I am the "go to" faculty in my department. Meaning, my department chair relies heavily on me for support, productivity, committee work, program development, and more. My co-workers also rely on me and often I am the first person many seek advice from on a regular basis. I am also regularly involved with many campus-wide committees and activities.
Service Items:
Older Service:
1. New Program and Course Development:
Chair of the Management Department Curriculum Re-development Committee:
I believe that program and course development falls under teaching, as well as service to your department. For this reason I discussed curriculum in the teaching section, as well. New Management Program Development Curriculum Committee. We have seven new courses in our Business Management Curriculum due to old course elimination, the HUSS changes, or combining some of our courses. Our goal was to increase student numbers and retention. We designed a basic management program that includes a choice of three concentrations. We wanted to maintain some of the existing program objectives related to Technology Management, but also offer other concentrations to those students not interested in Technology Management. The other two concentrations include Project Leadership and Communication. Based on our Industry IPAC advisory counsel, we decided to cut the communications concentration since students can obtain a communications certificate. We also decided to merge Technology Management with Project Leadership into one concentration called Technology Project Management. Based on our advisory panel most projects are either connected to technology or technology is used to manage the projects. Either way, based on industry trends this is the newly developed concentration. Also based on our IPAC’s suggestion we added a new concentration entitled: Entrepreneurship. Since we have many students who go to work for small to midsize family businesses this makes the most sense for our students. The great part about having concentrations in our department is that we can change, update, or delete on a needed bases based on industry directions.
New Program Development: Technology Project Management Concentration: As part of the new management curriculum in we decided to update our current specialized concentrations for our management students by merging Technology Management and Project Leadership together. I was asked to re-develop the concentration program: Technology Management.
Introduction to Technology Project Management: This course introduces students to technology project management and serves as a foundation course for the remaining concentration courses.
Technology Acquisition Project: The new course is called Technology Acquisition. This course introduces students to the full-scale technology acquisition and assessment procedures for companies. Within this course we partner with the Center for Community and Learning Partnerships to develop real acquisition projects for area mission hill profit and not-for-profit businesses. The new course is called Technology Acquisition Project.
Technology Transfer: This course introduces students to the complex subject of technology transfer within an organization. We specifically look at what happens after the acquisition ends and the implementation begins focusing on technology transfer processes and the social/somewhat psychological aspects of adopting new technology within an organization.
Technology Project Management Seminar: This course gives the management department the flexibility to change topics as market trends change. It also allows students to handpick projects to work with industry professionals.
New Course Development:
I have developed over 12 new courses at WIT, including three graduate level courses (see a recent sample of five below), since my last promotion and provided committee work to overhaul our management curriculum twice in the last several years, and developed the technology management concentration curriculum program and most currently the new Technology Project Management concentration curriculum:
New Courses Developed:
Business Operations and Process Management: I was asked to develop this course for the Construction Management Department and to also teach it to graduate level students. I have successfully taught this course for the past two years. Business Operations and Process Management focuses on the set of value-added activities that transform inputs into many outputs through effective planning, scheduling, use, and control of resources; includes examination of design engineering, industrial engineering, management information systems, quality management, production management, inventory management, accounting, and other functions as they affect the organization. Included will be global logistics and sourcing.
Computers and Business Applications: I was asked to develop this course for our Management department to teach to our Management students as an entry-level application course. Within the Management Department we have noticed a trend over the years that our students are coming in with a great deal of introductory computer skills. What our student’s need is a specifically targeted curriculum related to a core set of business applications used in the workplace by a broad spectrum of managers. These applications include, but are not limited to: Advanced Microsoft Word, Intermediate Microsoft Excel and Access, Advanced Microsoft PowerPoint, Introduction to Social Media, Microsoft Publisher, Adobe Dreamweaver, Microsoft Project, and Introduction to Peachtree Accounting.
Integrative Seminar: Developed Fall 2011 and will be taught during Fall 2016. I was asked to develop this course to fulfill a missing gap in our curriculum. BSM students need to be able to make connections between their program learning outcomes and their capstone project, eportfolio development, and major fields test. This course focuses on the above areas.
Systems Analysis and Design: The purpose of this course is to provide the student with an introduction to Systems Analysis and Design. Topics include analyzing the business case, requirements modeling, data and process modeling, and development strategies. Students also learn about output and user interface design, data design, systems architecture and implementation, and systems operation, support and security.
Technology Entrepreneurship: This course gives you a unique understanding of how technology-focused firms are created and provides you with experience commercializing real technologies. Commercialization topics connecting technology and business will be the focus of the class. Topics will include intellectual property, convergence, industry creation, standards, modularity, and strategy. The outcomes will be applied by assessing the commercial potential of real ideas. The final project of student group work will be a business plan or feasibility study for commercializing the new technology. Prerequisite: Introduction to Entrepreneurship
Below is a full list of courses developed:
2. Chair of the Management Department Curriculum Assessment Mapping Committee:
I have been tasked with IACBE (Accreditation Organization) curriculum mapping related to our management courses. In our department, I tasked faculty with mapping assessment IACBE major teaching areas to course syllabi weekly outlines and teaching strategies. Each instructor was directed to match IACBE major areas to classroom teaching to reflect one of the following for each outcome: A (Awareness), U (Understanding), or C (Competency). In addition, I directed each faculty to map the syllabus to the major IACBE area and also to document how these areas are being taught in the course. This assessment task is ongoing and once completed we will make a determination if there are any missing major IACBE gap areas in our curriculum, and we will be able to track pre-requisite outcomes for courses that build upon one another.
3. Faculty member of the President's Institute Wide Vision Committee:
I was appointed by the president, provost, and dean to serve on this committee. This committee was tasked to answer the following questions:
- What is the core purpose of Wentworth?
- What is a challenging, even breathtaking, goal we might set for ourselves to be achieved in the long-range future?
- What might Wentworth look like in 10 years if we were radically successful?
- How would you describe our "target" student? Why is that your target?
- What is the most unique offer Wentworth can make to its students?
- In what positive ways are we different from other schools? What do we want to stay the same, and what do we want to change?
This is an intensive committee to serve on. We are on the cusp of making huge changes here at WIT and it is wonderful to be a part of the decision making for our future goals. We have met for an entire year and the committee is still in progress for another year term. We completed several full day and half-day workshops and sessions.
4. Faculty member of the Polytechnic 2013 Conference Program Sub-Committee
(We are hosting this conference 2013 and 2014). I was recommended by my Dean to serve on this committee. Our first planning meeting took place on Oct 15, 2012. We are actively in the process of planning the first Polytechnic 2013 conference scheduled to run this summer.
5. Faculty member of the WIT Online Learning Committee
WIT Online E-Learning Committee (Spring 2009 to present). The Committee exists to enable WIT to better serve its current and future students, faculty, and alumni by developing guidelines for the implementation of online learning and/or online education. Specifically, the committee will:
1. Assist with the development of a vision and mission for online learning/education at the Institute.
2. Identify current policy issues to be addressed by the Institute.
3. Review and analyze emerging national research, best practices, accreditation requirements and national/international trends related to online learning/education.
4. Prioritize and recommend initiatives, including potential resource allocations if possible, for the implementation of online learning/education at the Institute.
5. Recommend guidelines, policies, and procedures for implementing and assessing online learning/education, including but not limited to, faculty roles and responsibilities, and faculty training and development.
Also, I served on what was previously called the Distance Learning Committee from approximately 2006 to 2009. This committee was charged to begin communication and fostering online learning at WIT. The committee has since disbanded and now I am on the online learning committee mentioned earlier.
6. Faculty member of the WIT Faculty Technology Mentor Program
Faculty Technology Mentor at WIT. (2008 to 2015). I am one of the faculty mentors at WIT. Our charge is to help other faculty members regarding teaching with technology. We meet on a regular basis to discuss ways to help improve our mentor services to WIT faculty. We also visit department meetings to offer our services and for several years we hosted an open house during the opening week. I have had the opportunity to mentor several professors at WIT since joining this committee. We also write up analytical notes to post to our online WIKI to capture projects and build a knowledge base for the WIT community.
7. I pilot tested all new course management systems each time we upgrade.
8. President of Sigma Beta Delta
Sigma Beta Delta. Sigma Beta Delta is our Management Honor Society. I have served as president for the past four years and vice president before that.
9. Member of AAEEBL 2013/2014 Conference Planning Committee
As an associate member of the Association of Authentic Experiential Evidence Based Learning, I have agreed to serve as a member of the conference planning committee. I have volunteered for multiple roles on this committee, including: Track Chair, Social Media Specialists, Conference Reporter, and Marketing Sub-committee. As a conference planning committee member for AAEEBL I have learned how much work it takes to put a conference together and all the various roles and responsibilities that must go in to conference planning. I am valuable part of AAEEBL’s team.
10. Peer Reviewer/Co-editor of AAEEBL's The Learner (a bi-monthly publication)
As a member of the Association of Authentic Experiential Evidence Based Learning I have volunteered to be a peer reviewer and co-editor of The Learner, AAEEBL’s bi-monthly publication. My role as peer reviewer is to read submitted articles to accept for publication. My role as a co-editor consists of: peer-reviewing submissions for publication, providing reviewer feedback on submitted articles, editing submitted articles, proofing submitted articles, and final proofing of layout and design of the publication before it goes to press.
11. ECP Coordinator: I am the ECP advisor within our department. Since I teach the freshman level class that gets them started on their ECPs, I am considered the “go to” faculty when students need help or suggestions in developing their ECPs over the years. I meet with students on a regular basis individually to help with technical concerns, design concerns, and content issues.
12. Adjunct Mentor: For the past four years I have been asked to help adjuncts teaching Technical Communication, Business Communication, MIS, and Business and Computer Applications. Since I developed Blackboard content for all four courses, I have allowed each adjunct to use my course content. In addition, I have mentored these adjuncts on book selection, syllabus development and approach to assignments, lectures, and labs. I meet with these various adjuncts several times each semester, handle their email questions, and discuss various topics with them on the phone on nights or weekends.
13. First Year Seminar (FYS) Instructor. For two years, starting 2008 till 2010, I have taught FYS to freshman each fall and plan to continue at some point in the future year. I love teaching FYS. Students need to hear what to expect from professors and how to succeed in their college classes. I do not hold anything back from these new freshmen. I adopt a “tell it like it is” approach to help them succeed. I attended the training sessions in 2008 to prepare myself for this course and I often attend brown bag lunch sessions where I can to pass information back and forth with other FYS instructors. I would like to add that I do not do this for the money as the stipend for teaching this class is very low. I do this because I care about our WIT students and I would like to contribute to helping as many of our new students as I can be a success! Since my own daughter attends WIT, I use her as a resource, as well to pass on useful information and tips for success.
14. Networking Event Committee: For several years I was on the BSM Networking Event Planning Committee. Each semester, we have a networking event, which consists of our BSM students and outside professionals. We generally set up a panel discussion on relevant business topics.
15. Haiti Train the Trainer: For the past two years I have volunteered to conduct two Train the Trainer workshop seminars. The first year (2011) I conduced communication workshops and the second year (2012) I conduced communication and project scope workshops. I plan to volunteer for 2013, as well.
16. Faculty Senate: During 2011 and part of 2012, I volunteered to replace Jack Green while he was away to serve on the Faculty Senate.
17. CPCE Project Management Curriculum Committee: During 2011 and 2012, I served on the CPCE Project Management Curriculum Committee. If the committee needs my services I will continue in 2013.
18. Facility Management Graduate Curriculum Review Sub-Committee: I served on the Facility Management Graduate Curriculum committee for developing the new graduate program. I also developed two of the courses now being offered.
19. IACBE Accreditation Committee Member:
20. Other Engagement
Service Items:
- Executive-Co Editor of AePR (AAEEBL’s Academic Journal).
- Campus Academic Advising Committee.
- Campus Academic Advising Mission and Outcomes Committee Sub-Committee.
- Helped to plan an Alumni events.
- CIS Department Planning Committee.
- ECP Planning Committee.
- Re-developed a course: Project Management Seminar.
- Chair of the Management Department Web Site Committee (Spring/Summer).
- Graduate Committee Advisory Board (Spring/Summer).
- Promotion Committee Advisory Board (Meets Spring Semester).
- Attended an EPIC learning workshop.
- President of Sigma Beta Delta: Sigma Beta Delta.
- Sigma Beta Delta Awards Ceremony.
- Senior ePortfolio Coordinator.
- Continued to host a campus-wide women’s book club.
- SAM student club advisor.
- Faculty travel sponsor to the SAM club Nashville business tour trip.
- Helped students raise $1000 for the Boston YMCA.
- Adjunct Mentor.
- Attend and participate with scheduled Open Houses/New Student Orientation, etc.
- Member PMI.
- Edited and submitted over 30 student degree audit corrections.
- I keep an open-door policy for advisees to drop in.
- Scheduled multiple advising hours around campus registration.
- Completed operational improvement for AePR while on sabbatical as planned.
Older Service:
1. New Program and Course Development:
Chair of the Management Department Curriculum Re-development Committee:
I believe that program and course development falls under teaching, as well as service to your department. For this reason I discussed curriculum in the teaching section, as well. New Management Program Development Curriculum Committee. We have seven new courses in our Business Management Curriculum due to old course elimination, the HUSS changes, or combining some of our courses. Our goal was to increase student numbers and retention. We designed a basic management program that includes a choice of three concentrations. We wanted to maintain some of the existing program objectives related to Technology Management, but also offer other concentrations to those students not interested in Technology Management. The other two concentrations include Project Leadership and Communication. Based on our Industry IPAC advisory counsel, we decided to cut the communications concentration since students can obtain a communications certificate. We also decided to merge Technology Management with Project Leadership into one concentration called Technology Project Management. Based on our advisory panel most projects are either connected to technology or technology is used to manage the projects. Either way, based on industry trends this is the newly developed concentration. Also based on our IPAC’s suggestion we added a new concentration entitled: Entrepreneurship. Since we have many students who go to work for small to midsize family businesses this makes the most sense for our students. The great part about having concentrations in our department is that we can change, update, or delete on a needed bases based on industry directions.
New Program Development: Technology Project Management Concentration: As part of the new management curriculum in we decided to update our current specialized concentrations for our management students by merging Technology Management and Project Leadership together. I was asked to re-develop the concentration program: Technology Management.
Introduction to Technology Project Management: This course introduces students to technology project management and serves as a foundation course for the remaining concentration courses.
Technology Acquisition Project: The new course is called Technology Acquisition. This course introduces students to the full-scale technology acquisition and assessment procedures for companies. Within this course we partner with the Center for Community and Learning Partnerships to develop real acquisition projects for area mission hill profit and not-for-profit businesses. The new course is called Technology Acquisition Project.
Technology Transfer: This course introduces students to the complex subject of technology transfer within an organization. We specifically look at what happens after the acquisition ends and the implementation begins focusing on technology transfer processes and the social/somewhat psychological aspects of adopting new technology within an organization.
Technology Project Management Seminar: This course gives the management department the flexibility to change topics as market trends change. It also allows students to handpick projects to work with industry professionals.
New Course Development:
I have developed over 12 new courses at WIT, including three graduate level courses (see a recent sample of five below), since my last promotion and provided committee work to overhaul our management curriculum twice in the last several years, and developed the technology management concentration curriculum program and most currently the new Technology Project Management concentration curriculum:
New Courses Developed:
Business Operations and Process Management: I was asked to develop this course for the Construction Management Department and to also teach it to graduate level students. I have successfully taught this course for the past two years. Business Operations and Process Management focuses on the set of value-added activities that transform inputs into many outputs through effective planning, scheduling, use, and control of resources; includes examination of design engineering, industrial engineering, management information systems, quality management, production management, inventory management, accounting, and other functions as they affect the organization. Included will be global logistics and sourcing.
Computers and Business Applications: I was asked to develop this course for our Management department to teach to our Management students as an entry-level application course. Within the Management Department we have noticed a trend over the years that our students are coming in with a great deal of introductory computer skills. What our student’s need is a specifically targeted curriculum related to a core set of business applications used in the workplace by a broad spectrum of managers. These applications include, but are not limited to: Advanced Microsoft Word, Intermediate Microsoft Excel and Access, Advanced Microsoft PowerPoint, Introduction to Social Media, Microsoft Publisher, Adobe Dreamweaver, Microsoft Project, and Introduction to Peachtree Accounting.
Integrative Seminar: Developed Fall 2011 and will be taught during Fall 2016. I was asked to develop this course to fulfill a missing gap in our curriculum. BSM students need to be able to make connections between their program learning outcomes and their capstone project, eportfolio development, and major fields test. This course focuses on the above areas.
Systems Analysis and Design: The purpose of this course is to provide the student with an introduction to Systems Analysis and Design. Topics include analyzing the business case, requirements modeling, data and process modeling, and development strategies. Students also learn about output and user interface design, data design, systems architecture and implementation, and systems operation, support and security.
Technology Entrepreneurship: This course gives you a unique understanding of how technology-focused firms are created and provides you with experience commercializing real technologies. Commercialization topics connecting technology and business will be the focus of the class. Topics will include intellectual property, convergence, industry creation, standards, modularity, and strategy. The outcomes will be applied by assessing the commercial potential of real ideas. The final project of student group work will be a business plan or feasibility study for commercializing the new technology. Prerequisite: Introduction to Entrepreneurship
Below is a full list of courses developed:
- Communication Strategies (Graduate Level)
- Contemporary Issues in Managing Technology (Graduate Level)
- Technology Acquisition Project
- Systems Analysis and Design
- Technology Project Management
- Technology Entrepreneurship
- Integrative Seminar
- Operations Management (Graduate Level)
- Principles of Management
- Advanced Topics in Technology Management
- Technology Transfer
- Technology Acquisition and Assessment
- Introduction to Technology Management
- Computers and Business Applications
- Introduction to Management
- Management information Systems
- Web Development I
- Interactive Media Design
- E-Commerce
- Internet Research Methods
2. Chair of the Management Department Curriculum Assessment Mapping Committee:
I have been tasked with IACBE (Accreditation Organization) curriculum mapping related to our management courses. In our department, I tasked faculty with mapping assessment IACBE major teaching areas to course syllabi weekly outlines and teaching strategies. Each instructor was directed to match IACBE major areas to classroom teaching to reflect one of the following for each outcome: A (Awareness), U (Understanding), or C (Competency). In addition, I directed each faculty to map the syllabus to the major IACBE area and also to document how these areas are being taught in the course. This assessment task is ongoing and once completed we will make a determination if there are any missing major IACBE gap areas in our curriculum, and we will be able to track pre-requisite outcomes for courses that build upon one another.
3. Faculty member of the President's Institute Wide Vision Committee:
I was appointed by the president, provost, and dean to serve on this committee. This committee was tasked to answer the following questions:
- What is the core purpose of Wentworth?
- What is a challenging, even breathtaking, goal we might set for ourselves to be achieved in the long-range future?
- What might Wentworth look like in 10 years if we were radically successful?
- How would you describe our "target" student? Why is that your target?
- What is the most unique offer Wentworth can make to its students?
- In what positive ways are we different from other schools? What do we want to stay the same, and what do we want to change?
This is an intensive committee to serve on. We are on the cusp of making huge changes here at WIT and it is wonderful to be a part of the decision making for our future goals. We have met for an entire year and the committee is still in progress for another year term. We completed several full day and half-day workshops and sessions.
4. Faculty member of the Polytechnic 2013 Conference Program Sub-Committee
(We are hosting this conference 2013 and 2014). I was recommended by my Dean to serve on this committee. Our first planning meeting took place on Oct 15, 2012. We are actively in the process of planning the first Polytechnic 2013 conference scheduled to run this summer.
5. Faculty member of the WIT Online Learning Committee
WIT Online E-Learning Committee (Spring 2009 to present). The Committee exists to enable WIT to better serve its current and future students, faculty, and alumni by developing guidelines for the implementation of online learning and/or online education. Specifically, the committee will:
1. Assist with the development of a vision and mission for online learning/education at the Institute.
2. Identify current policy issues to be addressed by the Institute.
3. Review and analyze emerging national research, best practices, accreditation requirements and national/international trends related to online learning/education.
4. Prioritize and recommend initiatives, including potential resource allocations if possible, for the implementation of online learning/education at the Institute.
5. Recommend guidelines, policies, and procedures for implementing and assessing online learning/education, including but not limited to, faculty roles and responsibilities, and faculty training and development.
Also, I served on what was previously called the Distance Learning Committee from approximately 2006 to 2009. This committee was charged to begin communication and fostering online learning at WIT. The committee has since disbanded and now I am on the online learning committee mentioned earlier.
6. Faculty member of the WIT Faculty Technology Mentor Program
Faculty Technology Mentor at WIT. (2008 to 2015). I am one of the faculty mentors at WIT. Our charge is to help other faculty members regarding teaching with technology. We meet on a regular basis to discuss ways to help improve our mentor services to WIT faculty. We also visit department meetings to offer our services and for several years we hosted an open house during the opening week. I have had the opportunity to mentor several professors at WIT since joining this committee. We also write up analytical notes to post to our online WIKI to capture projects and build a knowledge base for the WIT community.
7. I pilot tested all new course management systems each time we upgrade.
- COF Pilot Study Spring/Summer/Fall 2006 Webct. I was involved with testing the Webct CMS for Emmanuel College as part of a COF initiative.
- Pilot testing Vista 4 before campus release. One of the first instructors at WIT to use Vista 4 as part of WIT’s pilot initiative.
8. President of Sigma Beta Delta
Sigma Beta Delta. Sigma Beta Delta is our Management Honor Society. I have served as president for the past four years and vice president before that.
9. Member of AAEEBL 2013/2014 Conference Planning Committee
As an associate member of the Association of Authentic Experiential Evidence Based Learning, I have agreed to serve as a member of the conference planning committee. I have volunteered for multiple roles on this committee, including: Track Chair, Social Media Specialists, Conference Reporter, and Marketing Sub-committee. As a conference planning committee member for AAEEBL I have learned how much work it takes to put a conference together and all the various roles and responsibilities that must go in to conference planning. I am valuable part of AAEEBL’s team.
10. Peer Reviewer/Co-editor of AAEEBL's The Learner (a bi-monthly publication)
As a member of the Association of Authentic Experiential Evidence Based Learning I have volunteered to be a peer reviewer and co-editor of The Learner, AAEEBL’s bi-monthly publication. My role as peer reviewer is to read submitted articles to accept for publication. My role as a co-editor consists of: peer-reviewing submissions for publication, providing reviewer feedback on submitted articles, editing submitted articles, proofing submitted articles, and final proofing of layout and design of the publication before it goes to press.
11. ECP Coordinator: I am the ECP advisor within our department. Since I teach the freshman level class that gets them started on their ECPs, I am considered the “go to” faculty when students need help or suggestions in developing their ECPs over the years. I meet with students on a regular basis individually to help with technical concerns, design concerns, and content issues.
12. Adjunct Mentor: For the past four years I have been asked to help adjuncts teaching Technical Communication, Business Communication, MIS, and Business and Computer Applications. Since I developed Blackboard content for all four courses, I have allowed each adjunct to use my course content. In addition, I have mentored these adjuncts on book selection, syllabus development and approach to assignments, lectures, and labs. I meet with these various adjuncts several times each semester, handle their email questions, and discuss various topics with them on the phone on nights or weekends.
13. First Year Seminar (FYS) Instructor. For two years, starting 2008 till 2010, I have taught FYS to freshman each fall and plan to continue at some point in the future year. I love teaching FYS. Students need to hear what to expect from professors and how to succeed in their college classes. I do not hold anything back from these new freshmen. I adopt a “tell it like it is” approach to help them succeed. I attended the training sessions in 2008 to prepare myself for this course and I often attend brown bag lunch sessions where I can to pass information back and forth with other FYS instructors. I would like to add that I do not do this for the money as the stipend for teaching this class is very low. I do this because I care about our WIT students and I would like to contribute to helping as many of our new students as I can be a success! Since my own daughter attends WIT, I use her as a resource, as well to pass on useful information and tips for success.
14. Networking Event Committee: For several years I was on the BSM Networking Event Planning Committee. Each semester, we have a networking event, which consists of our BSM students and outside professionals. We generally set up a panel discussion on relevant business topics.
15. Haiti Train the Trainer: For the past two years I have volunteered to conduct two Train the Trainer workshop seminars. The first year (2011) I conduced communication workshops and the second year (2012) I conduced communication and project scope workshops. I plan to volunteer for 2013, as well.
16. Faculty Senate: During 2011 and part of 2012, I volunteered to replace Jack Green while he was away to serve on the Faculty Senate.
17. CPCE Project Management Curriculum Committee: During 2011 and 2012, I served on the CPCE Project Management Curriculum Committee. If the committee needs my services I will continue in 2013.
18. Facility Management Graduate Curriculum Review Sub-Committee: I served on the Facility Management Graduate Curriculum committee for developing the new graduate program. I also developed two of the courses now being offered.
19. IACBE Accreditation Committee Member:
- Collect pertinent research information for self study report.
- Assess Business Management Course Manuals.
- Work with Co-op office for data analysis.
20. Other Engagement
- Attended Women at WIT Dinner Spring 2009/2010.
- Reviewed a textbook, MIS Cases: Decision Making with Application Software, 4/E Lisa Miller. Prentice Hall. (Fall, 2008).
- Attended Women’s Network Program Conference- Greater Boston Chamber (2006/2007).
- Attend Regular Quincy, MA Neighborhood/Town Meetings.
