Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer, Purdue University at West Lafayette; Keith Plemmons, MBAS, Inc.

Tagged Divisions

Continuing Professional Development

Paper ID #33082An After-action Review: Creating a Matrix Organizational Design Modelfor Online Education at a Tier-1 Research UniversityDr. Mitchell L. Springer, Purdue University at West Lafayette Dr. Mitchell L. Springer PMP, SPHR, SHRM-SCP Dr. Springer currently serves as an Executive Director for Purdue University’s Polytechnic Institute lo- cated in West Lafayette, Indiana. He has over thirty-five years of theoretical and defense industry-based practical experience from four disciplines: software engineering, systems engineering, program manage- ment and human resources. Dr. Springer possesses a significant

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Kathryne Newton, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

Paper ID #32379Demographic Leadership: A First-of-Its-Kind Diversity Leadership OnlineCourse in a Tier-1 University Doctorate Degree ProgramDr. Mitchell L. Springer, Purdue University, West Lafayette Dr. Mitchell L. Springer PMP, SPHR, SHRM-SCP Dr. Springer currently serves as an Executive Director for Purdue University’s Polytechnic Institute lo- cated in West Lafayette, Indiana. He has over thirty-five years of theoretical and defense industry-based practical experience from four disciplines: software engineering, systems engineering, program manage- ment and human resources. Dr. Springer possesses a significant

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University - West Lafayette; Mark T. Schuver, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

Paper ID #14381A Tier 1 Research University Study of Fee-Based Corporate Students andTheir Representative Business/Industry OrganizationsDr. Mitchell L. Springer PMP, SPHR, Purdue University - West Lafayette Dr. Mitchell L. Springer, PMP, SPHR Dr. Springer currently serves as the Executive Director for Purdue University’s Polytechnic Institute located in West Lafayette, Indiana. He has over 35 years of theoretical and industry-based practical experience from four disciplines: Software Engineering, Systems Engineering, Program Management and Human Resources. Dr. Springer possesses a significant strength in pattern

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

teaching capacities of educators in sub-SaharanAfrica is one of the most effective ways of improving the state of education, and indirectly,the quality of life of Sub-Saharan African citizens [1]–[3]. Consequently, effective teacherdevelopment requires an intimate knowledge of the current state of teacher development inthe subcontinent. This study was motivated by a recognition of that need. We begin with anexplanation of the current state of human development in sub-Saharan Africa. Then weremark on efforts that have been directed towards improvement. We comment on the successreports so far but establish why proper consideration needs to be given to this topic in orderfor constituting countries in sub-Saharan Africa to fashion their socio

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Oludayo Samuel Alamu, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; LaDawn E. Partlow, Morgan State University; Mehdi Shokouhian, Morgan State University; Kathy Ann Gullie, Gullie Consultant Services LLC; Krishna Bista; Sotonye Ikiriko, Morgan State University; Mulugeta T. Dugda, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

, team workbook, annotated writingplatform, engaging videos, and live scenarios audio clips, among others. According to Despain,2020 [1], multiple studies have found that only 20% of the impact of training comes from actuallylearning the information while 80% comes from reinforcing that information. One of the mostimportant considerations for an effective training program is how the curriculum is reinforced onceit is learned. Due to the COVID-19 pandemic, which swept all activities from its normalcy acrossthe globe, a virtual training was organized for ETA-STEM team members consisting of facultyand graduate assistants in six participating disciplines at the authors institution. In a systematicreview by Gast et al., (2014) [2], several studies

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bekir Mugayitoglu, University of Wyoming ; Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

include a positive impact on the concerns about computer science betweenpre-test, post-test, and secondary post-test scores. Additionally, there is a relationship betweenspecific micro-credential materials and teacher’s self-confidence at integrating cybersecurityconcepts within their own K-12 classroom. The limitations are included. The study showcasesinnovative and practical tools for teaching cybersecurity, and has implications for teachereducators, technology educators, and those that work in local, state, national educator spaces, andthose creating and implementing professional development. 1. IntroductionToday, not only is cybersecurity one of the fast-growing and most in-demand fields in the UnitedStates, but basic cyber-hygiene is

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M Nathans-Kelly, U of Wisconsin-Madison; Cornell University

Tagged Divisions

Continuing Professional Development

. This foundation is critical for themto convince others that their topics and research questions are important and to get buy-infrom influential stakeholders in their organizations. Once the topic is set, the graduatestudent-professionals begin their research and writing for the course. In brief, the courseis broken into the following topical progression: • Weeks 1-3: topic determined, schedule proposed, research issues addressed • Week 4: the art and science of persuasion • Weeks 5-6: effective presentation techniques, slide design for technical work Page 26.1780.5 • Midterm: begin to secure audience members, room, permissions to record

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth Reid, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Divisions

Continuing Professional Development

place the teachersin the learner's role, where they will be introduced to STEM through modules developed byengineering students.Distance education can be successful on a small scale if the six core elements of the teachersupport system are considered (Figure 1). This model is intended for the development of astudent support system--adapted for teachers. In this case, paying particular attention toflexibility and differentiating the management of services will be imperative if the modules wereimplemented elsewhere 7. Teacher Support Cohort Scale Characteristics System Course or Program

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

) writing and using instructional objectives, (b)adopting active learning strategies, and (c) effective use of diagnostic, formative, and summativeassessments. Pre and post assessment of participants’ conception of teaching was captured by a20 question multiple-choice instrument that included demographic material (pre) and courseevaluation (post) as appropriate. Item categories on the instrument were drawn from Bransford’sHow People Learn (HPL) framework 1, a framework that is acknowledged as a practical way oforganizing what we know about teaching and learning today. Participant responses wereaggregated into four categories that derive from this framework (learner, knowledge, assessment,and community) and investigate how teaching methods

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

investment, all creating woefully wasteful, exaggerated and inflamedcosts. Some of the more obvious problems stem from simple problems to solve such as havingmultiple mail server applications or over three dozen web design tools. These are simply lowhanging fruit when it comes to efficiency gains.Colleges and universities are under increasing pressure to accomplish four things: increaserevenues, decrease expenses, improve quality and strengthen reputation7 (p. 1). This paper dealsdirectly with increasing revenue which feeds and promotes changes in program quality andstrengthening a college’s or university’s reputation.This paper will dig deeper into the cultural implications of running the academy as a business,and the implications for historical

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

-centered teaching practices are known to have a positive impact on student success. There isincreasing evidence that using techniques such as active learning in the classroom and working toincrease student motivation can improve student learning, knowledge retention, and persistence (9, 10).Despite the large body of research supporting these effective teaching practices, there are several barriersto faculty’s adoption of them. Such barriers include, but are not limited to, lack of familiarity with thepractices, inadequate time to apply new teaching practices to their courses, and the possibility of studentresistance (1, 4, 7).In order to support engineering faculty in adopting effective teaching practices, we designed andimplemented the “Teaching

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Jitesh H. Panchal, Purdue University; Pradeep Kashinath Waychal, Innovation Centre, COEP

Tagged Divisions

Continuing Professional Development

turn out over a million engineers every year 1. The country hasemerged as a major player in the global arena and has produced engineers who have contributedsignificantly to the economic and technological development at international levels. Thesecontributions have been made not only in the information technology sector – as is largelyperceived – but also in various engineering disciplines and in hi-tech research and developmentin automotive, telecommunication, healthcare, solid-state electronics, communications andembedded systems sectors.The Indian engineering education system has tremendous potential and national value. Cognizingthis, the government and the business community are showing a strong commitment toimproving the system. It is

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Svetlana Vasilievna Barabanova, Kazan National Research Technological University; Julia Ziyatdinova; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University ; Phillip Albert Sanger, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

TrainersThe paper describes the experience of professional development for educators who work inthe system of education at industrial enterprises in Russia based on 1) joint activities of theuniversities and partner enterprises, 2) research on the reasons for sustainable growth indemand for such programs, and 3) the evaluation of these programs and their influence on thecareer prospects of their students.After the collapse of the Soviet Union in 1991, the system of professional development andtraining of industrial educators ceased to exist. The state stopped regulating this sphere ofprofessional education activities. However, the Republic of Tatarstan (Russian Federation)stepped into this gap with a university/industry collaboration for professional

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

Tagged Divisions

Continuing Professional Development

isproving challenging to many engineering schools and individual faculty.1 One reason is thatthere are systemic obstacles to changing teaching practices.2 If engineering education is to moveforward, currently available pedagogies need effective paths into engineering schools andindividual classrooms. This goal is challenging and there are some significant hurdles to address.This qualitative study explored using a community of practice to help faculty acquire andimplement effective pedagogies while in place in their institution. Our starting premise was thatproviding social support with the community and the combined experience of the communitymembers could be sufficient to enable faculty to learn and adopt new pedagogies in their classes.Our

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Bernard, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Continuing Professional Development

Course Delivery for Cybersecurity EducationAbstractThe need for quality cybersecurity education is growing rapidly due to a significant level ofcurrent unfilled demand, which is growing rapidly, for cybersecurity professionals [1]. Thisdemand was created and is driven by the ever-increasing rate of technology implementation inmission-critical roles throughout industry, governments, and society.Due, in part, to this need and for a variety of other reasons, numerous non-collegiatecybersecurity offerings have been launched [2]. Many of these programs promise to offer theeducation and career prospects of a 2-year or 4-year degree in a matter of weeks or months.While the focus is somewhat different and these programs do not offer the well

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luke Fredette, Ohio State University; Emily Nutwell, Ohio State University; Scott Noll P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

University educators should be responsive to integrate this intothe content, organization, and delivery of high-level technical short courses.1. Introduction Much research has been undertaken to understand and enhance one primary mission ofthe University as an institution: the education of students. The bulk of this work has focused onan interaction where students go to the University in its own context, whether that be a physicalpresence on a campus or through distance learning programs. In each case, the tone of thisinteraction is largely set by the culture of the University, comprised of values, expectations, andstyles of communicating. This approach may benefit many students, who will grow and flourishin the University context; however

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

criteria, metrics, and data sources anddiscuss their application to evaluating MOOCs. The five levels of evaluation criteria are: 1)Learner Satisfaction, 2) Learner Outcomes, 3) Pedagogical Practices, 4) Learner Use, and 5)Broader Impacts. IntroductionCorporations spend millions of dollars each year on professional development training for theiremployees [1]. One approach to reducing costs has been to partner with Massive Open OnlineCourse (MOOC) providers, such as edX, Coursera, or FutureLearn. Additionally, engineeringschools have begun partnering with MOOC platforms to provide graduate degrees for workingprofessionals. Along with these new academic, industry, and MOOC provider collaborations isthe

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

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Bjorn Anthony Olson, Flint Hills Resources; Richard Nelson Ernst

Tagged Divisions

Continuing Professional Development

interactive. The simulation was shown to 33working engineers, some of whom were taking a continuing professional development class onfired heaters. It was also shown to 19 engineering students to see if their feedback differed fromthe working engineers. A survey was given after each participant viewed the simulation. Theresults of the survey are reported here.IntroductionThe use of virtual reality has been growing rapidly as the costs of hardware and softwarecontinue to decline, mostly driven by the gaming industry [1]. VR is well known for its use inairplane simulators where conditions can be simulated that pilots rarely and hopefully neverencounter while flying planes full of passengers. However, if those conditions should arise, thepilots are

Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Frank Fisher, Stevens Institute of Technology; Hamid Hadim, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology; Robert Ubell, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology

Tagged Divisions

Continuing Professional Development

particular importance is to identify and addresscritical elements of such a program, including: potential student populations, facultyrequirements, discipline selection, curriculum requirements, admissions criteria, accreditationrequirements, implementation resources (faculty, technical equipment, financial), collaborationwith other institutions, laboratory requirements, etc.As discussed in more detail in two recent review articles,2,3 undergraduate engineering educationhas lagged behind other fields in generating online degree programs. Thus, while there exist asignificant number of online engineering programs leading to Master’s degrees,4 very few onlineprograms leading to Bachelors degrees in engineering have been developed to date (see Table 1

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

12.1447.1© American Society for Engineering Education, 2007 The National Center for Engineering and Technology Education: Supporting Teacher Professional DevelopmentIntroductionWilliam Wulf [1], president of the National Academy of Engineering, noted in hissummary remarks at the IEEE Engineering and Education Deans’ Summit Conference I,that encouraging engineers and educators to work together to address issues oftechnological literacy is a brilliant idea. The dialog between engineering educators andtechnology educators shows great potential for a symbiotic alliance to benefit both. Thedialog has been facilitated by the publication of the Standards for TechnologicalLiteracy, [2] national content standards for technology education

Conference Session

Industry-Academia Collaborations

Collection

2007 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

leadership. One route is for technical specialists. It is often called a‘Technical Ladder’ and it is a way to retain and recognize the depth of expertise neededfor the business. The other path is through project management which requires broadexperience in many contributing functions. The paths are represented in figure 1 whichshows the trade-off between breadth and depth. New engineering or technologygraduates enter the job market with specific discipline skills and would normally staywith that specialization unless they make a deliberate move into project management. Project manager Technology

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Joseph Tidwell, Boeing Co.

Tagged Divisions

Continuing Professional Development

: Expert participants Chief Engineer Expert participants Instrumentation Expert participants Software Engineering Expert participants Project ManagementAn important feature of the management process is to ensure that the continuousimprovement process to validate quality is systematically and extensively applied. Theframework is shown in Figure 1. Strategic review Existing courses of skills (PB & TAB) LCT * review team Requirements (Industry + faculty

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Rogelio Rodriguez, UC Irvine

Tagged Divisions

Continuing Professional Development

need for life sciences are growing population andchanging demographics. The global patient base is currently estimated to be 6 billion people andexpected to grow to approximately 8 billion people by 2025. The aging population is growingwith the 60+ group as the fastest growing group. Changing disease burdens add to the globalneed for life sciences by 2020 and 75% of all projected deaths are age-related, chronicconditions. As economies improve, global governments are placing more resources intohealthcare.1 In the United States, there are approximately 6,000 medical technology companiesgenerating an estimated $77 billion in revenue. These companies develop pharmaceuticals,biologics, or devices.2 California has one of the largest percentages of

Conference Session

New Approaches to the Development of Online Learning and International Programs

Collection

2007 Annual Conference & Exposition

Authors

Glenda Scales; Rebecca Gunter; Cheryl Peed

Tagged Divisions

Continuing Professional Development

international friendship program to matchstudents to local residents.Another university-level resource is the Center for European Studies and Architecture (CESA)in Riva San Vitale, Switzerland. In the early 1990s, Virginia Tech purchased an approximately250 year old villa in this town located in the Italian-speaking Canton of Ticino. A variety ofsemester- and summer-long study abroad programs are held at or based out of CESA.1 Duringthe summer of 2002, this included an opportunity for incoming engineering freshmen tocomplete two required first-year courses through the combination of two weeks of classes oncampus in the U.S. with two weeks of learning in Europe. Not only did this give a group ofadvanced students the chance to get an early start on their

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

the types of models are explained in terms of duration, incorporation withpromotion and tenure, and what components of educational practice are included in the model.Next, the various characteristics of individual models are documented in terms of content andpracticum components, contexts for implementation, and how the models work within theirvarious contexts. Finally, due to the inherently political and emotional nature of considering theuse of these models with the US, a brief reflection on experiences and lessons learned from thesemodels is presented as relevant to US higher education.1. IntroductionFew would disagree with the idea that educating the next generation of leaders in both academiaand industry is at the heart of what higher

Conference Session

Programs that Serve Industry & Academia

Collection

2008 Annual Conference & Exposition

Authors

Brian Dickson, University of Strathclyde

Tagged Divisions

Continuing Professional Development

engineering education community,” he said, “but moreimportantly in the employer community.” [1]In reviewing the Personal Skills in Chemical Engineering Graduates, B R Dickson and CD Grant from the University of Strathclyde, Department of Chemical and ProcessEngineering, Glasgow, Scotland- suggest that the development of skills within degreeprogrammes can meet the needs of employers, yet there is still further work to be donethat a relevant post graduate qualification could provide.In this paper, transferable’ (or ‘personal’) skills are defined as the five key skills of:communications; team-working; problem solving; numeracy and IT skills; self-learning.It shows, with some specific examples, that there are ample and varied opportunities todevelop

Conference Session

Emerging Technologies / Pedagogies

Collection

2008 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Chris Collins, University of Cincinnati; Mani Mina, Iowa State University

Tagged Divisions

Continuing Professional Development

environments.WikiA wiki is a piece of software that resides on a server and permits individuals to create and editcontent of web pages using a web browser. They support hyperlinks and generally incorporate asimple mechanism for creating new pages and links between internal pages. In addition to addingand modifying content, individuals may also be able to change the organization of the content.The first wiki – wikiwikiweb – was developed by Ward Cunningham in 1994. (1)The key value of a wiki is that multiple users can easily add, edit, and amend a collective pool ofknowledge, all while preserving a record of how, when, and by whom the information wasadded. This “history” mechanism of the wiki page allows the co-authors to analyze and debaterevisions, revert

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Joseph Tidwell, Arizona State University; Ronald Thomas, Raytheon; William Charlton, Boeing

Tagged Divisions

Continuing Professional Development

design and sustain themis a familiar feature of engineering today. There have also been substantial changes inthe way that high-tech business is carried out. Globalization and outsourcing are familiarterms in their economic context but they have also changed the way in which engineeringjobs are structured. We can view current business operations in two categories – steadystate and dynamic as shown in figure 1. Steady state Dynamic PRODUCTS Production & support Predictable outcomes Six sigma quality Requirement for change PROJECT Potentially outsourced