Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

each year were surveyed. Participants were also asked for their CEE preferencessuch as which types of courses (technical, management, EH&S, legal, other) they would prefermore of and what was their preferred delivery format (face to face, hybrid, online). Thisinformation should be invaluable to those developing curricula and designing and deliveringcontinuing professional development for engineers.IntroductionThe need for CEE has been well-documented [1]. Continuing education is critical for workingengineers because of the breadth of processes and equipment they design and use and because ofrapid changes in technology [2]. For example, plant engineers take courses to learn how tooperate different types of equipment specific to their

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T. Schuver, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public

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

. Historical development and current trends in quality arealso presented. The textbook Fundamentals of Quality Control and Improvement by AmittavaMitra is used. Specific topics covered and book sections used are shown in Figure 1. Figure 1 Course Topics Total Quality System Chapter 1 Quality Advocates Chapter 2 Quality Philosophies Quality Management Practices Chapter 3 Quality Function Deployment Quality Management Standards & Tool Basic Axioms of Probability Chapter 4.1-4.4 Probability

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

atthe undergraduate level. There is significant literature on this topic, but many publications focuson the academic preparation [1] and study support [2]. As early as the mid-nineties, Kuhobserved that there are number of non-academic factors which contribute to a given student’ssuccess [3], [4], and additional work by Magolda concluded that co-curricular experiences andacademics are unavoidably interrelated in terms of their influence on positive student outcomes[5].More recently, Schroeder and Terras studied the role that traditional advising plays in bothonline and remote part-time graduate students in contrast to traditional campus-based students.For online students, they demonstrated that trust, personalization, and responsive process

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

facultymember’s teaching, future teacher training sessions should offer free lunch or other benefits toincrease attendance.Key Words: Teacher Training, Voluntary Attendance, Workshop Structure1. Introduction The responsibilities of a college or university faculty member are incredibly diverse. Mostfaculty have responsibilities to teach, perform research, develop courses and curriculum, reviewpapers, recruit students and serve on various committees. The amount of skills that a facultyneeds to be successful in many of these endeavors is immense. Over the course of a career, most faculty spend an enormous amount of time teaching. Evenfaculty at universities focusing on research with a 2/1 load (two classes one semester and oneclass the other semester

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

American demographic realities, and, the heightened awareness of thesechanges and their implications on continuing professional development administrativeorganizations.Changing U.S. DemographicsThe U.S. population, on the whole, is expected to grow more slowly, age considerably and becomesignificantly more racially and ethnically diverse.It is expected the U.S. population will reach roughly 400 million people in the year 2058 [1, p. 2].At this writing, according to the U.S. Census Bureau’s World Population Clock, the U.S.population is 329 million; with one birth every eight seconds, one death every twelve seconds, oneinternational migrant every twenty-eight seconds, for a net gain of one person every twelveseconds. The U.S. population is

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

educationcourse to achieve course outcomes, to ensure efficacy through design and development, and tomaximize the impact of the online courses in engineering education.Paper describes the framework to design and develop of an online continuing education courseon Cost Engineering. First, it outlines the analysis of the learners’ needs in the field of CostEngineering. Second, the paper provides details on the steps taken to design the course. Itspecifically describes (1) how the course outcomes and objectives were written based on theanalysis of learners’ needs; (2) how course learning activities and assessments were determinedto achieve the intended learning outcomes and objectives; and (3) how the course content wasconstructed to successfully complete

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

-centered instruction promotes greater learning andunderstanding than traditional content-oriented teaching strategies [1], [2]. After a review ofcurrent literature, Prince concluded that engineering faculty should consider new instructionalmethods, including active learning strategies, in their classrooms, as he found compellingevidence regarding the efficacy of student-centered teaching practices [3].In a meta-analysis of 225 studies, Freeman et al. evaluated instructional practices inundergraduate STEM classes to better understand the impact of active learning on students [4].The authors found that student performance on examinations or concept inventories was higher,approximately 6%, with active learning instruction. Further, their analysis

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Purdue University, West Lafayette (School of Engineering Education); Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

thespecified guidelines of the systematized literature review framework to understand the currentstate of research in the field. This will be achieved by addressing two main research questions: 1)What are the current issues in managing engineering talent?, and 2) What strategies exist formanaging engineering talent? The findings from the literature review were grouped based onfour major emergent categories including selection, development, retention, and general talentmanagement activities, with sub-themes under each as they relate to the research questions.Finally, the paper concludes with a brief discussion on potential implications of the literaturereview.1. Background and Literature ReviewAttracting, developing and retaining employees is a major

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

Society for Engineering Education, 2019Adaptable and Agile - Programs to Meet Emerging Workforce NeedsBackgroundMuch has been written regarding the shifting nature of the workforce and the skills needed tocontribute to the workforce of the future. Common themes include increased technologyadoption, data analytics, changing distribution and value chains, and changes in patterns of work[1] and [2]. Much has also been written on the need for colleges and universities to adapt tochanging demographics and evolving needs of business and industry [3] and [4].The traditional engineering disciplines have served the workforce well and have alloweduniversities to provide known pathways to students seeking engineering degrees. While therecontinues to be a

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Thomas M. Freeman, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

Continuing Professional Development

this paper two experienced veterans in the fields of online teaching and supporting instructorsin teaching online will detail several best practices in promoting faculty-student interaction inonline courses. New advances in technology, modern tool alternatives, and the unique demandsfaced by those teaching science, technology, engineering, and mathematics (STEM) coursesonline will be considered and addressed as well.Faculty-Student interaction is vital to the success and quality of any online course. The need todevelop a rich sense of active instructor presence in online learning has never been greater.Recently The US Department of Education [1]​ ​ and the Higher Learning Commission [2] ​ ​(HLC)have required "regular and substantive

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

. Ultimately, amore effective course design model will be formally introduced for faculty teaching online tobest support the development of quality online courses at WPI. There are implications for thismodel to be adapted for use at other institutions in the future.IntroductionDistance education enrollments within the higher education sector have shown continuousgrowth for 14 consecutive years [1]. Despite this trend, there is still uncertainty surrounding thequality of online programs that needs to be addressed [2]. Online education has now movedbeyond the early adopters and become more mainstream, which is pushing more faculty tobecome involved with the design and delivery of online courses [3].Ensuring high-quality online course design requires

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 Topics

Diversity

Tagged Divisions

Continuing Professional Development

something like their aging parents. Adults have greater responsibilities by virtue of their seniority.Given the intent of administrative organizations to serve this adult andragogical population, it isimperative as providers of these educational services we understand the seminal experiences,both good and bad, applicable to each generational cohort participating in our many programs.This becomes especially true when a new generational cohort emerges as primary learners andparticipants.Cultural Similarities and Differences of Gen Y and Gen ZIn a 2018 report by the Brookings Metropolitan Policy Program [1], the authors describe in greatdetail the changing face of racial/ethnic demographics in the U.S. They compare the millennialgeneration and

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

targeted emphasis on asynchronous global outreach is expected to realizechallenges, as well as opportunities not previously experienced.A Twenty-Year Historical Account [1]What follows is an historical context for the Purdue University Center for Professional Studies inTechnology and Applied Research (ProSTAR). The purpose of this section is to provide aframework to better understand the evolution of ProSTAR administered programs and deliverymediums.Phase IOn June 11, 1998, the Purdue University College of Technology (COT) initiated the process forUniversity, and subsequently, Indiana Commission for Higher Education, approval of a non-traditional delivery medium, fee-based weekend alternative to Purdue traditional on-campustuition-based Master of

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana

Tagged Divisions

Continuing Professional Development

other ongoing changes to curricula has longbeen viewed as an important part of teacher satisfaction and student achievement, barriers,including limited time, financial support and applicable content, can make professionaldevelopment of educators difficult to maintain on an ongoing basis [1]. Professional development can occur in a wide variety of formats including partial day or one-day workshops, multi-day workshops and conferences, multiple week intensive training coursesor long-term mentor-based relationships [2]. With the onset of online learning platforms,teachers have additional opportunities for access to training and resources that eliminates theexpense of travel. Online learning platforms also provide larger networks for

Conference Session

New Approaches to the Development of Online Learning and International Programs

Collection

2007 Annual Conference & Exposition

Authors

David Batts, East Carolina University; Richard Monroe, East Carolina University; Leslie Pagliari, East Carolina University; Sherion Jackson, East Carolina University; Cheryl McFadden, East Carolina University

Tagged Divisions

Continuing Professional Development

overallhigher education student body growth.1 According to Allen and Seaman, 3.2million students took at least one online course in the fall of 2005. In the fall of2004, this number was 2.3 million and authors state that growth will not level offbut continue to increase. Page 12.1173.2As the offering of distance education programs has grown dramatically over the past decadesome major players have emerged. Among the leaders in distance education are institutions suchas the University of Phoenix, Walden University, Colorado Technical University and a fewothers. As mentioned above, traditional brick and mortar universities have also ventured intodistance education in an

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

Keith Plemmons; Ray Jones, The Citadel

Tagged Divisions

Continuing Professional Development

bachelor and nine master-level project management degrees in 1994, whereas by 2006, morethan 284 degree programs at 235 worldwide institutions existed. The GAC states that the“programs have broadened to be part of degree offerings in business, management, construction,engineering, and architecture.” This interdisciplinary focus is a core element of many programs.Thinking globally, but acting locally, The Citadel School of Engineering listened to constituentinput concerning the need for graduate level education programs in the Charleston, SC area andestablished a graduate certificate program in Technical Project Management (TPM). Theobjectives of this program 1) delivered a knowledge and performance-based curriculum focusedon the knowledge, skills

Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Sarah Rajala, Mississippi State University; Tom Miller, North Carolina State University

Tagged Divisions

Continuing Professional Development

accounted for 46% of the totalenrollment of all NC State distance education credit programs combined.The College of Engineering’s flagship distance education program in 1995 was the Video-BasedEngineering Education (VBEE) program.1 From 1985-1995, the VBEE program offered 524courses to more than 6,500 registrants. A key component of VBEE was the Master ofEngineering program. The Master of Engineering degree program is a distance-only, course-work based master’s degree. In 1995, 128 individuals had received their Master of Engineering Page 12.1406.2degree. As of Fall 2006, 483 individuals have been awarded the degree. In addition to the Masterof

Conference Session

Programs that Serve Industry & Academia

Collection

2008 Annual Conference & Exposition

Authors

Lakshmi Munukutla, Arizona State University; Carol Popovich, Corporate member, Microchip Technology Inc.; John McGrane, Microchip Technology Inc.

Tagged Divisions

Continuing Professional Development

. Page 13.1317.1© American Society for Engineering Education, 2008Universities Collaborate With Industry to Fill Need for Hands-On WorkshopsAbstractThere are many indices that point to a market need for hands-on workshops to educate achanging global workplace. A collaborative effort offering industry-driven workshops addressesthis issue. In its October 13, 2003 issue, Electronic Design magazine surveyed its readers toassess attitudes about needs for continuing education.1 The results drew the followingconclusions: ‚ 71% of surveyed engineers had employers paying for learning ‚ 50% of surveyed engineers participated in formal classes and conferences ‚ The most desired topics were DSP; C/C++ programming; communications and RF

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific Univ; Donald Peter, Seattle Pacific University; Steven Parsons, Seattle Pacific University; Brad Gjerding, Seattle Pacific University

Tagged Divisions

Continuing Professional Development

have experienced them, suggest some best practices that we havediscovered, and discuss relevant departmental and institutional issues.IntroductionCurrently students interested in studying for a B.S. in engineering who work full time and/or livea fair distance from a university campus typically have limited options. 1) Enroll in fullyonline/video courses which are separate from the traditional on-campus courses. 2) Attendtraditional day-time courses requiring long commutes and/or difficult arrangements to be awayfrom work for a significant amount of time. 3) Find a program offering evening courses, andstill possibly face long commutes. 4) Enroll in a course that is offered at a local classroomfacility remote from the host campus. In our region

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Patricia Hall

Tagged Divisions

Continuing Professional Development

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

enhance the nation’s health, security andprosperity. According to the US Bureau of Labor, the portion of the U.S. labor force withscience and engineering skills is growing at nearly 5 percent per year, compared to 1 percentgrowth in the rest of the labor force.4 At the same time that global competition for scienceand engineering workers is increasing, other countries are making larger investments inscience and education and the workforce than is the United States. For example, NAFSA:Association of International Educators argues, “The United States has always depended uponthe inventiveness of its people in order to compete in the world marketplace. Now,preparation of the science and engineering workforce is a vital arena for

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

constructioneducation: first, more college students have full/part time jobs; second, more technologyinnovations have been introduced in the classroom to improve teaching and learning; and third,the pedagogy in college level education has gradually shifted from teacher-centered to student-centered. While some faculty members choose to stay with their old ways and refuse to makechanges in their teaching pedagogy, many faculty members have been including these new trendsin their teaching. Web-based on-line teaching is one of the most valuable teaching methods thatis growing rapidly.1, 2, 3Starting in Fall 2002, , a faculty member in the area of construction engineering technology atMissouri Western State university (Missouri Western) adopted web-enhanced

Conference Session

Customizing Courses for Industry Training Needs

Collection

2006 Annual Conference & Exposition

Authors

John Kuprenas, University of Southern California; Elhami Nasr, California State University-Long Beach

Tagged Divisions

Continuing Professional Development

course that meets weekly. Theprogram is broad in that it covers all elements of project management, but it also is gearedtoward the procedures that the Bureau uses in managing projects within the City of Los Angeles.Table 1 summarizes the training program. As shown in the figure, there are 11 subjects coveredover 14 weeks with the 15th session set aside for review and discussion of the certification test.Each session lasts from 4 to 6 hours. Most subjects are covered in one class meeting session, buttwo subjects were given more than one session. The complex subject of time management / Page 11.1043.2scheduling was given two sessions, and a subject

Conference Session

Effective Teaching with Online Technology

Collection

2006 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Continuing Professional Development

the lecture room, or many other possibilities.The lecture notes are available for download before and after the lecture. This includes theinstructor’s changes and additions to the notes.As one can see, all of the above are being utilized by most institutions. So the question is, what isnew?True flexibility in educationWe believe that by utilizing the above, we find we can do more. The idea of cubism in educationis that possibilities exist by adding three components to the above-mentioned aspects. 1. Offering different aspects of the same subject. For example, let us say a professor in electrical engineering would like to teach continuity equation. Typically this comes as a mathematical equation in electromagnetic class. So that is

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

works with the technology teacher education program in the department and teaches courses in pedagogy. He has extensive international experience working on technical training projects funded by the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries he has worked include Bangladesh, Bulgaria, China, Macedonia, Poland, Romania, and Thailand. Page 11.1180.1© American Society for Engineering Education, 2006 Supporting K-12 Teacher Professional Development through the National Center for Engineering and Technology EducationIntroduction William Wulf [1], president of 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

form of an industrial internship. An alumni (one of thecoauthors) who was highly placed at the company facilitated the process.One of the key preliminary steps was the execution of a “supplier consulting agreement”between the faculty member and the company that described in detail and in legal parlance theextent and scope of the internship. Fundamental to this document was the inclusion of a non-disclosure agreement (NDA). The author was treated as a “Consultant”, as legal documents thatdescribed the nature and scope of consultant pre existed, whereas no documents were availablethat described the duties of the faculty intern. The key elements of the agreement which was tenpages long included: 1. Definitions 2. Engagement and Services

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

identified five major factors that support the use of the theoretical frameworks tooperationalize andragogy, while identifying discrepancies among their sub-constructs. Studentdifferences have been primarily associated with developmental areas associated with emergingadulthood. These differences can greatly impact the way design educators mentor their studentsand coach them through teaming issues, especially for non-traditional students. Page 24.33.2Adult Learners in Undergraduate EducationArnett 1 has recognized that the classification of adult has changed since the 1970’s. He hasidentified a new life stage named “emerging adulthood” where the

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Jim Tappel, University of Cincinnati; BJ Zirger, University of Cincinnati

Tagged Divisions

Continuing Professional Development

A MOOC With A Business PlanBackgroundIn the short time that Massive Open Online Courses (MOOCs) have been part of the educationlandscape, they have generated significant enrollments, much media attention, several highprofile startups, and a lot of discussion regarding their role in higher education.1-4 One of themany questions about MOOCs that has not yet been answered completely is how to justify theexpense of creating such a course. A related question that likewise has no clear answer iswhether an appropriate business model5 can be implemented that utilizes MOOCs as aneducational platform.Before rushing to develop a MOOC, the University of Cincinnati considered these and otherquestions. Recognizing that offering a course with a potential

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York, HQ; Lisa Miles Raposo, State University of New York Center for Professional Development

Tagged Divisions

Continuing Professional Development

a consistent process to ensure thatthere is emphasis placed on early identification of learning objectives, competency development,customization for the community in delivery and format, and regular assessment both at thecourse and program level. The template is adapted from the process used in the RPI CourseDevelopment Model and is customized for the SUNY environment and culture. The steps in theSUNY CPD template are depicted in Diagram 1 and described in more detail below. Page 23.306.5 Diagram 1 – CPD Program Development FrameworkA. Identify Certificate Program Owner (Who is the entity on the program side who will be