Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

, lose theirdirection within the pipeline and do not continue their studies beyond an associate’s degree.To address both the demand to increase the number of STEM graduates and also the need toprovide an alternative route for non-traditional students, we have developed and implemented a“Bachelor’s Degree Completion” program for working professionals, adult learners andcommunity college students who are interested in careers in science and technology.This new Bachelor’s Degree Completion program is an integrated approach to science andtechnology that provides an opportunity for non-traditional students to finish their degrees in twoinnovative tracks of Information Systems Technology and Biotechnology. The program is alsodesigned to provide a

Conference Session

Future Directions of Continuing Professional Development

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

typically thankful to have apost-career job…” In fact, CEO is not where they wish to be if such an opportunity presenteditself. This age-specific cohort values their ability to do what they feel comfortable doing. Inmany ways, they are realizing their full potential at this point in their life and to this point areself-actualizing. They enjoy what they do, feel a part of a bigger social construct, feel valuedand for these many reasons tremendously enjoy their employment opportunities.Emotional Intelligence -As Cherniss25 states in the book Promoting Emotional Intelligence in Organizations“…emotional intelligence is the ability to accurately identify and understand one’s ownemotional reactions and those of others. It also involves the ability to

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

questionto determine their approach in sharing information. If you come across a news article, radio show or a TV program that you find beneficial for your career, how likely are you to share it with your colleagues and classmates through a social networking platform?The students had five options to express their frequency of information sharing on socialplatforms: always, usually, sometimes, seldom and never. Even though the distinction betweenthese five choices are not easily quantifiable, the results show that approximately 90% of thestudents share the information they see worthwhile on social platforms; whereas roughly 10% ofstudents never share links on social networks. The detailed distribution of students’ responses isshown in Figure 4

Conference Session

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony P. Dalessio, Erie Community College; Elena V. Brewer, Erie Community College

Tagged Divisions

Continuing Professional Development

lectures. The samecompany regularly conducts free training classes in photovoltaics at their facility that faculty,staff, and students have attended. We have learned about trade shows in the region with lowadmission fees that have been of particular benefit to our department's electronic technician.Several companies from outside the region we spoke with in the exhibit halls at variousconferences also hold free training webinars, such as Solectria Renewables and Dupont.Faculty at community colleges typically have very little access to grant funding. One grant wecan access is the Carl D. Perkins Career and Technical Education Act funding. The federalgovernment allocates block grant funding to the states, who then allocate it to colleges

Conference Session

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig G. Downing, Rose-Hulman Institute of Technology

Tagged Divisions

Continuing Professional Development

Page 25.1124.2order to remain relevant in their careers. Given that engineers are continually charged with usingever-changing technologies to deliver innovative processes/products and business solutions, it isimpossible to rely on the skills learned during their undergraduate education.In an effort to maintain competence and competitiveness in their domain, most engineers employsome means of continuous learning. In their Blueprint for Lifelong Learning the LeadershipGroup on 21st Century Skills stated, “as business changes accelerate and require ever-higherskill levels, continuous workforce learning is becoming a more critical priority”1. Morespecifically, licensed Professional Engineers (PEs) in the United States are required to maintainand

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

industry educational program development with the MU Research Reactor, and the MU Energy Systems and Resources program. She is a founding member and Secretary of the Missouri Energy Workforce Consortium (an affiliate of the national Center for Energy Workforce Development).Ms. Valerie Deitz Taylor, Center for Energy Workforce Development Valerie Taylor is an educational consultant for non-profits, including the Center for Energy Workforce De- velopment (CEWD). For the center, Taylor focuses on career awareness, workforce development models, and processes, as well as initiating and managing partnerships with related associations, youth-focused groups, and the military. Before becoming an independent consultant, Taylor

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Catherine M. Polito, University of Texas, Austin; Leslie P. Martinich, Competitive Focus

Tagged Divisions

Continuing Professional Development

AC 2012-5515: WHAT DO ENGINEERING LEADERS WANT?Ms. Catherine M. Polito, University of Texas, Austin Cath Polito has been in leadership positions for more than 30 years in the capacity of Manager, Director, Executive Director, and Owner. As Director of marketing for start-ups Globeset and iBooks, she managed geographically dispersed teams (nationally and internationally). She was the Founder/Owner of Manage- ment by Design, an Austin-based advertising, design, and marketing firm. Throughout her career, she has taught courses on leadership, ethics, teamwork, marketing, and streamlining processes while improving quality and cutting costs. In Oct. of 2010, while in Singapore, Polito was elected to the International

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

improve student learning and in turn positively impact student retention, timeto graduation, and future success in their respective careers. Fields, especially in the sciencesand engineering, are growing and maturing fed by improved tools for communication andresearch. The ever changing landscape of technology within and outside of the classroom and itsimpact on student culture makes the challenge of discovery a dynamic one. However, discoveryalone may not be the greatest challenge. Finding an effective new pedagogy with a proven recordof advances in student efficacy and efficiency while challenging may be easier than establishingwidespread adoption of such methods in academia.The resistance to a change in pedagogy is both institutional and