Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ioan Gelu Ionas, University of Missouri; Matthew A. Easter, University of Missouri; William H. Miller, University of Missouri, Columbia; Gayla M. Neumeyer, University of Missouri Research Reactor; Valerie Deitz Taylor, Center for Energy Workforce Development; Gwen K. Weakley, Kansas City Power & Light

Tagged Divisions

Continuing Professional Development

package it according to the specifications of this standard.Our research revealed that there are two categories of tools able to produce SCORM packages.One category is composed of applications that only package the content, leaving contentproduction to other applications (such as HTML editors, Adobe Flash, etc.). The second categorycovers the applications that serve a dual purpose, providing both means to create the content(e.g., editors) and the ability to package and export it to a SCO.Two objectives were considered when searching for available tools. First, we needed a tool thatwould help us bring the existing content online and allow us to create new content as wedeveloped the scenarios as well as collaborate among the design and development

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Weagle, Worcester Polytechnic Institute; David B. Ortendahl, Worcester Polytechnic Institute; Michael Ahern P.E., Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

students around industry-related technical topics outside oftheoretical exploration in the Tech Talk lecture hall. “Experiential Education” is a broad termthat can encompass a variety of project and practical training or work experiences. According tothe National Association of Colleges and Employers (NACE), experiential education “…encompasses a wide variety of enriching opportunities for students, including service-learning,volunteering, student organization leadership and campus involvement, faculty-led research andprojects, experiential study-abroad, student employment/work-study, cooperative education, andinternships” [11]. WPI encourages corporate partners to take the next step in engaging studentsthrough sponsorship of student

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

and discovering new informationdefine a template for real learning21. For the past two or three decades, librarians have sought toposition information literacy training for students where it will provide them the best leverageboth in terms of their inquiry process, and their ability to improve the quality of their research Page 22.817.4papers and projects. To be effective, this inquiry-based approach requires cooperative effortbetween faculty member and librarian.Research has shown that establishing successful partnerships with faculty to foster informationliteracy introduces its own challenges. McGuinness presents a detailed study of the

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

paradigmoffers many advantages in terms of effectiveness by aligning with faculty identities and theprinciples of cooperative learning. This paradigm also promises greater sustainability as itfundamentally targets the creation of cultures and identities that will sustain engagement andpractice beyond the life of the program. We expect that this program will lead to many newavenues for research on faculty development as well, opening doors to learn about how facultylearn through collaboration and for tracking how faculty beliefs about teaching and learningchange over time.AcknowledgmentsThis work was supported by the College of Engineering at Midwest University and the NationalScience Foundation under grant XXX-XXXXXXX. The opinions, findings, and

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

aboutcurrent developments in the field of engineering education between teachers, researchers andstudents in the various European countries. Additionally, it facilitates cooperation betweenhigher engineering education institutions and promotes cooperation with industry. It also acts asa link between its members and other collaborating scientific and international bodies such as itsEuropean sister organization IGIP, the American Society for Engineering Education, and theBoard of European Students of Technology.The objectives of SEFI are achieved through the activities of thematic working groups(curriculum development, continuing education and lifelong learning, physics, mathematics,women in engineering, ethics, information and communication

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

Paper ID #33791Professional Development of Secondary School STEM Educators inSub-Saharan Africa: A Systematized Literature ReviewMr. Moses Olayemi, Purdue University, West Lafayette Moses Olayemi is a doctoral student in the School of Engineering Education at Purdue University. He is passionate about the professional development of STEM educators as change agents in the educational landscape of Sub-Saharan Africa. He aspired to leverage research-based empirical evidence to influence education policies.Mr. Collins N. Vaye, Florida International University Collins N. Vaye is a first-generation graduate student and a

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

unwanted groups in their communities…”References[1] Vespa, J., Armstrong, D., and Medina, L. (2018). Demographic Turning Points for the United States: Population Projections for 2020 to 2060. Current population Reports, P25-1144, U.S. Census Bureau, Washington, DC.[2] U.S. Census Bureau (2018). Older People Projected to Outnumber Children for First Time in U.S. History. United States Census Bureau, March 13, 2018. Release Number CB18-41.[3] Allen, I., Seaman, J (2017). Digital Learning Compass: Distance Education Enrollment Report 2017. Babson Survey Research Group.[4] Springer, M. L., & Schuver, M. T. (2018). Dwindling Graduate Student Enrollments in Distance-Based Programs: A Research-Based Exploration with