Dr. Bruce E. Peoples has over 27 years experience in researching and developing advanced complex training, performance, decision, and production support systems and has architected several advanced, “self learning” systems.  His research activities led to the filing of over 50 Invention Disclosures and 15 Patent Applications.  His inventions include the development of a cutting edge BCI system that controls the flight of an unmanned aerial vehicle using only thoughts.  Dr. Peoples also designed and led development of the first paperless learning media production system that mass-produced digital “modular” information objects, also known as Sharable Content Objects (SCOs) that could be used standalone, as aggregations, or in Performance Support Systems and Decision Support Systems, in any delivery environment, without changing “module” code.  In recognition of his past research, Dr. Peoples was awarded a Raytheon 2006 Excellence in Technology award.  Dr. Peoples has been active in several International Standards Committees, developing the standards necessary for implementing “next gen” Information Communication Technologies on a global scale.  He is Chair Emeritus of an ISO/IEC Standard Committee, ISO/IEC JTC1 SC 36 Information Technology for Learning, Education and Training.  Dr. Peoples was awarded BS and MS degrees from Clarion University of Pennsylvania, and a PhD degree from Université Paris 8  Saint-Denis, France

Innovation and/or research performed by Inter, Cross, and Trans disciplinary teams requires individuals to develop an understanding of how their discipline relates to other disciplines. Such understanding is obtained primarily by effective verbal, non-verbal, and written communications. However, due to each domain's institutional and psychological complexities, gaining adequate understandings of multiple disciplines can be problematic and at times seemingly impossible. This can lead to failures of the intents and goals of Inter, Cross, and Trans disciplinary teams. This reflection paper will propose an approach to ease gaining of understanding between individuals from different disciplines in an affective domain context, and possibly lay a foundation for applying affective domain rigor to how understanding between individuals occurs over time.