Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth Reid, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Divisions

Continuing Professional Development

place the teachersin the learner's role, where they will be introduced to STEM through modules developed byengineering students.Distance education can be successful on a small scale if the six core elements of the teachersupport system are considered (Figure 1). This model is intended for the development of astudent support system--adapted for teachers. In this case, paying particular attention toflexibility and differentiating the management of services will be imperative if the modules wereimplemented elsewhere 7. Teacher Support Cohort Scale Characteristics System Course or Program

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

-centered teaching practices are known to have a positive impact on student success. There isincreasing evidence that using techniques such as active learning in the classroom and working toincrease student motivation can improve student learning, knowledge retention, and persistence (9, 10).Despite the large body of research supporting these effective teaching practices, there are several barriersto faculty’s adoption of them. Such barriers include, but are not limited to, lack of familiarity with thepractices, inadequate time to apply new teaching practices to their courses, and the possibility of studentresistance (1, 4, 7).In order to support engineering faculty in adopting effective teaching practices, we designed andimplemented the “Teaching

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Jitesh H. Panchal, Purdue University; Pradeep Kashinath Waychal, Innovation Centre, COEP

Tagged Divisions

Continuing Professional Development

turn out over a million engineers every year 1. The country hasemerged as a major player in the global arena and has produced engineers who have contributedsignificantly to the economic and technological development at international levels. Thesecontributions have been made not only in the information technology sector – as is largelyperceived – but also in various engineering disciplines and in hi-tech research and developmentin automotive, telecommunication, healthcare, solid-state electronics, communications andembedded systems sectors.The Indian engineering education system has tremendous potential and national value. Cognizingthis, the government and the business community are showing a strong commitment toimproving the system. It is

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Svetlana Vasilievna Barabanova, Kazan National Research Technological University; Julia Ziyatdinova; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University ; Phillip Albert Sanger, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

TrainersThe paper describes the experience of professional development for educators who work inthe system of education at industrial enterprises in Russia based on 1) joint activities of theuniversities and partner enterprises, 2) research on the reasons for sustainable growth indemand for such programs, and 3) the evaluation of these programs and their influence on thecareer prospects of their students.After the collapse of the Soviet Union in 1991, the system of professional development andtraining of industrial educators ceased to exist. The state stopped regulating this sphere ofprofessional education activities. However, the Republic of Tatarstan (Russian Federation)stepped into this gap with a university/industry collaboration for professional

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

Tagged Divisions

Continuing Professional Development

isproving challenging to many engineering schools and individual faculty.1 One reason is thatthere are systemic obstacles to changing teaching practices.2 If engineering education is to moveforward, currently available pedagogies need effective paths into engineering schools andindividual classrooms. This goal is challenging and there are some significant hurdles to address.This qualitative study explored using a community of practice to help faculty acquire andimplement effective pedagogies while in place in their institution. Our starting premise was thatproviding social support with the community and the combined experience of the communitymembers could be sufficient to enable faculty to learn and adopt new pedagogies in their classes.Our

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

identified five major factors that support the use of the theoretical frameworks tooperationalize andragogy, while identifying discrepancies among their sub-constructs. Studentdifferences have been primarily associated with developmental areas associated with emergingadulthood. These differences can greatly impact the way design educators mentor their studentsand coach them through teaming issues, especially for non-traditional students. Page 24.33.2Adult Learners in Undergraduate EducationArnett 1 has recognized that the classification of adult has changed since the 1970’s. He hasidentified a new life stage named “emerging adulthood” where the

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Jim Tappel, University of Cincinnati; BJ Zirger, University of Cincinnati

Tagged Divisions

Continuing Professional Development

A MOOC With A Business PlanBackgroundIn the short time that Massive Open Online Courses (MOOCs) have been part of the educationlandscape, they have generated significant enrollments, much media attention, several highprofile startups, and a lot of discussion regarding their role in higher education.1-4 One of themany questions about MOOCs that has not yet been answered completely is how to justify theexpense of creating such a course. A related question that likewise has no clear answer iswhether an appropriate business model5 can be implemented that utilizes MOOCs as aneducational platform.Before rushing to develop a MOOC, the University of Cincinnati considered these and otherquestions. Recognizing that offering a course with a potential

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, College of Engineering Pune, Innovation Centre

Tagged Divisions

Continuing Professional Development

members do not requireexternal awards for their motivation, they are far fewer in number. We argue that majority ofthe faculty members move up the ladder of motivation only when they receive externalrewards. We verified this premise by conducting a survey of 22 faculty members at aworkshop on engineering education. We asked them to rate the statement, ‘A proper rewardand recognition system must be developed at colleges’ on the Likert scale of 1 to 5 andreceived the rating of 4.54, which underlines the desperate need for an award system.Richardson, et al. conducted a study to find the factors that influence faculty motivationwherein they spoke to 26 faculty members at a college across ranks, genders anddepartments. The found that 19 of the faculty

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Kevin Curry, University of Kansas; Zachary Gredlics, University of Kansas

Tagged Divisions

Continuing Professional Development

with majornational and international corporations to deliver customized professional engineering andmanagement trainings. In this paper, the authors discuss the strategies they have used in (1)understanding an organization’s strategic initiatives that strengthens its competitive advantage,(2) developing tailored curriculum based on the organizational learning needs and anorganization's existing and future projects, and (3) modifying the training portfolio andtechnology-enhanced delivery methods as corporate learning strategies changed withglobalization. Three long-standing collaborations with three organizations -- an engineering,consulting and construction company, an aircraft manufacturer and a flight control componentsmanufacturer -- with

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

goodstewards of taxpayer dollars and student tuition, two colleges opened discussions oncollaboration. The manifestation of these many earlier discussions culminated in a more focusedand targeted series of meetings to determine areas for collaboration and how that collaborationmight look. Primary areas for collaboration, a result of these many meetings, centers on space,distance infrastructure and the engineering-technology educational continuum.This paper details the organizational platform for bringing two tier 1 research university collegestogether for a common purpose; that being the continuing education of professional workingadult learners.MethodologyDetermining the potential for gain through collaboration is minimally a function ofunderstanding

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 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

13 page delivery in response to Dean specific questions.  2013, March 9, Sticking a Fork in It – Dean announcing intent to benchmark ProSTAR  2013, April 19, Evolution of ProSTAR – Delivered a 44 page document to benchmarking committee kick-off meeting1  2013, July 22, Final committee report sent to Dean2  2013, Aug 1, Dean improvement request  2013, Aug 6, 19 page improvement response to Dean3  2013, Sep 16, Meeting on ProSTAR improvements with Dean  2013, Sep 21, Addendum (13 pages) submitted to Dean; full combined 96 page document submitted4  2013, Oct 14, Final Dean actions and recommendations meeting5AnalysisThe first delivery to the benchmarking review committee was a 44 page document

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

thefollowing categories: Leadership, Learning About Learning, Teamwork, Technical Writing,Technical Presentation, Professional Responsibility and Ethical Decision Making. By completingthis assignment, students are expected to recognize their areas of improvement and plan toachieve their professional goals while completing the program. In this paper, we discuss the PIPassignment, student learning outcomes, students’ perceptions and future improvement that can bemade on the assignment.1. IntroductionPersonal Improvement Plan (PIP), also called Personal Development Plan (PDP) or IndividualDevelopment Plan (IPD), is a written plan that frameworks a student’s professional goals andsteps needed to meet those goals. The Personal Improvement Plan generally

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

the Journal of Engineering Education's publicationmission,1 ASEE’s Year of Dialogue2, the articulation of a set of research areas to structure futureengineering education research agendas,3 and a plethora of editorials calling for the birth of anew discipline or the value of different forms of engineering education research.4,5 These eventslaid the intellectual groundwork for the growth of a new formal discipline of engineeringeducation. Their momentum increased the hiring of engineering education faculty where tenureis granted based primarily on research performance.6 These positions emerged in a variety ofdifferent departments including engineering, education, and even newly established engineeringeducation departments. Furthermore, new

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

programtargeting the improvement of undergraduate engineering education. Faculty proposed large-scalerenovations of a specific undergraduate course or closely-related group of courses, with the goalof improving student engagement, learning outcomes, and faculty teaching experiences.Alternatively, faculty could propose to develop teaching technologies that would facilitate theimplementation of evidence-based teaching practices. Priority in funding was given to projectsthat would impact large numbers of students or provide critical interventions early in students’learning careers.“Live deep, not fast,” is an admonition coined in the early 1900’s by literature professor, critic,and editor Henry Seidel Canby 1. Faculty participating in SIIP were invited to

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

David J. Dimas, University of California, Irvine; Faryar Jabbari, University of California, Irvine; John Billimek, University of California, Irvine

Tagged Divisions

Continuing Professional Development

to provide bi-directionalfeedback between students and faculty. Feedback from quizzes and polls was used by the facultyto modify content in subsequent lectures to ensure key concepts are understood. Time spent oneach quiz was recorded along with quiz grades and were correlated.Lecture Capture TechniquesIn this study, faculty used three methods to create content that was subsequently captured addingboth audio and video annotations with Camtasia. In order of difficulty from least to most, theseare (1) document camera used in the instructors' office, (2) handwritten text, equations anddrawings that were digitally captured via tablet computers and a stylus and (3) digitally typesetand drawn materials using text, drawing, and equation creation