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

26.1559.1 c American Society for Engineering Education, 2015 The New Professional Working Adult Learner – The Next Generational CohortAbstractWith greatest respect and reference to Bob Dylan’s 1964 song “…the times [students] they are achangin…”, there has been a transitioning of professional working adult learners from onegenerational cohort to another, and now, to yet the youngest of generational cohorts… theMillennials.Correlations exist between the number of webpage “hits” and the subsequent fall enrollments.While this information is important, it reflects a lagging indicator; that is, it does not tell us whythere may have been more or less webpage hits. In contrast

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

experience that promised no restrictions on employment following thecompletion of a degree. It became very apparent that Starbucks is as committed to its partners asASU is to the welfare of our students and how they succeed at the university and beyond.The partnership would be one of mutual shared impact. It needed to work at scale, whichStarbucks provides. Starbucks partners are relatively young, but demographically reflectAmerica. The partners were hit hard by the Great Recession, and they collectively reflect thedegree attainment crisis facing the United States. They offered ASU the opportunity to prove thatits initiatives in partnership and online learning at scale would work in service to a large numberof students that reflect the diversity

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

review the literature onnumerous interrelated components which comprise the greater, more comprehensive nature ofthe discussion. The methodology of this study, therefore, is qualitative in nature and through aliterature review of the applicable components comprising the premise of the discussion topic.Below reflects the activity time-line for the many interrelated activities of this paper. Time-Phased Activities Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Determine the Components of the Discussion TopicResearch each ComponentDetermine Parallel LogicDetermine Intersecting Logic of ComponentsComprise the Argument Figure 1 – Time-Phased Activities of Employed MethodologyHow Business WorksAt

Conference Session

Continuing Professional Development Division Technical Session 4

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; Thomas J Brumm, Iowa State University

Tagged Divisions

Continuing Professional Development

that was determined to be reflective of increasingly greater ability to deliver successfulprofessional fee-based programs.Criteria of this model included elements such as:  Years of applicable experience  Academic rank Quantity of scholarship Page 26.428.3   Quality of scholarship  Years of teachingUnfortunately, as might be expected, there was disagreement between participatingfaculty/instructors on many of these aspects; example being, is one journal article more reputablethan another, or, are “X” conference papers equal in value to “Y” of something else. In the end,this model proved less effective than

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

these factors, it is common for themto interrupt their academic progress for a semester or two, and pick it up later (or even drop it). Inaddition, these students can only take one or two courses each semester. However, for those whopersevere, they are usually more motivated and often possess a genuine interest to learn theengineering concepts. Furthermore, the online learning environment is conducive to a morereflective mode of learning in which students take time to reflect and relate course materials totheir own professional and life experience [12,13]. Many of our colleagues with long careers inengineering education feel that these students are a joy to teach and some are their best students.Another triumphs of the program is the use of

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

that the entirecourse contained 171 PowerPoint slides, 5 academic papers, 2 handouts, 1 sample quiz and 20worksheets that involved individual and/or group reflection, composition, discussion and reportout. In this Phase I of the project, the objective is to establish a baseline picture of the SMEpopulation. 100 SMEs from the more than 1000 available have been targeted to be participants inENG1069 and to help align the course with industry requirements and direction. Phase II of thisproject is currently being built. In the following paragraphs we get an overview of the participantecology with regard to gender, age and other demographic information that establishes thecurrent makeup of the company SME base

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

, agents, including assistive technologiesincluding assistive technologies Table 2: Web Content Accessibility Guidelines (WCAG) 2.0As we know, the Web has changed dramatically during the development of WCAG 2.0,and shows every promise of continuing to evolve at a rapid pace. WCAG 2.0 consists oftechnology-neutral principles, guidelines, and success criteria that reflect properties ofweb content that make it accessible to people with varying disabilities and combinationsof disabilities. However, as the Web evolves, the guidelines should keep on evolving aswell to continue assisting technology developers and authors in ensuring people withdisabilities can share in the benefits of the World Wide Web (Reid &

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

findings relating to these questions in a framework ofimplications for further research and for instructional practice in continuing engineeringeducation.Learner PreferencesTwo aspects of learner preferences are considered next: learning strategy preference and verbal-visual preference.Learning Strategy PreferenceOne way to address individual differences in how students learn and to personalize learningoptions is through the concept of learning style. Learning style (also referred to as psychologicaltype6,8) refers to how students preferentially perceive (e.g., sensory vs. intuitive and verbally vs.visually), organize (e.g., inductive vs. deductive), process (e.g., actively vs. reflectively), andprogressively understand (e.g., sequentially vs