Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Nutwell, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

uncomfortable misconceptionthat learners are dependent, and in order to participate in a learning activity, they must assume adependent role [6]. This defensive stance can be exacerbated when the learners are faced withunfamiliar technology such as a distance education learning environment [7], [8]. Since adultsare self-directed, this misconception must be overcome by treating the adults with respect byenvironmental considerations such as comfortable and adult-appropriate learning spaces, as wellas behavioral considerations such as the instructor treating the learners as partners rather thandependent learners [6]. An active role in planning the learning experience and a criticalevaluation of what they need to learn also enables the learners to exercise

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

practices as a Penaloza [7] way to enhance the talent pool Levensaler -Shortage of employees in the oil -Analyzing the competencies is key to [22] and gas sector is a major business succession planning as well as for future challenge particularly in Mexico recruitment purposes Reder [25] -The decline of student interest in -Promoting interest and brand image Power engineering domain causing through a Power engineering education a severe shortage of talent in the chapter to help with talent attraction industry. Wood [28] -The decline in the graduate Not Applicable students

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

Based InstructionTo promote student engagement and success in STEM areas, a comprehensive plan for facultydevelopment was implemented at two Hispanic Serving Institutions (HSIs), the University of Texas-Pan American (UTPA) and South Texas College (STC). The faculty development program wasdesigned to support the adoption of Challenge Based Instruction. This program was initiated as partof a large Department of Education College Cost Reduction and Access Act (CCRAA) grant.Detailed information about the different activities and sample results can be found in previousproceedings of ASEE National Conferences1,2,3. A series of training workshops and mentoringworkdays are part of this faculty development program that presents the latest research

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

decrease in the cost to an individual. The results areshown in Table 3.Table 3. VECTERS Survey ResultsPercent Change from Pre- to Post-Evaluation Real-World Student-to-Student Formative Applications Discussions Feedback Expectancy +8%* +4% +8%* Value +8%* +5% +8%* Cost -13%* -7% -7% Reported Use +12%* +4% +4% Planned Future Use +15

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Robert Jeanne, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Michael J. Litkow, University of Wisconsin - Madison; Amber R. Smith, University of Wisconsin, Madison; Lillian Tong, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

introductory courses. In planning meetings both withearly faculty users and prospective users, as much emphasis was placed on designing Page 15.1154.4effective questions as on the features of the tool. The tool was piloted by variousinstructors and there was a blossoming of diverse, innovative pedagogical uses aseach instructor used it to meet his/her instructional style, learning objectives, andtime-constraints. This instructor input led in turn to numerous requests for specificcustomization of the FM software. A major part of the current year’s effort is toaccommodate those requests and assess their usefulness.Our approach to development and dissemination of

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

, sustainable infrastructure development, and material model development. He had been actively involved in planning, designing, supervising, and constructing many civil engineering projects, such as roads, storm drain systems, a $70 million water supply scheme which is comprised of treatment works, hydraulic mains, access roads, and auxiliary civil works. He had developed and opti- mized many highway design schemes and models. For example, his portfolio includes a cost-effective pavement design procedure based on a mechanistic approach, in contrast to popular empirical procedures. In addition, he had been equally engaged in the study of capacity loss and maintenance implications of local and state roads (a World Bank

Conference Session

Pedagogical Considerations for Teaching Engineering Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Floyd B. Ausburn, Oklahoma State University; Lynna J. Ausburn, Oklahoma State University

Tagged Divisions

Continuing Professional Development

, Implications of cognitive load theory for multimedia learning, in R.E. Mayer (ed.), The Cambridge Handbook of Multimedia Learning (pp. 19-30). Cambridge, UK: Cambridge University Press, 2005.24. J. Sweller, P. Ayres, and S. Kalyuga, Cognitive Load Theory, New York: Springer, 2011.25. J.E. Kemp and D.C. Smellie, Planning, Producing, and Using Instructional Technologies (7th ed.), New York: HarperCollins, 1994.26. K. Burke, A pragmatic approach to criticism of multimedia, Journal of Educational Technology Systems, 6(1), 57-75, 1977-78.27. R. Slawson, Multi-Image Slide/Tape Programs, Englewood, CO: Libraries Unlimited, 1988.28. R.D. Owens and G.O. Coldevin, Effects of varied temporal visual overlapping in multi-image tape-slide presentations

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

Tagged Divisions

Continuing Professional Development

transfer of knowledge. While community members wereengaged with the material, there was lower enthusiasm in the group than with less-structuredconversation. After this presentation, the community moved on to a different topic.The final meeting of the semester was spent exploring how to generate higher response rates onstudent evaluations. The response rate was important at this institution since it affected facultytenure and promotion. The community also explored how to effectively help “needy” orstruggling students with homework. During both of these discussions, practical troubleshootingoccurred. Finally, the community planned to discuss their own teaching evaluations at the firstmeeting in the spring semester. Although this suggestion

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Jacek Uziak, University of Botswana; Idalis Villanueva, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Continuing Professional Development

, with a combination of asynchronousand synchronous instruction.The proposed certificate program includes plans for four online courses: Engineering CourseDesign, Assessing Learning and Teaching in Engineering, Principles of Engineering Teachingand Learning, and E-learning Course and Training Development in Engineering. Besides thecoursework, the online certificate program will also incorporate a Teaching Internship course,which should give students the opportunity to put their engineering education knowledge intopractical application.IntroductionTo become a professor, instructor, or trainer in engineering, whether in academia or in industry,an individual is only required to have a degree in engineering. In academia, this is generally aPhD (for

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

Industry-Academia Collaborations

Collection

2007 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

, troubleshooting, analysis of constraints and receptiveness to new concepts. 3. Develop a process for career planning at all levels. Its business and technical components are readily available but there also needs to be a broad awareness of the factors that drive change and impact competitiveness 5. We have used a simple 2 x 2 grid to guide the process. As an example, the individual would collect evidence of ways in which local technology initiatives are creating changes and then assess their likely continuation and personal impact. The same steps can be followed for the other three combinations. Local Global Technology Business 4. Increase

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Charles Baukal, John Zink Institute; Wes Bussman, John Zink Institute

Tagged Divisions

Continuing Professional Development

throughput ofhydrocarbon fluids. These heater adjustments are the responsibility of the plant operators andunderscore the need for proper training and experience. The photos in Figure 5 show how properadjustments improve flame quality. Training gives operators a clear physical understanding as towhy these certain adjustments make the desired improvements. A better understanding of thewhy can help operators and engineers maintain peak performance over a broader range ofoperating conditions and allow them to better troubleshoot problems and plan for maintenanceand equipment upgrades. (a) (b

Conference Session

Effective Teaching with Online Technology

Collection

2006 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

images,demonstrations). To be effective, however, these presentation materials must be formatted insuch a manner that they are appropriate for display by a television monitor. Attention must begiven to layout, font size, colors, clarity of graphics, etc. Interaction between the instructor andthe students at the remote sites must be planned for if it is to be effective.Streaming VideoStreaming is a technique whereby information is provided by a web server in a "just in time"format to a user requesting a large file. Rather than downloading an entire audio or video file Page 11.512.2then playing the file, streaming sends a portion of the file

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; David S. Greenburg, The Citadel

Tagged Divisions

Continuing Professional Development

undergraduates with these skills. The accrediting board for engineeringprograms in the U.S. and many schools abroad is ABET, and they define student outcomes as“what students are expected to know and be able to do by the time of graduation.” One of theStudent Outcomes for 2020 is “(5) an ability to function effectively on a team whose memberstogether provide leadership, create a collaborative and inclusive environment, establish goals,plan tasks, and meet objectives ” [8]. These strategic documents guide all engineering programsand are more than aspirational. They are meant to affect change, to implement action to producestudents with technical and non-technical skills.BackgroundSocio-technological challenges drive the need for engineering education to

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette; Thomas J Brumm, Iowa State University

Tagged Divisions

Continuing Professional Development

movements.Implications of FairnessTo combat the many ills of being an adjunct faculty member, unionization has made a resurgencein institutions of higher education. Numerous articles of recent have focused on massunionization efforts of adjuncts, no more proliferate than in the northeast portion of the UnitedStates.In a recent article6, Sydni Dunn states: “…George Washington University’s part-time faculty union has made some real gains since it was formed in 2006: It negotiated a minimum payment of $3,500 per three-credit-hour course, secured a supplemental retirement plan and a medical leave of absence, and designated a small pool of money for adjuncts to pursue professional development… But what is “the top,” or the mark of a successful union? At

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University - West Lafayette; Monica Farmer Cox, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

anenvelope that contains cut up pieces of 4 playing cards such that no single envelope contains theparts to make one whole card. The objective of the game is for teams to barter with each other inorder to become the first team to piece together the 4 cards. First, each team is given 3 minutes tosort its pieces, determine which pieces it needs to make complete cards, and develop abargaining plan. Teams are then allowed to start bartering for pieces. People can barter on theirown or as a team. When the time is up, whichever team has the most number of completed cardswins.Step 1: Identify observable attributes to evaluate. To determine the specific criterion to evaluatein each game, interviews may be conducted with hiring experts who have experience

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

. However, new opportunities abound both for the 2+2 type programs and four-yeardegree completion programs. With careful planning and management, these programs canprovide benefits to all.Bibliography 1. Fikry, Jim, John Gilligan, and Tom Miller. Changing Trends and the Impact of Technology on Graduate Distance Education for Engineers. In: Compendium on uses of Distance Learning Technologies in Engineering Education. American Society for Engineering Education, January, 2000. 2. Thomas K. Miller III. Engineering Distance Initiatives at North Carolina State University. Proceedings of the 1998 ABET Annual Meeting, Seattle, Washington, October 1998. 3. Catherine E. Brawner, Sarah A. Rajala, Thomas K. Miller III, Harish

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

Planning Expand & No Audits exploit Routine FCAR Dept & College review process Yes Yes

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

. Baumert (Eds.), Interest and learning: Proceedings of the Seeon Conference on Interest and Gender (pp. 267-280). Kiel, Germany: Institute for Science Education at the University of Kiel.3. Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89.4. Finelli, C. J. & Millunchick, J. M. (2013). The teaching circle for large engineering courses: Clearing the activation barrier. Proceedings of the 2013 ASEE Annual Conference & Exposition. Atlanta, GA.5. Finelli, C. J., Daly, S. R., & Richardson, K. M. (in press). Bridging the research-to-practice gap: Designing an institutional change plan using local evidence

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

. 2nd ed. West Lafayette, IN: Purdue University Press.5 Kerzner, H. (2009). Project Management: A Systems Approach to Planning, Scheduling and Controlling. 10th ed. Hoboken, N.J.: John Wiley & Sons (p. 83).6 Blanchard, B. S. & Fabrycky, W. J. (2011). Systems Engineering and Analysis. 5th ed. Upper Saddle River, N.J.: Prentice Hall (p. 34).7 Dessler, G. (2011). Human Resource Management. 12th ed. Upper Saddle River, N.J.: Prentice Hall (p. 22).8 Seaman, D. F. & Fellenz, R. A. (1989). Effective Strategies for Teaching Adults. Columbus, OH.: Merrill Publishing (p. 8).9 Kasworm, C., Rose, A. & Ross-Gordon, J. (2010). Handbook of Adult and Continuing Education. 2010 ed. Thousand Oaks, CA.: Sage

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

Curriculum. 1997, Trinity College Dublin: Dublin. p. 124.5. DES. Taoiseach launches €150m plan for "smart schools". 2009 [cited 2010 5th January].6. DES. Project Maths "breaks new ground" in approach to curricular reform 2008 [cited 2010 5th January].7. Lane, D., Seery, N., Gordon, S., The Understated Value of Freehand Sketching in Technology Education. Engineering Design Graphics Journal, 2009. 73(3): p. 13-22.8. DES, Leaving Certificate Design and Communication Graphics Syllabus. 2007, National Council for Curriculum and Assessment: Dublin.9. t4. About t4. 2006 [cited 2010 January 5].10. Keays, P., National Co-ordinator t4. 2010: Galway.11. t4, In-service attendance database Des, Editor. 2009: Galway.12

Conference Session

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Kimberly Anne Hunsinger, University of Kansas

Tagged Divisions

Continuing Professional Development

complete any market research on what was expected of atechnical short course delivered via internet. This course was originally recorded by having theinstructor deliver the class in Lawrence in front of a classroom. The plan was to present theslides and exercises with the recorded audio; however, some video was recorded, too. The slideswith exercises were processed step-by-step to match the associated audio recordings. There wasno animation, and long lecture segments were delivered using RealPlayer media with asupporting website. The instructor, while working from home due to his health conditions,always interacted with the students by e-mails. There was a discussion board with threads forseparate topics; however attendees rarely participated in a

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shadle, Boise State University; Louis Nadelson, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

Continuing Professional Development

of some other newapproach (Theme D). Other themes directly associated with faculty teaching practice includedthe introduction of real-world problems (Theme K), the use of student questions to driveinstruction (Theme L), an attempt at the use of a strategy that didn’t go as well as planned(Theme M), and the use of models (Theme N). In addition, five of the logs expressed somefrustration over the tension of “coverage” of content in the course as the faculty memberimplemented new pedagogical strategies (Theme C). Page 25.1087.4 The remaining themes reflected participants’ paying close attention to evidence ofstudent learning in the

Conference Session

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony P. Dalessio, Erie Community College; Elena V. Brewer, Erie Community College

Tagged Divisions

Continuing Professional Development

newfaculty members were hired, a plan had to be developed to fund professional development forboth faculty and staff in order to rebuild the program and evaluate current course offerings.Faculty and staff needed to be trained in new technologies and funding had to be sought forlaboratory upgrades. A number of strategies were employed to fund the faculty professionaldevelopment, which may be applicable to faculty in other parts of the country and in otherdisciplines.Funding for professional development at our college is limited to one funded event per year,based on available funding. It is managed by the college's Center for Teaching, Learning, andAssessment (CTLA), and CTLA is allocated a fixed amount of funding from the college budget.The amount

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida

Tagged Divisions

Continuing Professional Development

whiteboard,where the session moderator can upload documents or presentations and draw over them or on ablank page using a regular mouse and virtual tools while explaining what they are doing using astandard computer microphone. Users can use a web cam and microphone for online chattingand discussion, or a text box for asking question if non-audio questions are preferred. This toolhas also been used for the few UF EDGE courses that have group projects, allowing for teams ofcombined distance and campus students to successfully setup their own online meetings, tocollaborate and work on projects through the teleconferencing tool. Elluminate Live has servedan additional role for college of engineering faculty to plan and collaborate on research

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; Mark T. Schuver, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Continuing Professional Development

. (2010). Project and Program Management: A Competency-Based Approach. West Lafayette, Indiana: Purdue University Press. Pgs 40-73. 2 Kerzner, H. (2006). Project Management: A Systems Approach to Planning, Scheduling and Controlling. Hoboken, NJ: John Wiley and Sons. Pgs 87-127. 3 Simonson, M., Smaldino, S.E., Albright, M., & Zvacek, S. (2008). Teaching and Learning at a Distance: Foundations of Distance Education. Boston, MA: Allyn and Bacon. 4 Beatty, P.T. (1996). Connecting With Older Adults: Educational Responses and Approaches. Malabar, Florida: Krieger Publishing Company. Pgs 69-73. 5 Knowles, M. (1990). The Adult Learner: A Neglected Species. Houston, Texas: Gulf Publishing

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

integrate online with face-to-face time in a planned, pedagogically valuablemanner 8 , offering some of the convenience of fully-online courses without the complete loss offace-to-face contact 7. From the “traditional” classroom, it takes the teacher driven presentationand selection of relevant content and the dialogue between student and teacher. From the Web-based world, it borrows the advantages of self-paced, self-regulated learning 3. These coursesseem to offer the best of both worlds, preserving face-to-face contact in a reduced seat timeformat, while allowing faculty to creatively use Web resources in instruction 9.Blended learning approaches and design can significantly enhance the students’ learningexperience 10-11 by reducing "sage-on-the

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Svetlana Vasilievna Barabanova, Kazan National Research Technological University; Julia Ziyatdinova; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University ; Phillip Albert Sanger, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

societies. Themultidisciplinary activities of the Center became a good foundation to develop a professionaldevelopment system in the region and a unique regional model of continuing professionaleducation.It is well known that the majority of the industrial trainers at enterprises are highly skilled intheir technical fields. However their skills in teaching are low and they cannot plan classes Page 24.1272.3and organize a good interaction when teaching the young employees. They do not know well 2the peculiarities of the adult psychology without a special

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

scholarship. We plan to have at least one member of the SIIPadministration team present at each of these meetings to provide just-in-time faculty training andto facilitate the agreed upon evaluation efforts of the faculty. Additionally, this constant presencewill allow the administration team to better publicize and celebrate the efforts and successes ofthe faculty communities.We believe that this new administrative structure for SIIP can create a new paradigm for facultydevelopment and the sustainable adoption of evidence-based pedagogies. Rather than focusingon changing the practices and beliefs of individual faculty, the goal of faculty development willbe to change the practices and beliefs of faculty communities. We believe that this new

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

RTOP does not judge the quality of student-centeredinstruction, but it does measure if it is happening, and how much it occurs. Observers are trainedthrough a standard set of videos to assure that the inter-rater reliability is high [3].After several observations and a session on understanding the RTOP, faculty participants becamecurious about their scores. The project planning group decided that an experienced instructionalcoach in K-12 (part of the RTOP observation team) would meet with interested participants tohelp them understand their scores. Coaching the faculty was not originally part of this project,but it seemed opportune. Reformed Teaching Observational Protocol (RTOP) LESSON DESIGN AND