Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

that the studentstake. (B) In an interdiscuplaniary approach, science and technology is overlapped with businesspractices and innovation skills. Enviromental issues, ethical consideration and an understandingof public policies are also integrated withn the curriculum to provide students with a broaderperspective.   Page 25.1288.3Program Curriculum:Our Bachelor’s Degree Completion program is a two-year completion program. We acceptstudents who have an associate’s degree from a community college or have completed 60 credithours of course work at an accredited institution of higher education. In the first year of theprogram, students enroll in a

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shadle, Boise State University; Louis Nadelson, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

Continuing Professional Development

freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors. Page 25.1087.1 c American Society for Engineering Education, 2012 Promoting STEM Faculty Members’ Reflection on their Teaching PracticeAs part of an institutional focus on STEM student success, a group of eight STEM faculty fromacross the STEM disciplines participated in a year-long faculty learning community (FLC). Thefacilitated experience was designed to support the professional development of faculty throughexploration and

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ioan Gelu Ionas, University of Missouri; Matthew A. Easter, University of Missouri; William H. Miller, University of Missouri, Columbia; Gayla M. Neumeyer, University of Missouri Research Reactor; Valerie Deitz Taylor, Center for Energy Workforce Development; Gwen K. Weakley, Kansas City Power & Light

Tagged Divisions

Continuing Professional Development

teammembers. Second, considering that updates could be needed as the requirements, legislation,standards, and audiences change, we were looking for a tool that would allow us to easily changecontent, potentially by subject matter experts with limited computer knowledge. Given thissecond objective, our hope was to find an integrated tool that would provide both contentcreation/editing capabilities and the ability to export this content to the appropriate standard. Page 25.1284.9Based on possible deployment options, there are two categories of tools to consider: desktopapplications and web-based tools. With the majority of the web-based tools still in

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 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

edited with the use simple text Page 25.1030.5editing facilities included in the software (i.e. without specialized knowledge or tools). There aredifferent encouraging studies about the use of Wikis in education 15-18 and multiples reports ondiverse uses from undergraduate student learning environments to coordinating curriculumimplementation. Important for the authors, literature shows that the visibility of Wikis’ sharedenvironment and sense of creativity promotes motivation14.Integration of a CBI STEM Wiki website with the faculty development workshop activities hasgrown in usefulness to workshop participants and has proven to be an efficient

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 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

AC 2012-2985: EMPLOYING A PROGRAM/PROJECT MANAGEMENTMETHODOLOGY TO DEFINE AND DIFFERENTIATE UNIVERSITY-WIDEROLES AND RESPONSIBILITIES IN PROFESSIONAL STUDIESDr. Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette Mitchell Springer is an Associate Professor in technology leadership and innovation and currently serves as the Director of the Purdue University College of Technology, Academic Center for Professional Stud- ies in Technology and Applied Research (ProSTAR) located in West Lafayette, Ind. He possesses more than 30 years of theoretical and industry-based practical experience from four disciplines: software en- gineering, systems engineering, program management, and human resources. He sits on many

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Dickrell III, University of Florida

Tagged Divisions

Continuing Professional Development

lecturesThe most widely endearing aspect of the attendance-optional Statics course as reported in studentfeedback surveys was the recorded lectures. The high-quality video and audio recordings coupled withserver-archived lecture library allowed students greater freedom in both time and location in which topartake in the provided material. An example of these videos is shown by a lecture screen-capture in Fig.1.Course management systemThe course management system (in this instance Sakai) greatly streamlined user-authentication issuespertaining to electronic homework submission and video content delivery. The integration of the coursemanagement system with a course grade book allowed for easy dissemination of individual gradeswithout running afoul of

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gonca Altuger-Genc, University of Massachusetts, Lowell

Tagged Divisions

Continuing Professional Development

improving themselves via self-directed lifelong learning; it highlights theengineering program graduates’ lack of knowledge on how to self-learn. To address this lack ofknowledge, ABET criteria requires undergraduate engineering programs to provide students atraining that will help them engaged in lifelong learning; making it an integral part ofengineering education. 3 The efforts of incorporating lifelong self-directed learning intoengineering education resulted in development of tools and techniques. As an example, SDLRSis developed to measure students’ readiness to self-directed learning. 4 A lifelong learning systemis presented to meet the needs of individuals as they progress towards their goals. 5 As theeducators developed tools and

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York; Edward G. Borbely, University of Michigan; Nelson C. Baker, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

the New York State Education Department Office of Higher Education for several Institutional Capability Reviews for distance learning programs. Over the past five years, she has participated in an E.U.-U.S. project to develop international quality standards for continuing education centers. She is also a co-creator of the Bray-Scalzo Partnership Model for creating and sustaining successful partnerships. Scalzo is currently serving as a member of the Faculty Advisory Council for Teaching and Technology at SUNY and as Chair-elect for the Continuing Professional Devel- opment Division of the American Society for Engineering Education (ASEE). She is also a member of the International Association of Continuing