Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Jacek Uziak, University of Botswana; Idalis Villanueva, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Continuing Professional Development

engineering cannot possibly obtain good or effectiveteaching”1. According to Svedberg, this happens because “teachers in engineering at universitiestend to teach in the same way as they have experienced during their own studies”1. This meansthat the classical teaching culture is perpetuated because there is not sufficient training in properteaching practices for engineering educators. Though Svedberg was specifically discussingengineering educators at universities, the same conclusions apply to those at community collegesand engineering trainers in industry.Professional development for educators is not new, even for engineering educators. Suchprograms exist in several forms, at many universities throughout the world, including graduateengineering

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University, Fullerton; Bethany B. Smith, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Continuing Professional Development

learning. The purpose of this paper aims to sustain a shiftin faculty beliefs and classroom practice towards student-centeredness whereby facilitatingprofessional development workshops with pairs of faculty members from multiple engineeringdisciplines.MethodsThis project is one in which assesses participants throughout multiple university semesters foridentification of trends and sustained gain for each faculty. Cohort 1 participants consisted of 3assistant professors, 2 associate professors, 1 professor, and 2 professors of practice. The completeproject timeline is displayed in Figure 11. During the first year of this project, Cohort 1, Tier 1Disciplinary LeaderPairs (DLPs) weretrained by JTFDproject faculty during atwo-semester program.The

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julia F. Kerst, University of Michigan; Hanna Pfershy, University of Michigan, Engineering Education Research; Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

evaluations are completed online voluntarily by the student before the grades are final.The evaluation questions vary from class to class, but every course has four required questionsand multiple other questions chosen by the faculty, department, and college. Students use arating scale of 1 (strongly disagree) to 5 (strongly agree) for all questions. For our analysis, weselected 12 questions that: (a) we believed measured the outcomes associated with the TeachingCircle and (b) had sufficient responses amongst all groups for use in the analysis. Thesequestions are listed in Table 1.We selected these 12 questions for the following reasons:• Question 1 gives an overview of what students thought of a course.• Question 2 is tied directly to our

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Ashley Keller, Worcester Polytechnic Institute; Stacy L. Chiaramonte, Worcester Polytechnic Institute; Beth Wilson, Worcester Polytechnic Institute; Kate Beverage, Worcester Polytechnic Institute; Rachel LeBlanc, Worcester PoIytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Jody Reis, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Quality Matters and OLC Pillars. Along with this, a best practice syllabus templatewas developed as well. These were endorsed by the faculty participating in an ad-hoc onlinesteering committee at the university. While not formally endorsed by faculty governance, thesedocuments have been provided to all instructors teaching online since that time and thoseinstructors have indicated that both documents are helpful resources.The best practices tool provides faculty with guidance on online delivery and setting up theircourse site. It focuses on eight areas designed for faculty to check when developing or updatingtheir online course. The areas are: 1. Course Organization and Introduction 2. Syllabus and Schedule 3. Learning Competencies

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Keith D. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

ATI SC scores and RTOP scores.Correspondingly, no significant relationship existed between average ATI TC scores and overallRTOP scores. However, we did observe significant shifts in attitudes towards student-centeredpractices through pre- and post-ATI scores comparison. A discussion of the implications of thesefindings is presented.Background & PurposeThe traditional lecture format, or teacher-focused/content-oriented instruction, is the primaryteaching method used in undergraduate engineering education classrooms.1 Active learningtechniques, or student-centered instruction, involves pedagogical practices that directly engagestudent participation and activities in the classroom. Research has shown that student-centeredteaching strategies

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T Schuver, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

many years and originally directed at the parents.  The shooter had a history of reinforcement for violent actions. The incident was probably caused by a lack, or absence, of reinforcement at the present time.  The shooting incident was a result of reasoned, if not rational decision making. The individual simply decided that people were the cause for his or her misery.Motivation may be defined as: “The willingness to exert high levels of energy towardorganizational goals, conditioned by the effort’s ability to satisfy some individual need” (1, p. 50).What motivates individuals to produce? Why is it that what seems to motivate one person doesnot necessarily motivate another? Does our motivation change over time? There are

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ben David Lutz, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

distinctions between formal and informal learning,Jacobs and Park (2009) illustrate the problems inherent in that binary and point out its conceptualand analytical limitations of the approach. For example, informal, unplanned learning can and 1does take place inside what would be considered a formal training program, and theories whichreduce workplace learning to a binary choice cannot always account for such variation.Consequently, they developed a more nuanced framework that provides more complex variationsand thus more descriptive power when researching workplace learning.Jacobs and Park (2009) propose a framework, shown in Table 1, which defines

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

of the design; as well as, their experience indecision-making, are ample reasons why their expertise would enrich students’ learning andbrings them (the students) closer to the realities of the workplace. (1)Employers, by and large, are generally satisfied with the basic technical preparation of today’sgraduates, but find them largely unaware of the vital roles that engineers play in bringingproducts and services from a “concept stage” to the marketplace. An important reason for this“drawback” is that faculty members, today, often lack industrial experience and/ or any othertype of practical experience. This is particularly troubling when faculty members, straight out ofgraduate school and have absolutely no experience “under their belt

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T Schuver, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

automated assessment software.Each of these must be bound by the requirements of the stakeholders and common objectives.Further, efficiency gains and subsequent cost reduction success will stem from capitalizing on acollective focus in STEM fee-based graduate education; this, something most tier 1 researchuniversities are working toward.Figure 1.0 depicts a macro sub-view of the distance education process. As suggested, thedistance education process is made up of multiple activities, where each activity has one or moreoutputs (products). Throughout, there exists process measurement points; which loop into acontinuous feedback and process activity modification sub-process. For example, a single pointmeasure for the effectiveness of our targeted

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India; Pramod Jagan Deore, R.C. Patel Institute of Technology, Shirpur, India; Dharmaraj Rajaram Patil, R. C. Patel Institute of Technology, Shirpur, India

Tagged Divisions

Continuing Professional Development

Institute of Technology, Shirpur (Maharashtra), India. He has 13 years of teaching experience. c American Society for Engineering Education, 2017 Introducing research-based instructional strategies in a rural engineering college in IndiaIntroductionPromoting broader use of research-based instructional strategies (RBIS) is a critical challenge inundergraduate engineering education [1]. Marzano et al. [2] quote work of Sanders and colleaguesthat analyzed more than 100,000 students across 1,000 schools to conclude that teachers are theprincipal factors in students’ learning and also found that teachers can improve their effectivenessby using proven instructional strategies. In the

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Thomas Richard Huston, University of Cincinnati

Tagged Divisions

Continuing Professional Development

. Historical development and current trends in quality arealso presented. The textbook Fundamentals of Quality Control and Improvement by AmittavaMitra is used. Specific topics covered and book sections used are shown in Figure 1. Figure 1 Course Topics Total Quality System Chapter 1 Quality Advocates Chapter 2 Quality Philosophies Quality Management Practices Chapter 3 Quality Function Deployment Quality Management Standards & Tool Basic Axioms of Probability Chapter 4.1-4.4 Probability

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hiro Iino, Iowa State University; Pinar Melek Celik, Iowa State University; Bryan Alan Lutz, Iowa State University

Tagged Divisions

Continuing Professional Development

educationcourse to achieve course outcomes, to ensure efficacy through design and development, and tomaximize the impact of the online courses in engineering education.Paper describes the framework to design and develop of an online continuing education courseon Cost Engineering. First, it outlines the analysis of the learners’ needs in the field of CostEngineering. Second, the paper provides details on the steps taken to design the course. Itspecifically describes (1) how the course outcomes and objectives were written based on theanalysis of learners’ needs; (2) how course learning activities and assessments were determinedto achieve the intended learning outcomes and objectives; and (3) how the course content wasconstructed to successfully complete