quarterly.

Wang, G. G., Gilley, J. W. & Sun, J. Y.. (Under Revision). The “science of HRD:” Reshaping HRD research through Scientomatics. Human Resource Development Review.

Gu, Q., Wang, L., Sun, J. Y., & Xu, Y. (2010). Understanding China’s Post-80 Employees’

Work Attitudes: An Explorative Study. Journal of Chinese Human Resource Management, , 1(2), 74-94.

Wang, G. G., Li, J., Qiao, X., & Sun, J. Y. (2010). Understanding the corporate university phenomenon from human capital theory. International Journal of Human Resource Development and Management, 10(2), 182-204.

Sun, J. Y. & Wang, G. G. (2009). Exploring Career Transition in the Transitioning Chinese Context: A Case Study. Human Resource Development International. 12(5), 511-528.

Wang, G. G., Rothwell, W. J. & Sun, J. Y. (2009). Management development in China: A policy analysis. International Journal of Training and Development, 13(4), 205-220.

Wang, G. G. & Sun, J. Y. (2009). Clarifying the boundary of Human Resource Development. Human Resource Development International, 12(1), 93-103.

Dobbs, R. L., Sun, J. Y., & Roberts, P. B. (2008). Human Capital and Screening Theories: Implications for Human Resource Development. Advances in Developing Human Resource, 10 (6). 788-801.

Wang, G. G., Korte, R., & Sun, J. Y. (2008). Development Economics and HRD: Policy Studies in Developing Countries. Advances in Developing Human Resource, 10(6), 848-862.

BOOK CHAPTERS AND BOOK REVIEWS

Sun, J. Y. (under review). Book Review: Doing Work Based Research: Approaches to Enquiry for Insider-researchers. Human Resource Development Quarterly.

Sun, J. Y. & Wang, G. G. (In press). Career development. In R. Prescott & W. Rothwell (ed). Human Resource Encyclopedia. New York: Pfeiffer.

Wang, G. G. & Sun, J. Y. (In press). Change management. In R. Prescott & W. Rothwell (ed). Human Resource Encyclopedia. New York: Pfeiffer.

Wang, G. G. & Sun, J. Y. (In press). Human Resource Policy. In R. Prescott & W. Rothwell (ed). Human Resource Encyclopedia. New York: Pfeiffer.

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Sun, J. Y., & Wang, G. G. (2008). Career development for MBA participants in China: Constraints, challenges, and solutions. In M. Z, Xiao (ed.) Global Human Resources Development Research and Practice (pp. 185-198). Beijing: China Higher Education Press.

Wang, G. G., Li, J., Qiao, X., & Sun, J. Y. (2008). Theorizing the corporate university phenomenon. In M. Z. Xiao (ed.) Global Human Resources Development Research and Practice (pp. 89-110). Beijing: China Higher Education Press.

Sun, J. Y. (2008). Book Review: Analysis for Improving Performance – Tools for Diagnosing Organizations and Documenting Workplace Expertise (2nd Ed). Performance Improvement Quarterly. 21(1), 115-121.

PUBLISHED TRANSLATION WORK

Sun, Y. & Yang, S. B. (2010). Chinese Translation for Swanson, R. A. Analysis for Performance Improvement – Tools for Diagnosing Organizations and Documenting Workplace Expertise. Beijing, China: Renmin University Press.

PUBLICATIONS AND BOOK CHAPTERS IN CHINESE

Sun, Y. & Yang, S. B. (2010). Epilogue for Chinese translation of Swanson, R. A. Analysis for Performance Improvement – Tools for Diagnosing Organizations and Documenting Workplace Expertise. Beijing, China: Renmin University Press.

Sun, Y. (2006). Labor market and career information. In Global Career Development Facilitator Handbook (pp. 90-104). Beijing: China Economics & Finance Press.

Sun, Y. (2006). Setting target and action plan. In Global Career Development Facilitator Handbook (pp. 105-130). Beijing: China Economics & Finance Press.

Sun, Y. (2006). Career development services. In Global Career Development Facilitator Handbook (pp. 131-173). Beijing: China Economics & Finance Press

Sun, Y. (2006). Job Searching Skills, In Career Development Handbook, Peking University.

Pang, J. Q., Qiao, X. J. and Sun, Y. (1999). Case study: Wu-mart Chain Stores Co. Ltd. In Management Case Center of Peking University (ed.) China Enterprise Management Instructional Case Series, (pp. 29-44), Beijing: Peking University Press.

REFEREED CONFERENCE PROCEEDINGS

Sun, J. Y.., Wang, G. G., & Ellinger, A. (2011). Integrating the research in career transition and voluntary turnover. In K. Dirani & J. Wang (Eds), Proceedings of the 2011

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International Research Conference in America, San Paul, MN: Academy of Human Resource Development.

Wang, G. G. & Sun, J. Y. (2011). An impact analysis of the four AHRD journals: 2002—2009. In K. Dirani & J. Wang (Eds), Proceedings of the 2011 International Research Conference in America, San Paul, MN: Academy of Human Resource Development.

Wang, G. G., Gilley, J. W. & Sun, J. Y. (2011). The “science of HRD:” Reshaping HRD research with scientomatics. In K. Dirani & J. Wang (Eds), Proceedings of the 2011 International Research Conference in America, San Paul, MN: Academy of Human Resource Development.

Sun, J. Y., Wang, G. G., & Ellinger, A. D. (Nov, 2010). Career transition and voluntary turnover: Integrating the disparate literatures. Proceedings of the 2010 International Research Conference in Asia: Academy of Human Resource Development, Shanghai, China.

Sun, J. Y. (February, 2010). The role of system induced factors of career transitions among Chinese managers. Proceedings of the 2010 International Research Conference in America, Knoxville, TN: Academy of Human Resource Development.

Sun, J. Y. (February, 2010). The relevancy of grounded theory method to HRD theory building. Proceedings of the 2010 international research conference, Knoxville, TN: Academy of Human Resource Development.

Wang, G. G. & Sun, J. Y. (February, 2010). Human Resource Development in China: A policy review and analysis. Proceedings of the 2010 International Research Conference in America, Knoxville, TN: Academy of Human Resource Development.

Sun, J. Y. (December, 2009). Grounded theory research method and HRD theory building. Proceedings of the 2009 International Research Conference in Asia: Academy of Human Resource Development, Bahrain.

Sun, J. Y. & Wang, G. G. (June, 2009). Career transition theories revisited. Proceedings of 10th

Annual European Human Resource Conference U.K.

Sun, J. Y. & Wang, G. G. (February, 2009). Exploring career transition in the Chinese context: The case of a MBA program. In J. Storberger-Walker (ed). Proceedings of the 2009 International Research Conference, Washington, D. C: Academy of Human Resource Development.

Wang, G. G., Rothwell, W.J., & Sun J. Y. (February, 2009). Management development in China: A policy analysis. In J. Storberger-Walker (ed). Proceedings of the 2009 International Research Conference, Washington, D. C: Academy of Human Resource Development

Sun, J. Y. & Dobbs, R. L. (February, 2009). Understanding the career decision making process. In J. Storberger-Walker (ed). Proceedings of the 2009 International Research Conference, Washington, D. C: Academy of Human Resource Development.

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Wang, G. G., Sun, J. Y., Dobbs, R. L. & Robers, P. (2009). Economics foundations: What can HRD learn from human capital and screening theories? In J. Storberger-Walker (ed). Proceedings of the 2009 International Research Conference, Washington, D. C: Academy of Human Resource Development.

Sun, J. Y. & Wang, G. G. (November, 2008). Career transitioning management for MBA graduates: The case of China. In Wasta, B. (ed.), Conference Proceedings: 2008 Asia Conference of AHRD (pp. 49-58). Bangkok, Thailand: Academy of Human Resource Development.

Wang, G. G. & Sun, J. Y. (November, 2008). Clarifying the boundary of Human Resource Development. In Wasta, B. (ed.), Conference Proceedings: 2008 Asia Conference of AHRD (pp. 49-58). Bangkok, Thailand: Academy of Human Resource Development.

Wang, G. G., Li, J. J., Qiao X. J., & Sun, J. Y. (February, 2008). Exploring the Corporate University Phenomenon. In T. Chermack, & Storburg-Walker (eds.) Conference Proceedings: 2008 International Research Conference. Pananma City, FL: Academy of Human Resource Development.

Sun, J. Y. (February, 2008). Relationship of Taorism and HRD practice. Worldviews and their impact on HRD research and practice: women’s perspectives. 2008 International Research Conference, Academy of Human Resource Development. Panama City, FL.

Wang, G. G., Li, J. J., Qiao X. J., & Sun, J. Y. (November, 2007). Understanding corporate universities. In M. Z. Xiao (Ed) Conference Proceedings, the 2007 Asian Conference, academy of Human Resource Development (pp. 195-198). Beijing: Beijing University Press.

Sun, J. Y., & Wang, G. G. (November, 2007). Career Development for Chinese MBA Participants: Constraints, Challenges, and Solutions. In M. Z. Xiao (Ed) Conference Proceedings, the 2007 Asian Conference, academy of Human Resource Development (pp. 195-198). Beijing: Beijing University Press.

REFERED CONFERENCE PRESENTATIONS/WORKSHOPS

Wang, G. G., Gilley, J. W., Sun, J. Y, Yang, B., & Korte, R. (2011). The “science of HRD research:” Assessing and evaluating HRD research. The 2011 International Research Conference in America, San Paul, MN: Academy of Human Resource Development.

Sun, J. Y.., Wang, G. G., & Ellinger, A. (2011). Integrating the research in career transition and voluntary turnover. The 2011 International Research Conference in America, San Paul, MN: Academy of Human Resource Development.

Wang, G. G. & Sun, J. Y. (2011). An impact analysis of the four AHRD journals: 2002—2009. The 2011 International Research Conference in America, San Paul, MN: Academy of

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Human Resource Development.

Wang, G. G., Gilley, J. W. & Sun, J. Y. (2011). The “science of HRD:” Reshaping HRD research with scientomatics. The 2011 International Research Conference in America, San Paul, MN: Academy of Human Resource Development.

Sun, J. Y. (February, 2010). The role of system induced factors of career transitions among Chinese managers. The 2010 International Research Conference in America, Knoxville, TN: Academy of Human Resource Development.

Sun, J. Y. (February, 2010). The relevancy of grounded theory method to HRD theory building. The 2010 international research conference, Knoxville, TN: Academy of Human Resource Development.

Wang, G. G. & Sun, J. Y. (February, 2010). Human resource development in China: A policy review and analysis. The 2010 International Research Conference in America, Knoxville, TN: Academy of Human Resource Development.

Zheng, W., Li, Jessica, & Sun, J. Y. (February, 2010). Getting to the next level: A research agenda on advancing careers for Asian women professionals in the US workplace. The 2010 International Research Conference in America, Knoxville, TN: Academy of Human Resource Development.

Sun, J. Y. (December, 2009). Grounded theory research method and HRD theory building. The 2009 International Research Conference in Asia: Academy of Human Resource Development, Bahrain.

Sun, J. Y. & Dobbs, R. L. (February, 2009). Understanding the career decision making process. The 2009 International Research Conference, Washington D. C: Academy of Human Resource Development.

Wang, G. G., Rothwell, W. J., & Sun, J. Y. (February, 2009). Management Development in China: A policy analysis. The 2009 International Research Conference, Washington D. C: academy of Human Resource Development.

Wang, G. G., & Sun, J. Y. (February 2009). Clarifying the boundaries of human resource development. The 2009 International Research Conference, Washington D. C: academy of Human Resource Development.

Wang, G. G., Nijhof, W., Swanson, R. A., Allen, C., Roberts, P. & Sun, J. Y. (February 2009). Building comparative HRD. An Innovative Session at the 2009 International Research Conferecen. Washington DC: Academy of Human Resource Development.

Wang, G. G., Korte, R. & Sun, J. Y. (February, 2009). Development economics: A foundation for HRD policy studies in developing countries. The 2009 International Research Conference, Washington D. C: academy of Human Resource Development.

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Wang, G. G., Sun, J. Y., Dobbs, R. & Roerts, P. (February, 2009). Economic foundations: What can HRD learn from human capital and screening theories? The 2009 International Research Conference, Washington DC: academy of Human Resource Development.

Wang, G. G., Li, J. J., Qiao, X. & Sun, J. Y. (February 2008). Exploring coeporate university phenomena. The 2008 International Research Conference. Panama City, FL: Academy of Human Resource Development.

Wang, G. G., Li, J.J., Qiao, J. X., Sun, J. Y., Allen, C. & Dobbs, R. L. (February 2008). Corporate University: Theory and Practice. Innovative Session at the 2008 International Research Conference. Panama City, FL: Academy of Human Resource Development.

Wang, G. G., Li, J. J., Qiao, X. & Sun, J. Y. (November 2007). Understanding corporate universities. Presentation at the 2007 Asian Conference. Academy of Human Resource Development. Beijing, China: Beijing University.

Wang, G. G., Zheng, W., Cui, L., & Sun, J. Y. (November 2007). HRD research and practice in international settings. 2007 Asia international Research Confeence. Beijing, China: academy of Human Resource Development.

Sun, J. Y. & Wang, G. G., (November, 2007). Career Development for Chinese MBA Participants: Constraints, Challenges, and Solutions. 2007 Asian International Research Conference. Beijing, China: Academy of Human Resource Development.

Wang, G. G.& Sun, J. Y. (November 2007). Career Development in Organizations: What, Why, and How. Workshop at Global Career Development Facilitator and National Career Development Association China Summit Forum. Beijing, China.

Peng, S. Q. & Sun J. Y. (July, 2006). Key Competency Model for MBA Students. The Fifth International Conference on Adult Education & Social Development, Macau, China.

Sun, J. Y. (October 2005). Career Development Services at Guanghua School of Management. National Business School Deans’ Forum. Kunming, China.

COURSES AND TRAINING WORKSHOPS

As a guest lecturer of China Vocational University Online, delivered the following courses/ workshops to over 300 higher education institutions via satellite network, 2006 - present.

Career development for graduates in unpopular majors. Career development principles for university students Career exploration for university students Career interests exploration for university students Value system and careers for university students

Global Career Development Facilitator Program certified by the Center for Credentialing & Education, Inc., serving as instructor for three courses - Labor Market, Communication Skills in

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Career Counseling and Career Development Services and strategies – Beijing & Shanghai, Feb, June, December, 2005; Feb, June, Nov. 2006; December, 2007, July, 2008, and July, 2011.

INVITED SEMINARS AND WORKSHOPS

Wang, G. G. & Judy Y. Sun. (November 2007). Career Development in Organizations: What, Why, and How. A one-day workshop at the First China International Forum of Career Planning & Career Development Global Summit, Beijing, China.

Sun, Y. (December 2006) Job Searching and Career Development. A seminar for the College of Medicine, Peking University. Beijing,

Sun, Y. (December 2006) Job Searching Skills. A workshop for The Capital University of Economics and Trade. Beijing.

Sun, Y. (December 2006) Career Planning for MBA Participants. A seminar for Hefei University of Industrial Technology. Hefei, China.

Sun, Y. (November 2006) Career Development Skills. A workshop for the MBA Education Center, Business School, Central University of Economics and Finance. Beijing.

Sun, Y. (May 2006). Your Career Success Begins with Your First Job. A workshop for Shenzhen University. Shenzhen. China.

Sun, Y. (July 2005). Career Development Skills for MBA Students. A workshop for Shanghai University. Shanghai.

Sun, Y. (June 2005). Career development guidelines and career counseling skills, A workshop for Jiangsu Province Career and Vocational Center. Nanjing, China.

Sun, Y. (August 2005 –August 2006). Executive Coaching. A workshop for the Chinese Government Youth Committee, Beijing.

Sun, Y. (April 2005). Career Development in organizational settings. A workshop for China Construction Bank, Guangzhou, China.

Sun, Y. (March – April, 2005). Customer Service. A workshop for China Construction Bank and China Agriculture Bank.

Sun, Y. (March 2005). Recruiting Skills. A workshop for 51job.com. Beijing. Sun, Y. (March 2005). Pressure Controls for employees. A seminar for the Great-Wall

Lubricating Oil Co. Beijing. Sun, Y. (November 2004). Documenting Expertise. A workshop for Jiangsu Food

Equipment Company Nanjing, China. Sun, Y. (Sept 2004) How to Start Your Socialization Process for Career Success. A

seminar for Graduate School, Tsinghua University, Beijing

PROFESSIONAL MEMBERSHIP

Academy of Human Resource Development (AHRD) (2007 – present)

1.China Special Interest group, Academy of Human Resource Development (AHRD) (2009-present)

2.Theory Building Special Interest Group, Academy of Human Resource Development (AHRD) (2009-present)

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International Association of Chinese Management Research (IACMR) (2008 – present)

International Association for China Human Resource Development (IACHRD) (2007 – present)

PROFESSIONAL SERVICES

Outstanding Student Award Committee member, College of Business and Technology, 2011

Cutting Edge Award Committee member for the selection of best papers submitted to 2010 and 2011 AHRD International Research Conference in America.

R. Wayne Pace Book of the Year Award Committee, 2010 to review and select the award winner out of 7 nominated books.

Symposium Chair, Exploring Cross-Cultural Adjustment and Googling HRD Topics. The 2010 international Research Conference in America: Knoxville, TN: Academy of Human Resource Development, February, 27, 2010.

Associate Track Chair for Career Development Track, 2010 International Research Conference in America, Academy of Human Resource Development.

Symposium Chair, Theory Building, 8th International Research Conference in Asia, Academy of Human Resource Development, December, 13, 2009.

International Committee, Academy of Human Resource Development, (2007-present). Manuscript Reviewer for the International Research Conferences, the Academy of HRD

(2007-2010). Manuscript Reviewer for African Journal of Business Management, (2010 – now) Manuscript Reviewer for Human Resource Development International (2010) Vice President – Business Development, International Association for China Human

Resource Development (IACHRD), 2007-present. China Regional Coordinator for the 2007 International Research Conference of National

Career Development Association (NCDA) at Seattle,. International Coordinator of Global Career Development Facilitator and National Career

Development Association China Summit Forum (2007) Principal Judge, National College Students Career Development and Planning Contest,

(April–October 2006), Beijing, China. Guest Advisor and Commentator for the TV serial The Journey program on career

development by China Central TV (CCTV), (2005-2006). As a Panelist for the 2005 TV program, Scientific Endeavors by The Education Channel,

China Central TV (CCTV) and presented eight special programs on career development in 2005.

Career Development Consultant, Tsinghua University, Beijing, China (2005-2006)

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Career Development Consultant, Shanghai University, Shanghai, China (2005-2006)

PROFESSIONAL DEVELOPMENT AND CERTIFICATES

Certified Trainer, the Global Career Development Facilitator Program (2005, 2006) by National Career Development Association (NCDA).

Certified Global Career Development Facilitator (GCDF), by National Career Development Association, USA (2005)

Executive Coach Certificate by Professor Paul Stevens (2006). Executive Coach Certificate by The Training Center of the Chinese Central Youth League

(2005 – 2006) International Research Conference, National Career Development Association. Seattle, AL,

(July, 2007) Career Development in Organizations – by Foreign Enterprise Service Corporation (FESCO),

Beijing, China (2005). HRD Certificate, Awarded jointly by the Pennsylvania State University, Peking University,

Nankai University, and Motorola University, (1999- 2000). Consulting Skills -by KPMG China, Inc. (1997)

MEDIA COVERAGE

Interviewed, quoted, or featured in the following media articles on Chinese national news papers or magazines regarding MBA graduate students or college graduates’ career development issues: Zhuang, D. K. (October 18, 2006). Job Searching Dilemma for MBA Graduates. (MBA求职误区). New Beijing Daily (p. 6).

(September 6, 2006) “Forced”: Fresh College Graduates Became Entrepreneurs (大学生“逼”上了创业之路). China Economic Times (p. 5).

(April, 12, 2006). Pay More Attention to Career Education. （“职业生涯教育”期待更多关注）China Education Daily. (p. 12).

(September 21, 2005) “Employment Express” from Peking University (就业直通车从北大出发). China Education Daily (p. 10).

(August 10, 2005). College Graduates: How to Become Organizations’ Favorites? （大学毕业生怎样成为职业宠儿）China Education Daily, (p. 12).

(August 2, 2005). Career Education Must Address Fundamental Issues (就业教育不该治标不治本)。 China Youth Daily.

Yang, T. & Gui, Y. M. (June 15, 2005). Graduates Should Deal with the Household Registration System (Hukou) in a Right Way（学生要正确认识户口的作用）China Economic Times.

(June, 9, 2005). The Comparative Advantages of Domestic MBA: Broader Career Opportunities. （国内商学院MBA优势竞争力：本土MBA就业面更广）New Beijing Daily.

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(November 18, 2004）College Graduates: How to Prepare for Future Careers. （面对就业，大学生做什么准备）Guangming Daily

Tan, L. (May 9, 2004). MBAs Need to Be More Practical. （MBA需要更务实）Global Times , (p. 5)

CONSULTING： ChinaHR.com (2005-2006) Beisen Career Assessment Ltd. （2005-present） China National College Students Career Development Satellite Network （2005-2006） HongBin Human Resource Consulting Company (2005-2006)

HONORS AND AWARDS

The Second Price, Lining International Doctorial Dissertation Research Proposal Award International Association of Chinese Management Research, 2010

Emerson Scholarship for Outstanding MBA StudentGuanghua School of Management, Peking University, 1997-1998.

Outstanding Student Award Human Resource Development Certificate Program, jointly offered by the Pennsylvania State University, Peking University, Nankai University and Motorola University, 2000.

Peking Municipal Scholarship for Outstanding College GraduatesPeking City Government, 1994.

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Tommy GilbreathAdjunct Associate Professor Emeritus

Department of HRD & Technology

Address: 5411 Ashbury Court Tyler, TX 75703 H: (903) 534-0349 O: (903) 566-7338

Fax: (903) 565-5650

Positions: 2005-present.1976-2005 Associate Professor of Technology. The University of Texas at

Tyler. Tyler, TX.

1973-1976. Director of Industrial Technologies. Lubbock Christian College. Lubbock, TX.

1971-1973. Supervisor of Industrial Arts. Instructor of Industrial Arts. Snyder

Public Schools, Snyder, TX. .1964-1968. Instructor of Drafting. El Paso Public Schools, El Paso, TX.

Education: Certified OSHA General Industry Instructor, Department of Labor, May, 1988 (Recertified in 1991 and 1995).

Doctor of Education, Texas A&M University, 1971. Major: Industrial Education. Support Areas: Engineering Design Graphics and

Architecture.

Master of Education, Texas A&M University, 1969. Major: Industrial Education. Support Area: Engineering Design Graphics.

Bachelor of Science, Sul Ross State University, 1964. Major: Industrial Arts.

Research: Grant from the Texas Tech Prep Professional Development Consortium. Spring, 1993.

OSHA Update. Paper prepared for presentation at The National Association of Industrial Technology. November 20, 2003

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Publications:Gilbreath, T. D. (November, 2003). OSHA update. NAIT selected papers.

National Association of Industrial Technology

Gilbreath, T. D. (Winter/Spring, 1996). Including Tech Prep principles in teacher training programs. Journal of Technology Studies.

Gilbreath, T. D. (December, 1993). Preparing pre-service teachers for Tech Prep. Research in Education.

Gilbreath, T. D. (December, 1987). Terror free presentations. FYI '87. (American Association of Donor Recruitment Professionals Newsletter).

Gilbreath, T. D. (July, 1984). Recycling and higher education. Gulf Coast

Reporter, (Institute of Scrap Iron and Steel).

Gilbreath, T. D. (Fall, 1981). Attitudes and actions toward resource recovery. Journal of Epsilon Pi Tau.

Gilbreath, T. D. (October, 1980). The energy crisis and the construction industry.

Newsletter of The American Council on Industrial Arts Education. Gilbreath, T. D. (January, 1980). Teach recycling technology. Man, Society and

Technology.

Allen, W. C. and Gilbreath, T. D. (eds.). (1979). Insider. AVA Journal. Gilbreath, T. D. (Spring, 1979). Job analysis. Manufacturing Forum.

Presentations and Seminars: “BAAS Information.” Presented to Ms. Janet Booth’s seminar class at Tyler Junior College. April 14, 2005.

“BAAS Information.” Presented to Dr. Judy Young’s seminar class at Tyler Junior College. April 14, 2005

“Communication.” Seminar to be presented to Robert R. Muntz Library. January, 2004.

“Teambuilding Techniques.” Seminar to be presented to Robert R. Muntz Library. January, 2004.

“Leadership Training.” Region 11, Society of Manufacturing Engineers. Austin, Texas. November 2, 2002. and November 1, 2003

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“Parliamentary Procedure.” Technology Students Association Leadership Conference. Tyler, Texas. October 2, 2002

“Manufacturing Engineering Certification.” Chapter 305, Society of Manufacturing Engineering. Amarillo, Texas. January 15, 2001.

“Principles of Leadership.” University of Texas T Health Center at Tyler. November 20, 2000.

“Technology Programs at UT Tyler.” High school career day students at Trinity Valley Community College, Athens, Texas. March 10, 2000

“Importance of Enthusiasm.” Southwest Dairy, Tyler, Texas. February 23, 2000.

“The Law of the Coyote.” Texas College Leadership Institute. Tyler, Texas. January 7, 2000.

“Chapter Bulletin.” Chapter Officials Conference, Society of Manufacturing Engineers, Dallas, Texas. November 12, 1999.

“Chapter Leadership.” Region 11 Society of Manufacturing Engineers, Dallas, Texas. November 5, 1999.

“Taking the Fear Out of Speaking.“ Technology Student Association Leadership Conference. Tyler, Texas. October 27, 1999.

“The Art of Public Speaking.” Texas College Emerging Leaders Forum. September 26, 1999.

“OSHA Voluntary Compliance.” Two day seminar presented to Nucor Steel, Jewett, Texas. August 17-18, 1999.

“Multiphasic Bafflegab.” International Association of Administrative Professionals. Austin, Texas. April 20, 1999.

"Who are the Volunteers?" East Texas Food Bank, Tyler, Texas. March 7, 1997.

“The Challenge of Leadership.” Texas Scholars Banquet, Jacksonville, Texas. April 22, 1997.

"The Power of Ideas." Inventor's Club, Longview, Texas. March 20, 1997.

“Teambuilding.” (A series of seminars presented to Marathon Oil Company, Aetna Life and Casualty, United Telephone, East Texas State at Texarkana, Medical Administrators of Texas, Texas Employment Commission. 1993-1995.

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"Helping Preservice Teachers to Integrate Mathematics and Science for Tech Prep." American Vocational Association, Dallas, Texas. December 9, 1994.

"Developing Listening Skills." Trane Corporation, Tyler, Texas, October, 1994.

"Tech Prep Instruction for Pre-service Teachers." American Vocational Association, Nashville, Tennessee. December 4, 1993.

"Patterns." National Association of Purchasing Managers Annual Scholarship Banquet, Longview, Texas. September 16, 1993.

"Linking the School and the Workplace." Tech-Prep Workshop, Tyler, Texas. April 27, 1993.

"Americans with Disabilities Act: Job Analysis and Job Descriptions in the Context of Complying with the New Law." University of Texas Health Center at Tyler. February 7, 1993.

"Supervision." Nephrology Associates, Tyler. January, 1993.

"How to Make a Presentation." Technology Students Association, Tyler, Texas. March, 1991.

"How to Get Your Ideas Across Clearly and Forcefully." The University of Texas at Tyler. 1990.

"Flexible Thinking." Professional Secretaries Institute, The University of Texas at Tyler. September 8, 1990.

"Recycling Technology." Tyler Optimist Club. Tyler, Texas. May 24, 1990.

"Basics of Supervision." Beaman Corp. Jacksonville, Texas. April, 1990.

"Supervising the Upcoming Workforce." Medical Administrators of Texas, Austin, Texas. March, 1990.

"Safety Management." American Society of Safety Engineers, Tyler, Texas. April 18, 1989.

"Chapter Leadership." Society of Manufacturing Engineers, Dallas, Texas. April 8, 1989.

"Random Wanderings About Human Power." Alpha Chi Initiation Ceremony, The University of Texas at Tyler. Tyler, Texas. March 31, 1989.

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"Effective Presentations." Longview Leadership Club, Longview, Texas. November 10, 1988.

"Developing Leadership." American Association of University Women, Henderson, Texas. October 24, 1988.

"The Mentoring Process." Toastmasters International District Conference, Dallas, Texas. February 6, 1988. "Developing Listening Skills." Shreveport Chamber of Commerce. Shreveport, Louisiana. September, 1986.

Honors: Special Service Award. East Texas Technology Teachers Association,

May, 2005.

Lights of Love Award. Christian Services of East Texas. 1995.

President's Award for Outstanding Service. East Texas Chapter, Society of Manufacturing Engineers. 1993.

Inducted into Epsilon Pi Tau (Industrial Technology honorary society). October, 1992.

The University of Texas at Tyler Nominee for Minnie Steven Piper

Award for Teaching Excellence. 1987.

Amoco Teaching Excellence Award. The University of Texas at Tyler, 1981.

Outstanding Industrial Arts Teacher Award. West Central Industrial Arts Association. 1972.

Professional Activities:Attended Train the Trainer Seminar, Caterpillar Corp. Dallas, Texas. September 26, 1998.

Chair, Region 11, Society of Manufacturing Engineers, 1996-97.

Certified Senior Industrial Technologist, National Association of Industrial Technology, 1992.

Served as expert witness for law firm of Ramey and Flock, 1992.

Reviewed supervision texts for six different publishing companies since 1987.

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ATM Silver, Toastmasters International, 1994.

Service Activities:

Literacy Council of Tyler, Volunteer. June, 2005-present.

Member, Faculty Awards Committee. The University of Texas at Tyler. 2004-2005.Meals on Wheels, Driver. June, 2005-present.

Member, International Director Nominating Committee, Society of Manufacturing Engineers. 1999, 2001.

Member, Family Scholarship Committee, Society of Manufacturing Engineers. 1999, 2000, 2001, 2002.

Chair, Certification Committee, Region 11, Society of Manufacturing Engineers. 1999.

Member, Social Committee, School of Education and Psychology, The University of Texas at Tyler. 1998-99.

Member, Commencement Committee, The University of Texas at Tyler. 1987-1999.

Member, Radiologic Technology Advisory Committee, Tyler Junior College. 1997-2006.

Member, Medical Laboratory Technology Advisory Committee, Tyler Junior College. 1997-2006.

Educational Vice President, Tyler Morning Toastmasters. 1998.

Hearing Committee, University of Texas at Tyler. 1996-97.

Distance Learning Committee, University of Texas at Tyler. 1996-97.

Safety Committee, University of Texas at Tyler. 1995-96.

Master of Ceremonies, Joint Engineers Banquet. Tyler, Texas. February, 1993 and 1995.

Judge, Speaking Contest, Academic Decathlon, Tyler, Texas. 1993, 1994, 1995.

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Treasurer, Region 11, Society of Manufacturing Engineers. 1995.

Secretary, Region 11, Society of Manufacturing Engineers. 1994.

Member, Advisory Committee for Business and Industry. Tyler Junior College. 1994-98.

Member, University Ad Hoc Committee on Distance Learning. 1994-95.

Member, University Hazardous Materials Committee. 1994-95.

Member, University Hearing Committee. 1994-95.

Member, Accreditation Standards Committee, National Association of Industrial Technology. 1995-96.

Regional Director, University Division, National Association of Industrial Technology. 1992-1994.

Board of Trustees. Christian Services of East Texas (Adoption and Foster Care Agency). 1985-1994.

President, Tyler Morning Toastmasters. 1992.

Chair, University Intercollegiate Athletic Committee. 1992-1997.

Moderator, Leadership Tyler Panel Discussion. Tyler, Texas. May, 1990.

Chairman, Visiting Committee. Industrial Technology Department. Abilene Christian University. 1990.

Coordinator, Technical Speaking and Technical Writing, Technology Students Association Regional Contest, Tyler, Texas. 1987-1999.

Faculty Athletic Representative, National Association of Intercollegiate Athletics. 1985 to 1997.

Chairman, East Texas Chapter. Society of Manufacturing Engineers. 1985, 2000.

Chairman, Austin Zone 1 of Region V, Society of Manufacturing Engineers. 1988.

Chairman, Coordinating Judges. Texas Technology Student Competition. 1983-1993.

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Board of Trustees. Campus Christian Center, Tyler Junior College. 1983-93. Treasurer, East Texas Technology Education Association. 1983-2002.

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Appendix F: Course and Program Continuous Improvement Model

Learner Outcomes AssessmentsDirected by Program Coordinator

ATMAE certification exam results Course assessments and projectsCapstone and portfolio reviewCourse and Instructor EvaluationsGraduation SurveyAlumni SurveyFaculty ResearchExternal Sources

Analysis and Synthesis of Assessment Information Directed by Program Coordinator

Program faculty develop course/program improvement recommendations for departmental and advisory committee review and approval

Program/Course RevisionDirected by Program Coordinator

Faculty provided with approved changesChanges made in course materialsAdvisory committees verificationPre and post change documents archived by Departmental Administrative AssistantRevise assessment process/procedures

University Curriculum Approval ProcessDirected by Department Chair, Assisted by Program Coordinator

HRD and Technology DepartmentCollege of Business and TechnologyUniversity Curriculum CommitteeProvost

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Appendix G: Capital Request & Purchases Spreadsheets

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CAPITAL REQUESTS BY COURSE FROM 2006-2012 Requests PurchasedTotal $235,414.99 $29,984.77

Faculty Course General Departmental Requests1 Miller TECH 1320 Industrial Materials $111,146.05 $02 Lawrence TECH 1330 Fundamentals of Electronics $175.36 $175.363 Lawrence TECH 2311 Mechanical and Fluid Systems $246.50 $246.504 Lawrence TECH 2323 Intro. to Computer Applications Software updated by Campus Computing

5 Lawrence TECH 3310 Total Quality Management Now using Microsoft Excel6 Miller TECH 3311 Manufacturing Processes $1,482.45 $1,482.457 Fazarro TECH 3312 Facilities Ops. & Maintenance No longer offered N/A8 Fazarro TECH 3315 Visual Communication Technology No longer offered N/A 9 Fazarro TECH 3324 Plant Layout & Facilities Planning Online/ITV N/A

10 Miller TECH 3333 Polymer Processing $4,772.98 $4,772.9811 Fazarro TECH 3344 Industrial Safety $4,709.74 $0.00

12 Fazarro TECH 3350 Risk Mgmt for Safety and Health No longer offered No safety program

13 Fazarro TECH 3355 Supply Chain Management Online course N/A14 Sun TECH 4301 Supervision Online course N/A15 Roberts TECH 4302 Multiple Technology Systems $5,646.96 $5,646.9616 Miller TECH 4317 Computer Integrated Mfg. $50,450.00 $15,893.0017 Roberts TECH 4320 Job Analysis Techniques Online course N/A 18 Miller TECH 4323 Lean Production $56,785 $019 Lawrence TECH 4327 Electronic Data Communications Online course N/A20 Gilbreath TECH 4330 Occupational Safety and Health Online course N/A

21 Fazarro TECH 4332 Industrial Environmental Problems No longer offered No safety program

22 Fazarro TECH 4334 Risk Factors in Industrial Hygiene No longer offered No safety program

23 Miller TECH 4343 Adv. Manufacturing Processes Online/ITV course N/A24 Fazarro TECH 4356 Ergonomics in the Workplace ITV course N/A25 Fazarro TECH 4358 Environmental Regulations ITV course N/A26 McWhorter TECH 4372 Capstone Experience ITV course N/A27 McWhorter TECH 4173 Electronic Portfolio Online course N/A

2007-2012 Detailed Capital Equipment Purchases Spreadsheet

CAPITAL EQUIPMENT PURCHASED FROM 2007-2011 Description Date QTY Cost Each Vendor Purchased needed TOTAL = $29,984.77

1 Retrofit two broken CNC D&M mills 1/26/2007 2 $5,449 Forrest Scientific $10,898

2 Electricity Learnmate software 10/3/2007 2 $1,185.50 Intelitek $2,373.50

3 Auto Identif. Systms Learnmate Software 9/25/08 1 $1,273.46 Intelitek $1,273.46

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4 Machine Vision/Image Proc. Software 5/13/10 2 $2,000 Intelitek $4,000

5 Digital Multimeters 2/7/11 25 $7 Electronics Express $175.36

6 Bench Top Plastics Buffer & Tools 2/11/11 1 $69.99 Northern Tool $84.98

7 10” Compound Miter Saw & Vacuums 2/13/11 1/3 $119/$45 Sears $256

8 10” Tabletop Drill Press & Drills 2/20/11 2 $109 Lowes $279.93

9 4” x 6” Combination Bench Top Sander 3/1/11 1 $99 Sears $99

10 Router, Router Table & Bits 3/3/11 1 $160.99 Sears $160.99

11 10” Tabletop Drill Presses 3/28/11 2 $121.12 Lowes $242.24

12 Mini Spray Booth 6/24/11 1 $458.31 Buzz-Line $458.31

13 Retrofit broken robot ER- 4u 7/12/11 1 $4,995 Intelitek $4,995

14 Rotational Molding Oven & Molds 7/25/11 1 $2,119 IASCO $2,119

15 ¾ ounce Injection Molding Machine 8/5/11 1 $2,569 IASCO $2,569

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Appendix H: Advisory Committee By-Laws & Meeting Minutes

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Department of HRD & TechnologyAdvisory Committee

By-Laws

ARTICLE I: UNIVERSITY MISSION STATEMENT

The University of Texas at Tyler is a general component of The University of Texas System. The University provides a setting for free inquiry, excellence in teaching; scholarships and research; and public service by faculty, staff and students. As a community of scholars, the university develops the individual’s critical thinking skills, appreciation of the arts and humanities, foundation for participation in the global society, and commitment to lifelong learning.

ARTICLE II: DEPARTMENT OF HRD & TECHNOLOGY MISSION STATEMENT

The Department of HRD & Technology is a student-centered department committed to conducting multi-option programs targeted at preparing technical professionals, instructors, and educators who exceed standards.

The vision of The Department of HRD & Technology is to be the premier program advancing the discipline of technology through excellence in learning, discovery, and engagement. In accordance with the above statement, the Department of HRD & Technology continually strives to improve the array of managerial and technical knowledge and skills of individuals by offering programs and courses based on industry’s need for applications oriented, technically competent, flexible and internationally competitive employees.

In order to ensure that the program offerings are technically up-to-date, the Department employs laboratory instruction based on tabletop technology and computer-based simulation.

ARTICLE III: PURPOSE

Section 1. The Committee will be called The Department of HRD & Technology Advisory Committee. It is authorized by The Department of HRD & Technology and will serve at the pleasure of the President of UT Tyler or his designee.

Section 2. The general purpose of the Advisory Committee to The Department of HRD & Technology shall be to provide advice, guidance, and support for the

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continuing development of high quality technology programs and competent, well-trained graduates at The University of Texas at Tyler. The Committee’s role is advisory to the Chair and faculty of the department in promoting leadership and quality in technology programs and graduates.

Section 3. The Committee shall assist in promoting the professional image and good relations of The Department of HRD & Technology. The specific purposes of the Committee may include the following responsibilities:

assure that The Department of HRD & Technology addresses the current and future needs of business and industry

recommend and review curriculum and program changes which will enable the department to be responsive to business and industry

assist in identifying resource needs to support the program mission

encourage and develop positive relationships between business and industry and the department

aid in identifying and securing needed resources

ARTICLE IV:ORGANIZATIONAL STRUCTURE

Advisory Committee

The Advisory Committee is responsible for providing advice, guidance and support of programs of The Department of HRD & Technology. The initial Advisory Committee will consist of nine (9) members. Committee members will constitute a cross-section of the employment community, with special emphasis on private sector employees and employers. Membership will contain the following composition:

A minimum of 50% of the committee membership shall be employees in business and industry.

The rest of the committee membership shall be employees who represent higher education, nonprofit organizations and student(s).

Functions of the Advisory Committee

Elect a Chair and a Vice-chair of the Advisory Committee. The Chairperson or Vice-Chairperson of the Advisory Committee will conduct the meetings.

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A majority of the members of the Advisory Committee present will constitute a quorum for the transaction of business at any meeting. Each member will be entitled to one vote on each matter considered by the Committee.

Advisory Committee members will not use a proxy system. Only those in attendance will vote on issues presented. Members may not appoint someone to take their place on the Committee in their absence for the purpose of voting.

Agenda items may be proposed to the Chairperson of the Advisory Committee or by any member of the committee at least five (5) working days prior to the mailing of the agenda.

Ensure Advisory Committee make-up as established by these by-laws Action items to be considered will be defined and sent to the Advisory

Committee members prior to the meeting, whenever possible. Advisory committee meetings are open to all stakeholders; however, only

the members and Chair will participate in the conducting of business, unless a stakeholder is recognized by the Committee Chair, for input into the discussion.

Any member of the Committee will abstain from voting on an issue which directly benefits his organization in favor of another organization. Issues that benefit interested stakeholders equally do not require that a member abstain from voting on the issue.

Election & Terms of Officers

1. The Advisory Committee will have a Chairperson, a Vice-Chairperson, and a Recording Secretary. These officers will be elected by a majority of vote of the Advisory Committee and serve for one year, with a maximum of two consecutive terms in the same office, with the exception of the Secretary.

2. The Chairperson will:a. Have been a member of the Advisory Committee for at least one

year prior to his/her election.b. Preside over all meetings of the Advisory Committeec. Establish subcommittees when necessaryd. Represent, or appoint a designee to represent the Advisory

Committee at official functions.e. Be a member of all subcommittees.

3. The Vice–Chairperson will:a. Be elected by a majority vote of the Advisory Committee.b. Function in the absence of the Chairperson.

4. The Secretary will:a. Be appointed by the Chair of The Department of HRD &

Technologyb. Be a non-voting member of the Advisory Committee

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c. Record and distribute the minutes of the meeting & prepare all other documents pertinent to the functioning of the Advisory Committee

Procedural Rules

1. By-laws: The committee will adopt a set of written by-laws at the organizational meeting of the committee. The by-laws govern committee operation. By-laws require a two-thirds vote for adoption or change.

2. Meetings: The committee will meet at least one (1) time per year. Written notices of upcoming meetings will be mailed to members at least ten (10) working days before a meeting. The Chair of The Department of HRD & Technology will call The Department of HRD & Technology Advisory Committee meetings.

3. Minutes: Minutes of each meeting will be kept by the recording secretary. Copies will be sent to the Advisory Committee and the Chair of The Department of HRD & Technology within two weeks after a meeting.

4. Recommendations and Reports: Committee recommendations and reports will be submitted in writing to the Advisory Committee. Documents will include both suggested action and justification for suggestions. The Committee will respond/react to such recommendations/reports in the next scheduled meeting.

5. Term and Attendance Requirements: The Advisory Committee members shall serve a term of not more than three years. The Committee will draw for two-year or three-year terms in order to provide continuity of leadership for the program.

Members who are absent without reasonable cause from two successive meetings will be considered to have resigned their seat. The Department of HRD & Technology will move to fill the position.

A Nominating Committee of 3 members of the Advisory Committee and the Chair of The Department of HRD & Technology will be established to maintain adequate committee membership.

The composition for the Advisory Committee will always be maintained as presented in these by-Laws.

6. Public Announcements: While members are expected and encouraged to discuss the instructional program within the community, members shall not report opinions expressed in meetings, nor shall they report independently on committee action.

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THE UNIVERSITY OF TEXAS AT TYLER

Industrial Technology Advisory Committee Meeting

November 2, 2011Noon -2 pm, The Egg and I, Tyler, TX

Minutes taken by Ms. Stephanie Long, Administrative Assistant

Dr. Miller brought the meeting to order at 12:10 pm and welcomed the new members.

Introductionso Mark Miller Dominick Fazarroo Dane Clark Tim Gillo G. Garcia Debbie Howetho Kenya Ray Kelly Kammerlingo Peter Kuczkowski John Hoodo Scott Reily Stephanie Longo Jeff Cunion Jesse Martino Samuel Austin Tommy Martin o Tyler Hartwig Jerry Gilleyo Heshium Lawrence Wayne Dillion

Unanimous vote to approve last year’s minutes.

Dr. Gilley, Department Chair of HRD and Technology, introduced himself and thanked everyone for coming.

Slide show presentation of the department’s lab facilities by Dr. Miller

Discussion about Business minorso As a part of the College of Business and Technology (CBT), the Department

of HRD and Technology (HRDT) wants to show the community that we are a good business partners.

o The Industrial Technology degree now includes a business minor; this has been very good for HRDT.

o New business majors can take some of HRDT’s courseso Mr. Tommy Martin noted that graduates have to have a level of business

training. He suggested looking at their past work experience.

Slide show continued: Major changeso Everyone minors in business administrationo All lower level courses are listed as general electives; however, students

need drafting, materials, hydraulics, and electronicso Minor in manufacturing has been pushed through

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Discussion on business-related skill sets: Mr. Kuczkowski- We like engineers to put together business cases. Its several hours and a lot of downtime to train them.o Dr. Gilley- just added new ACCT 3300 which might meet the need, plus we

have TQM and project management. Sounds like a course that could be embedded

o Mr. Hood- Industrial Management program has the business courses and management courses that cover this.

o Tommy Martin- the way you build a project affects how much it costs in the end.

o Dr. Gilley- the way the University is funded when we put something in we have to take something out. Because we have to work with the resources we have. We have excellent faculty.

o Dr. Miller- the first two years you offer a new course you receive any state funding.

o Mr. Dillon- looks like we could embed ideas (content) in existing courses. o Mr. Reily- (attended UT Tyler) Impressed by the capstone course. He had

operations management and business analysis review.o Mr. Hartwig- Yes, capstone class deals with case studies. CMGT program

also had several projects that covered the skills in question.o Mr. Reily- any retail courses for the future?o Dr. Miller- Yes, Dr. Fazarro is teaching Supply Chain.o Dr. Gilley- but no minor in supply chain. Bachelor of Applied Arts and

Sciences degree will have specialization in retail. o Mr. Reily- a student wants to see the list of classes that will help him/her get

the best classes for the career, not just the degree plan.Discussion on E- portfolio: resume onlineo Trying to get students better prepared for getting jobs, so the E-portfolio is

taken with the Capstone (TECH4372).o Dr. Gilley- Forces students to think about what they’re doing.o Dr. Lawrence- We’re trying to teach students how to do Power Point

presentations, etc.o Dr. Cunion-Need students who can write and have good communication

skills.More Changeso Industrial Management moved to online using Eluminate, Skype, Tegrity,

etc.o Rotating entire curriculum in a one year cycle; one year face to face, one

year online.o Starting to implement Nanotech courses- a lot of manufactures using

nanotechnology.o 58 enrolled in the spring! Getting a lot of international students.

2+2 articulation agreements: working to make requested changeso Everybody wants to make it more formal, but in order to do so we need to

revise them due to the new minor in Business Administration.Talked about importance of internships

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Smith County Lean Consortium changing name to East Texas Lean Consortium.ACTION ITEMS: o Look at email for new degree plan.o Please rank core competencies in email survey coming in a few weeks.o Next meeting will be April 2, Dr. Miller will email you regarding the exact

time and place.Dr. Miller noted that they make changes that you suggest. We appreciate employer’s input because you all employ our students! Meeting was adjourned at 1:54 pm.

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MINUTES for

THE UNIVERSITY OF TEXAS AT TYLER2010 INDUSTRIAL TECHNOLOGY & INDUSTRIAL MANAGEMENT ADVISORY

COMMITTEE MEETING

Wednesday, December 15 at noon

Board Members present: Mark Miller, Dominick Fazarro, Heshium Lawrence, Mike Allgaier, Joey Stanger, Tim Gill, and Tom Caron, and Clayton Allen

Board Members absent: Randy Lewellen

1. Introductions

Dr. Miller introduced himself called the meeting to order at 12:07pm.

2. Review of previous year’s minutes

Dr. Miller passed out last year’s meeting minutes and they were unanimously approved with no corrections.

3. Introduction of new faculty and committee changes

Dr. Miller introduced the two new faculty members to the advisory committee and noted that the advisory committee would be expanded next year to include more industries and area community colleges to improve the programs. In addition, he noted that some of the committee members would be replaced since they had already served two consecutive three year terms.

4. Discuss undergraduate degree program changes

Dr. Miller informed the committee that Dr. Fazarro had some expertise in the field of nanotechnology and that it was a growing new field that had implications with manufacturing and materials which pertained to Industrial Technology. He noted that a new course would be offered as an elective at first and hopefully in a few years it would be part of the degree plan. Dr. Fazarro explained the course and how nanotechnology was already a part of our everyday lives. Dr. Miller also noted that they had changed the title of TECH 3312 to include the word “maintenance” again (Facilities Operations and Maintenance). In this way, employers would still know that our graduates understood maintenance and could still be hired as Industrial Maintenance Managers. Dr. Miller also noted that TECH 3333 Polymer Processes and Materials was shortened to Polymer Processing

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as requested by the College of Engineering dean. It was also noted that TECH 3315 Visual Communication Technology would be used to replace TECH 1303 Engineering Graphics since the College of Engineering now had control of the course.

5. Update on ATMAE re-accreditation

Dr. Miller noted that an ATMAE site visit team would come to UT Tyler to review the Industrial Technology program for continued accreditation status. Miller noted that there would also be a Spring meeting in April of 2012 so the site visit team could interview them.

6. Announce new dean and strategic plan

Dr. Miller noted that the new dean, Dr. D. Harold Doty, wanted all of the programs to cooperate together and that students from various programs in the college were allowed to take course work from any of the programs in the college. He wanted to encourage more collaboration and wanted the Industrial Technology majors to minor in Business Administration. Dr. Miller thought it was best for the students as did all of the advisory committee members. Dr. Miller noted that he would make the changes to the degree plan and make all of the Industrial Technology majors minor in Business Administration.

7. Graduate program changes

Dr. Miller noted that there were no major revisions to the program except that they had added Value Stream Management to the curriculum. The advisory committee commented how that was vital to improving a company and keeping it globally competitive. The advisory members also commented that it would be nice if they could offer the whole graduate program online.

8. Discuss any new business

No new business was brought forth. Mike Allgaire noted that he might be relocating to Arkansas.

9. Meeting was adjourned at 1:05 pm since many of the members had to return to work.

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MINUTES for the

THE UNIVERSITY OF TEXAS AT TYLER2009 INDUSTRIAL TECHNOLOGY & INDUSTRIAL MANAGEMENT ADVISORY

COMMITTEE MEETING

Wednesday, December 9 at noon

AtPosados Restaurant on 2500 East 5th Street

Board Members present: Mark Miller, Mike Allgaier, Shane Neally, Tim Gill, and Tom Caron

Board Members absent: Randy Lewellen, and Clayton Allen

1. Introductions

Dr. Miller introduced himself as did everyone else and Shane Neally informed the Board that he was sitting in for Joey Stanger.

2. Review of previous year’s minutes

Dr. Miller passed out last year’s meeting minutes and they were unanimously approved with no corrections.

3. Overview of undergraduate degree program changes

Dr. Miller noted that the undergraduate program had a new course added called Supply Chain Management since the Advisory Board had noted how important it was to outsource in today’s global society and how production supervisors, etc should understand these fundamental concepts. Dr. Miller asked the Board if they had any further comments for improvement and Mike Allgaier and Tom Caron noted that the program should not only focus on manufacturing but energy and power, and other areas since manufacturing is downsizing. A good general technical background was preferred with possibly a minor in Business Administration.

4. Discuss graduate degree program changes

Dr. Miller noted that the graduate program was substituting two business courses for two technology courses as suggested by the new Dean. The Research course and the History and Philosophy of HRD & Technology course were being replaced by an Operations Management and a Human Resource Management course. There was no discussion on this topic.

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5. Update on Surveying and Mapping degree program changes

After the mentioning of the College of Engineering acquiring the Surveying & Mapping program from the Technology Department, the surveying community met with President Mabry and was informed that this would not happen unless it had their consent. Dr. Miller noted that nothing more has been said regarding this topic and hopefully this idea has been shelved.

6. Identify new changes in personnel

Dr. Miller noted that two new faculty would be hired specifically for the Industrial Technology/Industrial Management programs. Essentially, they were just replacing the faculty member for the Industrial Safety and Technology Education programs. Both programs have been eliminated and the faculty will assist with the growth of the Ind Tech & Ind. Mgmt. programs since their enrollments have tripled in size.

7. Announce new dean and strategic plan

Dr. Harold Doty was hired as the new Dean for the College of Business and Technology. He is more focused on offering a few good programs than numerous programs with few faculty and resources.

8. Status report on department’s programs and move to other colleges

As mentioned earlier, the Industrial Safety program was moved to the College of Engineering where is will be phased out. The Construction Management program was also moved there and has seen a drop of enrollment from 40 to about 4. Most of the students transferred to the Industrial Technology program because of scheduling conflicts and restrictions now being put in place by that college.

9. ATMAE/NAIT accreditation update for graduate program

ATMAE now offers accreditation for graduate programs so the Industrial Management program would try and seek accreditation when the undergraduate programs renew their accreditation.

10. Discuss any new business

Spoke to Tim Gill regarding the Surveying and Mapping 2+2 Articulation Agreement and it was still not signed. Dr. Miller would check on the status of it.

11. Adjourned at 1:00 pm since many of the members had to return to work.

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Department of HRD & Technology2008

INDUSTRIAL TECHNOLOGY/INDUSTRIAL MANAGEMENT ADVISORY BOARD MEETING

Minutes recorded December 3, 2008

Present: Dr. Mark R. MillerMr. Mike AllgaierMr. Tom CaronMr. Tim GillMr. Joe GriffinMr. Clayton AllenMr. Joey Stanger

Regrets: Mr. Randy Lewellen

Dr. Miller introduced himself and called the meeting to order. Last year’s minutes were handed out, reviewed, and accepted with no corrections.

Dr. Miller noted that omitting both computer courses from the Industrial Technology degree plan may have been a mistake. Mike Allgaier and Tom Caron noted that many of their new employees do not know how to use Access and make templates with Excel even though they were taught it in high school. Dr. Miller suggested replacing TECH 1301 Technology and Society with TECH 2323 Introduction to Computer Applications. Miller noted that the course gets more in-depth with Microsoft Access and Excel than most courses offered at the community colleges and in high school. Joey Stanger moved to replace TECH 1301 with TECH 2323 to improve the graduates’ computer skills. The motion was seconded by Tim Gill and unanimously passed.

Mike Allgaier suggested that the students obtain as much of a business background as possible since he had to earn an MBA later so he could understand what management was looking for. Dr. Miller informed him that they are requiring more business course work and that they required a business minor for the previous program that he coordinated when he was chair at Texas A&M – Kingsville. Dr. Miller

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noted that they would eventually require a business minor if necessary.

INDUSTRIAL TECHNOLOGY ADVISORY BOARD MEETINGDecember 3, 2008 minutes continued

Dr. Miller shared the data from the last graduate survey which listed all of the job titles and starting salaries. Tom Caron noted that there was a wide range of job titles for the graduates; however, most of them obtained jobs related to the program’s mission.

Dr. Allen commented on how the program is obtaining more equipment but would eventually need a new facility that was more appropriate for industrial equipment. Dr. Miller noted that since the program was accredited by NAIT, the program had to offer lower division course work which had adequate facilities to teach industrial concepts. The university was no longer only an upper level institution so it could not just transfer technical course work. In addition, Miller commented that the program had freshman in the program and was not just composed of transfer students.

Dr. Miller thanked everyone for all their input and support for the programs at UT Tyler and was most appreciative of the Board members for taking time out of their busy schedules to serve. The next meeting would be about the same time next year.

The meeting was adjourned at 1:12 p.m.

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Department of HRD & Technology2007

INDUSTRIAL TECHNOLOGY/INDUSTRIAL MANAGEMENT ADVISORY BOARD MEETING

Minutes recorded December 12, 2007

Present: Dr. Mark R. MillerMr. Mike AllgaierMr. Tom CaronMr. Tim GillMr. Joe Griffin

Regrets: Mr. Joey StangerMr. Steve DayMr. Randy Lewellen

Each of the Industrial Technology/Industrial Management Advisory Board Members introduced themselves to the committee. Last year’s minutes were handed out, reviewed, and accepted with no corrections.

Dr. Miller discussed the undergraduate curriculum changes that involved reducing the degree plan to a maximum of 120 total semester credit hours. These are the new state requirements which will go in effect in the fall of 2008. This is a reduction of five semester hours from the current 125 total semester credit hour degree plan.

In reducing the total number of hours, Dr. Miller noted that two lower division computer courses were omitted. These courses dealt with learning Microsoft Office applications which most students were taught in high school and/or at the community college. A one hour course was added to raise the total number of hours to 120. In addition, TECH 3308 Maintenance Technology and an elective were omitted and replaced by TECH 4343 Advanced Manufacturing Processes and TECH 3333 Polymer Processing and Materials. Dr. Miller noted that most of the program’s graduates obtain employment in manufacturing-related companies so additional information regarding current manufacturing processes and materials would be beneficial. Moreover, students would learn content that is covered on the NAIT Manufacturing Certification Exam. Students would then be better prepared to pass the national exam.

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INDUSTRIAL TECHNOLOGY ADVISORY BOARD MEETINGDecember 12, 2007 minutes continued

Mr. Allgaier inquired as to what and where do most of the graduates gain employment. Dr. Miller noted that the field of Industrial Technology prepares students to be prepared for a variety of jobs, such as, manufacturing engineers, quality engineers/mangers, production supervisors, procurement managers, field engineers, industrial sales representatives, teaching industrial education, plant managers and more. Mr. Caron wondered how many majors graduated each semester and what were their job titles. Dr. Miller informed everyone that he did not have that data handy and would bring it to the next meeting and also noted that it was difficult obtaining information from students once they graduated and moved.

Mr. Griffin inquired if the students took a finance course since he found it so useful in his career. Dr. Miller noted that he was advising students to; however, the College of Business just recently noted that they would not let his students take the introductory finance course unless they had taken the two prerequisite accounting courses. With the degree plan being reduced to 120 total hours, Dr. Miller could not find a way to fit all three courses in unless the students took them as electives. It should be noted that most students transfer from community colleges and have taken additional courses that typically apply as electives. In other words, most students would not be able to take the finance course. Mr. Gill, the Chairman of the Computer Information Systems & Engineering Technology Department at Tyler Junior College clarified how most technical degree plans are comprised at most junior colleges.

Dr. Miller asked the committee if there were any courses that they thought were not really necessary so space could be made available for more pertinent course work. It should be noted that the committee thought a course on project management, environmental safety and six sigma would be useful. Dr. Miller informed the committee that the basics of six sigma are introduced in the mandatory Total Quality Management course. At any rate, TECH 1301 Technology and Society did not seem to be of that much value to the committee and could be replaced with a course on either project management or environmental safety. Dr. Miller would see if the Department would be willing to offer a project management course at the undergraduate level and perhaps it could cover some basic financial concepts.

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Mr. Gill wondered if the UT Tyler degree plan for the Surveying and Mapping program could list a specific mathematics courses on it so students would be inclined to take MATH 1316 Trigonometry. His surveying and mapping advisory committee noted that trigonometry was very important and is used heavily in that profession. Dr. Miller informed Mr. Gill that it was not listed as part of the “Core Curriculum” at UT Tyler so that is why it wasn’t listed on the degree plan. However, Dr. Miller said that he would do his best to petition it to the Undergraduate Core Curriculum Committee so it would be placed on the university’s Core Curriculum list.

Dr. Miller thanked everyone for all their input and support for the programs at UT Tyler and was most appreciative of the Board members for taking time out of their busy schedules to serve. The next meeting would be about the same time next year.

The meeting was adjourned at 1:20 p.m.

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