Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation

Tagged Divisions

Continuing Professional Development

through industrialinternship6, through support groups7 and through faculty awards8 have also been studied. Someresearchers have worked on motivation of faculty members in the context of following non-traditional teaching practices. Colbeck, et al. found that faculty’s goals for teaching and beliefsabout their own professional skills influence their use of non-traditional teaching practices 9.Finelli, et al. have analyzed factors that influence faculty motivation to adopt effective teachingpractices 10, 11. They have gathered inputs from a sample faculty at their university and areplanning a faculty professional development initiative to influence the teaching practices ofindividual faculty, and an administrative change plan to impact college

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Susan Donohue, The College of New Jersey; Christine Schnittka, University of Kentucky; Larry Richards, University of Virginia

Tagged Divisions

Continuing Professional Development

aspossible for the best outcomes; therefore, several STEM initiatives are targeting elementarystudents.1 - 3A signature outreach program at the University of Virginia’s School of Engineering and AppliedScience (UVa SEAS), the Virginia Middle School Engineering Education Initiative (VSMEEI),was created to address the need to engage students as early as possible in effective, empoweringinstructional activities introducing them to the engineering design process in order to motivatethem to study science, technology, engineering, and math (STEM).4 – 6 VMSEEI’s primaryintervention instrument is the Engineering Teaching Kit (ETK). An ETK is a set of standards-based lesson plans designed to teach math and science concepts within the context of

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

explanation (short essay)of a scenario regarding a particular course concept.Quantification of Participation – a measure of contribution to course discussions. Students aregiven specific instructions on the discussion board topics including the timeframe ofparticipation and the number of expected contributions. Student grades are dependent onmeeting these participation expectations.Personal Development Plan – serves as the final assignment. Students are required to submit aplan that describes how they intend to continue to develop interpersonal skills. The plans arespecific to the skills they have identified as important to their professional development.Interpersonal Skill DevelopmentOne of the initial assignments requires students to consider

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University; Julie Rojewski, Michigan State University; Astri Briliyanti

Tagged Divisions

Continuing Professional Development

, tools for computational modeling, Numerical Linear Algebra, microprocessors, artificial intelligence, scientific image analysis, compilers, exascale programing, and courses in program and algorithm analysis.Julie Rojewski, Michigan State University Julie Rojewski is the Program Manager of the Michigan State University Broadening Experience in Sci- entific Training (BEST) grant (funded by NIH). Previously, she was the Director of the MSU ADVANCE grant (funded by NSF), and has worked in several dimensions of graduate student and faculty development around teaching, mentoring, leadership, communications, and teamwork. She has a particular professional expertise with program planning, management, and evaluation and an

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

that the recording feature was notturned on.VSC challenges:As indicated earlier, quality assurance takes planning and forethought. We are still working atdeveloping our procedures for assuring a consistent, quality learning environment for both theon-campus and remote student, with minimum distractions. We recognize that the proceduresassociated with the VSC cannot be too time consuming if they are to be repeated in more classesor perhaps throughout our entire engineering curriculum. Page 13.1284.7Audio and visual issues have taken the most time and consideration. There is the familiartradeoff of cost versus audio quality and image resolution

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

that is planned for the 2014-2015 school years.There is still some variation in the use and definition of term such as "blended" and "hybrid" inrelated research. To be clear, in this study the term “hybrid” is used to describe courses whichhave live, face-to-face meetings in a physical classroom each week and include a significantamount of additional materials as well as technical and procedural innovations available from thecourse website. This includes “flipping” the classroom in which lectures are recorded butstudents still attend live class for discussion of the material and other active learning activities.Students Use of TechnologyThe debate over the nature of how students may or may not be learning differently continues.However, there

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

resources and information aboutassessment centered frameworks in learning, failed to connect with formative assessment as avalid teaching technique and ultimately increased the amount of summative assessments thatthey favored to administer. While these findings indicate that while most SMEs are intrigued bypossibilities of pedagogical promise and, in fact, discuss their plans to affect change byincorporating inductive instructional strategies into their classroom events, we are anxious toknow if, in phase II and Phase III of this study, they will be willing to abandon ‘tried and tested’methods that they are familiar with because of having themselves experienced them in school.Future directions are suggested that elaborate on methods and practices

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gale Tenen Spak, New Jersey Institute of Technology; Peter Schmitt, Schmitt & Associates, LLC; Cesar Bandera, Cell Podium LLC

Tagged Divisions

Continuing Professional Development

can be pushed out to the cell/smart phones of PEs’ registered forcourse(s) without their intervention (e.g., no browsing for information) regardless of the phonemodel, calling plan, or wireless service provider they own.In particular, this paper will discuss the following topics: 1. Existing models of university-company collaboration so as to introduce an atypical university-company collaboration in which the partnering company is a start-up which owns a potentially potent m-outreach technology. 2. Definitions of m-learning in order to better understand the unique educational potential for engineers of the m-outreach tool upon which this university-company collaboration rests. 3. Details of the technology behind the

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

concepts into their teaching. The majority of participants (67%) indicatedthey will “definitely” begin their lessons discussing engineering concepts with theirstudents and 27% indicated they would “probably” begin their lessons with thisdiscussion. Many participants have already begun to incorporate engineering conceptsinto their curriculum (38%) or plan to do so (50%).Rod Custer [9], PI for the NCETE TTE institutions, observed that for participants in theworkshops, “the engineering design challenges clearly shifted the focus from trial anderror problem solving to a more predictive process using mathematics and science tools.This is new to technology education and is an important key to aligning the professionmore closely with engineering.”2

Conference Session

Programs that Serve Industry & Academia

Collection

2008 Annual Conference & Exposition

Authors

Brian Dickson, University of Strathclyde

Tagged Divisions

Continuing Professional Development

communication4 Written communication Involvement Work under pressure Accuracy5 Loyalty, integrity Learning ability Take responsibility Adaptability6 Specific knowledge Specific knowledge Teamwork Teamwork7 Involvement Fitness for work Assertiveness Work under pressure8 Critical thinking Initiative Adaptability Concentration9 Adaptability Tolerance Initiative Time management10 Tolerance Teamwork InitiativeTable 4. The 10 Most Common Competency Gaps Europe Japan1 Planning & organising Problem solving2 Negotiating

Conference Session

Future Directions of Continuing Professional Development

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

saidthey are saving for retirement, 34% of workers and 33% of retirees were forced to tap into theirretirement savings last year to cover basic expenses.Some of the top reasons people are reported to be delaying retirement include:  Perceptions of a poor economy  High unemployment rates  Rising health care costs  Lower investment returns  Lack of faith in Social Security or government  Change in their employment situation  Simply can’t afford itThe result of this very real or perceived reality is:  74% of workers now plan to hold paying jobs in retirement  89% report their expected retirement age has increased  70% now report they expect to remain employed until at least age 65  11

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-peng Wu, University of Wisconsin at Madison

Tagged Divisions

Continuing Professional Development

,   3  coining the term Universal Design for Learning (UDL). The principles of UDL focuson creating barrier-free instructional materials, methods, and activities to make themaccessible to as many students as possible, across all levels of education, regardless ofdisability status.The notion of universal design specifically to higher education settings was introduced bySilver, Bourke, and Strehorn (1998). They advocated a model where universal design andaccessibility issues are in “integral component of all instructional planning” (p.47). Goffand Higbee’s (2008) Universal Instructional Design (UID) framework is based onChickering and Gamson’s (1987) principles for good practices in undergraduateeducation but modified to include elements of

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

instructors. Your University may have apolicy on this. Check your faculty handbook to see if there is a time stipulated by which youmust respond to students online or in email. It is most often either 24 or 48 hour response time.Whichever you select as a logon frequency, it is important to clearly communicate it so thatstudents know how often to expect you in class and how long turnaround time will take ondiscussion postings. Once you have explained what students can expect from you as aninstructor, you can then clearly state your expectations for student logon.It is good practice to ask students to plan on logging into your class a certain number of dayseach week. Most college courses meet three days per week. It is reasonable to expect yourstudents

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

decision- 7making and curriculum planning in SSA was identified as a persistent problem [30]. Left outof curricular planning without a sense of ownership, educators feel unmotivated to implementcurricular or pedagogical reforms. The authors went on to recommend that teachers should beinvolved in the planning of curriculum, developing in the process, a sense of sharedresponsibility for its implementation and eventual success. While this recommendation isillustrated using the linear model depicted in figure 2, a separate consideration comes into placewhen foreign trainers are brought in to facilitate teacher development [35]. Ministry of Local

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

each clip, with some asbrief as a few seconds, was projected in front of all departmental supervisors, the director offeredhis verbal feedback. Afterwards, any department involved in the execution of that particular shotwas given these notes and planned to revise accordingly. In most cases, improvement wasexpected during the next daily session. This activity, not often seen by the public, allowed theauthors to glimpse the instigating forces of the R+H pipeline. Although silence was strictlyenforced, the dailies allowed faculty to fully comprehend the level of expectation, layers ofdepartmental involvement, utilization of proprietary software, and perhaps most importantly thelevel of time management enforced for these large budget productions

Conference Session

Customizing Courses for Industry Training Needs

Collection

2006 Annual Conference & Exposition

Authors

Jody Pierce, Purdue University; Russell Aubrey, Purdue University; John Eddy, Purdue University; Charles Baker, Purdue University

Tagged Divisions

Continuing Professional Development

included IT 442 Production Planning,IT 281 Industrial Safety, COM 315 Speech Communication of Technical Information, ECET 214Electricity Fundamentals, and IT 104 Industrial Organization.** Other suggested courses to meet the Free Elective requirement included ECON 210 Principles of Page 11.129.7Economics, COM 320 Small Group Communications, COM 315 Speech Communication of TechnicalInformation, OLS 345 Critical Thinking in Organization, and MGT 190B Accounting Principles.Even though this program is still in its infancy state, it is interesting to note that all butone of the beginning students will be continuing to receive an Associate

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julia F. Kerst, University of Michigan; Hanna Pfershy, University of Michigan, Engineering Education Research; Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

rapport in the classroom. An important aspect of the Teaching Circle is that it is aimed for large, lecture-style classrooms, where it is difficult to build rapport. Rapport in a classroom is very beneficial, especially in large lectures [8].• Questions 229 and 230 focus on instructor preparedness. One of the major barriers to bringing active learning strategies cited previously was lack of time to prepare new lesson plans. When transitioning to a new teaching style, faculty may struggle with preparation of new lectures, homework, and other materials. The Teaching Circle aims to mitigate that by providing a support structure where faculty can discuss implementation strategies and have designated time to work

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 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 Divisions

Continuing Professional Development

, beta testing and subsequent modificationof the process, based on cyclical feedback requires 6 months.Resources required to complete the above planning process, are yet another budgeted itemcontributing to total planning cost. Once the process is defined, the intent is to create centers ofexcellence attendant to each of the many activities; this, coupled with financial pro formas ofincreased residual gains, act to encourage a university-wide distance education solution, and willbring the many current independent distance education organizations under a centralizedumbrella. In the end, maximum efficiencies and cost savings manifest from a centralized versusdecentralized approach to distance education.On the whole, the 12 months will provide a

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

. Generate a charter statement. 4. Attend a half-day class. There are typically 4 – 6 participants with a very wide variety of cases. Review charter statements and plan next steps. Page 15.1208.6 5. Initial dialogs in company and information review. 6. Revise the charter statement and distribute to other course participants. 7. Determine the basic story-line with supporting documentation. 8. Identify key decisions in the case and decide how to present them. 9. Second half-day class. This is 4 – 8 weeks after the first class. It is devoted to presentation of the outcomes for each case. 10. Reflections from

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

outlived Pontiac, SAAB, Saturn, and Oldsmobile all within a twentyfive year span. But it was by no means ideal and necessitated flexibility, continuousimprovement and planned innovation in areas vital to sustaining strength in its core valuepositioning. Still, it possessed strong and admirable attributes that help comprise the TCEPmodel presented here.The second source is a compilation and synthesis of the strengths of over 650 technicalcontinuing education programs operated by other national and international organizations. Theseare articulated by nine universities with successful, high-quality distance learning continuingeducation program experiences with these same organizations.The criterion for selection for strengths within the TCEP model

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

Byrne2, this is “a non-traditional form of scholarship that has significant value in theengineering education environment, and can be recognized in the faculty reward system.”Depew, et al.8, recognize this as a need for faculty performance appraisals that “…create anddeliver courses…advance the practice of engineering through meaningful creative scholarship…and to engage in creative scholarship that advances the practice of engineering for creativetechnology development and innovation.”East Carolina University is part of the state of North Carolina’s university system. The systemhas initiated a strategic plan for “…scholarly public service on each campus…”9 within theuniversity system. Part of that strategic plan includes development of a “more

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

students for the changingenvironment. It was conducted in May 2013.2.1 Core elements of the approachOur educational approach for personalized mass customization of engineering education suitablefor globally dispersed learning settings 9. The approach is anchored in the following foundationalconstructs: • constructive alignment, • Bloom’s taxonomy, • learning organizations, and • a combination of collaborative, cooperative and collective learning. Page 24.447.6As a part of constructive alignment, an instructor aligns the planned learning activities andassessment tasks with the learning outcomes. Bloom’s

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Rogelio Rodriguez, UC Irvine

Tagged Divisions

Continuing Professional Development

AC 2007-668: UNDERSTANDING THE MEDICAL PRODUCT DEVELOPMENTPROCESS: CONTINUING PROFESSIONAL DEVELOPMENT FOR LIFESCIENCE PROFESSIONALSRogelio Rodriguez, UC Irvine Rogelio C. Rodriguez, M.S. Director, Engineering and Science Programs University of California Irvine Extension Continuing Education professional with 12 years experience in the planning, development and implementation of advanced professional development education. Has led continuing education development efforts in the areas of engineering, science, and life sciences. ASEE member, 2006–2009 commissioner for University Continuing Education Association (UCEA) Leadership and Management Commission, and 2006-2007

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Zhili (Jerry) Gao, North Dakota State University; Zhi GE, North Dakota State University; Charles McIntyre, North Dakota State University

Tagged Divisions

Continuing Professional Development

of Construction Management and Engineeringreceived approval for an online M.S. program in Construction Management. As part of theoverall plan several undergraduate online courses were also selected for development. Thetargeted timeline is outlined below: ≠ Obtain necessary training – May and June, 2008 ≠ Develop course packages – June, July, and August, 2008 ≠ Initial course delivery – fall 2008 and spring 2009 pending on the schedule ≠ Adjust and tune the teaching packages – June 2009The construction estimating course was determined to be part of these packages; however, theinstructor was not sure if this course was a suitable for online education. Therefore, the instructordecided to offer an online version

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

opportunity toexpand the adoption of its microcontroller and analog products into end-user products bycreating a network of regionally-based classrooms that would teach engineers how to efficientlyuse the company’s products and development tools. Classes were developed to be short induration (typically half or full days) and inexpensive, taking into account the time and financialpressures that companies often feel when sending an employee for training. These RegionalTraining Centers (RTCs) were set up across North America, Europe and Asia to reduce the travelrequirements often associated with training.After several months of planning and developing course material, the first North Americancenter opened in August, 2006. There are now eight centers

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

frequency is reduced,eventually to zero. Of course, given the expertise that went into the planning andstructure of each course, absent incompetent delivery, the reception should be good.This was mostly the case but it didn’t always turn out quite that way. The participantsliked the courses but they had many constructive suggestions. There followed a longlist of suggestions for improvements. The changes were duly made but next time therewas another (different) list of suggestions. Although there has been some spiraldevelopment, most changes have been new. As a result, the evolution of some courseshas followed a Darwinian process where the participants’ needs to enhance their jobperformance became the dominant factor in course change. It completely

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

focuses on: Fairness Equity Functioning to incentivize maximum participation from the most applicable talent Considering the compromising realities of normalizing a model  Improvement #7 – in response to reducing the ProSTAR overhead through ProSTAR personnel teaching, ProSTAR agreed to negotiate with participating departments to transfer teaching incentive to off-set overhead expenses within an academic year.On submission of the above seven improvement initiatives, ProSTAR was asked to respond tothree additional questions below, which was submitted in a 13 page response.  Create a plan which maps current and future overhead (personnel) growth to a rational model

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

EBB task force, and theengineering student leadership group were consulted, and there was general consensus that thiswas a positive direction in which to move. The partners then began to engage in the planningprocess, fine-tuning the guiding principles and developing near and long-term plans for thisnew support-model. It was at this point that two challenges were encountered: 1) lack of clarityabout leadership and accountability; and 2) key personnel changes at the Engineering LearningCenter and Engineering Media Services. The latter caused a slight shift in course and resultedin the decision in February of 2010 to consolidate the Engineering Learning Center, EngineeringMedia Services and the Library into what is now Wendt Commons under the

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

, observation, and experience analysis. TECH 621 prepares students to plan, pilot, and assess an original qualitative research study. Leading Teams 3 Team success is dependent on effective leadership. This course will focus on leadership processes both internal and external and the leadership functions that help teams satisfy their critical needs and regulate their behavior through goal accomplishment. Research and Writing for 1 A study of academic research and writing practices. Business and IndustrySemester 2(Credits 7

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Continuing Professional Development

/colleges are in fact the profit/loss centers, and the vertical functions/disciplines are support organizations.  Not fully understanding the fundamentals of change management in organizational matrix model development.  Not fully understanding the science of process management.  Not fully understanding the art of technical performance measurement.  Ignoring the people issues of change management.  Lacking the imagination to identify and plan for the risks involved.  Overcoming leadership emotional immaturity during the highly emotional organizational design process.What is a Matrix Organizational Design Model?Theorists have devised many ways to partition an organization into subunits, with the intent