Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Ashley Keller, Worcester Polytechnic Institute; Stacy L. Chiaramonte, Worcester Polytechnic Institute; Beth Wilson, Worcester Polytechnic Institute; Kate Beverage, Worcester Polytechnic Institute; Rachel LeBlanc, Worcester PoIytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Jody Reis, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Polytechnic Institute community with regards to the use of instructional technologies in teaching and learning. Kate also collaborates with academic departments concerning the policies, planning, and man- agement of e-learning and blended initiatives on campus.Rachel LeBlanc, Worcester PoIytechnic Institute Rachel LeBlanc is the Executive Director of Corporate and Professional Education at Worcester Polytech- nic Institute. She manages the portfolio of non-traditional academic programs for the University including online programs, corporate education, and professional education. Rachel has over fourteen years of ex- perience working with faculty and industry experts to create education solutions to meet business needs. She

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tim Boyd, Northrop Grumman Corporation; Eric Paul Pearson, Northrop Grumman, Electronic Systems; Noah Miller, Northrop Grumman, Electronic Systems

Tagged Divisions

Continuing Professional Development

conferences. Furthermore, to address his passion for leadership development and community building, he kickstarted a chapter of Connect1NG; a professionally recognized yet non-traditional development program focused on engaging and assimilat- ing new employees to the workplace through leadership development activities and networking. He is currently one of two Western Region liaisons for the program. Boyd was also selected to be a part of the company’s prestigious LTP (Leadership Training Program) and, just two cycles from graduation, planned and facilitated two recent offsite retreats, events involving a hundred participants, requiring months of de- tailed planning and acute project management. An avid nature lover

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Pramod Jagan Deore, R. C. Patel Institute of Technology, Shirpur, India; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

Placed1 I prefer to have others Goal Setting Reverse 0.45 0.99 -0.03 1.24 0.01 plan my learning2 I prefer problems for Adaptable Reverse 0.23 1.06 -0.48 1.09 0.00 which there is only one learning solution strategies3 I can deal with the Adaptable Normal 1.02 0.75 1.03 0.73 0.94 unexpected and solve learning problems as they arise strategies4 I feel uncomfortable Adaptable Reverse 0.32 1.05 -0.12 1.02 0.02 under conditions of learning uncertainty strategies5 I am able to

Conference Session

CPD Technical Session

Collection

2014 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

true, for example, because all costs related to the above finance organization are rolled up to a single functional manager.  Efficient use of collective experience and facilities.  Institutional framework for planning and control. Under this type of organizational structure, planning as well as control is administered from a single functional stovepipe at the division level.  All activities receive benefit from the most advanced technology. In this type of structure, great strength comes from focusing at the top the most state-of-the-art Page 24.335.4 methodologies, technologies, and

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Zhili (Jerry) Gao; Virendra Varma, Missouri Western State University; Christiana Houck, University of Nevada-Las Vegas

Tagged Divisions

Continuing Professional Development

teachingmethodology in teaching of the course on construction management, and concluded: “It isimportant to realize that the old forms of teaching and learning must give way to newer forms ofteaching and learning. In that regard, integration of technology in classroom setting can not beavoided. The electronic plan rooms, the electronic databases, and the electronic help desksrequire that our students be job ready, and be ready to hit the ground running on graduation. Toreduce the time of on-the-job training by employers, it is important that schools of construction,and especially the construction faculty incorporate web-enhanced teaching methodologies in theircoursework to enhance student learning in a way that students are extremely comfortable inutilizing

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

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig G. Downing, Rose-Hulman Institute of Technology

Tagged Divisions

Continuing Professional Development

Engineering Management and Rose-Hulman Faculty Assessment Office of Institutional Research, Planning and AssessmentOnce an opportunity has been proposed or identified by CPS, faculty resources will be generated.In situations in which the area of expertise is not covered within the Rose-Hulman curriculum orfaculty capability, an alumnus or qualified professional representing the area is contracted. If theopportunity requires or involves on-site delivery of instruction, we move into the contractingphase. Working with OSP and the Institute’s attorney, a Statement of Work (SOW) is drafted tooutline the terms and conditions of the engagement. Typically, the SOW will contain thedetailed of responsibilities for each

Conference Session

Listening and Negotiation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering

Immediate Past-President of WEPAN, was PI on Tech’s NSF ADVANCE grant, a member of the mathematical and statistical so- cieties Joint Committee on Women, and advises a variety of women and girl-serving STEM projects and organizations. She is a past Vice President of ASEE and current Chair of the ASEE Long Range Planning Committee.Dr. Kim LaScola Needy P.E., University of Arkansas Kim LaScola Needy is Dean of the Graduate School and International Education at the University of Arkansas. Prior to this appointment she was Department Head and 21st Century Professor of Industrial Engineering at the University of Arkansas. She received her B.S. and M.S. degrees in Industrial Engi- neering from the University of Pittsburgh

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric Paul Pearson, Northrop Grumman, Electronic Systems; Timothy Boyd, Northrop Grumman Corporation; Noah Miller, Northrop Grumman, Electronic Systems

Tagged Divisions

Continuing Professional Development

prestigious LTP (Leadership Training Program) and, just two cycles from graduation, planned and facilitated two recent offsite retreats, events involving a hundred participants, requiring months of de- tailed planning and acute project management. An avid nature lover, Boyd’s hobbies include back country camping and hiking as well as learning self reliance in the wild.Mr. Noah Miller, Northrop Grumman, Electronic Systems Noah Miller – Change Agent, Intrapeneur, and Software Engineer – brings passion to all that he does, es- pecially in fusing technology and people to accomplish the mission. Most recently, ”His business aware- ness and leadership skills have grown in scope as he takes on challenges beyond his cost and schedule

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Noah Miller, Northrop Grumman, Electronic Systems; Timothy Boyd, Northrop Grumman Corporation; Eric Paul Pearson, Northrop Grumman

Tagged Divisions

Continuing Professional Development

company’s prestigious LTP (Leadership Training Program) and, just two cycles from graduation, planned and facilitated two recent offsite retreats, events involving a hundred participants, requiring months of de- tailed planning and acute project management. An avid nature lover, Boyd’s hobbies include back country camping and hiking as well as learning self reliance in the wild.Mr. Eric Paul Pearson, Northrop Grumman Eric Pearson has experienced an extensive career of personnel and technical development during the past twenty-nine years at Northrop Grunna Corporation. After leading teams through intense technical radar development programs he transitioned to personnel development and Unveristy recruiting in 2000 creating

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

conduit to accelerated master’s programs where eligible students canpursue an advanced degree in Information Technology or Molecular Biotechnology.Through partnerships with community colleges within the metropolitan DC, the program alsoaims to create a pipeline for outstanding community college students to transfer to thecompletion program easily. Students are advised by both institutions and have a comprehensive Page 25.1288.2program plan that will keep them on the transfer track. This partnership increases the retentionrate and also graduation rate at local community colleges.Motivation for an Integrated ApproachTraditionally, academic

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

Robert Crockett, California Polytechnic State University; Kurt Colvin, California Polytechnic State University; Joel Shrater, The Aerospace Corporation; Daphne Dador, California Space Education & Workforce Institute; Matt Everingham, California Space Authority

Tagged Divisions

Continuing Professional Development

, he was founder and President of Xeragen, Inc., a San Luis Obispo-based biotechnology startup company. He has also served as an Assistant Professor at Milwaukee School of Engineering and was employed by McDonnell Douglas Space Systems Company, where he was a lead engineer and Principal Investigator on projects to develop technology evolution plans for the Space Station.Kurt Colvin, California Polytechnic State University Kurt Colvin joined the Cal Poly faculty in January 2000. He completed a Ph.D. in industrial engineering at Oregon State University in 1999, preceded by a Master's degree in 1997. He has worked as Computer Integrated Manufacturing (CIM) development engineer at Festo

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alina Ilyasova, Institute of Additional Professional Education Kazan National Research Technological University; Mansur Galikhanov, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University; Farida Tagirovna Shageeva, Kazan National Research Technological University; Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University

Tagged Divisions

Continuing Professional Development

Presidential trainingprograms for engineering staff, which in addition to training employees at the universityprovides industrial internship in Russia as the second phase and internship abroad as the thirdphase. The realization of the proposed program includes the following steps.1.The study of the innovative development plans of the enterprisesincluded in the cluster. Thiswouldhelp to define the theme, the direction of development of innovative models ofprofessional education not only of separate businesses, but of the cluster as a whole.2.Next phase of model is choosing an educational, research and engineering center. Theselection can be based on the contacts of the enterprise with foreign partners - suppliers orconsumers of goods or

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

providers, there is a need for frameworks to guide how to conductevaluation in the ‘massive’ environment. However, researchers have criticized traditionalevaluation metrics are not suitable for MOOC environments. The purpose of this paper is topresent an evaluation framework for large online graduate level engineering courses. Thisframework addresses this need with a comprehensive evaluation plan of practices and outcomesin MOOCs. Modified from Guskey’s (2000) professional development evaluation process, thisframework examines learners’ satisfaction and value alongside performance, as well aspedagogies to support learning, application of content, and integration of the course with long-term institutional goals. We present the five levels of

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Kevin Curry, University of Kansas; Zachary Gredlics, University of Kansas

Tagged Divisions

Continuing Professional Development

competitive edge.However, the organizations act differently when it comes to the types of the learning eventsthey hold. Our hypothesis is that these organizations have different learning and developmentconcepts to train their employees and these concepts are deeply embedded in their values,vision, mission, goals, initiatives and resulting project plans. Collectively this maybe called“strategic learning” for our use. We must clarify that “strategic learning” here does not havethe same meaning as it is used in developing evaluation-based business strategy. Instead, thismeans planned learning process based on organizational strategy. In this paper, we will firstexplain what we think is the core concept in strategic learning of the organizations and

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

Education Opportunities 2. Students participate in 5 terms of cooperative education, as compared to 6 for traditional students. ACCEND students thus have one additional term of coursework. 3. ACCEND students take a course through distance learning while on cooperative work assignmentsThe ACCEND programs are a significant factor in the College’s efforts to meet the goals of theUniversity’s Academic Master Plan. In particular, these programs encourage academicexcellence, create additional academic opportunity for students, and provide a mechanism toincrease enrollment, particularly enrollment of domestic students in graduate programs.With the encouragement of the College’s Industrial Advisory Board and building on the successof combined

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Catherine M. Polito, University of Texas, Austin; Leslie P. Martinich, Competitive Focus

Tagged Divisions

Continuing Professional Development

in strategic planning. For the case study (energy company) thefollowing custom topics were taught in three sessions (two 8 hour days per session):Session I:Communication Skills 1. Know your Audience 2. Types of Communication 3. Directions of Communication 4. Virtual Teams 5. Multi-Cultural and Multi-Generational Teams 6. Managing Difficult Communications 7. Communication and Decision Making 8. Building a Communications PlanPractical Negotiation Skills 1. Negotiation planning and preparation 2. During the negotiation 3. Concluding the negotiationSession II:Collaborative Relationships 1. Building collaborative relationships 2. Gaining trust 3. Team structure and collaboration

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

of instruction and stu- dent support. Prior to joining UW-Madison, Wayne directed the Midwest solid waste consulting services of Camp Dresser McKee and led energy conservation research projects for Argonne National Laboratory. He has a BS in engineering from Carnegie-Mellon University, an MS in civil engineering with an emphasis in regional planning from Northwestern University, and is a licensed professional engineer. For more information about UW-Madison’s online graduate engineering degree programs see http://distancedegrees.engr.wisc.edu Page 23.1224.1 c American

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

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wendy K Tang, Stony Brook University; Pao-Lo Liu, University at Buffalo, SUNY; Charles R. Westgate Sr. P.E., Binghamton University; Kim A. Scalzo, State University of New York, HQ

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

development and training opportunities for faculty and staff across SUNY’s 64- campus system. CPD programs and services are targeted toward campus administration and leadership, faculty and instructional support staff, and IT staff. As Director, Kim provides overall leadership for the center, including strategic planning, new program development, campus relationship management, and partnership development with training vendors. At SUNY Kim is also leading the Campus Partnerships for the implementation of Open SUNY in support of SUNY’s Strategic Plan, The Power of SUNY. Prior to joining the SUNY in 2009, Kim spent 18 years at Rensselaer Polytechnic Institute, her last po- sition as Director of Academic Outreach Programs

Conference Session

Customizing Courses for Industry Training Needs

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

applications demonstrations. However, in this case, two significantchanges have altered that scenario: 1. The ABET requirement for a documented change process injected a much stronger planning phase that required industry inputs. The emphasis on outcomes and systems thinking also showed that there are many combinations of content that can be used to achieve the desired effects. 2. The Department worked closely with its Industry Advisory Board to generate a strategy plan based on the Balanced Scorecard process. This process also emphasized outcomes in terms of graduate skills and their application context.The combined effect of both activities is that the expectations from the academiccourses have changed

Conference Session

Pedagogical Considerations for Teaching Engineering Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel LeBlanc, WPI

Tagged Divisions

Continuing Professional Development

quality efforts have been focused onenhancing the quality of our graduate engineering programs, this knowledge is also being appliedto gap courses. As part of the WPI’s new strategic plan, one of the elevate impact initiatives isfocused on pioneering competency-based online education with a focus on engineering educationat the graduate level. This focus and investment has allowed us to reexamine the gap coursesand identify areas for enhancement. Efforts are currently underway to transition those coursesfrom traditional lecture-based courses to competency-based courses. While we expect the moveto competency-based graduate courses to be a large undertaking, we expect the gap course effortto be minimal since the courses had already been modularized

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

, while adapting to a newwork environment. Faculty who are either in imbalanced departments or who exist in isolation attheir institutions often find themselves both with leadership and service responsibilitiesconsidered unusual in established programs (e.g., chairing the graduate admission andcurriculum committee, developing departmental policies and bylaws, running major researchcenters, and serving on strategic planning committees). The few senior faculty with expertise inengineering education tend to either be too sought after nationwide or are otherwise engaged tobe able to spend much time with junior faculty. The imbalance makes it difficult to receiveprofessional mentoring from established leaders.In addition to this imbalance, there have

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Divisions

Continuing Professional Development

academic Center inFebruary 2009. At that time, the underlying foundation for ProSTAR’s professional educationactivities was a Master of Science degree with a primary focus in technology leadership andinnovation skills including tools for process improvement and quality management.In addition, this program incorporated other innovations beyond its delivery system, scheduleand fee structure. To be consistent with its goal of developing practical skills and knowledgeimmediately, or at least quickly, applicable to business and industry, its plan of study [3]incorporates a base of essential core studies, flexible and easily tailored courses to insurerelevance to emerging technologies, and a guided, industry focused applied research anddevelopment

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

for the participants or the topics being studied. The format now usedby many professional development courses developed by the consortium is to ‘chunk’ thecontent into 30 – 60 minute blocks. Each block has roughly the same format with fiveactivities: 1. Define the topic and its operations 2. Individual or team analysis 3. Review, share experiences 4. Compile generic conclusions 5. Create individual plans to apply the lessons learnedWith a simple structure of this form, it is clear that the role of the instructor is verydifferent from a traditional course. The function is to facilitate discussion and to chart apath that makes best use of the combined experience of the group. The result is that eachtime the course is

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Lanny Griffin; Daniel Walsh, California Polytechnic State University; Robert Crockett, California Polytechnic State University; Robert Szlavik, California Polytechnic State University

Tagged Divisions

Continuing Professional Development

engineer and Principal Investigator on projects to develop technology evolution plans for the Space Station.Robert Szlavik, California Polytechnic State University Page 13.142.1© American Society for Engineering Education, 2008 Action at Distance: A MS Degree Offered Through Distance Learning as a Vector to Student Enrichment and Industrial InteractionAbstractThis paper describes the development and implementation of a flourishing MS program offeredthrough distance learning (DL). The program serves the mission of the university – polytechniceducation. It provides an intense life

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Thomas Richard Huston, University of Cincinnati

Tagged Divisions

Continuing Professional Development

Control Charts for Variable Subgroups/Moving Averages Chapter 7.8 Control Charts for Linear Trend/ Medians Control Charts for Attributes Chapter 8.1-8.9 P, np, c, u, U charts Process Capability Analysis Chapter 9.1-9.7 Capability Indices; Capability Ratio Acceptance Sampling Plans Chapter 10.1-10.8 Standardized Plans Reliability Chapter 11.1-11.4 System Reliability: series and parallel Experimental design Chapter 12.1-12.5 Factorial and additional

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

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura D. Hahn, University of Illinois, Urbana-Champaign; Cinda Heeren

Tagged Divisions

Continuing Professional Development

event during thesummer break). We provide lunch in order to foster camaraderie, and participants both enjoy thefellowship and appreciate the gesture as a sign of support from the college administration. It isour intent to keep these sessions positive, friendly, informal, and open.We (the authors) have planned, coordinated, and facilitated most of the sessions to date. Whilesome of our meetings involve socializing and free discussion, we also draw on suggestions fromthe participants for discussion topics. Such topics have included survey results of participants’work situations, information-sharing about the college’s administrative stance on teachingfaculty, teaching assistant supervision, and ideas for professional development. A recurrent

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

) wasapproved by Purdue University under the College of Technology as an academic Center inFebruary 2009. At that time, the underlying foundation for ProSTAR’s professional educationactivities was a Master of Science degree with a primary focus in technology leadership andinnovation skills including tools for process improvement and quality management.In addition, this program incorporated other innovations beyond its delivery system, scheduleand fee structure. To be consistent with its goal of developing practical skills and knowledgeimmediately, or at least quickly, applicable to business and industry, its plan of study2incorporates a base of essential core studies, flexible and easily tailored courses to insurerelevance to emerging technologies, and