Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

Robert Crockett, California Polytechnic State University; Kurt Colvin, California Polytechnic State University; Joel Shrater, The Aerospace Corporation; Daphne Dador, California Space Education & Workforce Institute; Matt Everingham, California Space Authority

Tagged Divisions

Continuing Professional Development

education credit hours, certificate programs offered by a number of content providers,and professional certification through organizations that offer industry-recognized standards inareas related to Systems Engineering.6Many of the courses in the distributed curriculum have an option of being taken for graduatecredit; our guidelines stress, however, that it is extremely unlikely that a series of courses takenfrom different providers can be integrated together into a graduate degree granted by anacademic institution. If a student has a goal of obtaining a Master’s degree in SystemsEngineering or a related field, one or two courses may be transferable into a formal Mastersprogram

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

to demonstrate the professional HE teaching competencies and values expressed and required by ILTHE and SEDA. ‚ Be able to describe, interpret, evaluate, and reflect on their teaching practice in a theoretically coherent manner.2.1.3 Structure of the programThe program moves through three stages of professional development for university teaching:foundations, scholarship and reflection, respectively, in three compulsory modules althoughthese themes are also integrated within each module. An overview is given in Table 1. Furtherdetails on individual module aims, learning outcomes, structures and content can be found in(Schaefer, 2007)19. Module: Foundations of Learning & The Scholarship of Learning

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Wayne Pferdehirt, University of Wisconsin - Madison; Jeffrey Russell, University of Wisconsin - Madison; John Nelson, U. of Wisconsin-Madison; Amy Shenot, U. of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

Engineering in Professional Practice (MEPP) program.MEPP is a two-year engineering leadership graduate program that serves as an engineering-focused alternative to a Master of Business Administration (MBA) degree, providing mid-careerprofessionals the technical, management, computer, and communications skills for today's globalbusiness environment [1]. Only 30 students are admitted each year to the MEPP program. Togain admission, students must have earned at least a B.S. in engineering, and must have at leastfour years of applied engineering experience.The MEPP program is cohort-based; the 30 students admitted each year progress through thefixed curriculum as a stable group. This cohort-based design facilitates close relationshipsamong students [2,3

Conference Session

Programs that Serve Industry & Academia

Collection

2008 Annual Conference & Exposition

Authors

Brian Dickson, University of Strathclyde

Tagged Divisions

Continuing Professional Development

range oftransferable skills in addition to their subject-specific knowledge and understanding andNorman Fortenbury’s viewIn the first part of this paper, transferable skills are defined and prioritised, and the waysin which they can be developed within the chemical engineering curriculum areconsidered. There is an attempt to assess the extent to which the skills acquired duringeducation are adequate for the requirements of professional employment, using publishedviews of employers and the graduates themselves. Finally, there are some suggestionsabout the implications for the future of chemical engineering education. This analysis ismainly for post graduate level and considers what skill sets may still be lacking.1.1 Transferable Skills

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Lanny Griffin; Daniel Walsh, California Polytechnic State University; Robert Crockett, California Polytechnic State University; Robert Szlavik, California Polytechnic State University

Tagged Divisions

Continuing Professional Development

the integrity of student work and faculty instruction. Page 13.142.4In keeping with a tenet suitable for on-campus instruction, faculty work to assure a consistentand coherent technical framework for students. The university and individual faculty providestudents with technical support for hardware and software used in the course and the deliverysystem used off-campus. Consistency is sought in course-to-course implementations, wherechange is required efforts are made to minimize the impact on students.Delivery methods do not dictate course, curriculum or program content! The program facultymake all curricular decisions. At our institution