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

Page 24.979.2findings indicate that employees who use PIP process involve with more learning activities thannon-users. However, they stressed that the PIP tool is effective if used continuously.A number of recommendations have been made to improve the effectiveness of PIPs3. Forinstance, it has been suggested that schools should provide guidance for students to conduct PIPsby assigning appropriate staff5. Additionally, periodic reviews should be made to ensure learningoutcome and career progress of students’ PIPs6. Furthermore, It has recommended that PIP couldalso be developed through reflective thinking if a reflective habit among the students is createdby instructors5. Although the purpose of PIP is to recognize, reflect and plan actions

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

their course content, they are less aware of effectiveteaching practices. This weakness was particularly detrimental to our large enrollment gatewaycourses, undermining student persistence and subsequent academic success. Consequently, inaddition to providing funding, the SIIP initiative attempted to provide on the fly faculty andcommunity development. In this paper, we will discuss our observations and reflections onsuccessful and halted reforms and will describe modifications to our approach to administratingand leading this pedagogical change effort.IntroductionIn February 2012, the College of Engineering (COE) allocated an unprecedented level of fundingto solicit proposals for the Strategic Instructional Initiatives Program (SIIP) – a new

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

underrepresented minorities  Future growth opportunities with other colleges across campusIn a subsequent meeting, post benchmarking review committee’s recommendations, ProSTARwas asked to respond to the findings of the committee. Below reflects the seven improvementcategories of response: Page 24.648.3  Improvement #1 – in response to reducing overhead expense, ProSTAR proposed the use of a growth strategy aligned to increasing the activity base of students and attendant enrollments (credit hours taken).  Improvement #2 – in response to overhead fees, ProSTAR proposed a tiered structure taking into consideration credit

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

Paper ID #8443Using a Community of Practice to Diffuse Instructional Improvements intothe ClassroomDr. Diane L Zemke, Independent Researcher Diane Zemke is an independent researcher and consultant. She holds a PhD in Leadership Studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.”Dr. Steven C. Zemke

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

• increased product and process complexity.The competencies required for an engineer to be successful in the wired and interconnectedworld of 2030 will be different from the competencies important in the world of today.In this context, the participants were encouraged to think about the competencies required for anengineer to be successful. The following examples of the white-space competencies wereprovided to guide the thought process:  Framing the problem: ability to continue learning through reflection and the associated creation and articulation of knowledge; ability to speculate and to identify research topics / white spaces worthy of investigation.  Domain of application: ability to account for sustainability

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

American Society for Engineering Education, 2014 The PEER Collaborative: Supporting engineering education research faculty with near-peer mentoring unconference workshopsAbstractThe PEER Collaborative National Network is a national peer mentoring network for early careertenure-track or mid-career tenured faculty who conduct and are primarily evaluated based ontheir research related to engineering education. This paper discusses the development, logistics,and outcomes of two PEER workshops built around a community of practice framework. Datafrom internal and external evaluations are presented to provide insights into aspects that workedwell and aspects that need further development. Additionally, by reflecting on the workshops

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 focused on attaining their degree for specific lifegoals. However the lack of difference amongst the groups when examining epistemologicalbeliefs illustrates the need for faculty to advance the students’ level of certainty, simplicity, andsource of knowledge and justification for knowing to be common across all students,independent of their academic level, age, or prior military experience.AcknowledgementsThis material is based upon work supported by the Embry-Riddle Aeronautical University underthe Internal Grant. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of Embry-RiddleAeronautical University.References1. Arnett, J.J. (2000

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

)including facilitators who were trained as engineers and able to provide research relevant to effectiveteaching practices and learning theory for large engineering courses, 3) introducing a range of effectiveteaching practices, so faculty were able to apply and adopt teaching strategies in which they were mostcomfortable with, 4) allowing time for reflection on faculty’s individual teaching practices whilesubsequently incorporating active discussion with fellow engineering participants and facilitators to gainfurther perspective, and 5) building a sense of community by collaborating with fellow engineeringparticipants and facilitators through group work.To assess the impact of our Teaching Circle, we utilized Murray’s Teaching Behavior Inventory

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

Centeredness.While enthusiasm is covered in devotion, breadth of coverage reflects in knowledge. We didnot explicitly include grading and examinations but believe that they (grading andexamination) may have impacted rating of Student Centeredness. We did not use studentself-rated learning, assignments, course difficulty and workload as that could vary based onthe courses taught by the same faculty.ProcessWe formed an award committee consisting of the head of the college, his deputy, and thehead of the Innovation Centre. The committee deliberated all the aspects of the award processand ran it by all the deans and department heads. Their feedback was taken into account tobaseline the system.The baseline system was announced to all 2879 eligible students over

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

team teaching requires good communication and coordinationbetween the two instructors. More recently, the program schedule and content have been alteredto reflect the timeline of a typical construction project. The classes now follow the projectlifecycle: from selling, to contracting, to financing, to executing.During this eight-year partnership, there have also been changes in technology and related Page 24.245.6delivery. From the beginning the classes have been recorded so that attendees who are notavailable for the live session can still participate. In addition, since the program’s inception,attendees from remote offices have participated in