Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

explicate thedevelopment of a professional skills certification framework for undergraduate students in amicroelectronics engineering workforce development program and creation of the mechanism(s)to assess professional skill development. The framework facilitates students’ acquisition ofprofessional skills through experiential learning as viewed through the overarching theoreticallens of both social cognitive career theory and self-determination theory. The certificationframework, rubric, and assessment development are described, and the implications arediscussed.Tags: professional skills definitions, implementation, portfolio, professional skills,microelectronics, reflections, rubricIntroductionEmployers and educators alike have recognized a lack

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois at Urbana - Champaign; Tiffani Williams, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

model; and (iii) presentations and mentor feedback onindividual study projects.Our curriculum incorporates substantial reflection in our assignments. In an age where manyexercises can be found online, reflection allows us to create assignments that encourage studentsto think conceptually and reduce the likelihood of them copying and pasting solutions.As mentioned, we designed the curriculum from scratch to enable college graduates without acomputing background to complete it in one year. Students are reluctant to enter a program thatwill take a long time to complete. Once they join our iCAN program, they are excited aboutlearning, and most pursue a Master’s degree in CS after graduating from iCAN. Each semester ofthe one-year iCAN program is a

Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chenyan Zhao, University of Illinois Urbana-Champaign; Yuxuan Chen, University of Illinois Urbana-Champaign; Kangyu Feng, University of Illinois Urbana-Champaign; Geoffrey L Herman, University of Illinois Urbana-Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

allowed them to assign roles to other team members.The Recorder was responsible for documenting the team’s work, primarily entering answers intoPrairieLearn. They were the only team member with Submit permissions for coding questions,though all group members could build the solution code collaboratively.The Reflector ensured all team members were engaged and on track. At the end of each activity,they completed a survey reflecting on the group’s interactions and how the activity supportedlearning. The Reflector was the only team member with View and Submit permissions for thereflection survey, which were not accessible to the Manager or Recorder.Figure 1 illustrates the assessment overview page for the Manager. The assessment could notbegin until