Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M Nathans-Kelly, U of Wisconsin-Madison; Cornell University

Tagged Divisions

Continuing Professional Development

. This foundation is critical for themto convince others that their topics and research questions are important and to get buy-infrom influential stakeholders in their organizations. Once the topic is set, the graduatestudent-professionals begin their research and writing for the course. In brief, the courseis broken into the following topical progression: • Weeks 1-3: topic determined, schedule proposed, research issues addressed • Week 4: the art and science of persuasion • Weeks 5-6: effective presentation techniques, slide design for technical work Page 26.1780.5 • Midterm: begin to secure audience members, room, permissions to record

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Timothy Kieran O'Mahony, University of Washington; Michael J. Prince, Bucknell University; Fabian Zender, The Boeing Company; Barry McPherson, Boeing

Tagged Divisions

Continuing Professional Development

) writing and using instructional objectives, (b)adopting active learning strategies, and (c) effective use of diagnostic, formative, and summativeassessments. Pre and post assessment of participants’ conception of teaching was captured by a20 question multiple-choice instrument that included demographic material (pre) and courseevaluation (post) as appropriate. Item categories on the instrument were drawn from Bransford’sHow People Learn (HPL) framework 1, a framework that is acknowledged as a practical way oforganizing what we know about teaching and learning today. Participant responses wereaggregated into four categories that derive from this framework (learner, knowledge, assessment,and community) and investigate how teaching methods

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 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

investment, all creating woefully wasteful, exaggerated and inflamedcosts. Some of the more obvious problems stem from simple problems to solve such as havingmultiple mail server applications or over three dozen web design tools. These are simply lowhanging fruit when it comes to efficiency gains.Colleges and universities are under increasing pressure to accomplish four things: increaserevenues, decrease expenses, improve quality and strengthen reputation7 (p. 1). This paper dealsdirectly with increasing revenue which feeds and promotes changes in program quality andstrengthening a college’s or university’s reputation.This paper will dig deeper into the cultural implications of running the academy as a business,and the implications for historical

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Lynna J. Ausburn PhD, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

development of engineers is critical to ensure proper skills,procedures, and knowledge are learned to facilitate safe, efficient, and environmentally-friendlyoperations with minimal unplanned downtime.1 One way to address effective professionaldevelopment design is through attention to learner preferences. Research has shown thatengineering students have different learner preferences compared to the general population.2However, in an extensive review of available literature, no studies were found reporting on thelearner preferences of working engineers. Thus, it appeared that while much research discussedeffectively educating engineering university students, very little is available in the literature onthe continuing education of working engineers

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gustavo Lopez, Universidad de Costa Rica; Francisco Cocozza, CITIC; Alexandra Martinez, Universidad de Costa Rica; Marcelo Jenkins, University of Costa Rica

Tagged Divisions

Continuing Professional Development

develop-ment unit at our university. Our design and implementation of the training course was assessedfrom three different points of view: the trainer’s, the trainee’s, and the manager’s. Our experi-ence might help educational institutions and college professors in designing and implementingsoftware testing training courses for industry.1. INTRODUCTIONSoftware testing is a critical activity in software engineering. It is estimated that the cost of soft-ware testing exceeds half of the total cost of development and maintenance16. Still, we are farfrom producing defect-free software. In order to achieve effective testing, testers need to havegood support from tools as well as sharp testing skills. The same goes for developers if they aredoing part

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sandra Denise Anderson P.E., University of Wisconsin Madison; Kevin Hoag, Southwest Research Institute

Tagged Divisions

Continuing Professional Development

with the knowledge and skills required of a chief engineer on a newinternal combustion engine development program.The skills and knowledge identified were sorted into 5 general areas: 1) Teamwork, coordination and managerial 2) Design 3) Thermal sciences, fluids, combustion Page 26.1673.4 4) Controls 5) Future trendsTeamwork, coordination, and managerial skills-The skills identified in this category include:The ability to: o manage projects o participate on local, remote, and global teams o manage work load o manage expectations o effectively communicate thoughts, ideas, and

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-peng Wu, University of Wisconsin at Madison

Tagged Divisions

Continuing Professional Development

with disabilities in all Page 26.141.2areas of public life. Section 504 of the Rehabilitation Act protects individuals from   1  discrimination based on disability status and applies to organizations receiving federalfunds. States receiving funds through the Assistive Technology Act of 1998vi are requiredto comply with Section 508 of the Rehabilitation Act and ensure that electronic andinformation technology is accessible to individuals with disabilities. Since all statesreceive this funding, state entities like public universities must comply with the

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alina Ilyasova, Institute of Additional Professional Education Kazan National Research Technological University; Mansur Galikhanov, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University; Farida Tagirovna Shageeva, Kazan National Research Technological University; Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University

Tagged Divisions

Continuing Professional Development

. Keywords: continuous professional education, cluster, cluster approach,engineering staff Introduction Nowadays one of the priorities of the state policy in Russia is to create an innovativeeconomy characterized by enhancement of the role of scientific knowledge, innovativetechnologies, and availability of infrastructure, through which it will be possible to create anddisseminate new knowledge. Thus, professional education becomes a factor of socio-economic development of the regions and the Russian Federation as a whole [1-5]. Educational innovation and clusters that are based on the interaction of main actors –educational institutions, enterprises, and social organizations - play a special role in thedevelopment of the

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wendy K Tang, Stony Brook University; Pao-Lo Liu, University at Buffalo, SUNY; Charles R. Westgate Sr. P.E., Binghamton University; Kim A. Scalzo, State University of New York, HQ

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

an accomplished educator. Her dedication in promoting women in engineering was recognized by an IEEE Region 1 Award in 1998, an IEEE Regional Activity Board Achievement Award also in 1998 and an IEEE Third Millennium Medal Award in 2000. In 2004, together with Dr. Serge Luryi, Dr. Tang initiated a project that promotes entrepreneurship in engineering education in collaboration with three other higher education institutions on Long Island. For their pioneering contributions, the IEEE Long Island Section awarded Dr. Luryi and Dr. Tang, the Athanasios Papoulis Education Award in 2006. Dr. Tang is currently the Associate Chair for the Electrical and Computer Engineering Department. She also serves as the Faculty

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks

Tagged Divisions

Continuing Professional Development

members. The partnership is grounded in socialembeddedness that provides opportunities for Starbucks, ASU and, most importantly, thethousands of students who wouldn’t otherwise have the opportunity to earn a college degree.And while this innovative corporate/public university partnership offers a new model foreducation access, which both Starbucks and ASU are very proud of, it is also a partnershipforged on the shared values of our people.Why Education?For Starbucks to be successful in its mission “to inspire and nurture the human spirit – oneperson, one cup and one neighborhood at a time,”1 its business depends on bright, warm baristaswho are able to make an emotional connection with customers. In fact, how Starbucks takes careof its partners

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 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

recession, tuition prices are skyrocketing, student loan debt has surpassed$1 trillion, parents, who have leveraged their homes through equity loans and first loans - for thesecond time, are losing faith in the value of education, state funding is dwindling, federal grantsare shrinking, and donor dollars are smaller5”. These are the times in which we live. Change isinevitable. We can continue to do what we do, until such time when we can’t, then, we must dosomething else. This is the prevalence of the literature today.There is a growing trend toward college and university mergers. Marcus6 states “…it’s a kind ofprivate sector-style consolidation that is becoming increasingly common, not only for publicinstitutions, but also for nonprofit