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

committees. Dr. Springer is internationally recognized, has authored numerous books and articles, and lectured on software development methodologies, management prac- tices and program management. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Exec- utive Development from Ball State University. He is certified as both a Project Management Professional (PMP) and a Senior Professional in Human Resources (SPHR).Dr. Gary R. Bertoline, Purdue University, West Lafayette Page 22.299.1

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

Endicott-Popovsky, Ph.D., is the Director for the Center of Information Assurance and Cyber- security at the University of Washington, designated by the NSA as a Center for Academic Excellence in Information Assurance Education and Research. She holds a joint faculty appointment with the Infor- mation School and Masters in Strategic Planning for Critical Infrastructure, following a 20-year industry career marked by executive and consulting positions in IT architecture and project management. Her research interests include enterprise-wide information systems security and compliance management, forensic-ready networks, the science of digital forensics and secure coding practices. Barbara earned her Ph.D. in Computer

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

committees. Dr. Springer is internationally recognized, has authored numerous books and articles, and lectured on software development methodologies, management prac- tices and program management. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Exec- utive Development from Ball State University. He is certified as both a Project Management Professional (PMP) and a Senior Professional in Human Resources (SPHR).Gary R. Bertoline, Purdue University, West LafayetteMark T Schuver, Purdue University, College of Technology, West Lafayette, IN Mark Schuver is the Associate Director of the Center for Professional Studies

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 same generalschedule for assignments and exams as campus students, with a few day window of flexibilityfor large project due dates and scheduling times to proctor their course exams where they live orwork. Distance students are not required to travel to campus to participate in any courses; allmaterials can be submitted electronically for course participation. Any course supplementalmaterials (handouts, web links, software, electronic library access, etc.) are made available toboth distance and campus students through the same online environment using the University ofFlorida implemented course management system, Sakai. Implementing the same curriculum,assessments and supplemental materials for distance and campus students, ensures 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

deliberately prepared for each series of activities. Workshops were carefully structured tomeet specific learning objectives. An online system was developed to provide continued facultymotivation and engagement. Structured workdays were developed to help faculty satisfydeliverables. Promotion of the program relied on both formal and informal (word of mouth)advertising to attract appropriate participants. Participants were given the challenge of makingtheir work public and “Leaving Legacies” for others to benefit from. Each element contributingto the success of the faculty development plan are explained in detail with specific examples ofhow they were implemented.A Proven Pedagogical Approach (Challenge Based Instruction)The objective of the project

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

to North Jersey under the Workforce Innovation for Regional Economic Development (WIRED) initiative.Peter Schmitt, Schmitt & Associates, LLC Peter Schmitt has extensive experience in both academia and industry. He started out with a study of physics at the University of Wuerzburg, Germany. He did his Ph.D. at DESY (Deutsches Elektronen Synchrotron) in Hamburg and work at CERN (Geneva) as a postdoctoral research assistant for Harvard University. Peter Schmitt went into industry starting as project manager for the development or car phones at AEG in Ulm. In 1995 he moved to the United States to work for BASF in various IT positions, among them Director of Infrastructure in the U.S. and Project Leader for SAP

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

basisoften in another location where there may be issues getting particular courses. When a studentleaves early, the program completion rate suffers and there is lost income to the college. As thecurricula were developed, consideration was given to keeping required undergraduate coursesthroughout the last year of the program. The senior design project usually provides thisconstraint in that it may not be possible to offer that course(s) out of sequence. In the case of theElectrical – MBA program in Figure 1, it is typically not possible to complete all of the SeniorElectives (EE Sr Elec) prior to the 5th year.Advanced Placement – Completing both degrees in five years requires that students are ahead ofthe traditional curriculum. Students are best

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

. Sundararaj organized a two day workshop in May 2007 on active learning and effectiveteaching. In the traditional approach at universities, the professor lectures and the students watchand listen. The students work individually on assignments, and cooperation is discouraged. This Page 22.301.2instructional method is inferior to instruction that involves active learning, in which studentssolve problems, answer questions, formulate questions of their own, discuss, explain, debate, orbrainstorm during class, and cooperative learning, in which students work in teams on problemsand projects under conditions that assure both positive interdependence and