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

Laboratory. He has a bachelor’s degree in civil engineering from Carnegie-Mellon University and a master’s degree in civil engineering with an emphasis in regional planning from Northwestern University. Wayne is a frequent speaker and author on continuing education for engineers, and is a member of the College of Engineering’s Education Innovation Committee. For more information about UW-Madison’s Master of Engineering Management degree see https://epd.wisc.edu/online- degree/master-of-engineering-management/Dr. Jeffrey S. Russell, University of Wisconsin, Madison Dr. Jeffrey S. Russell is the Vice Provost for Lifelong Learning and Dean of the Division of Continuing Studies at the University of Wisconsin-Madison. In his

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

Observation Protocol (RTOP).InstrumentsValue, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS)To assess faculty dispositions towards, and use of, specific active learning strategies, the Value,Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS) was utilized [23].VECTERS measures dispositions towards, as well as current and planned use of, three activelearning strategies: (1) Using formative feedback to adjust instruction (2) Integrating real-world applications (3) Facilitating student-to-student discussions in classVECTERS prompts respondents to consider each strategy and consider the degree to which they(a) expect the strategy to be successful, (b) find it valuable, and (c) believe it is costly (e.g

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

Online, as well as the logistics and operations for numerous corporate graduate programs. During Stacy’s tenure, WPI Online has doubled the number of programs and enrolled students while increasing student support and quality. Stacy holds a Bachelor’s in Business Administra- tion from the University of Massachusetts, Amherst and a MBA from Babson College.Mrs. Stephanie Pals Papia, Worcester Polytechnic Institute Stephanie Papia is a Student Success Manager for Online Programs at Worcester Polytechnic Institute (WPI). In addition to working closely with over 200 online graduate students throughout the duration of their programs, she also manages long-term planning initiatives for WPI Online, including student support

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

2017, the author was awarded the permanent title of University DistinguishedTeaching Scholar at Kansas State University. This award is only given to one faculty member ayear and carries the responsibility of improving faculty teaching for a year. The author chose todevelop a workshop on improving student engagement in the classroom. The workshop coverstechniques to passively engage students and several active learning techniques. Understanding that faculty time is valuable and that the author had not been to any teachertraining over the past 15 years, the author chose to create an extremely short workshop that onlylasted one hour. The plan was to offer four workshops during the first semester and several thefollowing semester. The first

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

practices as a Penaloza [7] way to enhance the talent pool Levensaler -Shortage of employees in the oil -Analyzing the competencies is key to [22] and gas sector is a major business succession planning as well as for future challenge particularly in Mexico recruitment purposes Reder [25] -The decline of student interest in -Promoting interest and brand image Power engineering domain causing through a Power engineering education a severe shortage of talent in the chapter to help with talent attraction industry. Wood [28] -The decline in the graduate Not Applicable students

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

decrease in the cost to an individual. The results areshown in Table 3.Table 3. VECTERS Survey ResultsPercent Change from Pre- to Post-Evaluation Real-World Student-to-Student Formative Applications Discussions Feedback Expectancy +8%* +4% +8%* Value +8%* +5% +8%* Cost -13%* -7% -7% Reported Use +12%* +4% +4% Planned Future Use +15

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

RTOP does not judge the quality of student-centeredinstruction, but it does measure if it is happening, and how much it occurs. Observers are trainedthrough a standard set of videos to assure that the inter-rater reliability is high [3].After several observations and a session on understanding the RTOP, faculty participants becamecurious about their scores. The project planning group decided that an experienced instructionalcoach in K-12 (part of the RTOP observation team) would meet with interested participants tohelp them understand their scores. Coaching the faculty was not originally part of this project,but it seemed opportune. Reformed Teaching Observational Protocol (RTOP) LESSON DESIGN AND

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

; Master’s degree holders byage 62, and Doctorate degree holders by age 66. Which means, from January 1, 2008, the ageBoomers first started to turn 62, and then January 1, 2011, the age Boomers first started to turnage 65, we would expect to experience a significant exiting of skilled labor. This clearlyrepresents a trough in the available workforce when compared to the available backfill of GenX’ers.Restating, since January 1, 2011, someone turned 65 years of age at a rate of nearly 10,000 perday, approximately 4 million per year, until 2029. This is not necessarily good or bad, it simplyprovides interesting information for thought and planning in everything from produced goods toservices.Current revisions to the mortality tables used by insurance

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

action plan, including thedelegation of responsibilities where possible.Reflections primarily revolved around themes consistent with the insights gathered from facultymembers. Most consultation hours were spent discussing strategies, providing suggestions, andgiving feedback on specific course materials. Faculty who sought out multiple follow-upmeetings were more likely to ask for in-depth feedback on their course materials andorganization. Those who did not engage in follow-up consultations tended to be more focusedon clarifying the expectations and steps needed for completion of the FIOT, rather than ondiscussions about the course itself.Consultations with faculty entirely new to either online teaching in general or to WPI werelonger in length