1. Promod Vohra
ACS Group 295 Larking Avenue
2400 Meadowbrook Parkway DeKalb, IL 60115
Duluth, GA 30096 M:(815) 508 8651
(678) 203 3438 Email:promod.vohra@acsicorp.com
PROFESSIONAL EXPERIENCE
American Cybersystems (ACS) Group, Duluth, Georgia
ACS Group is a premier provider of IT Consulting, Engineering Consulting, Healthcare
Solutions, Talent Solutions, and Workforce Management Solutions to Fortune 1000 companies
globally. ACS Group conducts business through four operating brands – AIC, Analysts,
ComforceHealth, and HireGenics – each with a specialized business focus. Our operating brands
have provided targeted services and solutions for more than 50 years. ACS Group has grown to
over $700 million in revenue with more than 12,000 employees and consultants worldwide.
Recognitions include: #1 Fastest Growing Company in the State of Georgia (2014); Ranked by
SIA as the Second Largest Minority-Owned IT Consulting Company in the U.S. (2015); and
winner of Inavero’s Best of Staffing® Client Diamond Award (2016). ACS Group is a certified
MBE organization, and an NMSDC Corporate Plus® member, headquartered in Atlanta,
Georgia, with offices across the U.S. and India, and an international presence in Canada and
Latin America.
Chief of Global HR and Senior VP and Talent Strategy officer (2016-present)
Responsibilities:
• Chief-HR
• Professional Development of all employees
• Compliance with FSLA and other state and federal mandates
• Talent Management strategies
• Staffing Strategies
• Global HR Management
• Benefits
• Diversity
• Workforce Mobility
• Relationship Management
• Key Account Management
Northern Illinois University, DeKalb, IL
NIU is a doctoral extensive high research activity university located in DeKalb, Illinois, with
satellite centers in Hoffman Estates, Naperville, Rockford, and Oregon. The university is

2. composed of seven degree-granting colleges and has a student body of approximately 20,000.
The total faculty/staff is approximately 4,500 with an annual budget of about$400 million.
Dean, College of Engineering and Engineering Technology (CEET), (2005-present)
Acting Dean, College of Engineering and Engineering Technology (CEET), (2003-2005)
CEET was founded in 1986 with four departments: Electrical Engineering, Mechanical
Engineering, Industrial and Systems Engineering and Technology. The College has 2000
students (85 percent undergraduates and 15 percent graduates). All of the academic programs are
accredited and play a strong role in economic development in the region. The college has
approximately 15,000 alumni and 500 corporate partners. The college is ranked 46 by the U.S.
News & World Report in colleges offering up to a Master’s degree and offers a recruitment to
placement experience to its students. There is a major focus on teaching and scholarly excellence in
engineering education and applied engineering.
Responsibilities:
• Develop a strategic planning framework for the college in line with the University’s
strategic planning framework.
• Collaborate and engage in university level planning under a shared governance model
• Lead the enrollment management of the college to address recruitment, retention and
yield rate of students entering and enrolled in CEET.
• Provide an effective leadership to the university and the college.
• Develop a research portfolio to engage faculty in competitive funding with the federal,
state and local agencies.
• Oversee unique curricular programs that are innovative and respond to the needs of the
region and industrial partners.
• Maintain a relationship with more than 15,000 alumni of the college to ensure their
comprehensive engagement in student life, fund raising, alumni leadership, mentoring
and research partnerships.
• Build a corporate partnership network to impact student readiness, scholarships, funding,
lab development, joint research endeavors, curricular partnerships and innovation.
• Nurture community relations to generate innovation and economic development in the
region of service.
• Develop an aggressive and viable financial model for the college to facilitate creativity,
high quality student services, innovation and growth.
• Oversee a strategy to assess, develop and deliver programs using distance learning
technologies.
• Develop international partnerships to sustain graduate student pipeline and to enhance the
opportunities for NIU students to be globally competitive.
• Seek and maintain top accreditation for all programs offered by CEET.
• Address teaching and learning effectiveness in CEET.
Accomplishments:
• The college has an active strategic plan with clear goals and vision. The college has
developed shared values that are widely disseminated and have faculty ownership. The
2

3. college has niche areas providing unique advantages and opportunities in the areas of
funding, industrial partnerships, applied research, commercialization, economic
development, etc. The research clusters provide synergy between faculty from
departments within and outside of the college. Several interdisciplinary activities serve as
highlights to promote collaboration and faculty success.
• The college addresses enrollment management from three perspectives; Pipeline,
Perception and Preparation. An active network of more than 400 high schools, 100
Project Lead the Way schools, community colleges and effective retention strategies has
provided record growth for the college. The #WhyEngineering (twitter hash tag) project
is continues to provide excellent retention results for the college. The college has a
diverse student body and has a near perfect placement rate for its students. The college
helps place all of its student with more than 500 corporate partners. Experiential learning
opportunities for the students form another factor influencing student career success. The
enrollment in CEET has gone up every year for the past five years and it is one of the
only colleges at NIU demonstrating such pattern of growth. During my tenure as dean the
enrollment has gone up by 60 percent to more than 1900 students.
• Creating a new campus in partnership with the regional community college to offer 3+1
and 2+2 programs with financial support of more than $ 6 Million from industry. See
http://www.niu.edu/ceet/NIUatRVC/index.shtml for additional information. A unique
model to grow local talent to facilitate economic development, success for diversity,
affordability, and access to high education. Recent announcement to create an
engineering college in Rockford is based upon articulation partnership with a community
college and on significant support by industry.
• Led the south suburban initiative to address the affordability, accessibility, and diversity
of higher education for students from more than 56 minority rich schools districts. See
http://www.niu.edu/ceet/CommunityCollegeAgreements/South-Suburban.shtml for
additional information online and F2F pathways for students with AAS, AES and AS
degrees. This is a unique AAS degree completion program enabling students to pursue a
3+1 option to complete a BS/MS degree on an online format.
• The college is the second largest research producing college in the university and has
more than 80 percent of its faculty active in funded research. During the past twelve
years, the college has been involved in major research projects funded by several federal
and state agencies. The research portfolio of the college has a healthy IP (Intellectual
Property) portfolio and several of the patents are being discussed for commercialization
with industrial partners with potential financial benefit to the college and the university.
The focus of research is applied and often engages regional industries and other academic
partners. We have impacted more than 100 companies through process optimization,
cutting costs, enhanced quality, enhanced productivity and global competitiveness.
• CEET is an active participant in establishing the Innovation and Entrepreneurship
incubator at the university. Unique model is being explored to use corporate IP to
engage students in commercialization the product with shared financial benefit to the
university.
• In response to the needs of the region, the college has developed several innovative and
interdisciplinary programs during the past 12 years. Some of them are: Biomedical
Engineering, Computer Engineering, Mechatronics, Simulation and Modeling, Health
Systems Engineering, Energy and Environmental Technology, Applied Manufacturing
Technology (3+1 model), 6 year Engineering Law program, Ph.D. in nanotechnology
3

4. with CLAS, Engineering Management, etc. Discussions are in place to develop
certificates in Patent Officer, Data Analytics and Predictive Modeling, and Social Justice.
• The Alumni of the college lead through their Alumni Society (ETAS) and offer numerous
services to students including, mentorships, internships opportunities, placement
opportunities, scholarships, equipment donation and B2B connections. The college is in
the process of developing partnerships to support to the students through the E-PRIDE
(placement, readiness, internship, diversity, engagement) mentorship program.
• The college has developed a corporate network of more than 500 industries impacting
student job placement, undergraduate and graduate student research, faculty research,
joint research proposals, and curricular advice.
• In addition to usual opportunities associated with every academic/industry partnership,
the college brings in approximately a million dollars per year to help supplement the state
budget. Several initiatives such as Engineers in Residence (EIR) Program are also in
place to help sustain the financial model of the college while addressing the experiential
learning needs of the students.
• The college has reviewed its programs and has three programs ready to be launched using
distance learning technologies. The programs are BS in Applied Manufacturing, MS in
Industrial Management, and MS in Engineering Management. As HLC evaluator, I have
visited several campuses to evaluate, review and approve programs delivered through
distance learning.
• During my twelve years as dean, we have developed relationships with several
universities from India, China, South Korea, Columbia, Taiwan, France, and Malaysia in
order to initiate and maintain student and faculty exchange programs, study abroad
programs, dual degree programs. Several innovative academic models including 2+2,
3+2, 3+1, and 4+1 have been developed to offer visiting international students a variety
of opportunities to pursue. Several research partnerships are also being explored with
different countries. A unique 1+1 model with 12 research universities in France creates a
dual degree program in various area of engineering and engineering management.
• An Institute of Teaching and Learning was formed with faculty leadership and faculty
participation to address teaching skills of faculty from educational pedagogy and
assessment perspectives. To further disseminate this philosophy to high schools, an MS
in Engineering Education was developed to enhance technical literacy of high school
teachers in engineering and technology issues.
• The college is one of the most diverse colleges at NIU and is very active in the support
for minority recruitment, retention, and success. Leadership development needs of the
diverse student and faculty body are a top priority for the dean.
• Created a chapter for “Engineers without Borders” to promote service learning, servant
leadership and social entrepreneurship.
• Upheld principles of shared governance and enhanced the faculty morale and pride
during the past twelve years of my leadership.
• Led the development of some major public/private partnerships such as ROCK (Rapid
Optimization of Commercial Knowledge), RAAN (Rockford Area Aerospace Network),
JIET-A (Joint Institute of Engineering and Technology for Aerospace, ICDM (Illinois
Center for Defense Manufacturing) with hundreds of industries and several startups.
• Streamlined “Promotion and Tenure” process in the college to ensure transparency,
objectivity, and reality. Since then most of the P&T cases have received unanimous
recommendations at all four levels of consideration at the college level.
4

5. • Created a unique niche for the college to serve as a catalyst for innovation, R&D and
economic development.
Associate Dean, College of Engineering and Engineering Technology (1997-2003)
The associate dean at NIU-CEET serves as the chief academic officer overseeing student
success, academic experience, accreditation, and student leadership. The position works closely
with the dean and the faculty of the college and serves as dean’s designee on curricular and
advising matters.
Responsibilities:
• Serve as the Curricular Dean leading Curricular Innovation.
• Serve as the Advising Dean leading academic advising to ensure timely graduation and to
meet the expectations of the accreditation agencies (ABET, NAIT, HLC, ATMAE).
• Responsible for developing and implementing strategies for student success and progress
toward graduation.
• Responsible for enriching student life inside and outside the classroom.
• Teaching courses in the Department of Technology and maintain growth in the
professoriate.
• Develop, maintain, and support student chapters of professional societies.
• Support national student design competitions such as Formula Car, Baja Car,
Snowmobile, Super mileage car, Basic Utility Vehicle, etc.
• Coordinate accreditation reports and maintain course/student files including assessment
data to prepare for accreditation and to engage in continuous improvement of programs,
teaching, and learning.
• Serve as the Regional Director of WYSE (World Wide Youth in Science and
Engineering).
• Support student diversity and student professional development
Accomplishments:
• Taught several courses in area including but not limited to Ethics, Information Systems,
and Industrial Training and was promoted to the rank of full professor in 2000.
• Maintained the graduate faculty status by publishing and engaging in research activities
during my tenure as the associate dean.
• Led the curricular committee of the college with representation from all departments.
Addressed critical issues related to course duplication, cross listing, new course
development, course correctness, and relevance of general education courses during the
six yearsfrom1997to 2003. Also, participated actively in the university wide general
education assessment. Participated with other deans to develop TLC (Themed Learning
Clusters) in general education. CEET developed a cluster EOGENES (Engineering
Oriented General Education courses for Non-Engineers) to promote technical literacy as
a competitive skill for NIU students.
5

6. • To enhance student success, started a project entitled PATAL (Peer Assisted Advising
and Learning) to utilize student professional chapters and student leaders to engage in
peer mentoring, advising and tutoring. Several student organizations were assigned
thematic responsibilities to enhance their ownership of the college. Also, four year
graduation plans were developed to help faculty provide effective advising and to help
student follow a flow chart to graduation. All departments were brought in to have
accreditation strategies to address documentation required for accreditation and to use
peer critique in writing ABET reports. Departments were led to effective collaboration,
trust and mutual respect.
• Stared free tutoring sessions for students pursuing engineering and technology majors.
Started a “strategy for success” program for underprivileged and underprepared students
interested in pursuing majors in engineering and technology. Led the development of
SET (Science, Engineering and Technology) House to provide academic learning
environment for students living in residence halls. SET House has since gone through
revisions to evolve into STEM and then STEAM House. During the six years of my
tenure I served as the Director of the House and launched several initiatives to promote
student success, social responsibility, academic support, and diversity. I formed the
“Innovators Club” for students to understand the interdisciplinary nature of an idea and to
understand the process of technology transfer leading to commercialization.
• Supported a team of CEET researchers to launch a startup.
• Blackboard project was introduced to the college for creating a learning community for
students and as instructional side for faculty.
• All of the classes in CEET were converted to smart classrooms to enable technology
assisted instruction. Faculty were provided with training and other support resources to
maximize their teaching potential.
• Oversaw one of the 22 OSHA (Occupational Safety and Health Administration)
Education Centers in the country at NIU-CEET. Provided several OSHA courses to train
and educate students on safety.
• Initiated, supported and oversaw 17 student chapters of professional organizations.
Helped students raise funds and provided funds from the dean’s office for the student
chapters to be active. The student chapters were given a leadership opportunity to
undertake one or two of the critical responsibilities related to tutoring, retention,
recruitment, outreach, open house, and student ambassadorships.
• Oversaw the accreditation process so all of the programs in the college maintained the
highest level of accreditation. Two of the engineering technology programs were
accredited by ABET for the first time and the program in Industrial technology was
accredited by NAIT.
• WYSE became a successful event attracting more than 500 talented high school students
interested in science and engineering. Served as the Regional Director for the region
hosting a site for high schools preparing students for the WYSE competition.
• Started an active corporate outreach program that has grown to provide support for
student services, student research, and funding and employment opportunities.
• Actively participated in activities and initiatives supporting diversity. Assumed faculty
advisor position in SHPE and NSBE in order to support minority success.
• Started summer programs to strengthen pipeline of students entering CEET.
Electrical Engineering Technology Coordinator, Department of Technology (1988-1997)
6

7. The EET program was going thought a transition when the new College of Engineering was
formed in 1986. The program was left with less than 10 students and I was given the
responsibility of growing the program, developing the laboratories and developing relationship
with Alumni and corporations to ensure internships and student placements. Within two years the
program reached a viable number of more than a 100 and now maintains ABET accreditation.
The program serves a critical role in supporting production based economy in the region.
Responsibilities:
• Teach in the program and maintain active faculty status
• Engage in research to maintain active faculty status
• Oversee the electrical engineering technology program
• Be responsible for the growth of the EET program
• Seek funding and develop laboratories in the EET program
• Serve on departmental, college and university committees
Accomplishments:
• Taught courses to ensure that students enrolled in the program were able to graduate in
time. As a single faculty responsible for teaching in the program, offered up to 7 courses
in one semester and oversaw a group of graduate teaching assistants to deliver courses
required for students to be able to graduate.
• Promoted to assistant professor in 1993 with the completion of doctorate and promoted to
the rank of associate professor in 1995 with tenure. Served as an instructor from 1988-
1993 while pursuing my doctorate in education while teaching full time. The only choice
at NIU was Ed.D which I was advised to pursue to continue to teaching responsibilities.
Years served as instructor was counted in my promotion to Associate Professor.
• Sought the support from IBM, Heath kit, Veribest for equipment donation to set up the
laboratories needed to run the program successfully. Organized a network of alumni and
business partners to provide mentoring, advising and career support to the students.
• Led the growth of the EET program to a viable and industry driven program.
Philips India, New Delhi (1981-1985)
Philips India is a subsidiary of Philips Holland which has branches all over the world. Philips
India had thousands of employees in divisions including Audio, Video, Lighting, Scientific and
Industrial Equipment, and Welding, etc. The Scientific and Industrial Division had a Test and
Measurement (T&M) division requiring engineering skills to oversee and manage the
department.
Responsibilities:
• Serve as the Technical Product Sales and Marketing Engineer for the Test and
Measurement unit in the northern India region.
• Oversee the network of distributors operating in the Northern Indian region.
• Train the sales force responsible for operating in the field.
• Manage major accounts including Defense, National Laboratories, Universities,
Corporations, and Research Agencies.
7

8. • Coordinate international collaborations for new product releases and application
solutions.
Accomplishments:
• Managed the Northern Indian region for sales and marketing of the products included in
the T&M division and oversaw the distributor network
• Developed and made technical presentations, workshops and seminars to major
customers.
• Found applications solutions to technical problems expressed by major institutions
• Developed customer relations and relations within the organization to facilitate
collaborative problem solving and support.
EDUCATION
Ed.D. Instructional Technology, 1993, Northern Illinois University, DeKalb, IL
M.S.E.E. Electrical Engineering, 1988, Northern Illinois University, DeKalb, IL
B.S.E.E. Electrical Engineering, 1981, Delhi College of Engineering, New Delhi, India
Publications and Presentations
Select Publications: Journal Articles and Proceedings:
• P. Vohra, O. Ghrayeb, 2014, E-PRIDE – Maximizing student academic and career success,
World Transactions on Engineering and Technology Education, WIETE (World Institute for
Engineering and Technology Education), Vol. 12, NO. 3, 2014.
• P. Vohra, O. Ghrayeb & R. Kasuba , 2013 Internationalizing the Curriculum in Engineering and
Technology, 4th Annual Conference on Engineering and Technology Education (WIETE),
Cairns, Australia, February 11-15, 2013, pp. 19-22
• P. Vohra, O. Ghrayeb, N. Pohlman, F. St. Stair, Summer Mathematics Bridge Program at CEET,
4th Annual Conference on Engineering and Technology Education (WIETE), Cairns, Australia,
February 11-15, 2013, pp.23-26
• Pohlman, N., Ghrayeb, O., and Vohra, P., 2012, Developing a disciplinary honors program within
an engineering college, Global Journal of Engineering Education, Vol. 14, No. 1, pp.20-16.
• Ghrayeb, O., Damodaran, P., Vohra, P., 2011, Art of triangulation: an effective assessment
validation strategy, Global Journal of Engineering Education, Vol. 13, No. 3, pp.96–101.
• Ghrayeb, O. and Vohra, P., 2011, Experiential learning in engineering education: A Case Study at
NIU, Global Journal of Engineering Education, Vol. 13, No. 2, pp.82–89.
• Vohra, P., and Ghrayeb, O., “Experiential Learning in Engineering Education: A Case Study at
NIU,” Global Journal of Engineering Education, World Institute for Engineering and Technology
Education (WIETE), Vol. 13, Number 2, 2011.
8

9. • Mirman, C.R. and Vohra, P., Educational Outcomes Embedded Within Energy Conservation
Projects. Proceedings of the 2011 ASEE Annual Conference, Vancouver, B.C., 6/2011
• Taherenzhadi, M., Billman, P., HajiShiekh, M., and Promod Vohra, ” Nanotechnology
Undergraduate Certificate: A Novel Approach,” 2010 INEER Journal, pp. 139-148
• Rajashankar, S., Tahernezhadi, M., and Promod Vohra,” Enhancing Engineering Pathways (EEP)
- Combined Outreach and Mentoring Programs for Girl Scouts: Project Description and
Preliminary Findings,” 2010 INEER Journal, pp. 149-162.
• Tahernezhadi, M., Billman, P., and Vohra, P.,”An Integrated Interdisciplinary Approach to
Engineering Education,” in 2009 proceedings of ICEER Conference, Korea.
• Rajashankar, S., Tahernezhadi, M., and Vohra, P., ”Enhancing Engineering Pathways (EEP) -
Combined Outreach and Mentoring Programs for Girl Scouts,” in proceedings of 2009 ICEER
Conference, Korea.
• Tahernezhadi, M., Billman, P., Haji-Sheikh, M., and Vohra, P.,”Nanotechnology Undergraduate
Certificate: A Novel Approach,” in proc. of 2009 ICEER Conference, Korea.
• Vohra, P., R. Kasuba, R. and P. Vohra, “The Manufacturing Academy: A Stimulating Engine for
Economic Development and Innovation”, 10th UICEE Annual Conference on Engineering
• Education, UNESCO International Center for Engineering Education, Bangkok, Thailand, March
19-23, 2007, pg. 61-64, ISBN 978-0-7326-2260-2 (Lead Paper)
• Mirman, C.R. Song, X., and Vohra, P.: A Community College/University Educational Program in
Technology – Maximizing Participation Through Varied Modes of Delivery. Proceedings of the
2006 ASEE Annual Conference, Chicago, Illinois.
• Vohra, P., R. Kasuba, D. P. Vohra, “Preparing Engineers for a Global Workforce through
Curricular Reform”, Global Journal of Engineering Education, UNESCO International Center
for Engineering Education, Melbourne-Wismar, pg. 141-146, 2006, Vol. 10 Number 2, 2006.
ISSN 1328-3154
• Vohra, P., Kasuba R., Divya P. Vohra., “ An Undergraduate Curriculum with a Global
Engineering Emphasis, UNESCO International Center for Engineering Education, 5th Global
Congress on Engineering Education, Polytechnic University, Brooklyn New York, July 17-21 pp
39-40. Diamond Award for the best paper of the conference.
• Vohra, P. and Kasuba, R., “Pedagogy of Sustained Design and Associated Assessments”,
UNESCO International Center for Engineering Education, 8th Baltic Region Seminar
Proceedings, Kaunas, Lithuania, pp 95-98, September 2-4, 2004, ISBN: 0-7326-2258-1.
• Vohra, P. and Kasuba, R., “International Mobility and Licensing of Professional Engineers”, ,
UNESCO International Center for Engineering Education, World Transactions on Engineering
and Technology Education, Vol. 3, No. 1, 2004 , ISSN: 1446-2257.
• Haji-Sheikh, M. and Vohra, P., “Convergent Science and Technology as a New Concept in
Engineering Education at Northern Illinois University”, iCEET 2004 International Conference on
Engineering Education and Research Proceedings, Olomouc and Bouzov Castle, Czech Republic,
June 27-30, 2004.
9

10. • Kasuba, R. and Vohra P., “Successful Strategies and Initiatives For Increasing Enrolment in an
Engineering College: A Case Study”, UNESCO International Centre for Engineering Education,
World Transactions on Engineering and Technology Education, 2003, Volume 2, Number 2, pp.
205-209, ISSN: 1446-2257.
• Kasuba, R. and Vohra, P., “Sustaining Success in Engineering Programs Through the
Transformation of Learning Strategies, UNESCO International Centre for Engineering Education,
World Transactions on Engineering and Technology Education , 2003, Volume 2, Number 2, pp.
237-240, ISSN: 1446-2257.
• Kasuba R. and Vohra P., “Sustaining Success Through Transformation of Learning Strategies”
Fifth UNESCO International Center for Engineering Education Proceedings, Annual Conference
On Engineering Education, Chennai, India, February 9-12, 2002, pp. 111-114, ISBN: 0-
73262192-5. In expanded version, this paper was published in UICEE World Transactions in
2003 as an Invited Paper.
• Kasuba R. and Vohra P., “Capstone Experience Assessment Data Analysis of the Engineering
Senior Design Project College of Engineering and Engineering Technology”, 27th International
Conference , Proceedings on Learner-Centered Universities for the New Millennium, Vilnius
Pedagogical University, Vilnius, Lithuania, July 2002, pp. 141-146, .
• Kasuba R. and Vohra P., ”A Compound Assessment of an Undergraduate Engineering Program”,
Congress Proceedings, 3rd Global Congress on Engineering Education, UNESCO International
Center for Engineering Education, Hobart, Australia, February 9-12, 2000, ISBN: 0-7326-2128-3.
• Kasuba R. and Vohra P., ”Manufacturing Modernization Initiative: A Partnership between
Industry and Academia”, Congress Proceedings, 3rd Global Congress on Engineering Education,
UNESCO International Center for Engineering Education, Hobart, Australia, February 9-12,
2000, ISBN: 0-7326-2128-3.
• Kasuba, R. and Vohra, P., “Collaborative Partnerships for Technical Interactions (CPTI): A
Successful System for an Integrated Learning Environment”, Global Journal of Engineering
Education, Volume 3, Number 2, January 1999, pp. 95-103, ISSN: 1328-3154.
• Vohra, P., Editor, 1999 Illinois/Indiana Sectional ASEE Conference Proceedings, “2000 and
Beyond: Engineering Education in the New Millennium”, March 11-12, 1999.
• (19 Institutions participated, 46 papers reviewed, 34 articles published in the conference
proceedings).
• Kasuba, R. and Vohra, P., “Preparing Students to Understand Social, Technological, Cultural,
Governmental, and Educational Aspects of International Collaboration”, Proceedings of
UNESCO International Center for Engineering Education (UICEE); Global Congress on
Engineering Education, Cracow Poland, September 5-11, 1998, pp. 525-528, ISBN: 0-7326-
1903-3. (Lead Paper at the conference)
• Kasuba, R. and Vohra, P., “Broad-Based Collaborative Partnerships for Technical Interactions
between Academia, Industry and Non-Engineering Sectors”, Proceedings of UNESCO
International Center for Engineering Education (UICEE); Global Congress on Engineering
Education, Cracow Poland, September 5-11, 1998, pp. 55-59, ISBN: 0-7326-1903-3. (Received
best paper award –Diamond Award)
10

11. • Vohra, P. and Kasuba, R., “Advancement of Engineering Profession among Non-Engineers
through an Innovative Initiative: EOGENES”, 1998 Illinois-Indiana ASEE Conference
Proceedings, American Society of Engineering Education, March 1998, pp 141-144.
• Vohra, P. and Oucheriah, S., "Retention and Recruitment Initiatives to Promote Enhancement of
Students in Engineering and Engineering Technology Programs", 1996 Illinois-Indiana ASEE
Sectional Conference Proceedings, American Society of Engineering Education (ASEE), March
1996.
P.S. Additionally, I have made more than 50 presentations at professional
meetings, community events, and professional organizations.
Extramural Grant/Contract Funding
Select Grants
External (as PI, CO-PI or project leader)
Co-PI, NIU component of the DMDI: Digital Manufacturing Lab, a $320 Million project
with $70 Million coming from the Department of Defense (DOD) to create a Digital lab in
Chicago in partnership with 40 universities and 30 major corporations.
Co-PI, Defense Advanced Research Project Agency (DARPA), 2012-2016, $660,000
Co-PI, Project ENGINE: Engineering the Next Gen. Initiative for Northern Illinois
Engagement, 2013, $160,000
Co-PI, Rockford Area Aerospace Cluster Jobs and Innovation Accelerator, EDA, 2011-
2015, $2.4 Million
Co-PI, Providing Resources and Opportunities to Maximize Interest in STEM Education
(PROMISE, Co-PI, National Science Foundation, 2011-2016, $2.0 Million
Co-PI, Integrate Technology and Engineering to Advance Mathematics and Science”,
U.S. Department of Education and Illinois Secondary Board Of Education, 2007-2011,
$1.0 Million
Co-PI, Emerging Technology Institute, U.S. Department of Education and Illinois
Secondary Board Of Education, 2009-2012, $0.5 Million
Co-PI, NIU-Enhancing Engineering Path Ways, $50,000, Motorola Foundation, 2009-
2014, $ 50,000 (each year)
PI, Illinois Center for Defense Manufacturing, Department of the Army, 2009-2012,
$3.28 Million
PI, Northern Illinois University Transportation Energy, Department of Energy, 2010-
2011, $1 Million
PI, Engineers without Borders and Endowed Scholarship, Omron Foundation, 2010-2011,
$ 50,000
11

12. Co-PI, ExxonMobil Bernard Harris Summer Science Camp,” ExxonMobil Bernard Harris
Foundation, 2010, $80,000
Co-PI, ExxonMobil Bernard Harris Summer Science Camp,” ExxonMobil Bernard Harris
Foundation, 2009, $80,000
Co-PI, NUE: Undergraduate Curricular Integration of Nanotechnology's Principles,
Applications, Health, Safety and Ethics Aspects, National Science Foundation, 2009-
2011, $199,971
Co-PI, Hydraulics and Aerodynamics Research in Transportation applications, Argonne
National Lab, 2007-2010, $443,312
Co-PI, Transims Model Development for Regional Evacuation Studies for Large
Metropolitan Areas, Argonne National Lab, 2010-2011, $78,567
Co-PI, Improvements of the TRANSIMS Chicago Metropolitan Area Network and the
Evacuation Simulation Capabilities, Argonne National Lab, 2009, $77,286
Co-PI, Modeling and Simulation of an Emergency Evacuation Scenario for the Chicago
Metropolitan Area, Argonne National Lab, 2007-2009, $464,629
PI, Energy Conservation Projects to Benefit the Railroad Industry, Department of
Energy, 2008-2009, $944,940
Co-PI, Nonlinear Analysis of Cable-Stay Bridge Cables, Argonne National Lab, 2008-
2010, $219,978
Co-PI, Promoting Women in Engineering, Carter Foundation, 2006-2011, $0.5 million
Co-PI, Department of Transportation, Transportation Research Center in partnership with
Argonne National Laboratory, Illinois, 2006-2010, $12 million
PI, United States Department of Defense, ROCK Project for manufacturing revitalization
in Rockford, 2004-2011, $15.6 million
PI, United States Department of Transportation, Fuel Cell Demonstration project in
partnership with Argonne National Laboratory (PI), 2004-2008, $1.48 million
PI, Acoustics & Vibrations Center, U.S. Department of Education, 2004-2010, $437,365
Group Leader, College Leader/Coordinator United States Department of Education,
Teacher Quality Enhancement (TQE). Inter-college grant applied by 5 colleges at NIU
under the P-20 initiative. Applied with other four colleges at NIU (CLAS, CHHS,
CVPA, COE) under P-20 initiative, 2003-2004, $4.68 million
PI/Leader, Omron Foundation Grant, Improvement of Undergraduate Engineering
Education and Mechatronics Lab Naming, 1997-2014, $700,000
Author/Consultant, HECA (Higher Education Cooperative Act) Grant, Illinois Board of
Higher Education (IBHE), Chicago Manufacturing Center Consortium (CMCC), NIU as
a co-applicant. Fiscal Agent: City Colleges of Chicago, 1995-98, $485,000
Sizeable Equipment and Software Grants
Siemens, 20 licenses of Comprehensive Product Life Cycle Management Software, 2014,
$43.2 Million
12

13. Motorola Corporation, misc. microelectronics lab equipment for semiconductor research
lab, 2010, $913,575
Unigraphics, Comprehensive Engineering Design Automation software, 2003-2005, $32.5
million.
Unigraphics, 20 full licenses of 3-D solid modeling software donation with no
maintenance cost, 2000, $5.6 million
Veri-Best Technology, Donation of 20 licenses for PCB-Analog-Digital Design Software
with service support, 1999, $1.94 million
Select Professional Memberships/Consultancies
• Editorial Advisory Board, World Institute of Engineering and Technology Education
(WIETE)
• Member, Institutional Action Committee, Higher Learning Commission
• Team Chair, Evaluator/Consultant, Higher Learning Commission
• Member, Education Board, Manufacturing Institute, National Association of
Manufacturing (NAM)
• Establishment of 3+1 articulation Program for AAS degree recipients (unique in the
nation)
• Regional Director, Worldwide Youth in Science and Engineering (WYSE)
• Illinois Society of Professional Engineers (ISPE), State of Illinois
• Consultant to the Provost, Curriculum Reform, College of Engineering, University of St.
Thomas, St. Paul, Minnesota.
• Consultant, Transportation Modeling System using TRAMSIM, Argonne National
Laboratory and Chicago Metropolitan Authority.
• Consultant, Writing Project (online and face to face delivery), Baxter Healthcare, Illinois
• Consultant, Instruction Design, Development and Assessment, Illinois Plumbers Union,
Chicago, Illinois.
• Senior Consultant, Richard J. Daley College, City Colleges of Chicago, Chicago:
Educational Innovation, Industry/Academia Collaboration, Curriculum Development,
Multi-media Utilization, Assessment, Recruitment Initiatives, Articulation Agreements.
• Consultant, CMC-Daley Affiliation, Chicago: Manufacturing Operations Assessment,
Manufacturing Modernization, Technical Support, Industrial Training, and Project
Management.
• Project Leader, Omron Foundation Project: Improvement of Undergraduate Engineering
Education by making it interdisciplinary and concurrent, Collaboration of
interdepartmental resources to improve design experiences, Use of Multimedia and
Communication technologies to supplement classroom learning.
Professional Organization Memberships
• American Society of Engineering Education (ASEE)
• World Institute of Engineering and Technology Education (WIETE)
• National Association of Manufacturing Education Council (NAM)
• International Society of Electronic & Electrical Engineers (IEEE)
13

14. • Epsilon Pi Tau (EPT)
• National Association of Industrial Technology (NAIT)
• Phi Kappa Phi
• Triangle Fraternity
• National Society of Black Engineers (NSBE)
Professional/Public Recognitions and Honors
• Member of the Board of Directors, Chair of Compliance Committee, KishHealth
Systems, DeKalb, Illinois
• Member of the Board of Directors, Driv Loc, Sycamore, Illinois
• Member of the Board of Directors, Filmquest, Bolingbrook, Illinois
• Member of the Board of Directors, National Association of Manufacturing Institute,
NAM Education Council
• Member of the Board of Directors, Tel Energy, India
• Founding Partner, World Institute for Engineering and Technology Education (WIETE)
• Deacon Davis Diversity Award 2007 presented by the Presidential Commission on the
Status of Minorities in recognition of significant contributions to improving the status of
minorities at NIU
• UICEE Best paper (Diamond) Award by UNESCO International Centre for Engineering
Education at New York, USA, 2006
• UICEE Best paper (Diamond) Award by UNESCO International Centre for Engineering
Education at Cracow, Poland 1998
• 2002 Citizen’s Award, Richard J. Daley College, One of the City Colleges of Chicago
• Board of Directors, NIU Alumni Association, NIU
• 2001 Outstanding Service Award, Educational Special Programs, NIU
• 1993 Outstanding Professor Region-2 (Illinois, Wisconsin, South Dakota, North Dakota,
Minnesota, Iowa, Nebraska, National Association of Industrial Technology (NAIT)
• 1992 Excellence in Undergraduate Teaching Award, NIU
14