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

currently consults with faculty and teaching assistants. She earned her Ph.D. in educational administration at UW-Madison. She is PI for the ”Aligning Educational Experiences with Ways of Knowing Engineering (AWAKEN): How People Learn” project. As a member of the man- agement team for the Center for the Integration of Research, Teaching, and Learning (CIRTL), she is collaboratively responsible for a course about teaching science and engineering.Ms. Moira Lafayette, University of Wisconsin, Madison Page 22.817.1 c American Society for Engineering Education, 2011 Implementing an Effective

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

program in an alternate non-traditional format, or, alternatively, cannotholistically change an existing curriculum without full ICHE Committee approval.Preparing for Future Growth –Subsequent to February 9, 2009, on approval of the College of Technology Academic Center forProfessional Studies in Technology and Applied Research (ProSTAR), an effort was afoot tocreate an underlying infrastructure which would promote the current and future growth ofprofessional studies. The intent was to organize facilities, human capital, processes, practicesand methodologies in support of this anticipated growth. Additionally, a new and moreadvanced budgeting capability was required

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

programs there comes a point in completion of the curriculum that astudent’s status changes from an undergraduate student to a graduate student. In almost everycase this happens prior to the student completing all of the undergraduate degree requirements.There are a number of factors that need to be considered as to when this transition occursincluding: scholarship and financial aid needs, undergraduate curriculum completion,undergraduate vs. graduate tuition rates, and external factors.Students in the ACCEND programs are not required to complete a graduate application to beadmitted into the graduate program. To be admitted, students must be in good academicstanding (cumulative gpa of 3.0 or better and no course deficiencies), they must submit

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

the full form of educational intent and to ensure minimal disruption tothe faculty member’s chosen instructional style and media.Each classroom lecture is captured on video, encoded and then posted online through the Sakaicourse management system for distance delivery. Both distance and campus students havesemester long access to all course videos, making them available as a review tool for both groupsof students leading up to course exams. In addition to classroom technologies, the UF EDGEProgram maintains its own video servers (and backup video servers) to meet demands for videoquality, formats and accessibility for distance students worldwide. Maintaining uninterruptedpassword protected access to course videos is an integral part of the

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

this curriculum development task as the facultyencountered many questions in the process. Each workday was led by the Faculty DevelopmentProgram director, his graduate assistant, several undergraduate STEM majors, and severalfaculty who themselves been through the program and implemented CBI. Faculty worked ingroups often across STEM disciplines providing valuable feedback to one another particularlyabout the lack of clarity of presented concepts that experts often miss. A template, shown inFigure 1, was developed that provided faculty with an outline of the framework of backwardsdesign, the method presented as a structure for the development of effective CBI content. Thetemplate which focuses on learning objectives and assessment was