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

these factors, it is common for themto interrupt their academic progress for a semester or two, and pick it up later (or even drop it). Inaddition, these students can only take one or two courses each semester. However, for those whopersevere, they are usually more motivated and often possess a genuine interest to learn theengineering concepts. Furthermore, the online learning environment is conducive to a morereflective mode of learning in which students take time to reflect and relate course materials totheir own professional and life experience [12,13]. Many of our colleagues with long careers inengineering education feel that these students are a joy to teach and some are their best students.Another triumphs of the program is the use of

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

times: one at the beginning of theprofessional development program (fall 2016), and the other at the end of the semester after theworkshops (spring 2017). This study was framed by the following research question: To what extent are faculty beliefs about student-centered strategies reflected in instructional practices in the undergraduate engineering classroom?Literature ReviewStudent-Centered Teaching in EngineeringStudent-centered teaching, or active learning practices, engage key course concepts and materialin an adaptive and interactive manner. Scholars have conducted many empirical studies whichdemonstrate the effectiveness of student-centered teaching practices in higher education. Thesestudies have shown that student

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

that the entirecourse contained 171 PowerPoint slides, 5 academic papers, 2 handouts, 1 sample quiz and 20worksheets that involved individual and/or group reflection, composition, discussion and reportout. In this Phase I of the project, the objective is to establish a baseline picture of the SMEpopulation. 100 SMEs from the more than 1000 available have been targeted to be participants inENG1069 and to help align the course with industry requirements and direction. Phase II of thisproject is currently being built. In the following paragraphs we get an overview of the participantecology with regard to gender, age and other demographic information that establishes thecurrent makeup of the company SME base

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Sharon deMonsabert, George Mason University; John Lanzarone, U.S. Army Corps of Engineers; Mico Miller, George Mason University; Barry Liner, George Mason University

Tagged Divisions

Continuing Professional Development

respondent rated these itemsnegatively.While Figure 1 displays some key questions from the survey, two questions are not reflectedabout whether the individual had been promoted since taking one of the courses and if she/hebelieved the course had an effect on their being promoted. One of the seven students had beenpromoted and while that student responded to questions reflected in Figure 1 as strongly orslightly agreeing, s/he indicated that it was believed that the course(s) was neutral in having apositive impact on their getting the promotion. Had the survey not been anonymous, follow-upquestions to this student may have been more revealing.Figure 2 displays the responses of USACE students taking one or two courses to a series ofquestions related

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Oludayo Samuel Alamu, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; LaDawn E. Partlow, Morgan State University; Mehdi Shokouhian, Morgan State University; Kathy Ann Gullie, Gullie Consultant Services LLC; Krishna Bista; Sotonye Ikiriko, Morgan State University; Mulugeta T. Dugda, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

] investigated the relationship between learning settings (classroom,laboratory/home) and instructional use of the Analog Discovery Board on potential studentoutcomes. Their study noted that faculty and students benefited from the use of the AD Boardsand there were increases in constructs reflecting required affective pre-requisites to learning,including interest in content, motivation to learn, and confidence in ability to learn.Fowler and Schmalzel [8] stressed the importance of measurements in the STEM field asmeasurements are precursor to control, management, and improvement of engineering systems.They also noted that instrumentation is needed to perform the measurements. Hence, for effectiveinstrumentation, sensors must reliably and accurately

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Keith D. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

of active learning practices in the classroom. As part of the analysis, welooked at beliefs about student-centered learning strategies and at classroom practices at twoseparate times (one at the beginning of the semester, or start of the professional developmentseries, and one at the end of the semester when the professional development series was ending).The study was framed by the following research question: To what extent are faculty beliefs about student-centered strategies reflected in instruction practices in the undergraduate engineering classroom?Review of Related ResearchStudent-Centered Teaching in Engineering EducationStudent-centered teaching strategies address key course concepts and skills in an engaging

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

few days later and included the two itemsshe had requested. The salary was not quite the level Sarai had hoped for, but given her interestin remaining in the region and her success in receiving funding for both of her requests, shedecided against negotiating for a higher salary. All in all, the negotiation workshop had, in hereyes, paid off. Without it, she reflected, she would have just accepted the verbal offer withoutarticulating what else she needed to help her succeed in this new position.Administrative Level NegotiationsCase 3: College level budget negotiationState U had just hired a new provost. He was a biologist and one of his platforms was to launch anew STEM program. The university had, however, been weathering budget crises for

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

and focused on attaining their degree for specific lifegoals. However the lack of difference amongst the groups when examining epistemologicalbeliefs illustrates the need for faculty to advance the students’ level of certainty, simplicity, andsource of knowledge and justification for knowing to be common across all students,independent of their academic level, age, or prior military experience.AcknowledgementsThis material is based upon work supported by the Embry-Riddle Aeronautical University underthe Internal Grant. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of Embry-RiddleAeronautical University.References1. Arnett, J.J. (2000

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

shareholders ultimately decided whether to invest or divest themselves from eachentity causing each company to reflect and learn from their previous decisions.It was our desire for them to learn that the decision making process is not a concrete or formulaicprocess that can be read off a checklist or a reference document. Rather, the ability to makesound decisions, if developed and utilized correctly, can become one of the most valuable assetsto any individual in the organization.It was our intent to re-iterate that no decision is black and white … there are always caveats,exceptions or some subjective element that can be considered questionable. Not every decisioncan be, or needs to be, based on a significant regression analysis with an infinite

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University, Fullerton; Bethany B. Smith, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Continuing Professional Development

, Materials, and Practice; 6. Motivation Theory and Content Relevance andFuture Value to Students; 7. Two-Way Formative Feedback and Reflective Practice by Students andInstructors; 8. Web-Enabled Tools and Resources for More Effective and Efficient Teaching andLearning; 9. Planning for Classroom Innovation in an Upcoming Course”1. Assessment of theimplementation of these principles is conducted through the Reformed-Teaching ObservationProtocol (RTOP), which is an instrument “designed to constructively critique details of classroompractice,” such as cooperative learning and interactive engagement3. This instrument allows for ameasure of effectiveness and faculty fidelity to student-centered teaching in the classroom. TheRTOP evaluation assesses the

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

the high-resolution web-based service provided by the partnering institution,and using the document camera instead of the board. Videotaping of lectures is standard becausewe have had numerous instances where either one or both sites are unable to obtain video, audio,or both.The ability to introduce new courses which reflect the current state of the art has been achallenge because the curricular committees at the college and university levels are notaccustomed to rapid change. We address this issue by using a special topics class which we canuse to deliver cutting-edge classes with minimal academic review. The course topic is vettedthrough the academic programs office and published on the transcript of the individual so thatthe content of the

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

has a stakein developing your skills. When you look good – the team looks good. As RedGold continues to prosper, more broad-based business managers will emerge tolead us.Diverse OpportunitiesRed Gold can deliver a variety of experiences needed to expand your skill baseand prepare you for future leadership roles in our customer-driven organization.Quality of LifeAt Red Gold, we recognize that success is measured by more than financialrewards. True success must include a quality of life that reflects our respect foryou and your family.Where We Are HeadedMaintaining and expanding our leadership status demands an energetic,innovative team approach to all dimensions of our business. Astute professionalsworking together continually explore new

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

groups. We found no significant differences acrossQuestions 1 and 4.Conclusions and ImplicationsOur data shows that participation in the Teaching Circle positively improves student evaluationscores for some questions, and it significantly improves them in some cases. In 5 of the 12questions analyzed, the intervention group showed positive improvement after participated in theTeaching Circle (Table 3). From our first analysis using linear regression, while the controlgroup had significantly decreasing scores before and after term 0 for two questions (Questions 15and 23), the intervention group did not reflect this decreasing trend in scores. In one other case,the Intervention After scores were significantly greater than those of the Control After

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

proper measurement that we can make required changes to anexisting process in order to increase either efficiency or effectiveness. Proper measurementrequires that we identify sufficient measurement points throughout our process, and, that thesemeasurement points are reflective of how the process is running.One can also choose too many measurement points. Too many points can lead to excessivemeasurement so that all that is accomplished is taking measurements.Defining the Distance Education ProcessDistance education as a process, among other activities, includes an experiential understandingand continuing market-based exploration of target-rich environments, distance deliverymediums, adaptive learning, the use of predictive analytics and

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

Table 1. Even though all participants received a free lunch, only the last eight groups knew this priorto signing up. A survey question asked how much of an impact lunch had on their decision toparticipate in the workshop (none, some, would not have come without lunch). A total of 127surveys were filled out by individuals that knew about the lunch. Of the people, 45 (35.7%) saidthat lunch had some impact or that they would not have come without lunch. Furthermore, of the82 individuals that said lunch had no impact on attendance, eleven surveys had notes that said itwas either a bonus or that it helped. Thus, the self-reported questionnaires reflect over a thirdincrease in attendance due to lunch. Even with this limited number of data

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

Guskey’s [8]process is on learners’ perceptions of a professional development program and outcomes as theyrelate to participant goals [8]. The first level considers participants’ reactions about the contentof the program, the process of how it was delivered and who delivered it, and context questionsabout the training setting or environment. Participant learning is the second level of this plan,indicated by cognitive, behavioral, and affective goals set and assessed by learners reflecting onhow the professional development helped them meet their goals. The third level examinesorganization support and change by measuring wider policies and procedures held by theorganization which the professional development aligns with. It evaluates whether

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

)including facilitators who were trained as engineers and able to provide research relevant to effectiveteaching practices and learning theory for large engineering courses, 3) introducing a range of effectiveteaching practices, so faculty were able to apply and adopt teaching strategies in which they were mostcomfortable with, 4) allowing time for reflection on faculty’s individual teaching practices whilesubsequently incorporating active discussion with fellow engineering participants and facilitators to gainfurther perspective, and 5) building a sense of community by collaborating with fellow engineeringparticipants and facilitators through group work.To assess the impact of our Teaching Circle, we utilized Murray’s Teaching Behavior Inventory

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Diarmuid McCarthy, University of Limerick; Niall Seery, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

Continuing Professional Development

. Technologyeducation cannot afford to become complacent; it needs to remain focused onmaintaining a modern syllabus that reflects the technological world, with the need fora sustainable model of CPD that promotes the progression of technological literacyand competency.Bibliography1. OFSTED-UK, Education for a technolgically advanced nation. 2008: London. p. 51.2. Irish-Academy-of-Engineering, E.-I., Engineering a Knowledge Island 2020. 2005, Irish Academy of Engineering: Dublin. p. 66.3. Condon, N., McNaboe, J., Trends in Education / Training outputs, in Monitoring Irelands Skill Supply. 2008, Expert group on future skills needs Dublin. p. 85.4. McGuinness, S., An Evaluation of the Implementation of Technology in the Junior Cycle

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, College of Engineering Pune, Innovation Centre

Tagged Divisions

Continuing Professional Development

Centeredness.While enthusiasm is covered in devotion, breadth of coverage reflects in knowledge. We didnot explicitly include grading and examinations but believe that they (grading andexamination) may have impacted rating of Student Centeredness. We did not use studentself-rated learning, assignments, course difficulty and workload as that could vary based onthe courses taught by the same faculty.ProcessWe formed an award committee consisting of the head of the college, his deputy, and thehead of the Innovation Centre. The committee deliberated all the aspects of the award processand ran it by all the deans and department heads. Their feedback was taken into account tobaseline the system.The baseline system was announced to all 2879 eligible students over

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

team teaching requires good communication and coordinationbetween the two instructors. More recently, the program schedule and content have been alteredto reflect the timeline of a typical construction project. The classes now follow the projectlifecycle: from selling, to contracting, to financing, to executing.During this eight-year partnership, there have also been changes in technology and related Page 24.245.6delivery. From the beginning the classes have been recorded so that attendees who are notavailable for the live session can still participate. In addition, since the program’s inception,attendees from remote offices have participated in

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

multidisciplinary: able to communicate with, work with, and manage other typesof engineers and scientists and to learn aspects of these other engineering and science disciplines,as needed, throughout their careers.This multidisciplinary systems approach is reflected in nuclear engineering education.Undergraduate nuclear engineering curricula typically include a much broader basic science,mathematics, and general engineering background than most other engineering majors.14 This iseven more relevant now as the nuclear industry continues to both mature and broaden, andnuclear engineering majors are in ever higher demand for more and more diverse and cross-disciplinary careers. It is important for this broad background and practical systems view to bereflected

Conference Session

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

Collection

2013 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

university and college handbooks, those conditions aresummarized as “… For those students admitted who do not meet unconditional admission criteria to the master’s degree program (e.g., 3.00/4.00 or better average in prior study), certain other performance elements may be considered. For example, substantial career accomplishment as evidenced by the resume or high performance on the Graduate Record Examination may indicate that student potential for success is not adequately reflected in their prior academic record. In particular, faculty reviewers of graduate applicants note the level of communication (oral and written) proficiency documented by the applicant and in cases where performance is below expectations, e.g., as

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

theworkshop into practice, while diving deeper into the pedagogy of online teaching. The maindeliverable at the conclusion of the online course was a reflective action plan that would be usedto kick off the formal instructional design consulting hours. Once participants concluded all threephases of the Institute, they were awarded a stipend of $1,500 for their successful completion.Participation in the first Faculty Institute was solicited through targeted invites to facultyteaching online sections that were well-respected within their departments and across campus.Included in the inaugural Institute were Program Directors, an Associate Department Head, theDirector of our teaching center, and the Chair of the Faculty Senate. It was hoped that

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University ; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

-post survey was the Classroom Practice Strategies Survey (CPSS) where thefaculty listed the types of instructional strategies they used in the classroom. They listed responsessuch as lecture, active learning, and real world examples. This survey showed the changes overtime in the types of strategies that faculty used in their classrooms and indicates trends in changesin their classroom practice.A third survey was developed and used used to measure the motivation of faculty to implementthree key student-centered instruction strategies of contextualization of content (or real-worldexamples), student to student interactions, and student reflection. The survey uses expectancy-value theory and is called VECTERS (Value, Expectancy, and Cost of

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

can make required changes to anexisting process to increase either efficiency or effectiveness. Proper measurement requires thatwe identify sufficient measurement points throughout our process, and, that these measurementpoints are reflective of how the process is running.Step #3 – The Assignment of PeopleOnce disciplines have been identified and defined, the final step is to allocate human resources tothe vertically identified disciplines/functions. To be optimal, this step must occur as the finalstep, after Step #1 and Step #2 above.Why is the allocation after step #1 and step #2 above important? The answer resides in thecultural implications of change. Change management is premised on the idea change happens allthe time and is no more

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bekir Mugayitoglu, University of Wyoming ; Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

reuse. These lessons can guide professionaldevelopments for not only K-12 teachers, but also for engineering educators in cybersecurity andcomputer science.Funding:This work was supported by the Wyoming Department of Education (WDE) and theNational Science Foundation (NSF) through the CS for All: RPP - Booting Up ComputerScience in Wyoming (WySLICE Award #1923542) and Sustaining Wyoming’s AdvancingReach in Mathematics and Science (SWARMS Award #1339853). Any opinions, findings, andconclusions, or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NSF.ASEE 2021 ReferencesAbramovich, S. (2016). Understanding digital badges in higher education

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luke Fredette, Ohio State University; Emily Nutwell, Ohio State University; Scott Noll P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

distributed understanding of the concepts was sought withcognizance to the difficulty that different members of the team would experience inunderstanding the new material. Finally, the positive reception of the company to the course andfeedback gave some insights as to the utility of the short course model, as well as someimprovements which could be made in developing more courses of a similar type. This shortcourse was a positive experience for all stakeholders and reflects an opportunity for engagementin the workplace.References[1] E. De Graaff and W. Ravesteijn, “Training complete engineers: Global enterprise andengineering,” European Journal of Engineering Education, vol. 26, no. 4, pp. 419–427, 2001.[2] National Academy of Engineering, The

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

activity.These many activities, then, are organized into a hierarchical breakdown of work referred to asthe Work Breakdown Structure (WBS).Once the WBS has been created, then a matrix can be created depicting the cumulatively definedwork on the vertical axis and individuals performing the work within the function on thehorizontal axis. Each function member, then, can reflect their fractional full-time equivalent(FTE) in the corresponding tiered elements (activities) of the original WBS, now depicted in theresponsibility assignment matrix (RAM).From these two entities, the WBS and RAM, human resource shortages and over staffing can beseen. Anything short of this process frequently creates what is commonly referred to as “knee-jerking” or “reactionary

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

faculty.  Test your mettle (Knowledge and learner centered): Summative instructional events are now presented. A post-workshop survey was taken to assess learning outcomes.  Go public (Learner and community centered): This is a high stakes motivating component introduced to motivate the participant to do well. Difficulty: Faculty are asked to publicly document their CBI course development process and an outline of their CBI lecture and receive feedback from other participants. This step is where faculty provide insights for learning to the next cohorts and is termed “Leaving Legacies” and hence the name of the cycle.  Reflect Back (Not shown in the Figure) The participant is given the opportunity

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

diverseopportunities for CPS. Over the next year the author hopes to develop an array of technical andnon-technical short courses that reflects the full academic offerings of the Institute in a truncatedformat. Once completed, the academic menu will be used to provide individuals the option tochoose engagements on a bi-monthly basis. Also, organizations will have the opportunity toselect from a menu of courses to build a seminar series relevant to their technical and non-technical training needs.In addition to expanding the course offerings of CPS, a comprehensive marketing plan will bedeveloped. The intent will be to devise a marketing strategy that better aligns with our targetaudience. This plan will deploy a dynamic strategy that matches not only the