Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vedaraman Sriraman, Texas State University, San Marcos; Wayne W. Wheatley; Valerie Ann Little

Tagged Divisions

Continuing Professional Development

form of an industrial internship. An alumni (one of thecoauthors) who was highly placed at the company facilitated the process.One of the key preliminary steps was the execution of a “supplier consulting agreement”between the faculty member and the company that described in detail and in legal parlance theextent and scope of the internship. Fundamental to this document was the inclusion of a non-disclosure agreement (NDA). The author was treated as a “Consultant”, as legal documents thatdescribed the nature and scope of consultant pre existed, whereas no documents were availablethat described the duties of the faculty intern. The key elements of the agreement which was tenpages long included: 1. Definitions 2. Engagement and Services

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York, HQ; Lisa Miles Raposo, State University of New York Center for Professional Development

Tagged Divisions

Continuing Professional Development

a consistent process to ensure thatthere is emphasis placed on early identification of learning objectives, competency development,customization for the community in delivery and format, and regular assessment both at thecourse and program level. The template is adapted from the process used in the RPI CourseDevelopment Model and is customized for the SUNY environment and culture. The steps in theSUNY CPD template are depicted in Diagram 1 and described in more detail below. Page 23.306.5 Diagram 1 – CPD Program Development FrameworkA. Identify Certificate Program Owner (Who is the entity on the program side who will be

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

making a businesscontact to determine educational needs of adult professional learners, the first step is todetermine basic needs or requirements of the target audience; in this scenario, the focus is adultprofessional learners and their respective businesses and industries.In offering graduate education to adult professional engineering and technology learners wefrequently assume one of three basic curriculum positions: (1) offer an existing program, (2)offer a curriculum permutation of existing courses, or (3) offer a permutation of existing andcustomized courses as deemed required by the end recipient (student or organization).This paper examines and extends a most recently evolved study that provides insight into thetarget engineering and

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tim Boyd, Northrop Grumman Corporation; Eric Paul Pearson, Northrop Grumman, Electronic Systems; Noah Miller, Northrop Grumman, Electronic Systems

Tagged Divisions

Continuing Professional Development

coaches and intentional feedback have on the success of the simulation. Page 23.158.2The Northrop Grumman, Electronic Systems Leadership Training ProgramAs the 21st Century began on January 1, 2000, it was already evident, the “baby boomer”generation was fast approaching retirement age and there would soon be a shortage of engineers,scientists and corporate leaders. In 2003, Northrop Grumman Electronics Systems Engineering& Manufacturing Division at the Baltimore, Maryland location, in partnership with Learning andDevelopment (L&D), developed a unique approach to accelerate leadership development forrecent graduates by creating an

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric Paul Pearson, Northrop Grumman, Electronic Systems; Timothy Boyd, Northrop Grumman Corporation; Noah Miller, Northrop Grumman, Electronic Systems

Tagged Divisions

Continuing Professional Development

journey their efforts led toencouraging their peers to volunteer as well. A small group of developing leaders becamethe inspiration for others to follow. They were challenged to "think out of the box" andhave carried the journey down the road and across the country.LTP DevelopmentEric Pearson was faced with a difficult task; how to identify 3 out of every 100 volunteerleadership participants who would stand above the rest from within a program that wasalready designed to be highly selective in its participants. After examining currentlyexisting Leadership Programs in highly respected Fortune 500 companies, an Offsiteweekend on the Catoctin Mountain was planned for April 2003. The weekend wouldconsist of 2 nights, 1 full and 2 half-day

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Noah Miller, Northrop Grumman, Electronic Systems; Timothy Boyd, Northrop Grumman Corporation; Eric Paul Pearson, Northrop Grumman

Tagged Divisions

Continuing Professional Development

. Page 23.1403.3The Northrop Grumman, Electronic Systems Leadership Training ProgramAs the 21st Century began on January 1, 2000, it was already evident, the “baby boomer”generation was fast approaching retirement age and there would soon be a shortage of engineers,scientists and corporate leaders. In 2003, Northrop Grumman Electronics Systems Engineering& Manufacturing Division at the Baltimore, Maryland location, in partnership with Learning andDevelopment (L&D), developed a unique approach to accelerate leadership development forrecent graduates by creating an experiential, eighteen-month Leadership Training Program(LTP). The core curriculum, known as the Foundations of Leadership, was a significant part ofthe experience and was

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Tina alaei; Andrew Lillesve, IRE

Tagged Divisions

Continuing Professional Development

(ABET). In a project-based learning environment where students are highly motivated, professionalism can be easilyintegrated into the curriculum. Iron Range Engineering, a newly established project-basedprogram, has given considerable attention to professionalism and has incorporatedprofessionalism in the curriculum as a course series. In this paper, we discuss the Iron RangeEngineering program, professionalism activities, ABET outcomes associated withprofessionalism and the integration of professionalism in the curriculum.1- IntroductionSince the publication of Engineer 20201 (and before) and the modification on accreditationcriteria made by ABET, professionalism has been an important subject in the engineeringeducation2,3. The expectations of

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ed Alef, Rochester College; Soma Chakrabarti, University of Kansas

Tagged Divisions

Continuing Professional Development

and organization, the results of asustainable, value add TCEP will never be fully realized.So, let’s delineate a recipe for success that is founded on the strengths of the General Motors(GM) Technical Education Program (TEP) and over 650 other technical education programscapsulated by nine universities who partner with the organizations that sponsor these sameprograms. These universities who offered insight into the strongest attributes needed by a TCEPto produce a sustainable, value-added contribution are listed below: 1. Carnegie Mellon University 2. Cornell University 3. Indiana University 4. Kansas, University of 5. Kettering University 6. Michigan – Ann Arbor, University of 7. Missouri University of Science

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Zachary Gredlics, University of Kansas; Kevin Curry, University of Kansas; Kara D Lynch, University of Kansas Continuing Education

Tagged Divisions

Continuing Professional Development

projecttitled Development of Accreditation in Engineering Training and Education or DAETE3,established a self-assessment matrix especially suited for continuing education activities. Thematrix is based on the European Foundation for Quality ManagementTM (EFQM®)4 model(Figure 1) that allows the lifelong learning organizations to clearly focus on five Enablerscriteria and four Results criteria of the continuing education activities. The self-assessmentmatrix is also extended to a benchmarking process that enables each CE organization tocompare itself with similar organizations. While the benchmarking capability was an addedattraction, the primary reason behind choosing this tool was its simplicity and relevance to theneeds of CEIPE. This paper will

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Bird, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Continuing Professional Development

modeling is not direct mimicry but rather the individualtakes the essential elements of the observed behavior and performs a similar behavior.This paper explores the process by which faculty successfully transition from a traditionalteacher-centered lecture style to a learner-centered inquiry-based style of teaching as illustratedin Figure 1. The study used an in-depth interview approach with 3 exemplar faculty to elicit thestories of how they transformed their teaching style. Thematic narrative analysis was used toanalyze transcriptions of open-ended interviews with these engineering educators about theirpersonal teaching narratives. This study sought to identify how these individuals described theirtransition, the barriers they faced, their

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

education..Figure 1 illustrates th he many opp portunities th hat online edducation can enable whenn strategicalllyenvisioneed, designed d and implem mented. Entiirely new deegree or certiificate progrrams can becreated, reaching r new w students with w new targ geted, authenntic learningg experiencess. Programss thatare well designed d to meet m markett needs and are a effectiveely marketedd can providee new sourcees ofrevenue. More fundaamentally, su uch programms can providde educationnal leadershiip in advanciingthe qualitty of teachin

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Divisions

Continuing Professional Development

theparticipants agreed to serve as a control group. Because these eight faculty had applied to theTeaching Circle, we consider selection-bias to be only a minor issue. Further, at the start of theprogram, the attitudes and behaviors of the treatment group faculty were comparable to those ofthe faculty in the control group, so comparing changes in attitude and behavior over the termoffers an indication of the impact of the Teaching Circle. Demographics of faculty in thetreatment and control groups are listed in Table 1. Table 1. Demographics of treatment and control groups Treatment  Control

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

Management (formerly NAPM). Page 23.1276.1 c American Society for Engineering Education, 2013 Undergraduate GPA as a Critical Success Factor in Evaluating Professional Working Adult Learner Admissions AcceptabilityMost colleges and universities, especially Tier 1 research universities, frequently useundergraduate Grade Point Average (GPA) and the Graduate Record Examinations (GRE) as keycriteria for acceptance of students into Masters’ level education programs. While GPA and GREare relevant as critical success factors relative to traditional students, the applicability of thesecriteria

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Richards, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Jason Daniel Christopher, USAFA/DFEM

Tagged Divisions

Continuing Professional Development

23.1356.1 c American Society for Engineering Education, 2013 Video Recording vs. Class Visits: A Comparison of Two Faculty Development ToolsIntroductionTeaching focused faculty development is critical to the success of a school.1 A “learn as you go”approach to faculty development is costly in terms of the lower quality of education provided tostudents upon whom new faculty “practice”. For 95% of new faculty, it takes 4 to 5 years tobecome proficient teachers.2 At our institution, we have found that this time can be significantlyreduced through deliberate faculty development.Many different techniques and methods have been described for faculty development. Felder, etal, point out that

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Dickrell III, University of Florida

Tagged Divisions

Continuing Professional Development

able to ask, in amoderated setting, text-based questions via a chat dialog which the presenter can address in real-time or in a delayed question-and-answer format.Student ExperiencesAll of the above platform tools were used in a semester of a large undergraduate engineeringmechanics course (enrollment ~ 500 students) for virtual office hours. Participants in these officehours were those who were either unable to attend physical office hours to due scheduleconflicts, or those who were not physically able to attend to remote deployment (internships, co-ops, etc.). Table 1 shows the summarized findings of the platforms over the semester.The most useful of the tools were Google+ with Hangouts and GoToWebinar due to their cost,student interesting