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

& AppliedScience and the Lindner College of Business had both launched new online degree programswithin the year and both were interested in gaining experience with MOOCs. There is a historyof academic collaboration between the two colleges6 and both work with a third party, AcademicPartnerships, on instructional design, strategic planning, and enrollment management.In consultation with the Provost’s Office the colleges adopted this approach to the MOOC:  The course topic would be appropriate for both the MBA degree and the Master of Engineering degree programs.  The course would be collaboratively developed between the colleges and faculty from both colleges would participate.  The course would be offered in a half

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

Paper ID #10107Personnel Improvement Plan: a professionalism assignment for engineeringstudentsDr. Mohammad Habibi, Minnesota State University, MankatoMr. Ronald R Ulseth, Iron Range Engineering Ron Ulseth, P.E. is Co-Director of IRE as well as an instructor of technical competencies in thermody- namics, fluid mechanics, and heat transfer. Ulseth has been teaching engineering fundamentals courses since 1988. He was a lead developer in the Itasca Community College Engineering program. Ulseth led a team of ˜10 engineering educators from around the United States to develop the Iron Range Engineering program. In addition to

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

(TISP), which is normally designed to train engineers to hold in-service workshops for teachersusing lesson plans available from tryengineering.org1. Due to the limited availability ofpracticing engineers in the Dominican, the team worked directly with the teachers 2.The first trip included running workshops in three different private institutions: Center forChristian Education & Development (CCED) / Lucille Rupp Schools, Elias Piña, and ElCercado3. The following year, a three day workshop was held at one large public high school,Liceo Pedro Henriquez Urena. These workshops included design challenges often found in a firstyear engineering course, discussions on learning styles, and methods of integrating anengineering mindset into the

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

topersonnel decisions, student ratings of attainment of educational goals and objectives arepreferable to many other dimensions. Benton and Cashin4 have also found that multipleclasses provide more reliable results and average split half reliability - even for 10-14 studentsize - is as high as 0.78. The multi-section studies show that classes in which the studentsgave the instructor higher ratings tended to be the ones where the students learned more (i.e.,scored higher on the external exam)4. Based on the above, we accorded the highest score of50 % to student ratings in our award system.FactorsCentra, Braskamp and Ory4 have identified six factors commonly found in student-ratingforms: 1. course organization and planning; 2. clarity, communication

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

true, for example, because all costs related to the above finance organization are rolled up to a single functional manager.  Efficient use of collective experience and facilities.  Institutional framework for planning and control. Under this type of organizational structure, planning as well as control is administered from a single functional stovepipe at the division level.  All activities receive benefit from the most advanced technology. In this type of structure, great strength comes from focusing at the top the most state-of-the-art Page 24.335.4 methodologies, technologies, and

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

competitive edge.However, the organizations act differently when it comes to the types of the learning eventsthey hold. Our hypothesis is that these organizations have different learning and developmentconcepts to train their employees and these concepts are deeply embedded in their values,vision, mission, goals, initiatives and resulting project plans. Collectively this maybe called“strategic learning” for our use. We must clarify that “strategic learning” here does not havethe same meaning as it is used in developing evaluation-based business strategy. Instead, thismeans planned learning process based on organizational strategy. In this paper, we will firstexplain what we think is the core concept in strategic learning of the organizations and

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

, while adapting to a newwork environment. Faculty who are either in imbalanced departments or who exist in isolation attheir institutions often find themselves both with leadership and service responsibilitiesconsidered unusual in established programs (e.g., chairing the graduate admission andcurriculum committee, developing departmental policies and bylaws, running major researchcenters, and serving on strategic planning committees). The few senior faculty with expertise inengineering education tend to either be too sought after nationwide or are otherwise engaged tobe able to spend much time with junior faculty. The imbalance makes it difficult to receiveprofessional mentoring from established leaders.In addition to this imbalance, there have

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

that is planned for the 2014-2015 school years.There is still some variation in the use and definition of term such as "blended" and "hybrid" inrelated research. To be clear, in this study the term “hybrid” is used to describe courses whichhave live, face-to-face meetings in a physical classroom each week and include a significantamount of additional materials as well as technical and procedural innovations available from thecourse website. This includes “flipping” the classroom in which lectures are recorded butstudents still attend live class for discussion of the material and other active learning activities.Students Use of TechnologyThe debate over the nature of how students may or may not be learning differently continues.However, there

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

students for the changingenvironment. It was conducted in May 2013.2.1 Core elements of the approachOur educational approach for personalized mass customization of engineering education suitablefor globally dispersed learning settings 9. The approach is anchored in the following foundationalconstructs: • constructive alignment, • Bloom’s taxonomy, • learning organizations, and • a combination of collaborative, cooperative and collective learning. Page 24.447.6As a part of constructive alignment, an instructor aligns the planned learning activities andassessment tasks with the learning outcomes. Bloom’s

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

focuses on: Fairness Equity Functioning to incentivize maximum participation from the most applicable talent Considering the compromising realities of normalizing a model  Improvement #7 – in response to reducing the ProSTAR overhead through ProSTAR personnel teaching, ProSTAR agreed to negotiate with participating departments to transfer teaching incentive to off-set overhead expenses within an academic year.On submission of the above seven improvement initiatives, ProSTAR was asked to respond tothree additional questions below, which was submitted in a 13 page response.  Create a plan which maps current and future overhead (personnel) growth to a rational model

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

transfer of knowledge. While community members wereengaged with the material, there was lower enthusiasm in the group than with less-structuredconversation. After this presentation, the community moved on to a different topic.The final meeting of the semester was spent exploring how to generate higher response rates onstudent evaluations. The response rate was important at this institution since it affected facultytenure and promotion. The community also explored how to effectively help “needy” orstruggling students with homework. During both of these discussions, practical troubleshootingoccurred. Finally, the community planned to discuss their own teaching evaluations at the firstmeeting in the spring semester. Although this suggestion

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

. Baumert (Eds.), Interest and learning: Proceedings of the Seeon Conference on Interest and Gender (pp. 267-280). Kiel, Germany: Institute for Science Education at the University of Kiel.3. Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89.4. Finelli, C. J. & Millunchick, J. M. (2013). The teaching circle for large engineering courses: Clearing the activation barrier. Proceedings of the 2013 ASEE Annual Conference & Exposition. Atlanta, GA.5. Finelli, C. J., Daly, S. R., & Richardson, K. M. (in press). Bridging the research-to-practice gap: Designing an institutional change plan using local evidence

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

societies. Themultidisciplinary activities of the Center became a good foundation to develop a professionaldevelopment system in the region and a unique regional model of continuing professionaleducation.It is well known that the majority of the industrial trainers at enterprises are highly skilled intheir technical fields. However their skills in teaching are low and they cannot plan classes Page 24.1272.3and organize a good interaction when teaching the young employees. They do not know well 2the peculiarities of the adult psychology without a special

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

scholarship. We plan to have at least one member of the SIIPadministration team present at each of these meetings to provide just-in-time faculty training andto facilitate the agreed upon evaluation efforts of the faculty. Additionally, this constant presencewill allow the administration team to better publicize and celebrate the efforts and successes ofthe faculty communities.We believe that this new administrative structure for SIIP can create a new paradigm for facultydevelopment and the sustainable adoption of evidence-based pedagogies. Rather than focusingon changing the practices and beliefs of individual faculty, the goal of faculty development willbe to change the practices and beliefs of faculty communities. We believe that this new

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

, and career plans. Journal of Engineering Education. 99(4): p. 319-336.28. Eccles, J., T.F. Adler, R. Futterman, S.B. Goff, C.M. Kaczala, J.L. Meece, and C. Midgley, Expectancies, values, and academic behaviors. in Achievement and achievement motives : Psychological and sociological Page 24.33.17 approaches, J.T. Spence, Editor, W.H. Freeman: San Francisco.29. Arnett, J.J. (2007), Adolescence and emerging adulthood : A cultural approach, Upper Saddle River, N.J.: Pearson Prentice Hall.30. Arnett, J.J. (2004), Emerging adulthood : The winding road from the late teens through the twenties, New York