Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

Support Model for Innovation in Engineering Education and Technology-Enhanced LearningBackground and IntroductionThrough an educational reform initiative at the University of Wisconsin-Madison, faculty andstaff are beginning to transform their undergraduate program. This College of Engineering (CoE)initiative, aptly named Engineering Beyond Boundaries (EBB)1, addresses important shifts inengineering education2 3 4, including the need to “go beyond traditional engineering boundaries”of the classroom and conventional thinking. New technology and multi-media strategies allowfaculty to expand their educational approaches. New ways of thinking about engineeringeducation challenge faculty to reconsider their curricula and

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

; AppliedScience at the University of Cincinnati created the Accelerated Engineering Degree(ACCEND)1,2 programs in 2002 to provide opportunities for students to complete both aBachelor of Science and Master of Science in engineering disciplines. The programs takeadvantage of the structure of the cooperative education program to provide both experience inthe profession and the opportunity to accelerate degree completion. The ACCEND programsrequire that students meet all the requirements of the undergraduate degree and the graduatedegree, however, students accelerate the completion of both the BS and MS through threemechanisms: 1. Students typically enter the University with advanced placement through participation in AP coursework or Post-Secondary

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas-Pan American

Tagged Divisions

Continuing Professional Development

promoted faculty are able to experience the learning environment from astudent’s perspective.Challenge based Instruction (CBI) is implemented in the form of a slightly modified STARLegacy Cycle19. This cycle “is an exemplar of an inductive approach to teaching and learning” 20and contains a directed sequence of steps that immerses the learner in the four dimensions of theHow People Learn (HPL) effective learning environment and provides a framework for CBI andthe design of associated learning activities21. The cycle is illustrated in figure 1 and it is brieflydescribed next18. The legacy cycle contains steps or activities that appeal to different learningstyles20 and most of those activities align themselves nicely with key phases of the

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin James Wainwright, BC Institute of Technology; Barbara Ellen Endicott-Popovsky, University of Washington, Information School; Sarah A. Rajala, Mississippi State University

Tagged Divisions

Continuing Professional Development

like to start a business. c) Wish to obtain immediate employment.The organization of this paper is as follows: The next section gives a brief overview of theCanadian Forces training modules that are relevant to this project. Section three describes thebasic program structure at BCIT. Section four explains the reservist re-entry program at BCITand section five gives a summary of results and initial findings.Canadian Forces Military Training Modules3The following is a brief overview of the reservists’ formal military training covered in ouranalysis: Page 22.155.3 Figure 1: Overview of Canadian Forces Training ProgramAll

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gale Tenen Spak, New Jersey Institute of Technology; Peter Schmitt, Schmitt & Associates, LLC; Cesar Bandera, Cell Podium LLC

Tagged Divisions

Continuing Professional Development

possess a unique combination of ubiquity, portability,connectively and low cost which together could make them a valuable educational tool.1 As amethod for providing training and education, m-learning is commonly defined as “e-learningcarried out by means of mobile computational devices” that are “small, autonomous andunobtrusive enough to accompany us in every moment of life”.2Today cell phones can instantly present the user with rich media (text, audio, images and video),opening new opportunities for “just-in-time” learning especially as one part of a blendededucation program that may combine other components using face-to-face and web instruction.Just-in-time learning is thought to encourage high level learning since the learner can access

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida

Tagged Divisions

Continuing Professional Development

history of engineering distance learningat the University of Florida, and a one year snapshot of enrollments and students. The core ofthe work goes through UF EDGE basic model used to optimize resources and time including: thecombined distance and campus classroom structure, infrastructure for online delivery, coursemanagement system and online optimization tools, curriculum for online delivery, and thedistance exam proctoring process.1. Introduction: UF EDGE History, Departments, and Students.The University of Florida began offering on-site distance learning instruction at select Floridacompanies in the 1950’s. In 1964, the UF College of Engineering launched the first livegraduate engineering courses broadcast from UF with real time two-way

Conference Session

Session D: Panel Discussion on Fostering the Implementation of Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Matthew W. Ohland, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Anna Dollar, Miami University; Cynthia J. Atman, University of Washington; Jennifer A. Turns, University of Washington; Sunil Saigal, P.E., New Jersey Institute of Technology

Tagged Divisions

Continuing Professional Development

published a report entitled Creating a Culture for Scholarly and SystematicInnovation in Engineering Education: Ensuring U.S. Engineering has the Right People with theRight Talent for a Global Society, arguing that systematic practice and application ofengineering education research is crucial if engineering education is to continually refresh itselfto keep pace with rapidly evolving technologies and societal needs. To this end, the ASEEReport proposes the enculturation of a continuous closed-loop “innovation cycle” in which (1)Educational Practice identifies and motivates important (2) Questions which are clearly posedand formulated, leading to (3) rigorous Educational Research, (4) resulting in Insights andAnswers that are implemented back into

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

individuals evolving from an individualcontributor technical position to a leadership/management opportunity.Through a focused and intentional alignment of key courses in three primary areas; leadership,business/technology management and application, the enrolled students are provided theopportunity for discovery, assimilation and subsequent application of acquired knowledge andskills applicable to industrial settings both nationally and internationally. The program hasexperienced significant enrollment in excess of previously forecasted pro forma expectations,and, is expected to form the foundation for future similar program offering opportunities.Introduction –On July 2, 1862, President Lincoln signed into law the Morrill Act 1, named after Justin

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Continuing Professional Development

Academic Center Infrastructure for Professional DevelopmentAbstract:The Center for Professional Studies in Technology and Applied Research (ProSTAR) wasapproved by Purdue University under the College of Technology as an academic Center inFebruary 2009. At that time, the underlying foundation for ProSTAR’s professional educationactivities was a Master of Science degree with a primary focus in technology leadership andinnovation skills including tools for process improvement and quality management.This paper will address the many complex and potentially controversial aspects of designing andimplementing an infrastructure for an academic Center to centralize professional studies within amajor Tier 1 educational

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; Uttandaraman Sundararaj, University of Calgary; John A. Nychka, University of Alberta

Tagged Divisions

Continuing Professional Development

22.301.7Bibliography1. Nelson, A.E. and S.M. Kresta, Team Teaching of Thermodynamics: Rapid InstructionalDevelopment in Young Academics, proceedings of the American Society for EngineeringEducation Annual Meeting, Salt Lake City, June 2004.2. Kresta, Suzanne, New Faculty Forums, 1 hour Teaching and Learning Effectiveness Session,University of Alberta, February 4, 1997.3. Sadler, D.R., Formative assessment and the design of instructional systems, InstructionalScience 18, 119-144, 19894. Chickering, A.W. and Z.F. Gamson, Seven Principles for Good Practice in UndergraduateEducation, insert to The Wingspread Journal, Volume 9, No. 2, published by The JohnsonFoundation Post Office Box 547, Racine, Wisconsin 53401-0547, Susan Poulsen, editor, 1987.5. Wankat, P. and