3 great themes to submit your proposals, present and receive the prestigious Spady OBE Excellence Awards and other exciting prizes.
The International Network for Outcome Based Education (IN4OBE) is a team of highly dedicated researchers, leaders, and educators established in order to keep the flame of authentic Outcome Bbased Education burning throughout the world for a sixth decade. That visionary flame continues to empower every learner and leader within OBE’s reach to develop the skills and attributes that elevate humanity and its evolving future.
We are inviting individuals, groups, organizations, institutions, and every concerned stakeholder of the community, country, and the world to join and/or be heard about what you think, believe, and do in education as an essential and indispensable means to transform lives, build communities and shape the future for humanity. Share ideas, models, practices and your own successful initiatives or experiences in transformational education. These can be in the form of research findings, public service and extension projects, and institutional development and innovation programs.
In pursuit of its Values-Vision-Mission and Strategic Goals, the IN4OBE Global Virtual Summit 2022 generally intends to provide a venue to all stakeholders of the learning communities to gather and exchange practical and insightful experiences responsive to educational concerns of all times that empower lifelong learners to become responsible stewards and leaders of a livable future.
The IN4OBE Global Virtual Summit 2022 is giving us a venue and opportunity to participate in three themes, namely:
1 – Models of Learning – Moving from Principles to Practices;
2 – Organizational Change – Mitigating Limitations for Capacity Building; and
3 – Transformational Education Using Technology – Challenges and Benefits
We have reserved places on the Summit program for attendees to present their Best Practices OBE work to our world-wide audience. A 500 words proposal reflecting one of the Summit’s three program themes in any track as per guidelines should be submitted to the IN4OBE Proposal System by May 30th, 2022 and will be reviewed by our Global Team of OBE Experts.
Winners in each track and their 3 theme areas will be selected and notified by a panel of judges. Qualified participants will present their work on Days 2 or 3, be honored at an Awards Ceremony at the end of Day 3, and receive both a Spady Excellence Award of accomplishment and cash prizes of $US 250 each.
‘The IN4OBE Global Virtual Summit 2022 paper evaluation process will involve a double blind peer review. A cutting edge web-based Scholastica Submission & Peer Review System would provide seamless functionality and efficient operational features to both authors and reviewers while maintaining the highest standards of peer review using real-time global analytics and systematic communications supporting ethical and objective editorial decisions.
All eligible papers post presentation will be included in the Proceedings of Transforming Education and Empowering Learners housed on Elsevier’s SSRN, an open access research platform used to share early-stage research, evolve ideas, measure results, and connect scholars around the world. With over 2.5 million registered users, the potential is there for your research to reach millions of SSRN viewers and subscribers around the world.
Increase and measure the impact and reach of your papers, in multiple ways:
The IN4OBE Global Virtual Summit 2022 brings together a wide spectrum of academic contributions from educators of various backgrounds, nationalities and levels of education who share ideas, models, practices and their own successful initiatives or experiences in transformational education.
Global issues as well as best practices in three broad but key thematic areas related to Learning Frameworks & Models, Organizational Capacity and Educational Technology offer first hand experiences or observations and practical insights into implementing transformational education for empowering learners. Scope of literary contributions in any of the three thematic areas can be in the form of research findings, public service and extension projects, and institutional development and innovation programs.
Dr. Spady’s experience and expertise in Outcome Based Education is unmatched globally. Known internationally as “The Father of OBE”, he has earned the reputation as the recognized world-wide authority on future-focused, paradigm-shifting, personally-empowering approaches to Transformational OBE. For over four decades he has spearheaded major OBE initiatives throughout North America, South Africa, Australia, the Philippines, Saudi Arabia, and the United Arab Emirates on expanding the vision, shifting the paradigm, and improving the performance of learners, educators and educational systems. This work has bolstered his recognized expertise in organizational change, transformational leadership development, strategic organizational design, and elevated models of learning and living.
Alan Rowe is a transformational learning leader immersed in 50+ years of service to K-12/higher education students, faculty, and communities throughout the U.S. Embodying a deep commitment to lifelong learner-centered, self-growth practices, he is an OBE pioneer who embraces a holistic, life-affirming and empowering mindset that “every person can” learn, unlearn, and up-learn the necessary knowledge, skills, and practices to measurably increase their effectiveness.
As a faculty member, school principal, curriculum director, consultant, and as Vice-President-Institutional Effectiveness at Kirkwood Community College (retiring in 2018), he has led broad initiatives to grow a culture of ownership, transparency, action research, and accountability throughout his career. Additionally, he has direct outcomes-based experiences related to total quality initiatives, Academic Quality Improvement Process accreditation, presence-based leadership coaching, personalized professional development, as well as deployment of modern workplace learning platforms, outcome-competency assessment models, life role curriculum designs, performance-based credentialing practices (certificates, diplomas, degrees), designing regional career learning centers, and academic recovery programs.
Mr. Rowe holds degrees from Coe College, University of Nebraska-Omaha, as well as certificates in clinical supervision and change from University of California-Los Angeles. He has been a member of the National Board of Directors of the American Lung Association for the past six years. He is a two-time recipient of the Opal Fagle Award as Iowa’s Volunteer of the Year.
Dr John Burl Artis is a veteran educator. Over the span of over fifty years, he has served admirably as a high school teacher, high school principal, assistant superintendent, and superintendent of schools. Throughout his educational career he has also served as an educational researcher, educational consultant, college professor, and adjunct university professor. His higher educational experience includes work with curriculum, assessment, strategic planning, and educational leadership preparation. Currently, Dr. Artis serves as an adjunct professor for educational leadership and curriculum and instruction at the University of Michigan Dearborn campus in Dearborn, Michigan, USA.
Dr John Artis is a prolific writer, motivational speaker, and supportive educational consultant. He has worked with well over one hundred schools and school districts serving as a consultant for school improvement, renewal, strategic planning, and leadership design for transforming the work of the school or district. His most recent work is focusing on the questions of equity and educational achievement. His newest work is entitled Reflections of an Educator: Searching for Truth in an Untrustworthy World.
Wajid Hussain is a US scientist and world expert on authentic OBE, QA processes, outcomes assessment and program evaluation for accreditation using digital technology and software. He joined the academic field coming from an intensive Silicon Valley engineering background and more than 20 years’ industry experience of mass production expertise of a Billion Dollar Microprocessor Manufacture Life Cycle. Over the many years Wajid has managed several projects related to streamlining operations with utilization of state of the art technology and digital systems giving him significant experience working with ISO standard quality systems. He has received specialized Quality Leadership Training at LSI Corporation and also received an award LSI Corporation Worldwide Operations Review 1999 for his significant contributions to the Quality Improvement Systems. He was the lead product engineer supporting the Portal Player processor for Apple’s IPOD plus many other world famous products at LSI Corporation.
In academics, Wajid has extensive experience supporting and managing outcomes assessment and CQI processes to fulfill regional and ABET accreditation requirements for several EAC, CAC and ETAC programs. Wajid has developed several revolutionary outcomes assessment instruments and models based on John K. Etsell’s FCAR and the first on the planet to classify specific PIs as per all 3 domains and learning levels of Bloom’s taxonomy and implement world class best assessment practices to support digital technology, automation, streamlining and CQI. He led the first ‘tuning’ efforts in the Middle East at the Faculty of Engineering, Islamic University by developing a complex database of thousands of outcomes and performance indicators with hundreds of rubrics for the Electrical, Mechanical and Civil Engineering disciplines. A comprehensive automated ISO standards Quality Systems CQI model for program evaluation with precision assessment instruments for capstone design, team work, lifelong learning, ethics etc. was developed and implemented. The Faculty of Engineering, Capstone Committee worked several hundreds of hours with Wajid to produce a revolutionary Capstone Design Course Assessment Instrument. Wajid recently presented this Capstone Design Activity Assessment model at the ASEE International conference 2018 at Salt Lake City, Utah. Wajid also worked closely with Dr. Mak Fong, Director Makteam Inc. to implement ground breaking academic advising systems based on outcomes using digital technology.
Wajid is currently reviewer for several international conferences on topics related to education & research methods, outcomes assessment, quality and accreditation. Wajid has presented multiple world class research papers on outcomes assessment and automation at the ASEE, FIE and other international conferences. The National Institute of Learning Outcomes Assessment (NILOA) has published Wajid’s work at the Faculty of Engineering at the Islamic University as an international example of best outcomes assessment practices. Wajid Hussain and William Spady, internationally regarded as the ‘Father of OBE’, have recently co-authored a book titled ‘Beyond Outcomes Accreditation’. Wajid has been invited keynote/panel speaker or presenter in several international OBE conferences. He has presented at the ICA 2015, MTN 2016, OBE ICON 2016, FIE 2016, ASEE 2016, ASEE 2017, ICTIEE 2017, ABET Symposium 2017, IICEDubai 2018, QS ASIA 2018, ASEE 2018, EDUTECH 2018, APAC STEM 2018, ICEE 2018, QS ASIA 2019, EDUTECH 2019, QS ASIA 2020, OBE ICON 2020, TALE 2020.
In 2019, he was opening speaker at the QS ASIA 2019, Shaikh Zayed University, Dubai in Track 2 on Learning & Teaching with topic titled Integrating Learning Outcomes into Undergraduate Curriculum for Fostering Research Skills. In Asia’s largest education conference, EDUTECH 2019, Singapore with 7000+ participants, Wajid was an Expert Panelist on Learning Outcomes assessment for Program Evaluation, Round Table Moderator on Digitizing Learning Outcomes for Higher Education Institutions and Meet the Mentor for delegations of International Education Ministry and QA agency representatives.
In 2020, Wajid was speaker at the QS ASIA VIRTUAL 2020, Singapore in Topic 3: Preparing the region to become an economic power over the coming decade with session titled Gaining Essential Technical and Transversal Skills for Jobs in the Digital Age During COVID19 and Beyond. In Asia’s largest education conference, EDUTECH 2020, Singapore with 7000+ participants, Wajid was an Expert Panelist on Future of Digital Assessments – Challenges and Opportunities and Town Hall Speaker on Best Practices for Engaging Students with Blended Learning Models and Meet the Mentor for delegations of International Education Ministry and QA agency representatives. He is also scheduled as an invited workshop presenter titled Specific and Generic Performance Indicators to Measure Learning Outcomes at TALE 2020 an IEEE Education Society Virtual Conference, Japan. Wajid is also one of the key organizers of the International OBE Virtual Summit 2021 April 24-26 2021 featuring 20 world famous OBE experts, 25 best proposals speakers in 5 themes.
Wajid also conducted a series of terrific workshops on Implementing Learning Outcomes for 20 programs at the University of Business and Technology, Jeddah. He made a national presentation on assessment at QIYAS, Aug 2017. Regionally, William Spady and Wajid were also recognized as international OBE experts in 2017 by Dr. Faisal Al Mishary, CEO National Assessment Center (NAC) QIYAS, Riyadh. Wajid conducted multiple massively participated workshops attended by several hundreds of faculty members such as the ones in 2020, 2019, 2018, 2017 and 2016 for the University of Business and Technology, Prince Muqrin, King Faisal, King Fahd and Islamic Universities.
Wajid is a senior member of the IEEE, IEEE Education Society, Association for the Assessment of Learning in Higher Education (AALHE), leading member of the Advisory Board for the International Network of OBE Experts worldwide (IN4OBE) and member of the American Society of Engineers for Education (ASEE). He is alumni of LSI, Texas A&M and Osmania Universities.
George Kuh is Chancellor's Professor Emeritus of Higher Education at Indiana University (IU). George founded IU’s Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) and related instruments for law students, beginning college students, and faculty. He also is the founding director of the National Institute for Learning Outcomes Assessment (NILOA) as well as the Strategic National Arts Alumni Project (SNAAP), the first-ever in-depth look at the factors that help or hinder the careers of graduates of arts-intensive training high schools and postsecondary institutions. At Indiana University, he served as chairperson of the department of educational leadership and policy studies (1982-84), associate dean for academic affairs in the School of Education (1985-88), and associate dean of the faculties for the Bloomington campus (1997-2000).
George has more than 400 publications and made several hundred presentations on topics related to institutional improvement, college student engagement, assessment strategies, and campus cultures. His recent books include Using Evidence of Student Learning to Improve Higher Education (2015), Ensuring Quality and Taking High-Impact Practices to Scale (2013), High Impact Practices (2008), Piecing Together the Student Success Puzzle (2007), and Student Success in College: Creating Conditions That Matter (2005, 2010). He has been a consultant to about 400 institutions of higher education and educational agencies in the United States and abroad. A past-president of the Association for the Study of Higher Education (ASHE), he served on the National Leadership Council for the Association of American Colleges and Universities multi-year “Liberal Education and America’s Promise” initiative. In 2013, The Chronicle of Higher Education described George as a "towering figure" who "really launched the field of assessment of institutional quality."
His contributions have been recognized with awards from various groups including the American Educational Research Association, Association for Institutional Research, ASHE, Council for Adult and Experiential Learning, Council of Independent Colleges, National Association of Student Personnel Administrators (NASPA), and National Center on Public Policy in Higher Education. NASPA named its award for Outstanding Contribution to Literature and Research after him in 2011. In addition, he received the Robert Zemsky Medal for Innovation in Higher Education from the University of Pennsylvania, the Distinguished Alumni Award from the University of Iowa, and the Distinguished Alumni Award and the Educational Leadership Award for Teaching from St. Cloud State University. Indiana University recognized him with several Teaching Excellence Recognition Awards, the Tracy Sonneborn Award for a distinguished record of scholarship and teaching, and in 2014 the President’s Medal for Academic Excellence, the highest honor the Indiana University president can bestow.
George earned the B.A. from Luther College, M.S. from St. Cloud State University, and Ph.D. from the University of Iowa and has received eleven honorary degrees.
Professor Ronald Harden graduated from medical school in Glasgow, UK. He completed training and practised as an endocrinologist before moving to full time medical education. He is Professor of Medical Education (Emeritus) University of Dundee, Editor of Medical Teacher & General Secretary and Treasurer of the Association for Medical Education in Europe (AMEE). Professor Harden was formerly Teaching Dean & Director of the Centre for Medical Education at the University of Dundee.
He is committed to promoting excellence in medical education through the development of new approaches to curriculum planning, assessment and to teaching and learning. Ideas which he has pioneered include the Objective Structured Clinical Examination (OSCE) which has been universally adopted as a standard approach to assessment of clinical competence, the spiral curriculum and the SPICES model for curriculum planning and models for outcome-based education. He has published more than 400 papers in leading journals. He is co-editor of A Practical Guide for Medical Teachers and the Routledge International Handbook of Medical Education and co-author of Essential Skills for a Medical Teacher, The Definitive Guide to the OSCE and Eight Roles of the Medical Teacher.
His contributions to excellence in medical education have attracted numerous awards including the Karolinska Institutet Prize for Research in Medical Education, which has been equated to the Nobel Prize for medical education. He was awarded by the Queen the OBE for his services to medical education. He was awarded the Gusi Peace Prize for services to medical education at a ceremony in Manila and presented with the honorary degree of Doctor of Laws in Dundee.
Prof. Duncan M. (Hank) Walker is a world authority on VLSI test and yield modeling. He is Associate Dean for Graduate Studies, College of Engineering, and professor at the Department of Computer Science at Texas A&M University. Prof. Walker has also been Ford Motor Company Design Professor II and Department Head, Department of Computer Science and Engineering, Texas A&M University, 2011-2013. He has been a recipient of various awards and prestigious accolades such as the ACM Distinguished Scientist, 2014; Charles W. Crawford Service Award, 2009-2010; E. D. Brockett Professorship, 2007-2008; and Lockheed Martin Aeronautics Company Excellence in Engineering Teaching Award, 2006. He has been an AMD Fellow and Texas A&M Engineering Experiment Station Fellow. Prof. Walker has occupied leading positions in numerous professional societies and activities such as the Program Committee, Design Automation and Test in Europe Conference, 2018-present; Steering Committee, IEEE Texas Workshop on Integrated System Exploration, 2013-present; Steering Committee, IEEE International Workshop on Defect and Adaptive Test Analysis (DATA), 2004-present; Associate Editor, IEEE Transactions on Computer-Aided Design of Circuits and Systems, 2010-2011; Vice-General Chair, IEEE International Workshop on Defect Based Testing, 2006; Program Committee, IEEE International Conference on Computer Aided Design, 2003-2005. His research interests include defect-based test, realistic fault modeling, IDDQ test, delay test, defect diagnosis and yield modeling. Prof. Walker had authored scores of publications and research articles in top ranking VLSI testing, semiconductor manufacturing journals and conference proceedings. Prof. Walker has a BS in engineering from the California Institute of Technology, and an MS and a PhD in computer science from Carnegie Mellon University. He is a member of the IEEE and ACM.
Dr. Fong Mak is a Professor at the Electrical and Computer Engineering (ECE) of Gannon University. He is also a consultant to GE Transportation in Erie since 1994 and helps build real-time simulators for aid in design and development of control schemes for the GE locomotives. He served 14 years as a Chair for the ECE department. He published significant research work on outcomes assessment; and offered 10 workshops at BAP/ABET Symposium and FIE conferences on outcomes assessment and accreditation. With his extensive knowledge and experience in outcomes assessment, he founded MAKTEAM Software; and created EvalTools®, the most comprehensive online assessment tool that covers learning management, outcomes assessment, continuous improvement management, student advising, survey and institutional-wide self-study. With EvalTools®, he successfully led the ECE department of Gannon through three ABET accreditation cycles with flying colors in 2005, 2011, and 2017 respectively. In addition, he served as Co-Chair for the Gannon’s Middle-States Self-Study committee from 2010 till 2013 and led the committee through a two-year preparation effort in writing the self-study report that resulted in Gannon receive its most successful accreditation record in 2013.
Similarly, with EvalTools®, he assisted Physics and Engineering program of Frostburg State University; and Computer Science and Engineering programs of Islamic University of Madinah to achieve excellent results in ABET accreditation. He serves as consultant to other schools for their ABET accreditation.
In addition, he worked with K12 schools to create AdamTools® for K12 school districts to manage their student information from admissions to graduation as well as special education to handle Intervention Assistant Team (IAT), Multi-Factor Evaluation (MFE) and Individual Education Program (IEP). His most recent work is the creation of a School Management System based on 7-Pillar principles that allows a district to analyze effectively its management and academic achievement performance. The 7-Pillar School Management System is currently being used in 18 school districts in Ohio.
Prof Lindsey Conner is an internationally renowned education expert who is known for her research on innovation in education and teaching. Currently at Flinders University, Prof Conner is Professor in Digital Education and Innovation. She was the Dean People and Resources until end of June 2019 (all matters related to staffing, budgets and staff development) and since February 2019, concurrently the Dean Education (academic development and course quality assurance) in the College of Education, Psychology and Social Work at Flinders. Lindsey was previously the Deputy Pro Vice-Chancellor, Associate Dean Postgraduate Research and Dean (Education – teaching and learning) at the University of Canterbury in New Zealand.
Prof Conner has a strong international profile and led the 7 country Pacific Circle Consortium research project on Teacher Education for the Future. In 2013 Prof Conner was invited as a consultant to NIER (Japan) working with the Ministry of Education Japan on infusing competencies across the curriculum. Prof Conner was also a funded visiting teaching and research fellow at SEAMEO RECSAM, Penang Malaysia (2013) and a consultant in the development of science teaching standards for the South East Asian Ministries of Education (2014). Prof Conner has developed courses and supported researchers from universities in Bangladesh, China, Malaysia and Korea. She has over 186 research outputs.
Her research on the application of technologies in a wide range of educational contexts and translational research for teaching, has had outstanding impact. For example, Prof Conner was the New Zealand coordinator for the OECD Innovative Learning Environments Project and Education Commissioner for the New Zealand Olympic Committee. Prof Conner has also led an international partnership project on implementing ICT in schools and was Director of the Science and Technology Education Research Hub at the University of Canterbury.
Professor Saifur Rahman is the founding director of the Advanced Research Institute at Virginia Tech, USA where he is the Joseph R. Loring professor of electrical and computer engineering. He also directs the Center for Energy and the Global Environment. He is the IEEE President-elect 2022, a Life Fellow of the IEEE and an IEEE Millennium Medal winner. He was the President of the IEEE Power & Energy Society in 2018 and 2019. He is the founding editor-in-chief of the IEEE Electrification Magazine and the IEEE Transactions on Sustainable Energy. He is the founder of BEM Controls, LLC, a Virginia (USA)-based software company providing building energy management solutions. He has served as the chair of the US National Science Foundation Advisory Committee for International Science and Engineering. He has published over 150 journal papers and has made over six hundred conference and invited presentations. In 2006 he served on the IEEE Board of Directors as the vice president for publications. He is a distinguished lecturer for the IEEE Power & Energy Society and has lectured on renewable energy, energy efficiency, smart grid, energy internet, blockchain, IoT sensor integration, etc. in over 30 countries. He has a PhD in electrical engineering from Virginia Tech.
Adrienne R. Minerick joined the faculty at Michigan Tech as an Associate Professor in 2009 and was promoted to Professor in 2015. In addition to the listed titles, she also serves as an Affiliated Professor with the Department of Biomedical Engineering at Michigan Tech.
Minerick's primary area of research is electrokinetics with a focus on medical microdevices, blood cell dynamics, and point of care diagnostics. Her group's primary area of specialty is dielectrophoresis which utilizes nonuniform AC fields to manipulate polarizable cells and other dielectric biomaterials.
She has received numerous honors and awards, including the distinction of Fellow of AAAS (American Association for the Advancement of Science), a National Science Foundation 2007 CAREER Award, the 2011 Raymond W. Fahien Award, Chemical Engineering Division, American Society of Engineering Education (ASEE), Michigan Tech's Fredrick D. Williams Instructional Innovation Award, a New Investigator Research Award from Sigma Xi Chapter, one from ASEE-SE, and was the recipient of the Ralph E. Powe Junior Faculty Award, Oak Ridge Associated Universities. She and her students have published over 70 book chapters, archival journal publications or proceedings articles and earned 23 best paper/presentation awards.
Minerick previously served as the President of the American Electrophoresis Society (www.aesociety.org) and on the American Society for Engineering Education's (ASEE) Board of Directors as First Vice President and Professional Interest Council (PIC) I Chair. She also chaired ASEE's National Diversity Committee. Her research and service interests regularly intersect and involve underserved individuals with an emphasis on research experiences to increase engagement and retention.
Dr. Carpenter is Founding Dean and Professor of Engineering at Campbell University and President-Elect of the American Society for Engineering Education (ASEE). An expert on issues impacting success of women in STEM and innovative STEM curricula, she has held numerous national leadership roles, including ASEE Vice President, WEPAN (Women in Engineering ProActive Network) President, and MAA (Mathematical Association of America) First Vice-President. In addition, she has served as Chair of the MAA Council on the Profession, Co-Chair of the Joint Committee on Women in the Mathematical Societies, Chair of the National Academies Ad Hoc Committee on the Gulf Scholars Program, and National Steering Committee Chair for the Grand Challenge Scholars Program.
Along with Drs. Yannis Yortsos, Rick Miller, and Tom Katsouleas, Dr. Carpenter received the 2022 Bernard M. Gordon Prize for Innovation in Engineering and Techology Education from the National Academy of Engineering. The Gordon prize recognizes their roles as the pioneers of the Grand Challenges Scholars Program. Carpenter is an ABET Program Evaluator, and sits on the Executive Committee of both the Global Engineering Deans Council and is a past member of the US Engineering Deans Council. In 2015 DreamBox Learning selected her as one of 10 Women in STEM Who Rock! for her advocacy work and her TEDx talk, “Engineering: Where are the Girls and Why aren’t They Here?” the only academic on a list of CEOs, politicians and actresses. Dr. Carpenter received the 2019 ASEE Sharon Keillor Award for Women in Engineering Education. She has received the WEPAN Founder’s Award and the WEPAN Distinguished Service Award. She earned both her MS and PhD in Mathematics from LSU, where she held a prestigious LSU Alumni Federation Fellowship.
Dr. Gary R. Bertoline is the senior vice president for Purdue Online & Learning Innovation and a Distinguished Professor of Computer Graphics Technology and Computer & Information Technology at Purdue University. He earned his BS at Northern Michigan University, MEd from Miami University, and PhD at The Ohio State University and was on the faculty in the College of Engineering at Ohio State for 3 years before coming to Purdue University in 1990. From 1995 through 2001, Gary served as Department Head of Computer Graphics Technology at Purdue University. From 2002 to 2006 in his role as Associate VP and Director, he led the creation of the Rosen Center for Advanced Computing and the Envision Center for Perceptualization. After five years as the Associate Dean for Graduate Programs in the College of Technology he served as dean from 2011 to 2021 and spearheaded the college's transformation to the Purdue Polytechnic Institute.
He co-founded the Indiana Next Generation Manufacturing Competitiveness Center (IN-MaC) as well as the Polytechnic Institute initiative at Purdue University. The Polytechnic initiative is a major effort to transform the college’s curricula and learning experience for the students to better prepare graduate for life and work in the digital age. Gary is the lead for the Purdue Polytechnic Indianapolis High School that will be opening in Fall 2017.
He has authored numerous papers in journals and trade publications on engineering and computer graphics, computer-aided design, and visualization research. He has authored and co-authored seven text books in the areas of computer-aided design and engineering design graphics with one, Fundamentals of Graphics Communications currently in its 6th edition. Gary’s research interests are in scientific visualization, interactive immersive environments, distributed and grid computing, workforce education and STEM education.
Michael K. J. Milligan is the Executive Director and Chief Executive Officer of ABET, the global accreditor of over 4,000 college and university programs in applied and natural science, computing, engineering and engineering technology.
Prior to joining ABET in 2009, Milligan was a systems director at the Aerospace Corporation, leading a team at the NASA Goddard Space Flight Center developing the next generation environmental satellites for the National Oceanic and Atmospheric Administration (NOAA). Milligan served over 24 years as a career U.S. Air Force officer working in operations, education, international research & development, During his USAF career, he served as an associate professor and deputy department head in the Department of Electrical and Computer Engineering at the U.S. Air Force Academy in Colorado.
Milligan earned his Ph.D. from the University of Texas at Austin, his M.S.E. from the University of Massachusetts at Lowell, and his B.S. from Michigan State University — all in electrical engineering. He also earned an M.B.A. from Western New England College, is a registered Professional Engineer (PE) in Colorado and Maryland, and a Certified Association Executive (CAE).
Milligan is also a member of the Tau Beta Pi Engineering Honor Society, IEEE Eta Kappa Nu Electrical and Computer Engineering Honor Society, and a senior member of the Institute of Electrical and Electronics Engineers (IEEE).
Dylan Wiliam is Emeritus Professor of Educational Assessment at the UCL Institute of Education. After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years.
In 1984 he joined Chelsea College, University of London, which later merged with King's College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London.
In 2010, he left university life in order to concentrate on teaching and research, and his work focuses on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.
Prof. Dr. Bernd Steffensen studied sociology and administrative sciences at the universities in Kiel (D), Bielefeld (D) and Lancaster (GB), he holds a doctorate in sociology from the University Bielefeld. After working as a researcher in the field of technology assessment, he became professor at the UAS Darmstadt. From 2010 to 2013, he was Vice President for Research and Technology Transfer. From 2012 to 2018, Bernd was Head of Graduate School at the University of Applied Sciences Darmstadt. In 2019, he became Head of the PhD Center Sustainability Sciences. The PhD Center brings together a interdisciplinary group of 15 professors from various academic fields.
Traffic and transport, the development of cities, sustainable development and individual behavior.
Beena Sukumaran is Professor and Dean of the College of Engineering and Computing at Miami University in Ohio since August 1, 2020.
Prior to joining Miami, she was on the faculty in the Civil and Environmental Engineering (CEE) Department at Rowan University since 1998. Before joining the ranks of academia, she worked at Amoco and the Norwegian Geotechnical Institute on offshore foundations for deepwater applications. She obtained her Ph.D. degree in Civil Engineering from Purdue University in 1996.
In her current role as the Dean, she is having a positive impact on Miami University’s engineering and computing curriculum and how engineering and computing is taught to undergraduates. She is working to change student experience by providing more opportunities for experiential learning whether it be through leadership training, internships, study abroad or research. She also believes that working with industry partners is critical to the success of the college and is therefore expanding industrial outreach. She is also a strong proponent of applied research, entrepreneurship and commercialization of research. She is also a believer in the Socially Engaged Engineering and Computing theme that is the hallmark of the College. She has also expanded outreach to K-12 so that every student irrespective of their background can be inspired to pursue engineering and computing careers.
Her previous leadership positions at Rowan was Vice President for Research from 2018 to 2020. She managed the South Jersey Tech Park and, in this role, she facilitated growth of healthcare collaborations with the two medical schools, the main campus and hospitals in the area. She also served as the President’s Fellow for Diversity and Inclusion from 2017 to 2018. She served as Department Head of CEE for seven years from 2010 to 2017. In 2016 while serving as Chair of CEE, she and her team were awarded the NSF-Revolutionizing engineering, and computer science Departments (RED) grant for $1.92M, which is titled “Revolutionizing Engineering Diversity (RevED).” The RevED grant looked at strategies to grow representation of women, underserved groups and ethnic/racial minorities in Rowan University’s Civil and Environmental Engineering Department, while at the same time enhancing inclusion through curriculum design, teaching and learning.
She has also been involved in various outreach activities to recruit more ethnic/racial minorities, women and underserved groups into engineering. She is also the co-organizer of the Collaborative Network for Engineering and Computing Diversity (ConECD) conference since its inception in 2018. She was the recipient of the 2011 New Jersey ASCE Educator of the Year award, the 2013 Distinguished Engineering Award from the New Jersey Alliance for Action, the 2016 New Jersey Department of Transportation Research Implementation Award and 2020 WEPAN Inclusive Culture and Equity Award. In 2021, she was chosen as a Fellow of the American Society of Engineering Education.
Jeff Alderson has spent his entire career working on technology that empowers students, families, and educators to further their education and career, including those with special needs.
Currently, he is the product manager for MATLAB's autograding solution, MATLAB Grader, at MathWorks in Natick, MA, and leads the company’s marketing efforts in online teaching and learning. Prior to joining MathWorks, Jeff was Principal Analyst for Technology at Eduventures, covering the emerging EdTech market in higher ed. Additionally, Jeff worked as Lead Architect for Houghton Mifflin Harcourt (formerly Choice P20 Solutions) in the education technology sector, supporting architecture and security engineering for clients such as the New York State Education Department. Previously, while at ConnectEDU for 10 years in a fast-paced education technology startup environment, Jeff held multiple technology and leadership roles in the organization, helping to grow the business from four to over 150 employees.
Jeff has over 20 years of experience in deploying secure, standards-based, data solutions for education and government, as well as five years of service as a commissioned officer in the U.S. Air Force. Mr. Alderson received his B.S. in Electrical and Computer Engineering from WPI in Massachusetts and his M.Ed. in Education Policy, Organization & Leadership from the University of Illinois at Urbana-Champaign. His recent graduate level research in the Learning Design & Leadership (LDL) program focused on design of learning assessments for STEM education and program evaluation of online courses.
Jianghao Wang leads the AI Education initiatives at MathWorks. In her role, Jianghao collaborates with educators and researchers and supports their AI projects. Before joining MathWorks, Jianghao obtained her Ph.D. in Statistical Climatology from the University of Southern California and B.S. in Applied Mathematics from Nankai University.
Funso Falade is a Professor of Civil Engineering at University of Lagos. He joined the Department of Civil Engineering at the University of Ife (now Obafemi Awolowo University), Ile-Ife, Nigeria in 1986 as an Assistant Lecturer. He commenced teaching as Lecturer I at the Department of Civil Engineering, University of Lagos in 1992. He was appointed Professor in 2001. He was Head of the Department of Civil and Environmental Engineering and he is the current Dean of Faculty of Engineering at the University of Lagos. He has published widely on the short- and long-term structural behaviours of innovative construction materials and engineering education. He has to his credit over 82 articles published in local and international reputable journals and has made contribution to two books. Prof. Falade is the author of a book titled ‘Strengthening of Distressed Buildings’. He has presented over 45 papers at workshops and seminars on such subjects as project management, quality control, maintenance of facilities and contract procurement process etc. He was given an Award at the First Nigerian Universities Research and Development Fair for the presentation of a research project of high standard and with relevance to National development in 2005. He obtained University of Lagos best researcher award in Faculty of Engineering in 2005 and 2010. In 2010, he won the National Universities Commission (NUC) individual Award in Science and Technology (Research) at the 4th Edition of the Nigeria Universities Research and Development Fair held at the University of Nigeria, Nsukka (UNN). In 2016, the International Federal of Engineering Education Societies (IFEES) 10th Anniversary Leadership Award was presented to Prof. Funso Falade along with other Five person from the other regions in the world for their consistent, meaningful contributions to the work of the IFEES community and global engineering education since its inception. He also teaches at the Redeemed Christian Bible College, Christchurch Parish, Lagos, Nigeria.
In 2002, Prof. Falade initiated the African Regional Conference on Engineering Education (ARCEE) which led to the establishment of the African Engineering Education Association (AEEA) in 2006 in South Africa. He was the founding President and the current President of the Association. He was a Vice-President of International Federation of Engineering Education Societies (IFEES; 2008-2012). He is a member of the Governing Board of the International Centre for Engineering Education (UNESCO Category II Centre) jointly owned by Tsinghua University and Chinese academy of Engineering, China. In 2013, Prof. Falade championed the inauguration of the African Engineering Dean’s Council (AEDC) which took place during the 5th African Regional Conference on Engineering Education 2013 (ARCEE 2013) at the University of Lagos, Lagos, Nigeria. He was the Chairman, ARCEE Organising Committees in 2002, 2004 and 2013. He coordinated the 2006 and 2008 series of the African Regional Conference on Engineering Education in South Africa and Tanzania respectively. He has organised Capacity Building Workshops for Engineering and Technology Educators in West and Central Africa in 2015 and 2016 respectively. He has developed a network with African Engineering Educators in Diaspora who now facilitate at Capacity Building Workshop to assist in skills acquisitions by the engineering educators that are home-based in Africa.
Prof. Funso Falade is the editor-in-chief of the African Journal of Engineering education (AJEE) which maiden edition was launched during the 6th AEEA International Conference at Central University of Technology, Bloemfontein, South Africa in September, 2016.
Prof. Falade was a Member/Chairman of the National Universities Commission (NUC) ad hoc Panels and Member/Chairman Council for the Regulation of Engineering in Nigeria (COREN) Accreditation panels to evaluate engineering programmes in some Nigerian Universities. He also served as a Member/Chairman, Federal Ministry of Environment Technical Panels to review the Environmental Impact Assessments of some proposed project. He is a COREN Registered Engineer; Fellow, Nigerian Society of Engineers; Fellow, Nigerian Institution of Structural Engineers and Fellow, Nigerian Academy of Engineering and a Fellow of the African Engineering Education Association and a member of the Nigerian Institute of Management.
Dr. Yacob Astatke currently serves as the Assistant Vice President (AVP) for International Affairs at Morgan State University (MSU), a position he has held since July 2017. As the AVP he has played a key role in the implementation of “Morgan’s Global Campus” initiative, with the launch of a new initiatives in Nigeria, Kenya, Ghana, Ethiopia, and Turkey. In addition, DIA played a crucial role in the signing of a major partnership with the Tertiary Education Fund (TETFund) of Nigeria to bring up to 90 Ph.D. students and post-doctoral scholars per year to Morgan starting in the Fall of 2020. As such, the DIA is actively seeking to grow Morgan’s relationships and partnerships with universities and public/private organizations around the world in line with our strategic plan of “Growing the Future, and Leading the World.”
Prior to becoming the AVP for International Affairs, Dr. Astatke was a full-time faculty member in the Clarence M. Mitchell Jr. School of Engineering for over 23 years, where he rose to the position of Associate Professor and Associate Dean for Undergraduate Education. For over a decade now, Dr. Astatke has facilitated the donation of hundreds of Electrical and Computer Engineering (ECE) portable laboratory instrumentation boards and has conducted capacity building training workshops for more than 25 universities in Ethiopia and other countries in Africa and Asia. This work has improved the education of thousands of ECE students in Ethiopia annually. Dr. Astatke is the recipient of several national and international awards, including: the 2013 American Society for Engineering Education (ASEE) “National Outstanding Teaching Award” and more recently the “2016 Global Engineering Deans Council (GEDC)- Airbus Diversity Award” and the “2016 Black Engineer of the Year (BEYA) for College Level Promotion of Education.”
Dr. Lovella S. Divinagracia is presently the Committee Chair of the Curriculum Review and Development initiatives of the Division of Professional Education of the University of the Philippines in the Visayas. Her most recent academic works and projects cover consultancy and conduct of researches in teaching and learning, OBE framework building, and educational program development and evaluation. She is also the former Head of the Center for Support of Higher Education and Lifelong Learning at the University of St. La Salle, who utilizes her expertise and skills in OBE curriculum, instructional designs and instructional materials development, assessments in students’ learning in all educational levels, and teacher training.
Dr. Divinagracia specifically provides services as designer and trainer for teachers’ development programs in private and public schools at national and international levels, and lectures on pedagogical skills development for teaching professionals. Her specializations also involve teaching graduate and undergraduate Professional Education courses and Mathematics under the Teacher Education degree programs, with special research interest in metacognition and problem solving curriculum. She is using her extensive expertise in OBE with her previous experience as Chair of the Outcomes Based Education Council of the College of Education; Secretary-Member to Social Research Ethics Review Committee; and Department Chair for Secondary and Elementary Teacher Education Programs at the University of St. La Salle. Given these three significant positions, she coordinates and provides university wide training on authentic OBE implementation and its operationalization.
Dr. Divinagracia further enjoys a diversity of experiences in previous research and accreditation work, most notably as USLS Research Coordinator in 2013-2016 leading to institutional research involvement and paper presentations to both local and international conferences; Internal Executive Committee Chair for Instruction in a 2013 Survey, and a Co-chair for Curriculum and Instruction for a 2018 Survey, both for the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU); and Co-chair in Teaching and Learning for her university’s survey on Institutional Sustainability Assessment-Commission on Higher Education (ISA-CHED) in 2014. She has also received awards in both teaching and administration for her exemplary performances.
Elias is Curriculum and Programs Director of Australian International School and the Australian Institute for Higher Education, a transnational education provider. He has supervised offshore higher Education Programs, delivered in Manila by the Australian Catholic University (ACU) and Bradford University School of Business and Law. For Basic Education, he oversees curriculum implementation of various K-12 programs accredited by the Philippines Department of Education (DepEd), Western Australian Certificate of Education (WACE), Victorian Certificate of Education (WACE), the International Baccalaureate (IB) Diploma, and the International General Certificate of Secondary Education (IGCSE).
He is a Professorial lecture, Arellano University Graduate School of Education in Manila for over eight years, Adjunct Professor, Philippine School of Business Administration (PSBA), and author and co-author of several textbooks for Higher Education and the SHS and published research works. He is a dynamic international conferences speaker, presenter, and faculty trainer. He is a member of the International Network for Outcome Based Education Leadership Team, an organization founded and led by Dr. William Spady.
Dr. Darin Detwiler is Assistant Dean and Associate Teaching Professor at Northeastern University’s College of Professional Studies. He is an administrative leader with a history of educational excellence and driving innovation and efficiency across a large, diverse portfolio focusing on leading-edge pedagogy and student success. With over 25 years of teaching experience in secondary education, undergraduate, graduate, and doctoral programs, his work in this field has been recognized with the National Science Teachers' Association / Toyota Tapestry Award for Innovation in Science Literacy Education, the Amgen Award for Science Teaching Excellence (Biotechnology), the Washington State Governor's Award for Excellence in Teaching History, and the Northeastern University College of Professional Studies Excellence in Teaching Award.
Additionally, Detwiler is an internationally recognized leader in regulatory compliance and public health pertaining to food, regarded as “One of the most well-known, respected, and accomplished people in the food safety industry” (Food Safety News). In 2018, he received the International Association for Food Protection’s “Distinguished Service Award.” He is a columnist, a TEDx featured speaker, frequent keynote speaker, and media consultant. Author of Food Safety: Past, Present, and Predictions and of Building the Future of Food Safety Technology: Blockchain and Beyond.
Dr. Pickering is the co-creator, co-founder, and Executive Director of Iowa BIG. Iowa BIG is a fully learner-centered, transformational OBE learning environment driven by student passion, intense community engagement, and highly authentic and contextualized projects focused on developing student competencies. Dr. Pickering is also the Associate Director of Education Reimagined, a non-profit located in Washington D.C. dedicated to connecting and growing a powerful network of learner-centered educators and environments. The principles of learner-centered and transformational OBE are highly aligned and compatible.
Dr. Carriveau earned a Ph.D. in Educational Psychology from the University of Arizona. He is an educational consultant.
Throughout his career he has been a practitioner and advocate for outcome based education and has extensive experience with outcome development, test and survey development, assessment, measurement, and the science of learning. His last positions were outcomes and assessment specialist for the University of North Texas center for learning experimentation, application and research, and assistant director for the University’s Quality Enhancement Plan for accreditation. Dr. Carriveau previously taught in the public-school system, was the director of assessment and evaluation for a large Arizona school district, an associate professor at Northern Arizona University, deputy associate superintendent and state test director at the Arizona state department of education, and test development manager for Harcourt Assessment. He has consulted nationally and internationally, presented at national and international conferences, and given keynote talks. He is a co-author, author, and chapter contributor. The second edition of his book, Connecting The Dots: Developing Student Learning Outcomes and Outcomes-Based Assessments was released in October 2016 by Stylus Publications.
Educational psychology courses taught
• Introduction to Research
• Introduction to Statistics
• Intermediate Statistics
• Tests and Measurement
• Measurement in Education
• Research and Evaluation Methods
• Assessment and Evaluation in Education
• Research Design and Analysis
Reading courses taught
• Corrective and Remedial Reading
• Directed Experiences in Reading – Practicum/Clinic
• Reading Decoding
• Teaching Reading Skills in the Secondary School
• Reading Methods for the Elementary Teacher
• Teaching Reading in the Elementary School
• Remediating Reading and Learning Disabilities
• Reading Decoding and Practicum
• Teaching Reading in the Secondary School and Community College
• Reading in the Content Areas
• Taught public school grades 3-8 for fourteen years, including special education and special reading. Developed two reading tests and a computerized vocabulary test for Cartwright School District, Phoenix, Arizona.
• Worked for five years as the Director of Assessment and Evaluation for Washington School District, a large metropolitan district in Phoenix, Arizona. Developed curricula and a multi-level mathematics assessment to match the Arizona State mathematics standards.
• Owned a small testing company and worked with several districts in Arizona to develop and administer district tests.
• Consulted for the Hopi and Navajo Indian reservations in Arizona on their outcomes assessment program.
• Worked on the Ohio State Academic Standards as a measurement consultant.
• Worked on the Texas State Test for public schools as a measurement consultant.
• One year assessment consulting work for the Behavioral Research group at the University of Oregon. Developed over 2000 test items.
• A member for five years of the Arizona Technical Advisory Committee for the development of the Arizona Instrument to Measure Standards (AIMS).
• Consulted on a regular basis for the Arizona Department of Adult Education and the Early Childhood Literacy Division in the area of outcomes, assessment, and measurement.
• As a program specialist at the Arizona Department of Education Division of Standards and Accountability, trained teachers and administrators across the state in the implementation of the Arizona academic standards. Conducted workshops on grading and reporting in a standards-based system, data driven decision-making, and Arizona’s writing rubric.
• As the Arizona state test director, implemented a program in which Arizona teachers helped develop all of the items for the state’s standards-based assessments, made final content and bias review decisions, conducted the final review of new items and field test items, and served on various special committees such as alignment of test forms to standards.
• As the Deputy Associate Superintendent for Standards and Assessment and State Test Director at the Arizona Department of Education, had the responsibility to develop, review, and update the state’s academic standards, develop the state’s standards-based achievement test (AIMS), and administer the state’s testing programs.
• Chaired Arizona’s National Assessment and Accountability Advisory Committee (NAAAC) and the State Assessment and Accountability Advisory Committee (SAAAC). Responsibilities included working on the state’s NCLB Work Plan.
• Consultant for test item development for the national medical board exam of Denmark. Hired to train faculty of medical school on writing selected response items and conversion of their written response items to selected response item sets to meet new government requirements. Demark had never previously used selected response items for the national boards.
• Selected as a finalist to serve on the National Assessment Governing Board (NAGB), which sets policy for the NAEP, but had to withdraw when accepted a position at Harcourt Assessment.
• As a test development manager at Harcourt, Inc. worked with states with contracts of thirty million dollars and more. Managed schedules for twenty professional workers in several different departments.
• Carriveau, R.S. (2016). Connecting the dots: Developing student learning outcomes and outcome-based assessments. Sterling, VA: Stylus Publications. [Chapters include creating measurable outcomes, making assessment plans, linking outcomes to assessments, developing high-quality rubrics, measuring critical thinking, calculating outcome attainment, reporting outcome attainment, and making instructional decisions].
• Carriveau, R.S. www.outcomesassessment.tools web site. Online outcome and assessment development tools to accompany Connecting the Dots. Users can develop outcome statements that are automatically coded to a three level outcomes model, use a pre coded work sheet for test item planning, develop an item bank and quizzes in which the item codes are automatically associate with the outcome statement codes, and create and administration a quiz with outcome statement codes in the results. The quiz administration tool is currently in the field testing stage of development.
• Turner, P.M. & Carriveau, R.S. (2010). Next generation course design. New York, NY: Peter Lang Publishing, Inc. [Chapters include elements of course design, how students learn, outcome based assessment and course design, and enabling course redesign].
• Alonzo, A., Basaraba, D., Tindal, G., Carriveau, R.S. (2009). They read, but how well do they understand? An empirical look at the nuances of measuring reading comprehension. Assessment for Effective Intervention, 35(1), 34-44. Hammill Institute on Disabilities. Hosted at http://online.sagepub.com.
• Carriveau, R.S. & Blake, A. (2016). Outcome attainment measures versus grades: A validity issue. Presented at SoTL conference, University of Southern Georgia, Savannah GA 2016. Published in conference proceedings.
• Carriveau, R.S, www.QuickScore.org. Originally published as the Carriveau Individual Profile Reading Assessment (CIPRA) for grades 1-8 (English and Spanish). Over 200,000 students tested. The CIPRA is now all on-line and is called the Quick Score Reading Assessment Program. The assessment is an outcomes based multi-levels program that assesses student competency on eight specific learning outcomes, including higher order thinking, that are consistent across all eight test levels.
• Carriveau, R.S. (2018) Articles written for the University of North Texas Teaching Commons web site that include: Assessment as a teaching tool; Assessment as a learning tool; Best study strategies for students; Assessment to evaluate student learning; When grading, validity matters; The power of formative assessment and feedback; Why test score reliability and validity are important; Using taxonomies to create outcomes and assessments; Why testing knowledge is not just regurgitation; Selected response exams best practices; Cognitive load and test anxiety.
PARTIAL LIST FROM OVER 50 FROM 2009-2018
• Anatomy of Course Redesign
• Course Redesign Challenges
• Course Redesign Effect on Student Learning
• Critical Thinking and Item Validation
• Evaluation Strategies for Department Chairs
• Goal Attainment, A Group Level Model
• Measuring Critical Thinking with MC Items
• Multidimensional Approach to Quality Assurance
• Outcome Based Assessment & Evaluation, An Overview
• Outcome Attainment vs Grades
• Program Evaluation Strategies
• The Accreditation Connection
• Using Assessment Results to Design Blended Courses
• Using Outcome Attainment Values for Knowledge Management
• Challenging the Coin of the Realm; Outcome Attainment versus Grades
• Writing and Aligning MC test items with SLOs
• You Need a Valid Measure of Student Attainment of Learning Outcomes if you Want to Improve It
• Harnessing the Power of Formative Assessment and Feedback for Instruction, Learning, and Motivation.
• The Power of Formative Assessment, Feedback, and The Science of Learning
Over 300 outcomes and assessment faculty workshops presented from 2006-2018.
• 2009: UNT Provosts Annual Award for Exceptional Professional Service for development of the UNT Student Evaluation of Teaching Effectiveness instrument.
• 2004: Arizona Department of Education award for Innovative and Creative Idea of The Year for the development of a dual-purpose assessment plan for the state testing program, saving the state seven million dollars.
• 2003: Selected as finalist to serve on the National Assessment Governing Board (NAGB) which sets policy for the NAEP.
• 1992: U.S. Office of Substance Abuse Prevention, program evaluation grant of $308,000 to Chapman University Evaluation Team to evaluate total grant of $3,750,000 awarded to Westside Coalition for Substance Abuse Prevention.
• 1990: Nominated for outstanding presentation, Arizona Educational Research Organization
• 1989: Received Outstanding Presentation Award, Arizona Educational Research Organization.
• 1972: State Moot Court winner, University of Arizona Law School.
• Presentations to Arizona State Board of Education
• Meeting with individual State Board members to lobby position.
• Presentations to Arizona State Legislation Education Committee on assessment issues.
• Meetings with individual State legislators.
• Presentations to Arizona Business and Educators Collaborative (ABEC)
• Presentations to executive boards and committees of Arizona educational groups.
• Small business owner
• CEO for a small corporation
• Awarded three U.S. patents
• Three guitar instruction books published
• Professional guitarist
• Certified PMP (Project Management Professional) International
Dr. Joseph D. Levy, serves as the Executive Director of Assessment and Accreditation at National Louis University in Chicago, IL. Joe earned a BA in English from Baldwin-Wallace College, an MS in Student Affairs in Higher Education from Colorado State University, and his Ed.D. in Higher Education Leadership from National Louis University. Joe is a member of the Student Affairs Assessment Leaders (SAAL) Board of Directors, co-creator and instructor for the Applying and Leading Assessment in Student Affairs open course, and endorsed speaker for the National Institute of Learning Outcomes Assessment (NILOA). Author, presenter, trainer, and consultant, Joe enjoys leveraging his academic and student affairs experience from multiple institutional types to talk assessment, quality assurance, and institutional betterment.
Dr. Richard K. Plott earned a Ph.D. in Science and Mathematics Education from Curtin University in Perth, Australia. Richard also is certified in Institutional Research from Florida State University and as a Chief Information Officer from Carnegie Melon University. He is currently the Chief Strategy and Planning Officer for Lane Community College in Eugene, Oregon.
Throughout his career he has and continues to be an advocate for social accountability in transforming lives through learning with a “One College” model where both credit and non-credit instruction ensure a convenient and value-added student experience. Richard believes this combination will anchor our collaborative efforts as we reconstruct higher education in this evolving 21st Century Global Community. Outcomes and their attainment must focus on positive societal impact and less on disruptive change in this fourth industrial revolution. Dr. Plott regularly presents at conferences and symposiums for strategic planning, outcomes attainment, and the positive impact of a value-added postsecondary education. He believes that a personalized and mobile learning environment is key to instilling a lifelong learning mindset for students in our modern society.
Taught public school grades 8-12 for eleven years, including special needs populations for sciences. Developed a Classroom Learning Environment Survey for grades 6-8 for the sciences. Taught graduate courses for Non-Profit Management.
Worked for 16 years in Institutional Research and Effectiveness as a Research Analyst, Director, Assistant Vice President, Vice President, and now as a Chief Strategy and Planning Officer.
Specializes in goal attainment and outcomes assessment for the effective evaluation of programs and services for the higher education.
Currently serves as the Accreditation Liaison Officer (ALO) and has served as the ALO for other institutions. In the recent seven-year site visit for Lane Community College from the Northwest Commission on Colleges and Universities, he helped the college receive six commendations for excellence.
As a leader in decision support based on a culture of evidence, he develops and implements analytics which provide daily refreshed interactive reports and dashboards. These analytic tools keep track for goal attainment and key performance indicators. He also provides environmental scanning to track program demand for future-cast of career and technical programming.
conferences. Material for PE and FE Refresher courses for ASME was developed. Eleven patents mostly on Cooling Systems with GE were granted.
As a Blockchain expert and advisor, Dean Rakic accompanies customers in their digital transformation processes. He looks back on many years of experience in architecture for the processing of large amounts of data, especially in the healthcare environment. His professional focus is on project management, lead with respect to the entire project life cycle including project initiation and project handling. Besides, his additional personal strength is in acting as a specialist in business liaison/stakeholder management. Overall previous experience is on top of Strategy and Innovation development during all development phases. More than 25 years of detailed knowledge of IT and software architecture, project monitoring and project controlling with the identification, analysis, measurement, and control of project risks as well as the regular analysis of the impacts makes his personal stamp. Particularly important is his contribution to the promotion of science and the implementation of innovative achievements through lectures, mentoring and counselling in different vertices, ranging from standard industrial to non-governmental and sustainable projects.
Dr. Karinna Vernaza is the dean of the College of Engineering and Business at Gannon University and a professor of Mechanical Engineering. She started her tenure at Gannon in 2003. She has authored more than 40 peer-reviewed publications centering on high-strain deformation of materials and engineering education. Recently, she has focused on systemic strategies for the retention and advancement of STEM faculty and students, and academic interventions to improve student success. She is currently the Program Director of a $1.5 million dollars Appalachian Regional Commission (ARC) Power Investment and has secured over $2.5 million dollars in grants during her tenure at Gannon University (which includes four awards from the National Science Foundation). During the past three years, Dr. Vernaza has led the academic development, space design, and R&D and operations contracts in the Institute of Health and Cyber Knowledge (I-Hack). The Gannon node of the Northwest Pennsylvania Beehive, the Erie Technology Incubator and the Small Business Development Office are part of the College’s ecosystem.
Dr. Vernaza is active in the Erie community and beyond. She serves on the board of directors of the Erie Community Foundation, Experience Children Museum, Erie Technology Incubator, and PSNERGY, LLC. She regularly volunteers on the Society of Women Engineers, serves as a mentor for young women in partnership with the Northwest Pennsylvania Girls Scout Council, and serves as reviewer for the American Society of Engineering Education Conference. She serves in the ASCEND Advisory Board, an NSF funded program, and as faculty advisor for the Society of Women Engineers Gannon Collegiate Section.
She attended the U.S. Merchant Marine Academy and earned a Bachelor of Science in Marine Engineering Systems. Dr Vernaza was awarded a Project Latin America 2000 Graduate Fellowship by the Kellogg Institute, the Coca-Cola Company, and the University of Notre Dame to perform graduate studies. She earned a master’s degree in Mechanical Engineering and a Ph.D. in Mechanical from the University of Notre Dame.
Marilee Bresciani Ludvik, Ph.D. serves as chair and professor of the
Educational Leadership and Policy Studies department at the University of Texas Arlington. Prior to that, she served as professor of postsecondary educational leadership at San Diego State University, Assistant Vice President of Institutional Assessment at Texas A&M University and in a variety of student affairs, academic affairs, and alumni relations leadership roles at various types of institutions.
Bresciani Ludvik also served as a Faculty Fellow within the Office of Curriculum, Assessment, and Accreditation as well as the Office of Analytic Studies and Institutional Research at San Diego State where she assisted in connecting student learning and development outcomes to equity performance indicators in a manner that can inform improvements in-class, out-of-class, and program design and delivery.
Marilee has written 13 books, published over 200 scholarly articles, and empowered over 200institutions and their leaders on organizational learning assessment and accountability decision-making processes. In addition, Marilee assists organizational leaders identify and leverage opportunities to collaborate across division lines, using mindfulness-based inquiry practices,
nonviolent communication, difficult conversation practices, paradigm busting processes,compassion practices, restorative justice, and design thinking.
Marilee is a certified meditation and yoga instructor, certified Search Inside Yourself Leadership Institute teacher (the program developed at Google), and a Qualified Mindfulness-Based Stress Reduction teacher on the certification path. Marilee is also a certified transformational life coach who uses the evocative method.
Dr. Bresciani Ludvik co-directs the Intrapersonal Competency Cultivation Research Team that seeks to leverage student’s first-person experience to close equity gaps through the cultivation of malleable skills known to significantly predict student success. Marilee’s research specifically focuses on applying social and emotional neuroscience and mindful compassion inquiry practices to inform the design and evaluation of workshops, curriculum, and coaching to decrease students’, faculty, and administrators’ stress and anxiety while also increasing their attention and emotion regulation, cognitive flexibility, and enhancing compassion towards self and other.
Dr. Bresciani Ludvik’s work has been honored with awards such as the ACPA-College Student Educators International's Contribution to Knowledge Award in 2022, the International Association for Student Personnel Pillar of the Profession Award in 2012, the International Association for Student Personnel George Kuh Award for Outstanding Contribution to Literature/Research in Higher Education in 2013, the American College Personnel Administrators Diamond Honoree in 2016, the UNESCO/MGIEP Senior Research Fellow in 2017, and the International Association for Student Personnel Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member in 2019.
She has also recently been inducted into the University of Texas Arlington National Academy of Inventors. Marilee is thrilled that she gets to empower educators, staff, administrators, and student leaders into emotional awareness so they can positively transform their lives and the lives of those they
Sister Rosanne Mallillin is President of St. Paul University Surigao, Philippines, and Chancellor of the St. Paul University System. Among her distinguished previous positions she was Vice-President for Academic Affairs at St. Paul University, Manila; Executive Secretary of the Catholic Bishops Conference of the Philippines National Secretariat for Social Action, Justice and Peace; Director of Graduate Research and Professor, University of St. Tomas; and School President and Community Superior at St. Paul College San Miguel, Bulacan. Her educational background includes a Masters and Ph.D in Development Education at University of St. Tomas, and post-doctoral studies in Advanced Educational Planning at the University of London’s Institute of Education; and Alternative Educational Delivery System at Catholic University, Washington, DC.
Sister Rosanne has been the driving force in Outcome-Based Education design and implementation within the St. Paul University System in the Philippines. She orchestrated and participated actively in the team that formulated the first-ever life-performance outcomes framework among Filipino Universities, and initiated a curriculum design process at St. Paul Surigao to implement it throughout their programs and courses. In addition, she initiated a restructuring of course delivery that created a better use of instructional time and expanded learning opportunities for students, and is in the process of redesigning the entire teacher education program around OBE’s philosophy and principles to prepare teacher candidates to be competent OBE implementers in their careers.
Anita Chase is Associate Principal at the Lieser Campus of a three-campus Alternative Learning Program in Vancouver, Washington, USA. The Vancouver School District’s alternative programs serve students Kindergarten through 12th grade and above (student 5-21 years of age). She has worked in education for thirty five years, serving students pre-school through high school.
Anita has a BA in Education, a Masters in Curriculum and Instruction from Concordia University and a Credential in Education Administration from Heritage College and Washington State University. She believes that Education is a Civil Rights issue and that the traditional system of education has failed most students, especially students of color and students living in poverty, where the situation has been even more dire. Moreover, in order to meet the academic, social-emotional and developmental needs of today's students, she is committed to changing the traditional system of education, and regards Outcome Based Education’s inclusionary, ‘Success for All Learners’ philosophy as a critical vehicle for promoting the cultural responsiveness and for dismantling the systematic racism that so many schools must undergo. “It is the work that I have been involved in and strongly believe will make the difference in the lives of our students.”
Dr. Janet Jones brings enormous theoretical and practical experience and expertise to the Outcome-Based Education movement through a thirty-year career that includes:
* Brain compatible learning approaches to curriculum and student learning,
* Developing a 21st century staff development program,
* System-wide curriculum auditing,
* Experience within the K-12 public school system of the USA as an Executive Director, District Director of Staff Development, Vice Principal, Building Counseling Director, Teacher, and Counselor; plus
* Over eight years as a Graduate level Professor at three different universities, teaching curriculum development, program audits, and innovative instructional design.
Despite this great diversity of responsibilities, Jan’s current career emphases and priorities are brain compatible learning, instructional relevancy, future focused curricula, creative solutions, collaborative processes and, of course, energizing fun for educators at all levels of the profession! As a Founding Director of the Vision Into Action Associates (VIAA) consulting team out of San Antonio, Texas, she orchestrates consulting services that provide school districts with futures program analyses, revitalized system-wide program design, and professional development. Dr. Jones is also the founding Director of Millennial Minds (www.millennialminds.com) and its related Educational Consulting Services.
Henry is the founding principal of Berwick Lodge Primary School, in Melbourne. Henry has over 30 years’ experience in school leadership in public schools in Victoria, Australia. During that time, he has served on educational boards and has authored both adult and children’s educational books.
Henry currently hosts a popular podcast series, The Viewpoints Podcast and a current affairs radio program, Viewpoints on Casey Radio 97.7FM.
Henry is a passionate advocate of student agency and has a keen interest in maximising the potential of technology to enhance the engagement of students in their learning. Henry has led the development of a fully 3D, AR capable illustrated children’s book at his school, in this quest.
Esther Dasari Dale, Ph.D., is the Director of Psychometric Assessment at the University of Minnesota Medical School. She has trained over 50 medical students in item writing and along with them, she is currently producing a bank of 10,000 preclinical science high validity items. She has taught science and science methods from kindergarten to graduate school. She has served as an item writer, subject matter expert, data reviewer, bias reviewer and standard setter for high school, college, and professional licensing exams.
Dr Mumtaz Patel is a Consultant Nephrologist based at Manchester University Hospital NHS Foundation Trust. She is also a Postgraduate Associate Dean at Health Education England, Director for Conduct and Progress at the University of Liverpool and is the Vice President, Global for the Royal College of Physicians, London. Graduated from University of Manchester, United Kingdom (UK) with MBChB (Honours) degree in 1996.
Attained MRCP UK in 2000 and FRCP, London in 2011. Specialised in Nephrology and undertook a Wellcome Trust funded PhD research project exploring the Genetics of Lupus Nephritis (2003-2006) at the University of Manchester. Specialist training undertaken at Yorkshire Deanery and obtained Specialist Registration in Nephrology in 2007. Appointed as Consultant Nephrologist at Manchester University Hospitals Foundation Trust (MFT) in 2007.
Regional Lead for vasculitis and lupus service in the North West of England. Developed increasing interest in Medical Education during consultant post. Appointed as Renal Training Programme Director for North West Deanery in 2012. Appointed RCP Tutor, Divisional educational Lead at MFT (2013). Appointed and Regional RCP Advisor (2015) and Postgraduate Associate Dean for Health Education England (North West) (2016). Completed MSc in Medical Education in 2014 and awarded distinction for work looking at the
value of Workplace Based Assessments in Predicting Doctors in Difficulty.
Presented at National/International meetings and published in Medical Education. Appointed as Clinical Lead for Quality Management for the Joint Royal Colleges of Physicians Training Board in 2016. Published reports on the State of Physicianly Training in the UK in 2017 and 2019. Currently leading on national work on Differential Attainment and Assessment. Appointed Vice President, Global for RCP, London July 2020.
Dr. Ralph Jasparro’s educational career includes service as a middle and high school teacher, high school principal, assistant superintendent, superintendent of schools, and university professor. His first introduction to Outcome-Based Education came in 1986 when he attended Dr. William Spady’s session on OBE at a national conference and was immediately intrigued with the outcome-based approach to comprehensive school improvement. As a superintendent he was committed to improving teaching, learning, and leadership in his district and launched a comprehensive curriculum improvement process focusing on: outcomes for students at all grade levels, and on continued professional development for teachers and administrators. Following his superintendency, Ralph continued working in public schools as a consultant, eventually collaborating with Dr. Spady in implementing a comprehensive OBE Strategic Design process in Rhode Island school districts and a statewide OBE professional development program for all RI educators.
Later Ralph taught in the Doctoral Program in Educational Leadership at Johnson & Wales University in Providence, RI where he offered courses in change leadership and curriculum design. He also served on the university’s team that designed a doctoral program in which all courses were outcomes based and assessments were performance based. He also chaired the university’s outcomes and assessment committee and organized professional development programs for university faculty and administrators in the design and implementation of outcomes for all programs in the university. That training included a program on OBE in higher education. Although now retired, Ralph continues his work in education by serving on various boards of directors and judging high school senior student projects.
An Innovative leader bringing together 16 years of vast experience in academic excellence and transformational leadership. Recognized Outcome-Based Education (OBE) advocate in the Philippines under the guidance of Dr. William Spady. Acknowledged researcher and author in the area of Transportation Engineering and Civil Systems. Actively engaged in the international recognition and global mobility of engineers through directorship in various professional organizations. Involved in good governance and policy making as member in various government agency committees.
Dr. Ingrid Ulbrich had a discovery while watching students grapple with her first-year college chemistry courses: that students struggling in traditional evaluative academic systems needed to understand their learning processes, employ tools for successful learning, and manage their non-academic lives and challenges so that they could prioritize academics and succeed in school. But students weren't being taught these processes and tools in their schools. So she left academia to start a nonprofit, Achieving Academic Success, to fill the need.
Focused on partnering with programs that support high school students getting to and completing college, Achieving Academic Success offers experiences that change mindsets and redirect life stories, helping students approach learning in more productive ways, shift thinking from self-judgment to improving performance, and know who they are and who they want to become. Ingrid is also the President-Elect of the Academy of Process Educators, and will serve as the organization's President from 2021-2023.
Dr. Susan N. Kahn serves as Assistant Director of Assessment at Texas A&M University. Dr. Kahn has held several key roles advancing institutional effectiveness in higher education, such as coordinating the Graduate and Professional Education track of the Assessment Institute and serving as officer for the Knowledge Development Task Force with the Association for the Assessment of Learning in Higher Education. She has collaborated on the Grand Challenges in Assessment Project and serves on the advisory board for Leading Improvements in Higher Education, a service of the Assessment Institute hosted by IUPUI. Dr. Kahn consults with state and national government agencies, including the United States Department of Education and the National Science Foundation, on P20W educational policymaking and programming.
Ing. Dr. Lucy Agyepong is the Associate Dean of Engineering at Academic City University College, a premium tertiary education institution offering holistic education to create world-rounded minds. With a Masters in Aeronautical and Aerospace Engineering followed by a PhD in Mechanical Engineering with an Aerospace Design focus, Dr. Agyepong has over 10 years’ specialist experience in conducting advanced research on both Academic and Industrial levels.
Her research has spanned Aircraft Design, with focus on alternative weight estimation and reduction methodologies. Prior to joining Academic City University College, Dr. Agyepong was the Technology Manager of the Design and Build Group at the Manufacturing Technology Centre (MTC), UK, where she was responsible for a strong team of 45 engineers with over 250years of combined experience, with skills ranging from end-to-end design of parts for additive manufacturing, design for X through to advanced design to overcome manufacturing or assembly challenges.
She has successfully project managed and delivered high value projects circa €4M. She has actively worked with a range of industrial partners including Airbus, GKN Aerospace, BAE and Rolls- Royce.She is a strong advocate for Women IN Engineering, a professional member of the Ghana Institute of Engineering (GhIE), a Science Technology Engineering and Mathematics (STEM) ambassador, and was recently appointed as the first and only woman to sit on the African Asian Pacific Engineering Education Council.
Mary Tkatchov is a senior assessment developer for Western Governors University, a competency-based university. In this role, she collaborates with college faculty and industry experts to develop objective and authentic performance assessments. She has 20 years of experience in secondary and post-secondary education, starting her career as a high school and community college English teacher and then moving into higher education curriculum and assessment development. Mary is co-author of the book Proactive Professional Learning: Creating Conditions for Individual and Organizational Improvement, which she wrote with her husband, Oran. She is also committee co-chair for AALHE’s Emerging Dialogues, a publication that highlights current issues in higher education assessment. In 2022, she co-founded Booksmart Enterprises, LLC., an assessment and training development company.
Mary became interested in outcome-based education (OBE) while conducting research with her team in the Center for Competency-Based Education (CBE) at University of Phoenix to start a pilot competency-based program in Teacher Leadership. She read William Spady’s book Outcome-Based Education: Critical Issues and Answers and was transformed in her thinking about learning and assessment. Since then, she has presented about OBE, CBE, and assessment at national conferences and has published articles with Journal of Competency-Based Education, Education Week Teacher, Principal Leadership, Aurora Institute, and Association for the Assessment of Learning in Higher Education (AALHE).
Erin Hugus is a senior instructional designer for Western Governors University. She works with university stakeholders and subject-matter experts in the design and development of competency-based course learning experiences. She has over 26 years of experience working in education. She has a master’s degree in organizational management and is a doctoral candidate at Northern Arizona University studying the design of online learning experiences that promote the development of soft skills. Erin grew in her knowledge and experience of outcome-based education (OBE) while designing a new degree program with her team in the Center for Competency-Based Education (CBE) at the University of Phoenix. Since then, she has applied OBE principles to all design decisions, keeping a focus on the alignment between course design and assessment. She has presented about OBE, CBE, assessment, and skills-based design at national conferences. She has co-authored articles with Journal of Competency-Based Education.
Dr. Soma Chakrabarti leads the Materials Education Resources team at Ansys, Cambridge, UK. Earlier she was the assistant dean of Summer Term at the University of Wisconsin-Madison, director of Continuing Studies at the University of Delaware, and the director of Center for Engineering and Interdisciplinary Professional Education at the University of Kansas. Soma was the president and CEO of BioComp Systems, a University of Kansas spin-off which developed a true 3-D volumetric display system using two National Science Foundation Small Business Innovation Research Phase I and Phase II grants and was the principal investigator of both the grants.
Soma is the current first vice president of International Federation of Engineering Education Societies, the current president of International Association for Continuing Engineering Education and a director of the American Society for Engineering Education College-Industry Partnership Division Board. She has a Ph.D. in biochemical engineering and biotechnology from Indian Institute of Technology, Delhi.
Dr. Ramakrishnan Sundaram is a Professor of Electrical and Computer Engineering at Gannon University, Erie, PA. Dr. Sundaram has been actively involved in novel STEM pedagogy for higher education and has conducted workshops at ABET, ASEE, and FIE conferences on topics related to undergraduate engineering curriculum development, program assessment, and K-12 outreach activities. He has engaged K-12 students and teachers in STEM engineering project activities as well as STEM workshops which emphasize the development of problem-based, project-driven, and self-directed learning skills.
In addition, Dr. Sundaram’s research areas include computing architectures for digital signal and image processing, wireless communications, and applications of machine learning, deep learning, and neural networks such as video-based sign language recognition and sensor networks for RF imaging systems. He has published and presented his peer-reviewed research in premier journals and conferences sponsored by the IEEE, SPIE, and OSA.
She gained her PhD from The Ohio State University, USA and has been entrusted with the position of the Deputy Vice Chancellor (Research & Innovation) at Sultan Idris Education University as well as Dean of the Faculty of Education at University of Malaya. She published a variety of national and international academic publications to her credit and is a Fulbright Research Fellow. Subsequently, she presented papers both nationally and internationally and conducted several research projects with UNESCO, the British Council, Australian Universities – such as Melbourne, Sydney and the Sumitomo, Japan. Her research areas are mathematics education, teacher education, computer-assisted assessment, higher education, and comparative education.
Professor Dr. A.F.M. Saiful Amin, renowned educator and expert in the field of engineering, is a leading proponent and promoter of engineering education and sustainable infrastructure in Bangladesh. As an experienced civil engineer and leader in groundbreaking engineering research, he has been teaching and researching as well as designing, constructing, repairing, and maintaining installations for over 25 years.
In 1996, as an undergraduate in Civil Engineering at Bangladesh University of Engineering and Technology, he received the Gold Medal from Prime Minister Sheikh Hasina for graduating in first place with first-class honors. He received his PhD. from Saitama University in Japan in 2001, researching earthquake-resistant bridge design, and since 2010, he has been Professor of Engineering in the Department of Civil Engineering at BUET.
Dr. Amin is the director of BUET's Institute for Disaster Prevention and Urban Safety, focused on research on disaster management and disaster risk reduction and creating a more skilled workforce for the country. He currently leads the country's largest research project on earthquake-related disaster management and natural disaster-related risk reduction. Run with the help of Japan, its results will play a major role in making national policy in a host of relevant fields.
Dr. Amin also plays a vital role in improving the quality of education in engineering as Vice Chairman and the Acting Chairman of the Board of Accreditation for Engineering and Technical Education of the Institution of Engineers, Bangladesh, a provisional signatory of the Washington Accord.
From 1998 to 2007, Dr. Amin conducted fundamental research on using high-damping rubber bearings to protect bridges from earthquakes in Japan, Bangladesh, and Germany. This internationally tested and successful technology has been directly applied in the construction of the second Kanchpur-Meghna-Gomti bridge recently constructed on the Dhaka-Chittagong highway, for the first time in Bangladesh.
On behalf of BUET, Dr. Amin also serves as the team leader in the Padma Multipurpose Bridge Rail Link Project, one of the mega projects of the Government of Bangladesh, and he is also serving as an expert in designing, constructing, repairing, and maintaining important buildings and infrastructure as well as Bangabandhu Bridge, Dhaka Elevated Expressway, Payra Bridge, Bangladesh Textile University, and various large and small bridges.
Leading Promoter of the Bridge Engineering Discipline in Bangladesh
A respected Fellow with the Institution of Engineers in Bangladesh, Dr. Amin has studied, participated in research and conferences, received awards and grants, traveled and given lectures in many locations, including Germany, Japan, America, Bangladesh, the United Kingdom, Canada, Malaysia, Thailand, and Europe. Throughout many of these countries, Dr. Amin has personally examined bridges in his efforts to advance the knowledge of bridge engineering in Bangladesh. Closely associated with the Institution of Engineers, Bangladesh, since 2001, Dr. Amin has also been an Editor for the Journal of Civil Engineering of the Institution of Engineers, which he helped with its online launch in 2006.
Founding and nurturing the Bridge Engineering discipline in Bangladesh to assist his country in sustainable infrastructure development, Dr. Amin has, since 2005, been the main organizer of a series of international conferences (2005, 2010, 2015, and 2020) that have become a primary force for innovation, acquisition, development, and application of appropriate technologies in Bridge Engineering for Bangladesh. As each conference has grown, both domestically and internationally, its contribution to the development of bridge-engineering in the country is profound and pivotal.
He is also the Chair of the Bangladesh Branch of IABSE, a Switzerland-based international association for professionals in bridges and installations. The IABSE-JSCE Conference on Advances in Bridge Engineering-III—held in Bangladesh in 2015—celebrated the Centenary of Hardinge Bridge (1915-2015) together with the theme of overcoming engineering and social challenges in owning a resilient infrastructure. Through this landmark conference, Dr. Amin was able to communicate the importance of direct application of bridge engineering to the common man. The subsequent international conference presented to the engineering community in 2020 focused on the need to improve the quality of engineering.
Background and Education
Dr. Amin's ancestral home is in Mohanpur village of Matlab thana in Chandpur district. He was born in 1971 in Dhaka. The eldest of three brothers and sisters, he was raised in Dhaka by his parents – his father, Dr. Muhammad Nurul Amin, a jute researcher, and his mother, Professor Hosne Ara Amin, who taught Home Economics in college. From a young age, Saiful Amin dreamed of becoming an engineer, and he became one out of his passion for it.
He passed SSC with Star Marks from Government Laboratory High School in 1987, and in 1991, he was admitted to the Civil Engineering Department of Bangladesh University of Engineering and Technology after placing fifth in Dhaka Board's HSC merit list from Dhaka College in 1989. In 1996, he took first place and graduated with first-class honors in Civil Engineering from BUET. Soon after graduation, he chose the Bangladesh University of Engineering as his workplace and began his teaching career as a lecturer. After completing his Master of Science studies at BUET in 1998, he moved to Japan for higher education with a scholarship from the Japanese government. Researching earthquake-resistant bridge design at Saitama University, he received his PhD. in 2001. Now he was ready to fulfill his dream of returning to Bangladesh and applying his knowledge and talents to helping his country. He joined BUET's Department of Civil Engineering as an Assistant Professor in 2001. In 2004, he was invited by the German government to study at the University of Kassel as a visiting professor, and in 2007, he was the first engineer from Bangladesh to be invited as a Fellow of the German government's prestigious Alexander von Humboldt Foundation to study at the University of Munich as a visiting professor. He became a professor in BUET's Civil Engineering Department in 2010.
In addition to his Malik Akram Hossain Gold Medal, a doctoral research scholarship from the Government of Japan (Monbusho), University Merit Scholarships, F.R. Khan Scholarship, the German government's Alexander von Humboldt Foundation Fellowship, and other honors, Dr. Amin has received numerous honors for his role in engineering education and research. He was the first Bangladeshi to receive the Japan Society of Civil Engineers International Collaboration Award (2017) for continued efforts and outstanding contributions to the infrastructural development of Bangladesh. In 2016, at the special invitation of the President of the Institution of Civil Engineers, United Kingdom, he was awarded an Honorary Fellowship, and in 2018, as the only South Asian ambassador among 13 special honorees from all over the world, he was invited to speak at a civic event in London marking the 200th anniversary of the Institution of Civil Engineers in the United Kingdom. In 2019, as an alumnus of Saitama University in Japan, he received an honorary invitation to give a speech in the presence of current university teachers, students, and prominent citizens of the greater Tokyo city.
Dr. Prashan is Course Director, Bachelor of Commerce | Senior Lecturer, Macquarie Business School. Award-winning Senior Lecturer, Dr Prashan Karunaratne, from Macquarie Business School, is well-regarded for his innovative approach to driving student success through developing an active learning culture. Prashan is currently the Course Director for the Bachelor of Commerce as well as the unit convenor of the Bachelor of Commerce Capstone unit – where students in mixed-major teams work towards addressing a United Nations Sustainable Development Goal – collaboratively, sustainably, and profitably - using the knowledge and skills of commerce as well as their majors / specialisations. Prashan's enthusiasm for teaching, and passion for improving student outcomes, have inspired and engaged tens of thousands of students for more than a decade. He nurtures students to develop a desire to engage and is a firm believer that the learning journey can benefit both teachers and students. Inspiring students to want to learn – by emphasising the ‘why’ of learning, and empowering students to navigate their own learning journey – by focusing on the ‘how’, creates valuable experiences in his classroom and beyond. This highlights the 'wow' moments that students will remember in years to come.
Arun Kumar Tarofder (PhD) is an Associate Professor at Management and Science University. He joined Management and Science University immediately after completing his PhD in IT Marketing. He did his MBA and PhD at Multimedia University, Malaysia. He completed his Diploma in Computer Science and Bachelor in Business Management before joining his MBA. He successfully finished all these courses with distinction. His PhD was on Web technology in Supply Chain and he continued his research in technology integration in the business process. Over the last 10 years, he has been teaching, Multimedia Marketing; Marketing Research; Service Marketing; Marketing Management at both, undergraduate and post-graduate, levels. As a researcher, he has published more than 30 articles in several Scopus journals ranking in Q1 and Q2, namely Business Process Management Journal, Industrial Engineering & Management Systems, International Journal of Quality and Service Sciences, Journal of Islamic Marketing, Management Research Review, Polish Journal Of Management Studies and so on. Besides, he has received several best paper awards from several conferences. Additionally, in 2016, His paper was awarded a “Highly Recommended Paper” from Emerald Publisher, UK. Apart from his publications, he is an active reviewer of several prestigious journals from different publishers, including Elsevier and Emerald. His primary quest in digital marketing; consumer and industrial behaviour, and consumer neuro-marking. In line with his interest, he has completed several research projects, including 2 seed grans within Management and Science University and 1 industrial project. Recently, he has been invited as a guest lecturer in several prestigious universities in Southeast Asia.
Teacher for over 35 years in several schools and multiple courses. A professional educational consultant, PMO, and IT Professional serving several industries. Specialized skills Information Technology, coordinating IT teams, Leadership, Project and Quality Management.
Peter is a Senior Lecture in Philosophy and Critical Thinking and a Senior Research Fellow of the Centre for Critical and Creative Thinking. His areas of focus include Public Reasoning, Science Communication, Argumentation and Critical Thinking in education. Peter has been a teacher educator and a syllabus designer for the International Baccalaureate Organisation, the Queensland Curriculum and Assessment Authority (QCAA) and the Australian Curriculum, Assessment and Reporting Authority (ACARA). Peter was one of a small team of academics redeveloping the 2021 ACARA Critical and Creative Thinking General Capability within the Australian Curriculum. He has consulted and produced papers for a variety of organisations including the European Commission Joint Research Centre, the NSW Department of Education, the Australian Defence Force, the Queensland Office of the Coordinator General, NSW Ombudsman and many private and public schools. He has delivered professional development in Teaching for Thinking to thousands of educators throughout Australia and internationally and has been invited to deliver programs at the University of California Los Angeles, Pepperdine University Los Angeles and Simone Fraser University in Canada and across South Africa. Peter's passion is working with educators to enable a teaching for Thinking focus across all year levels and subject areas.
Dr. Jonathan V. Macayan is a practitioner (Registered Psychologist), a researcher, and an education leader. He has spent many of his professional years in the academe as a faculty of social sciences and psychology.
He has also been also actively engaged in private consultative projects in various areas involving: academic (OBE and Learner-Centeredness, Education Research programs, Academic Administration), business and organization (IR Skills, Leadership Competencies, Change Management, Organizational Management) and, clinical (Behavioral Intervention Programs, Psychological Diagnostics and Assessment, Psychometric Test Development). His professional experiences, academic qualifications, and expertise have brought him to various administrative positions, including his current position in the academe as the Dean of the School of Social Sciences and Education at Mapua University, Philippines.
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