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

whichfaculty from multiple universities join forces to serve a unique online student body distinct fromthe traditional on-campus students. Thus far, our student body consists of mostly workingprofessionals seeking career advancement. Some are electrical or electronic technicians seekingthe degree for promotion. Some are intellectual property lawyers in different engineeringdisciplines seeking to expand their practice to include electrical engineering. There are yet othersseeking completion of their bachelor degrees that were interrupted by various life scenarios. Inthis paper, we discuss the triumphs and challenges of the program and outline how ourcollaboration across three universities and other partnership further enables us to leverage

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

. Page 26.1673.1 c American Society for Engineering Education, 2015 Using On-Line Education to Meet the Needs of Working Engineering ProfessionalsWorking engineering professionals and their employers understand the value of, and the need forcontinuing education; be it training courses, certificate programs, or advanced degrees. Theseconsumers are looking for an efficient means to gain the required skills and knowledge to movetheir career, company, or project forward. These consumers demand well-written and well-presented material that matches their current need for knowledge. Often, the best approach tomeeting these needs is a team consisting of university faculty members

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

by Levin and Dean titled Generation on a Tightrope1, the authors present asnapshot of undergraduate students enrolled between 2009 and 2014. The authors begin bylaying the foundation: Today’s college students are struggling to maintain their balance as they attempt to cross the gulf between their dreams and the diminished realities of the world in which they live. They are seeking security but live in an age of profound and unceasing change. (p. ix)… They desperately want the economic opportunity their parents enjoyed but are coming of age during a deep recession with reduced career prospects. They want to believe in the America Dream and are optimistic about their personal futures but they are

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

foundthere were some differences between those working in community policing environments andthose who did not. Police involved in community policing tended to be Problem Solvers.Ausburn and Brown (2006) studied career and technical education students and found that mostwere Engagers.28 To date there have not been any studies to determine the ATLAS-definedlearning strategy preferences of engineers, the occupational group of interest here.Verbal-Visual PreferenceA major dimension of learning or cognitive style with implications for instructional design is theverbalizer-visualizer dimension.29,30 Unfortunately, there is no consensus on terminology for thisdimension as it has been called a cognitive style, a learning style, and a learning preference

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

Education Administration from George Washington University (Washington, DC). Under Mr. Goss’ direction, thousands of global engineering professionals from various corporate organizations have advanced their companies and employee’s careers with training through executive seminars, certifications, short courses and media distributed graduate degree programs.Dr. Philip Regier, Arizona State University Dr. Philip Regier is University Dean for Educational Initiatives and CEO of EdPlus at ASU. Page 26.307.1 c American Society for Engineering Education, 2015 Starbucks College Achievement Plan: An Innovative Educational PartnershipOn

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

, attitudes, and practices in the workplacecompare to what learning sciences experts describe in similar learning environments 2,3. Subjects(N=85) were drawn from a pool of engineering domain knowledge experts in the aerospaceindustry who are either currently teaching or preparing to teach incumbent mid-career engineers,new hires and technicians. Results show shifts in participant attitudes related to each of the fourcomponents in varying capacity. In particular, findings indicate that SMEs were more apt afterattending a day and a half in this course, to view learning in a more learner-centered way by (i)having students work in small groups, and (ii) by making visible preconceptions before teachingnew information. At the same time, SMEs who received