Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin, Madison; Jeffrey S. Russell, University of Wisconsin, Madison; John S. Nelson P.E., University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

-MadisonIntroductionThe discipline of project management, as traditionally taught, seeks to precisely plan, budget,and schedule projects, then execute according to those predetermined plans, budgets, andschedules. Engineers seek to fully understand and avoid possible risks to project success. In thisview, success depends on accurately predicting the future, developing a path to success, andensuring all elements of the project remain fixed on that path.The true success of any project depends on whether the project delivers its intended value tostakeholders. Whether the project follows the planned path to success is immaterial. The scope,schedule, and/or budget may evolve to the benefit of all, provided the target value is delivered.To achieve project and career

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

Conference Session

Career Development for Engineering Professionals

Collection

2018 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 Topics

Diversity

Tagged Divisions

Continuing Professional Development

decreasing rate.  The dwindling number of high school graduates – which, from the research, is premised on declining birth rates, contributed to by higher levels of educational attainment, career pursuits, and increasing greater graduation debt loads [15].In reviewing the literature on distance and distance-hybrid based courses/programs, the literaturereviewed focuses on:  Overall increase/decrease in distance education enrollments.  Distance enrollments differing by university type, sector within each type and regions.DefinitionsBefore continuing, it is necessary to initially briefly define the three types of institutions forminga part of this paper. The three types of addressed institutions are public, private non-profit

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachel LeBlanc, International Council on Systems Engineering; Stacy L. Chiaramonte, Worcester Polytechnic Institute; Stephanie Pals Papia, Worcester Polytechnic Institute; Jessica Papachriston, Worcester Polytechnic Institute; Amanda Maurer Keighley, Worcester Polytechnic Institute ; Brian D. Degon, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

including business development, marketing, product develop- ment, and operations. Throughout her career, Rachel and her team have provided education solutions for several industries including defense, life science, high-tech, energy, healthcare, manufacturing, and construction. Rachel currently serves on the board of directors for INCOSE and AUVSI New England. Rachel has a B.S. and M.S. in the life sciences, as well as an M.B.A.Mrs. Stacy L. Chiaramonte, Worcester Polytechnic Institute Stacy Chiaramonte is the Director of Operations and Online Learning for WPI’s Corporate and Profes- sional Education (CPE) division. Stacy is directly responsible for online strategy, program development, logistics and operations for WPI

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Purdue University, West Lafayette (School of Engineering Education); Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

Paper ID #22702Managing Engineering Talent in Organizations: A Qualitative SystematicLiterature Review on Engineering Talent ManagementMs. Swetha Nittala, Purdue University, West Lafayette (School of Engineering Education) Swetha is currently a PhD student in the School of Engineering Education at Purdue. Her current work includes identifying and developing leadership and technical competencies for early career engineers and managers. She integrates her research in Engineering Education with prior background in Human Resource Management and Engineering to understand better ways to manage technical talent in organi

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University ; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

strategies of active learning, cooperativelearning, objectives and Blooms’s taxonomy. For Sustainability 96% of faculty agreed or stronglyagreed that the JTFD project has been successful in creating CoPs which support innovation,implementation, and open dialogue between colleagues.” For COI Spread of Innovation, 91% offaculty agreed or strongly agreed that “the topics discussed provided me with new ideas forimplementation and/or reaffirmed strategies I am currently implementing.” For Shift ofOwnership 100% of faculty agreed or strongly agreed that “the tools, strategies, and interactionsin the JTFD project would be of value to their future instructional practice and career success.”Overall, assessment using the DOI and COI change models demonstrate

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd Easton, Kansas State University

Tagged Divisions

Continuing Professional Development

facultymember’s teaching, future teacher training sessions should offer free lunch or other benefits toincrease attendance.Key Words: Teacher Training, Voluntary Attendance, Workshop Structure1. Introduction The responsibilities of a college or university faculty member are incredibly diverse. Mostfaculty have responsibilities to teach, perform research, develop courses and curriculum, reviewpapers, recruit students and serve on various committees. The amount of skills that a facultyneeds to be successful in many of these endeavors is immense. Over the course of a career, most faculty spend an enormous amount of time teaching. Evenfaculty at universities focusing on research with a 2/1 load (two classes one semester and oneclass the other semester

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University

Tagged Divisions

Continuing Professional Development

Formative Feedback CoachingIntroductionFaculty development, as it relates to teaching and learning, has been a persistent challenge inhigher education. College faculty generally begin their careers with no formal training in teach-ing and, consequently, ‘teach as I was taught’ is the starting point for most new faculty. Respon-sibility for faculty development of teaching, therefore, falls to an administrative unit of theuniversity. Many institutions have successful faculty orientation and mentoring programs, butthose programs often fall short of moving new teachers to effective practice in engagement peda-gogy using active learning strategies. Modifying the practices of experienced faculty is particu-larly difficult.This paper explores how faculty