Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mark T. Schuver, Purdue University, West Lafayette; Lynda M. Coulson, Rolls-Royce Corporation

Tagged Divisions

Continuing Professional Development

Purchasing Manager with the Institute of Supply Management (formerly NAPM).Ms. Lynda M. Coulson, Rolls-Royce Corporation Page 25.1327.1 c American Society for Engineering Education, 2012 The Process and Delivery of a Directed Project Component: Lessons and Methods from a Collaborative Degree ProgramA Directed Project requirement is becoming more common in today’s Masters Degree Programs.Both academia and industry can derive value in requiring an in-depth study that can benefit thecompany’s bottom line while fulfilling curriculum and learning outcomes. With a DirectedProject experience, students

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pil-Won On, University of Missouri, Columbia; Robert O'Connell, University of Missouri, Columbia

Tagged Divisions

Continuing Professional Development

prefer flexible schedules on any training needs.Second, effective use of media such as video clips, narrative presentation, web resources, etc. isthe most practical way of delivering training that focuses on practice and application.Part # Topics Activities 1 Introduction to TBL and Limitations of Traditional Quiz 1 Learning 2 Active Learning Quiz 2 3 Group-based Active Learning Quiz 3 4 Team-based Learning Quiz 4 5 Practical Recommendations and Suggestions Quiz 5 Final Project: Write

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

member at the Engineering Leadership Institute at the University of Texas, Austin, and is the 2012 IEEE-USA Congressional Fellow. Page 25.1472.1 c American Society for Engineering Education, 2012           What do Engineering leaders want? Page 25.1472.2 Engineering and scientific leaders have traditionally moved into supervisory positionsbased on their exceptional technical skills, but have received little or no management training.Generally speaking, engineers prefer to approach the administration of projects by defining fixedparameters and

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

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 Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Kimberly Anne Hunsinger, University of Kansas

Tagged Divisions

Continuing Professional Development

of these modules have been formulated. The present modules address the needs ofnon-English speaking participants, the different learning styles of culturally diverse audience andthe technical limitations encountered in participating countries.Introduction and BackgroundAerospace Short Course Program at the University of Kansas Continuing Education has beendelivering non-credit professional development courses on aircraft design, aircraft structures,flight control and avionic systems, aerospace compliance and aerospace project and processmanagement for past 35 years. These short courses have been presented as face-to-face deliverymode in public and in-house offerings, the latter often customized to the needs of a client. Theprogram

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

are also two dayevents, some of which require only one night of hotel stay and registration is usually kept closeto $100.The National Science Foundation (NSF) funds many projects each year that conduct partial orfully funded workshops as part of the project. We have heard about many such opportunities in avariety of fields via the ASEE Engineering Technology Division (ETD) listserv. The applicationis usually several pages long, includes any information about workshop objectives and anydeliverables from attendees, and level of support. Some of the activities are fully funded toinclude airfare, lodging, meals, transportation, and registration costs, while other may includeonly some of these costs. Stipends may be offered as well. We have

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

advisory committees. Springer is internationally recognized, has authored nu- merous books and articles, and lectured on software development methodologies, management practices, and program management. Springer received his bachelor’s of science in computer science from Purdue University, his M.B.A. and doctorate in adult and community education with a cognate in executive de- velopment from Ball State University. He is certified as both a Project Management Professional (PMP) and a Senior Professional in Human Resources (SPHR).Mr. Mark T. Schuver, Purdue University, West Lafayette Mark Schuver is the Associate Director for the Center for Professional Studies in Technology and Ap- plied Research (ProSTAR) in the

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 25.1124.3and diversify it quickly became evident a new structure was necessary to separateresponsibilities. Continuing and Professional Studies was developed to market, organize,manage, and deliver continuing education and professional development activities.From the onset the managerial framework and staffing for CPS was easily operationalized as aresult of the collaboration between the Office of Sponsored Programs (OSP) and EngineeringManagement. The division of labor allowed Engineering Management to coordinate faculty andinstructional issues, while the Office of Sponsored Programs dealt with administrative concerns.Additionally, a Project Coordinator and Project Advisor were added to the team. This four-person staff has served as the

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary L. Fletcher, Johns Hopkins University; Allan W. Bjerkaas, Johns Hopkins University

Tagged Divisions

Continuing Professional Development

- tion, and the Tate Geological Museum Advisory Board. She is also an instructor for the Osher Lifelong Learning Institute at Casper College in the subject of the ”History of Mysteries.”Dr. Allan W. Bjerkaas, Johns Hopkins University Allan W. Bjerkaas holds a bachelor’s degree with a double major in physics and mathematics from the University of North Dakota and a master’s degree and a Ph.D. in physics from the University of Illinois, Urbana-Champaign. He joined the Johns Hopkins University Applied Physics Laboratory in 1973 after completing a two-year postdoctoral appointment at the University of Pittsburgh. While at the Applied Physics Laboratory, Bjerkaas was a Project Manager in the Submarine Technology Department and

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

series of foundation courses in mathematics, computing, writingand communication. This is equivalent to the junior year of a traditional undergraduate degree.During the second year, students have the opportunity to choose one of the program tracks andspecialize in their area of interest. This is equivalent to the senior year of an undergraduatedegree. A capstone project (senior thesis) provides the students with the opportunity to tackle areal world problem and work on an independent project for an entire year. Table 1 provides anoverview of the structure of this program and how the courses are distributed over the two years. First year Foundation courses in: Mathematics and statistics

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

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

students wereenrolled in the course. The course covered topics such as, instrumentation, signal conditioning,data acquisition, feedback control, process monitoring, DOE, SPC/SQC, and Taguchi methods.The course meets twice a week for two 75-minute sessions. Students have two homeworkassignments per week and two project assignments per semester. While the homeworkassignments are individual effort, both of the projects are group effort. Even though there is nolab component attached to the course, the projects require students to perform hands-onmeasurements with thermocouples and DAQ data loggers. The homework assignments, projects,mid term and final exam are each worth 25% weight of the final grade. During the Fall 2011semester a new component

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

blended, instructor-led learning modela. In additionto this contextualization, one of CEWD’s main objectives was to Figure 1: Overview of themake this course available to any entity interested in teaching it. design and development processa Page 25.1284.3 This project was funded by a grant (#GJ-19902-10-60-A-29) awarded under the High Growth and EmergingIndustries Recovery Act-State Energy Sector Partnership (SESP) and Training Program, as implemented by the U.S.Department of Labor’s Employment and Training

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

way of addressingdifficulties in integrating CBI into the workshops. Integration was important to the authorsbecause they believe that this pedagogy is effective, even if the students are faculty members,and that the faculty will be more highly motivated to adopt pedagogy that they have experiencedthemselves. The use of the Wiki website devoted to this CBI dissemination project facilitatedthe training process by improving the quality of the faculty workshops while also reducing therequired time investment of faculty and the workshop team. Over several semesters, with theinput of workshop participants, the site has grown to include a breadth of CBI examples that arenow well integrated into the workshop activities. The site gives faculty a