Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

David J. Dimas, University of California, Irvine; Faryar Jabbari, University of California, Irvine; John Billimek, University of California, Irvine

Tagged Divisions

Continuing Professional Development

review of the research. Journal of engineeringeducation, 93(3), 223-231.Redmon, R. J., & Burger, M. (2004). WEB CT discussion forums: Asynchronous groupreflection of the student teaching experience. Curriculum and Teaching Dialogue, 6(2), 157-166. Page 24.1341.14Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduatebiology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217-235.Romero, C., Ventura, S., & García, E. (2008). Data mining in course management systems:Moodle case study and tutorial. Computers & Education, 51(1), 368-384.Rourke, L., & Kanuka

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

in Science, Mathematics, Engineering, and Technology at Arizona State Univer- sity. For the last three years he also held the Elmhurst Energy Chair in STEM education at the University of Birmingham in the UK. Previously, Dr. Middleton was Associate Dean for Research in the Mary Lou Fulton College of Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.Prof. Robert J. Culbertson, Arizona State University Robert J. Culbertson is an Associate Professor of

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

if there are no questions I know they get it [ ] I watch for a student to nod his/her head [ ] I have to believe that the students are learning – no time to think about itNeuroscience and, in particular, how the brain functions, is an integral part of learning and thusan integral part of a teacher’s toolkit. Several questions attempt to ascertain the level ofunderstanding that prospective teachers in the workplace have with regard to common brainmyths (choices 1 and 2), plasticity (Choice 4), cognitive overload and habituation (choice 3). Our brains are constantly being shaped by experience [ ] Brain is fixed and it is just a matter of attention and memory

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

to demonstrate the professional HE teaching competencies and values expressed and required by ILTHE and SEDA. ‚ Be able to describe, interpret, evaluate, and reflect on their teaching practice in a theoretically coherent manner.2.1.3 Structure of the programThe program moves through three stages of professional development for university teaching:foundations, scholarship and reflection, respectively, in three compulsory modules althoughthese themes are also integrated within each module. An overview is given in Table 1. Furtherdetails on individual module aims, learning outcomes, structures and content can be found in(Schaefer, 2007)19. Module: Foundations of Learning & The Scholarship of Learning

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

Continuing Professional Development

edited with the use simple text Page 25.1030.5editing facilities included in the software (i.e. without specialized knowledge or tools). There aredifferent encouraging studies about the use of Wikis in education 15-18 and multiples reports ondiverse uses from undergraduate student learning environments to coordinating curriculumimplementation. Important for the authors, literature shows that the visibility of Wikis’ sharedenvironment and sense of creativity promotes motivation14.Integration of a CBI STEM Wiki website with the faculty development workshop activities hasgrown in usefulness to workshop participants and has proven to be an efficient

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

in the UK. Previously, Dr. Middleton was Associate Dean for Research in the Mary Lou Fulton College of Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.Dr. Keith D. Hjelmstad, Arizona State University Keith D. Hjelmstad is Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.Dr. Eugene Judson, Arizona State University Eugene Judson is an Associate Professor of for the Mary Lou

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

backfill our society, and (3) the rapid agingof massive numbers within our society.This paper details the decisions attendant to the many facets of demographics, and morespecifically cultural diversity. These many facets are the premise for this first online course inthe new curriculum.The author will examine and articulate the many meaningful, cross-demographic cohortdiscussions and agreed-to topics. The curriculum, in the final analysis, was designed to heightenawareness to the many tightly integrated cultural issues of today.Doctor of Technology OverviewThe DTECH degree evolved over a six-year period beginning in 2013. During this time, therewere two paths being pursued in parallel.The first path was to identify what type of curriculum would be

Conference Session

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

Collection

2012 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

AC 2012-2985: EMPLOYING A PROGRAM/PROJECT MANAGEMENTMETHODOLOGY TO DEFINE AND DIFFERENTIATE UNIVERSITY-WIDEROLES AND RESPONSIBILITIES IN PROFESSIONAL STUDIESDr. Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette Mitchell Springer is an Associate Professor in technology leadership and innovation and currently serves as the Director of the Purdue University College of Technology, Academic Center for Professional Stud- ies in Technology and Applied Research (ProSTAR) located in West Lafayette, Ind. He possesses more than 30 years of theoretical and industry-based practical experience from four disciplines: software en- gineering, systems engineering, program management, and human resources. He sits on many

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Timothy Keener, University of Cincinnati

Tagged Divisions

Continuing Professional Development

Education of Scientists and Engineers states “A world ofwork that has become more interdisciplinary, collaborative, and global requires that we produceyoung people who are adaptable and flexible, as well as technically proficient”1. Today’sengineers must be integrators of knowledge, able to innovate and collaborate in aninterdisciplinary environment. Major change in the engineering education system is necessary ifit is to meet the needs of the nation and the world in the coming century. Recent national reportson engineering education 1,2,3,4,5 stress the need for flexible graduate programs focusing onadvanced practice and the world of work of the future. Bordogna5 puts it this way “There is agrowing consensus that professional engineers need an

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

programs there comes a point in completion of the curriculum that astudent’s status changes from an undergraduate student to a graduate student. In almost everycase this happens prior to the student completing all of the undergraduate degree requirements.There are a number of factors that need to be considered as to when this transition occursincluding: scholarship and financial aid needs, undergraduate curriculum completion,undergraduate vs. graduate tuition rates, and external factors.Students in the ACCEND programs are not required to complete a graduate application to beadmitted into the graduate program. To be admitted, students must be in good academicstanding (cumulative gpa of 3.0 or better and no course deficiencies), they must submit

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Dickrell III, University of Florida

Tagged Divisions

Continuing Professional Development

lecturesThe most widely endearing aspect of the attendance-optional Statics course as reported in studentfeedback surveys was the recorded lectures. The high-quality video and audio recordings coupled withserver-archived lecture library allowed students greater freedom in both time and location in which topartake in the provided material. An example of these videos is shown by a lecture screen-capture in Fig.1.Course management systemThe course management system (in this instance Sakai) greatly streamlined user-authentication issuespertaining to electronic homework submission and video content delivery. The integration of the coursemanagement system with a course grade book allowed for easy dissemination of individual gradeswithout running afoul of

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

semester, IRE students complete anddeliver their PIPs as a part of their professionalism course. PIP not only has helped the studentsrecognize their professional strengths and weaknesses, it also helped students to track their pathto become engineering professionals.In this paper, we describe the IRE program, the curriculum and how PIP is integrated in thecurriculum, the students’ perspectives on PIP, and we will also discuss future improvement thatcan be made and the important learning outcomes for engineering students. At the end, weexplain how other entities could learn from this continuing professional development experience.2. Iron Range EngineeringIn the center of Minnesota’s Mesabi Iron Range, an innovative, new model for

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Dan Baldwin, Indiana University-Purdue University, Indianapolis; John Ludwick, Indiana University-Purdue University, Indianapolis; Kevin Marshall, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Continuing Professional Development

across the state. Hughes is carrying on a traditionlargely attributed to the early days of CG Animation, where open cooperation betweenresearchers and artisans developed the earliest full-screen digital effects, later to become Pixar. Page 14.529.3The company still “[stays] close to innovations happening in the academic community.”7Collaboration, therefore, is the essence of embedding; an integral component of higher educationbecause it is required for the workplace for which we prepare our students.8The philosophy of Rhythm + Hues founder John Hughes, the Faculty Education Program, andthe experience of the authors have a direct bearing on the

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vedaraman Sriraman, Texas State University, San Marcos; Wayne W. Wheatley; Valerie Ann Little

Tagged Divisions

Continuing Professional Development

should be discussed during the first meeting between the faculty intern andthe industry sponsor.An assignment which allows the faculty intern to work within the framework of a lean project ora six-sigma [define, measure, analyze, improve, control (DMAIC)] methodology based projectis generally a good option when working with a manufacturing company. These opportunitiesallow the intern to work as part of a team during the problem identification, data collection, andbrainstorming phases. In this manner, the faculty intern has full support from the team and theteam leader for much of the data collection and investigation which is required during thedevelopment of the problem description. The intern becomes an integral part of thebrainstorming and

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hiro Iino, Iowa State University; Pinar Melek Celik, Iowa State University; Bryan Alan Lutz, Iowa State University

Tagged Divisions

Continuing Professional Development

Journalism & Mass Communications, a B.S. in Psychology, and an M.S. in Human Computer Interaction from Iowa State University.Ms. Pinar Melek Celik, Iowa State University Pinar M. Celik is a PhD candidate at School of Education at Iowa State University with a concentration in Curriculum and Instructional Technology. Pinar also serves as Learning Experience (LX) Designer to ISU faculty. Pinar’s research interests include integrating instructional technologies into traditional-, asynchronous online-, and blended-learning environments.Mr. Bryan Alan Lutz, Iowa State University Bryan Lutz is a PhD candidate in Rhetoric and Professional Communication and a course designer for Engineering Learning Online at Iowa State

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

curriculum integration among STEM subject areas.The collaboration between engineering and technology educators is an importantinitiative that has tremendous potential for benefiting both. Therefore, the NationalCenter for Engineering and Technology Education (NCETE) has been established.Goals and PurposeThe ultimate goal of NCETE is to build understanding of the learning and teachingproblems encountered by high school students and teachers as they apply engineeringdesign processes to technological problems. The engineering design process plays acentral role in bringing about improvements in products and processes. Technology iscentral to the realization of processes and products. Both engineering design andtechnology are critical to the improvement

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Tom Haley, Rensselaer Polytechnic Institute; Yaron Danon, Rensselaer Polytechnic Institute

Tagged Divisions

Continuing Professional Development

in upper-level nuclear-engineering-specific courses.Specific to the nuclear engineering field, nuclear reactor physics and radiation transport are twoimportant topics in nuclear engineering education which are required for work in fields such asnuclear reactor core design, nuclear criticality safety analysis, and radiation shielding analysis.In addition, aspects of health physics, radiation safety, and quality assurance are an integral partof the nuclear industry, and thus must be embedded in the curriculum. These should not just betheoretical concepts, but a part of a student’s working knowledge through laboratory practice.Indeed, safety and quality are hallmarks of the nuclear culture which must be pervasivethroughout education and

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida

Tagged Divisions

Continuing Professional Development

the full form of educational intent and to ensure minimal disruption tothe faculty member’s chosen instructional style and media.Each classroom lecture is captured on video, encoded and then posted online through the Sakaicourse management system for distance delivery. Both distance and campus students havesemester long access to all course videos, making them available as a review tool for both groupsof students leading up to course exams. In addition to classroom technologies, the UF EDGEProgram maintains its own video servers (and backup video servers) to meet demands for videoquality, formats and accessibility for distance students worldwide. Maintaining uninterruptedpassword protected access to course videos is an integral part of the

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

of Mechanical Engineering at Stevens Institute of Technology in Hoboken, New Jersey, USA. In 1989, he received an undergraduate degree in Applied Mechanics from Chemnitz University of Technology (Germany). After working for three years at Mercedes Benz AG in Stuttgart (Germany), he obtained M.S. and Ph.D. degrees in Mechanical Engineering from The Ohio State University in Columbus, Ohio, USA in 1994 and 1997, respectively. His current research interests include multi-scale modeling of thermo-mechanical processing of metals, integrated product and process design under conditions of uncertainty and risk as well as remote sensing and control of distributed devices with special

Conference Session

Industry-Academia Collaborations

Collection

2007 Annual Conference & Exposition

Authors

Lakshmi Munukutla, Arizona State University; Jim Subach, Arizona State University; John Magrane, Microchip Technology Inc.; Carol Popovich, Microchip Technology Inc.

Tagged Divisions

Continuing Professional Development

Regularize catalog and timetable entriesCorrectlyBuild itCorrectlyFigure 2: ESD at ASU Polytechnic’s course-development philosophy promotes industry involvement from the beginning. In addition to technical skills, the majority of the courses offered by the ESD at ASUPolytechnic emphasize personnel skills, communication skills and business skills to ensurethat the curriculum creates business-ready graduates. To meet this objective, the ESD took specific actions. They recruited personnel with along history of business experience and an interest in developing business-ready graduates.They then added a set of courses that focus on business issues in ways that are highlyrelevant to engineering and engineering-technology students. The

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

.  Avoid the failure to plan well for meeting students’ needs at the program level. Think and plan beyond individual courses. How can everything from admission processes, to Page 23.1224.10 orientation, curriculum, cross-course integration, the projects that students complete, and alumni relations be structured to provide students with an integrated, innovative educational experience? Such experiences can and do occur in best-practice online degree programs, but only when such integrated experiences are valued by institutions and intentionally supported in program design and operation.ConclusionThe creative use of

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Continuing Professional Development

, he and colleagues at Project Zero have been working on the design ofperformance-based assessments, education for understanding, and the use of multipleintelligences to achieve more personalized curriculum, instruction, and assessment.(http://www.pz.harvard.edu/PIs/HG.htm)Principles of Good PracticeGardner’s seven principles help in developing Intellectual Curiosity in any given group ofindividuals. It is important to recognize that some learners may be curious to learn whenthey ‘see’ something interesting (Narayanan, 2007). Some others may be inclined todevelop curiosity when the ‘read’ about a new subject matter. Gardner suggests thatone should consider all the types of ‘intelligence’ if one wants to observe an individual’spotential

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

making a businesscontact to determine educational needs of adult professional learners, the first step is todetermine basic needs or requirements of the target audience; in this scenario, the focus is adultprofessional learners and their respective businesses and industries.In offering graduate education to adult professional engineering and technology learners wefrequently assume one of three basic curriculum positions: (1) offer an existing program, (2)offer a curriculum permutation of existing courses, or (3) offer a permutation of existing andcustomized courses as deemed required by the end recipient (student or organization).This paper examines and extends a most recently evolved study that provides insight into thetarget engineering and

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

(ITEA) with funding from NSF and NASA. The STLwere reviewed and endorsed by the National Academy of Engineering (NAE) andWilliam Wulf wrote the forward to the document [3]. Salinger describes the breadth of standards for science, technology, engineering, andmathematics (STEM) education and concluded that standards should cause crosscurricular teaching and learning and that the standards should be geared toward higherlevels of achievement. He is not specific regarding what to teach, however, he stronglyemphasized the need for curriculum integration among STEM subject areas. The collaboration between engineering and technology educators is an importantinitiative that has tremendous potential for benefiting both. Therefore, the

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ed Alef, Rochester College; Soma Chakrabarti, University of Kansas

Tagged Divisions

Continuing Professional Development

justification for defining theTCEP as a high priority strategic enabler and cultural acceptance as paramount to the life of theorganization. The absence of knowledge applications relegates the TCEP to simply a set ofacademic exercises with a much lesser value to the organization.Career development integration addresses the benefit to the employee. Learning is work. Andlearning to apply is even harder work. So there needs to be a reward system in place to providethe incentive to learn. One big incentive is an advanced degree. But this alone will not realize thepotential gains without integrating the learning into career path development. Page

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sandra Denise Anderson P.E., University of Wisconsin Madison; Kevin Hoag, Southwest Research Institute

Tagged Divisions

Continuing Professional Development

SummerResidency.Feemster11 and Mohamidi et.al12 utilized MATLAB/SIMULINK in an educational setting.MATLAB/SIMULINK is utilized in the four credit hour Engine Systems and Controls course forthe MEES program.MEES Program design-The design of this on-line master’s degree was based on several critical elements: - An identified need - A vision and mission statement - A determination of the students’ skills and knowledge to be developed by the program - A well thought out curriculum - Course design incorporating instructional design methodologies and the strengths of the on-line learning environment - A program and delivery method that meets the needs of the students - Outstanding and competent IT (Information Technology) resources - A financial and

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

Paper ID #8611Educating Engineering Educators to Nurture 21st Century Indian EngineersProf. Farrokh Mistree, University of Oklahoma Farrokh Mistree holds the L. A. Comp Chair in the School of Aerospace and Mechanical Engineering at the University of Oklahoma in Norman, Oklahoma. Farrokh’s passion is to have fun in providing an opportunity for highly motivated and talented people to learn how to define and achieve their dreams. Farrokh received his B. Tech (Hons) degree in Naval Architecture in 1967 from the Indian Institute of Technology, Kharagpur and his Ph.D. in Engineering from the University of California

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas-Pan American

Tagged Divisions

Continuing Professional Development

this curriculum development task as the facultyencountered many questions in the process. Each workday was led by the Faculty DevelopmentProgram director, his graduate assistant, several undergraduate STEM majors, and severalfaculty who themselves been through the program and implemented CBI. Faculty worked ingroups often across STEM disciplines providing valuable feedback to one another particularlyabout the lack of clarity of presented concepts that experts often miss. A template, shown inFigure 1, was developed that provided faculty with an outline of the framework of backwardsdesign, the method presented as a structure for the development of effective CBI content. Thetemplate which focuses on learning objectives and assessment was

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

. With this concept in mind, this study focuses on the impact of a short-term (few week)cybersecurity micro-credential for K-12 teachers that included resources that aligned to the needsof their students. Over the of two iterations of this micro-credential study, the authors sought toanswer the research question, “What are the micro-credential cybersecurity successes andchallenges identified by the participants based on design thinking framework?” A total of 21 K-12 teacher participants engaged with two micro-credential experiences. The micro-credentialincludes unplugged activities via cybercards, essential vocabularies, and online research-backedresources and focused on an introduction to cybersecurity, the CIA Triad (Confidentiality,Integrity

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Wayne Pferdehirt, University of Wisconsin - Madison; Jeffrey Russell, University of Wisconsin - Madison; John Nelson, U. of Wisconsin-Madison; Amy Shenot, U. of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

Engineering in Professional Practice (MEPP) program.MEPP is a two-year engineering leadership graduate program that serves as an engineering-focused alternative to a Master of Business Administration (MBA) degree, providing mid-careerprofessionals the technical, management, computer, and communications skills for today's globalbusiness environment [1]. Only 30 students are admitted each year to the MEPP program. Togain admission, students must have earned at least a B.S. in engineering, and must have at leastfour years of applied engineering experience.The MEPP program is cohort-based; the 30 students admitted each year progress through thefixed curriculum as a stable group. This cohort-based design facilitates close relationshipsamong students [2,3