Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

-line Course to Help Engineers (Students and Professionals) Develop Interpersonal Skills – You’re Kidding, Right?AbstractAn on-line course was developed to serve the needs of specific learners. Course material ispresented using text, videos, and readings. Student interaction with the instructor is primarilythrough email while student-to-student interaction is facilitated using an on-line discussionboard. Assessments include reflective writings, on-line tests, and quantification of participationin the discussion board. Student evaluations indicate that the course is effective at enablingstudents to improve interpersonal skills and meet specific ABET program criteria. Evaluationsalso indicate that students consider the on-line learning

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; J. P. Mohsen, University of Louisville; Norman Fortenberry, National Academy of Engineering; Michael Prince, Bucknell University; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

as a whole?How can resources be synergistically integrated to support such an effort? What are the majorchallenges or barriers present that must be overcome in order to create such a system?In response to these questions, they present a concept map to explore how faculty educationaldevelopment could support and greatly enhance an entire system revolving around faculty Page 15.975.4development in teaching and learning. Utilizing and reflecting upon the literature, major issuesconsidered that relate to the questions above include various roles in the higher educationengineering community; relationships between educational research, student

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Robert Jeanne, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Michael J. Litkow, University of Wisconsin - Madison; Amber R. Smith, University of Wisconsin, Madison; Lillian Tong, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

provided opportunities to move beyond the fundamental requirements ofa CMS, and create a place for faculty and students to connect, interact and engageusing a variety of teaching and learning techniques.Both the CoE and ICBE recognize the need to continue using effective teachingpractices and tools to improve their learning environments and student achievementin the STEM disciplines. The approach used by each project partner reflects thedifferent organizational context and culture that the instructors, tool developers,instructional and technical support staff are presumably influenced by. The contextsdiffer with regard to internal support and reward systems in place to motivate facultyto use instructional innovation and technology. There are also

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

curriculum that is rooted in the discipline in which the course if being offered; Page 15.152.4 2. The course contains a set of organized community-based learning activities through which students directly service a constituency as a means to address an identified community need; 3. The course provides structured opportunities for students to formally connect their service activities to the course curriculum and to broader social issues through reflective methods. ≠ Faculty scholarship associated with curricular engagement is scholarly activity that faculty produce in

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

statement of the final project position at the selected end point. 5. Reflections. This is the only section where any personal opinions or comments are made but they are very limited. They can only cover lessons learned by the Page 15.1208.5 author from the case.Sections 1 through 4 are strictly factual and even section 5 has limited scope for comment.It is important to stress that the case study is not about reliving the project and decidinghow it could or should have been managed. The original participants may share someopinions but the case preparer must stay strictly neutral and objective. It is a difficultposition to take but it is also a

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Diarmuid McCarthy, University of Limerick; Niall Seery, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

Continuing Professional Development

. Technologyeducation cannot afford to become complacent; it needs to remain focused onmaintaining a modern syllabus that reflects the technological world, with the need fora sustainable model of CPD that promotes the progression of technological literacyand competency.Bibliography1. OFSTED-UK, Education for a technolgically advanced nation. 2008: London. p. 51.2. Irish-Academy-of-Engineering, E.-I., Engineering a Knowledge Island 2020. 2005, Irish Academy of Engineering: Dublin. p. 66.3. Condon, N., McNaboe, J., Trends in Education / Training outputs, in Monitoring Irelands Skill Supply. 2008, Expert group on future skills needs Dublin. p. 85.4. McGuinness, S., An Evaluation of the Implementation of Technology in the Junior Cycle

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Tom Haley, Rensselaer Polytechnic Institute; Yaron Danon, Rensselaer Polytechnic Institute

Tagged Divisions

Continuing Professional Development

multidisciplinary: able to communicate with, work with, and manage other typesof engineers and scientists and to learn aspects of these other engineering and science disciplines,as needed, throughout their careers.This multidisciplinary systems approach is reflected in nuclear engineering education.Undergraduate nuclear engineering curricula typically include a much broader basic science,mathematics, and general engineering background than most other engineering majors.14 This iseven more relevant now as the nuclear industry continues to both mature and broaden, andnuclear engineering majors are in ever higher demand for more and more diverse and cross-disciplinary careers. It is important for this broad background and practical systems view to bereflected