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

as a Process Engineer, and nine years as a private consultant and researcher. His interests are rooted in industrial-academic relationships, quality manage- ment system development, and production/operations management. He is a Lean Six Sigma Master Black Belt. Page 25.1124.1 c American Society for Engineering Education, 2012 Responding to the Call: Extending the Rose-Hulman Relationship via Continuing EducationAbstractIn August 2010, Indiana State legislators passed the Continuing Education Rule (Indiana Code25-1-4), requiring Professional Engineers

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

an entire campus with up to 100 participants.The most effective ideas for funding professional development at the community college levelare summarized in Table 1. At least some of these should be applicable to different technologydepartments in most areas of the country. Funding a department program on a shoestring budgetis possible, but it does take a lot of time and effort. Some funded opportunities, for example,can fill quite rapidly, while others may be posted to a listserv only near the final application datedue to low enrollment (or the application deadline may be extended for the same reason). It isimperative that websites, listservs, and forums are checked regularly for new and relevantpostings

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gonca Altuger-Genc, University of Massachusetts, Lowell

Tagged Divisions

Continuing Professional Development

, commission) rewards.”1 Self directed learning can strengthen one’sposition within the organization as well as the attractiveness in the industry among otherorganizations. The increased importance of lifelong learning in industry triggered academia todevelop and offer skills and tools to their students for them to become successful lifelonglearners. That is, the ability to continue learning without the direct interaction with an educator.Supporting lifelong learning requires a shift in educator’s position from offering continuingeducation courses to engaging in lifelong learning.2 As the industry gear towards to the concept Page 25.1149.2of employees

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary L. Fletcher, Johns Hopkins University; Allan W. Bjerkaas, Johns Hopkins University

Tagged Divisions

Continuing Professional Development

objectives and assessments have been drafted should the learningmaterials/learning objects be derived from the face-to-face course or designed for the onlinecourse. This ensures that the learning objectives and assessments drive the design of the courseand that they are not used instead to adhere to existing materials that may or may not beappropriate for the course.A basic template for a CDM is provided in Figure 1. Figure 1. Course Design Matrix (CDM) TemplateOnce the CDM is populated with these elements, it is important to first align the learningobjectives, assessments, and materials across a module and then align the modules with eachother. This iterative process may drive a change in the hierarchy of module themes and

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

possess a unique combination of ubiquity, portability,connectively and low cost which together could make them a valuable educational tool.1 As amethod for providing training and education, m-learning is commonly defined as “e-learningcarried out by means of mobile computational devices” that are “small, autonomous andunobtrusive enough to accompany us in every moment of life”.2Today cell phones can instantly present the user with rich media (text, audio, images and video),opening new opportunities for “just-in-time” learning especially as one part of a blendededucation program that may combine other components using face-to-face and web instruction.Just-in-time learning is thought to encourage high level learning since the learner can access

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

history of engineering distance learningat the University of Florida, and a one year snapshot of enrollments and students. The core ofthe work goes through UF EDGE basic model used to optimize resources and time including: thecombined distance and campus classroom structure, infrastructure for online delivery, coursemanagement system and online optimization tools, curriculum for online delivery, and thedistance exam proctoring process.1. Introduction: UF EDGE History, Departments, and Students.The University of Florida began offering on-site distance learning instruction at select Floridacompanies in the 1950’s. In 1964, the UF College of Engineering launched the first livegraduate engineering courses broadcast from UF with real time two-way

Conference Session

Session D: Panel Discussion on Fostering the Implementation of Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Matthew W. Ohland, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Anna Dollar, Miami University; Cynthia J. Atman, University of Washington; Jennifer A. Turns, University of Washington; Sunil Saigal, P.E., New Jersey Institute of Technology

Tagged Divisions

Continuing Professional Development

published a report entitled Creating a Culture for Scholarly and SystematicInnovation in Engineering Education: Ensuring U.S. Engineering has the Right People with theRight Talent for a Global Society, arguing that systematic practice and application ofengineering education research is crucial if engineering education is to continually refresh itselfto keep pace with rapidly evolving technologies and societal needs. To this end, the ASEEReport proposes the enculturation of a continuous closed-loop “innovation cycle” in which (1)Educational Practice identifies and motivates important (2) Questions which are clearly posedand formulated, leading to (3) rigorous Educational Research, (4) resulting in Insights andAnswers that are implemented back into

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

individuals evolving from an individualcontributor technical position to a leadership/management opportunity.Through a focused and intentional alignment of key courses in three primary areas; leadership,business/technology management and application, the enrolled students are provided theopportunity for discovery, assimilation and subsequent application of acquired knowledge andskills applicable to industrial settings both nationally and internationally. The program hasexperienced significant enrollment in excess of previously forecasted pro forma expectations,and, is expected to form the foundation for future similar program offering opportunities.Introduction –On July 2, 1862, President Lincoln signed into law the Morrill Act 1, named after Justin

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

Academic Center Infrastructure for Professional DevelopmentAbstract:The Center for Professional Studies in Technology and Applied Research (ProSTAR) wasapproved by Purdue University under the College of Technology as an academic Center inFebruary 2009. At that time, the underlying foundation for ProSTAR’s professional educationactivities was a Master of Science degree with a primary focus in technology leadership andinnovation skills including tools for process improvement and quality management.This paper will address the many complex and potentially controversial aspects of designing andimplementing an infrastructure for an academic Center to centralize professional studies within amajor Tier 1 educational

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; Uttandaraman Sundararaj, University of Calgary; John A. Nychka, University of Alberta

Tagged Divisions

Continuing Professional Development

22.301.7Bibliography1. Nelson, A.E. and S.M. Kresta, Team Teaching of Thermodynamics: Rapid InstructionalDevelopment in Young Academics, proceedings of the American Society for EngineeringEducation Annual Meeting, Salt Lake City, June 2004.2. Kresta, Suzanne, New Faculty Forums, 1 hour Teaching and Learning Effectiveness Session,University of Alberta, February 4, 1997.3. Sadler, D.R., Formative assessment and the design of instructional systems, InstructionalScience 18, 119-144, 19894. Chickering, A.W. and Z.F. Gamson, Seven Principles for Good Practice in UndergraduateEducation, insert to The Wingspread Journal, Volume 9, No. 2, published by The JohnsonFoundation Post Office Box 547, Racine, Wisconsin 53401-0547, Susan Poulsen, editor, 1987.5. Wankat, P. and

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

identify both thefrequency and extent of how these forms of scholarship are used in P&T considerations atuniversities and colleges within the US. Social science models of SOES-l do not seem to fitprofessional disciplines such as E&T. For E&T programs, the SOES-l is of necessity focused onfaculty’s interaction with industry as well as traditional community partners needing atechnology centric consult. Student involvement comes in the form of projects, either episodicor continuous with both communities. Currently, the axis of control for faculty reward systemsare operationalized by the values placed on: 1. refereed journal publications 2. funded projects and grants that pay the federal overhead rate 3. outside

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Beverly Davenport Sypher, Purdue University; Steven R. Abel, Purdue University; Monica Cox, Purdue University; Teri Reed-Rhoads, Purdue University; Brenda Berkelaar, Purdue University

Tagged Divisions

Continuing Professional Development

these on-campus plans would relate to explicating and validatingincentives to engage faculty to acquire change leadership skills. While some did, many served toengage faculty in specific change leadership activities without necessarily explicitly highlightingthe leadership skills being gained as a result of engaging in the activity. This paper willsummarize the lessons learned from the application process, the workshop, and the campus planactivities.IntroductionMost stakeholders in engineering industry and education agree that change is needed inengineering education in order to improve the quality of instruction and produce engineeringgraduates with a wide range of skills (e. g., 1, 2). Despite several calls to action, inertia remains

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 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

promoted faculty are able to experience the learning environment from astudent’s perspective.Challenge based Instruction (CBI) is implemented in the form of a slightly modified STARLegacy Cycle19. This cycle “is an exemplar of an inductive approach to teaching and learning” 20and contains a directed sequence of steps that immerses the learner in the four dimensions of theHow People Learn (HPL) effective learning environment and provides a framework for CBI andthe design of associated learning activities21. The cycle is illustrated in figure 1 and it is brieflydescribed next18. The legacy cycle contains steps or activities that appeal to different learningstyles20 and most of those activities align themselves nicely with key phases of the

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin James Wainwright, BC Institute of Technology; Barbara Ellen Endicott-Popovsky, University of Washington, Information School; Sarah A. Rajala, Mississippi State University

Tagged Divisions

Continuing Professional Development

like to start a business. c) Wish to obtain immediate employment.The organization of this paper is as follows: The next section gives a brief overview of theCanadian Forces training modules that are relevant to this project. Section three describes thebasic program structure at BCIT. Section four explains the reservist re-entry program at BCITand section five gives a summary of results and initial findings.Canadian Forces Military Training Modules3The following is a brief overview of the reservists’ formal military training covered in ouranalysis: Page 22.155.3 Figure 1: Overview of Canadian Forces Training ProgramAll

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

- Page 15.1154.2Madison. In this paper we discuss and compare the results from a collaborative TELproject by examining the key instructional motivators and entry points for facultywithin the CoE’s and ICBE’s organizational context and culture. The challenges ofmotivating, supporting, and leading faculty adoption of new teaching methods,including technology, in a Research I decentralized higher education institution havebeen acknowledged by the ASEE Phase 1 Report.1 The initial TEL project in CoEfunded the development of a math editor tool; while the initial TEL ICBE projectdeveloped a tool to facilitate giving feedback to students. Both tools were createdwithin the open source course management system (CMS), Moodle. Using an open-source CMS

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; J. P. Mohsen, University of Louisville; Norman Fortenberry, National Academy of Engineering; Michael Prince, Bucknell University; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

for The Engineer of2020.Critical elements of professional faculty development and recognition programsUtschig and Schaefer3 present three critical elements needed for any successful US programseeking to establish excellence in engineering education through professional education andrecognition of faculty teaching in higher education. The ultimate goal of such facultydevelopment programs is to help propel engineering education to a point where most faculty canbe described as scholarly teachers. Building on concepts well grounded in literature8, the criticalelements identified were: (1) support by a nationally respected society or academy, (2) utilizationof qualifying criteria or standards at several levels, and (3) flexibility in

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

Michael Kozak, University of Dayton

Tagged Divisions

Continuing Professional Development

question regarding perceived preparedness was quantified by coding responses asfollows: Strongly agree was assigned a 1, agree a 2, neutral a 3, disagree a 4, and stronglydisagree a 5. A one sample t test was performed on the differences in the ratings for individualdata. Pearson’s correlation coefficient was determined between the individual studentperformances for all eight questions and the individual student perceived perception ofunderstanding.ResultsThree students chose to not have their responses included in the study. Eight students did notcomplete or return all sections of the survey and their answers were not included in the analysis.That left thirty-nine students that were used for the analysis. Table 1 shows the proportion ofcorrect

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

last half century1 .Lectures are frequently used in engineering education to transmit information to students. In anonline learning environment, lectures can be captured and replayed anywhere, anytime, thusproviding enhanced flexibility for learning. Experts can be easily brought into the onlineclassroom, enabling learning experiences that are not as readily acquired in a traditional on-campus classroom 1.One of the distinguishing elements of engineering education is the lab requirements 1. Thecurrent ABET 2 engineering criteria states that all engineering programs must demonstrate thattheir graduates have an ability to design and conduct experiments, as well as to analyze andinterpret data; design a system, component, or process to meet

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

thefollowing categories: Leadership, Learning About Learning, Teamwork, Technical Writing,Technical Presentation, Professional Responsibility and Ethical Decision Making. By completingthis assignment, students are expected to recognize their areas of improvement and plan toachieve their professional goals while completing the program. In this paper, we discuss the PIPassignment, student learning outcomes, students’ perceptions and future improvement that can bemade on the assignment.1. IntroductionPersonal Improvement Plan (PIP), also called Personal Development Plan (PDP) or IndividualDevelopment Plan (IPD), is a written plan that frameworks a student’s professional goals andsteps needed to meet those goals. The Personal Improvement Plan generally

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

the Journal of Engineering Education's publicationmission,1 ASEE’s Year of Dialogue2, the articulation of a set of research areas to structure futureengineering education research agendas,3 and a plethora of editorials calling for the birth of anew discipline or the value of different forms of engineering education research.4,5 These eventslaid the intellectual groundwork for the growth of a new formal discipline of engineeringeducation. Their momentum increased the hiring of engineering education faculty where tenureis granted based primarily on research performance.6 These positions emerged in a variety ofdifferent departments including engineering, education, and even newly established engineeringeducation departments. Furthermore, new

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

programtargeting the improvement of undergraduate engineering education. Faculty proposed large-scalerenovations of a specific undergraduate course or closely-related group of courses, with the goalof improving student engagement, learning outcomes, and faculty teaching experiences.Alternatively, faculty could propose to develop teaching technologies that would facilitate theimplementation of evidence-based teaching practices. Priority in funding was given to projectsthat would impact large numbers of students or provide critical interventions early in students’learning careers.“Live deep, not fast,” is an admonition coined in the early 1900’s by literature professor, critic,and editor Henry Seidel Canby 1. Faculty participating in SIIP were invited to

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

to provide bi-directionalfeedback between students and faculty. Feedback from quizzes and polls was used by the facultyto modify content in subsequent lectures to ensure key concepts are understood. Time spent oneach quiz was recorded along with quiz grades and were correlated.Lecture Capture TechniquesIn this study, faculty used three methods to create content that was subsequently captured addingboth audio and video annotations with Camtasia. In order of difficulty from least to most, theseare (1) document camera used in the instructors' office, (2) handwritten text, equations anddrawings that were digitally captured via tablet computers and a stylus and (3) digitally typesetand drawn materials using text, drawing, and equation creation

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Zachary Gredlics, University of Kansas; Kevin Curry, University of Kansas; Kara D Lynch, University of Kansas Continuing Education

Tagged Divisions

Continuing Professional Development

projecttitled Development of Accreditation in Engineering Training and Education or DAETE3,established a self-assessment matrix especially suited for continuing education activities. Thematrix is based on the European Foundation for Quality ManagementTM (EFQM®)4 model(Figure 1) that allows the lifelong learning organizations to clearly focus on five Enablerscriteria and four Results criteria of the continuing education activities. The self-assessmentmatrix is also extended to a benchmarking process that enables each CE organization tocompare itself with similar organizations. While the benchmarking capability was an addedattraction, the primary reason behind choosing this tool was its simplicity and relevance to theneeds of CEIPE. This paper will

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Bird, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Continuing Professional Development

modeling is not direct mimicry but rather the individualtakes the essential elements of the observed behavior and performs a similar behavior.This paper explores the process by which faculty successfully transition from a traditionalteacher-centered lecture style to a learner-centered inquiry-based style of teaching as illustratedin Figure 1. The study used an in-depth interview approach with 3 exemplar faculty to elicit thestories of how they transformed their teaching style. Thematic narrative analysis was used toanalyze transcriptions of open-ended interviews with these engineering educators about theirpersonal teaching narratives. This study sought to identify how these individuals described theirtransition, the barriers they faced, their

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

education..Figure 1 illustrates th he many opp portunities th hat online edducation can enable whenn strategicalllyenvisioneed, designed d and implem mented. Entiirely new deegree or certiificate progrrams can becreated, reaching r new w students with w new targ geted, authenntic learningg experiencess. Programss thatare well designed d to meet m markett needs and are a effectiveely marketedd can providee new sourcees ofrevenue. More fundaamentally, su uch programms can providde educationnal leadershiip in advanciingthe qualitty of teachin

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Divisions

Continuing Professional Development

theparticipants agreed to serve as a control group. Because these eight faculty had applied to theTeaching Circle, we consider selection-bias to be only a minor issue. Further, at the start of theprogram, the attitudes and behaviors of the treatment group faculty were comparable to those ofthe faculty in the control group, so comparing changes in attitude and behavior over the termoffers an indication of the impact of the Teaching Circle. Demographics of faculty in thetreatment and control groups are listed in Table 1. Table 1. Demographics of treatment and control groups Treatment  Control

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

Management (formerly NAPM). Page 23.1276.1 c American Society for Engineering Education, 2013 Undergraduate GPA as a Critical Success Factor in Evaluating Professional Working Adult Learner Admissions AcceptabilityMost colleges and universities, especially Tier 1 research universities, frequently useundergraduate Grade Point Average (GPA) and the Graduate Record Examinations (GRE) as keycriteria for acceptance of students into Masters’ level education programs. While GPA and GREare relevant as critical success factors relative to traditional students, the applicability of thesecriteria

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Richards, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Jason Daniel Christopher, USAFA/DFEM

Tagged Divisions

Continuing Professional Development

23.1356.1 c American Society for Engineering Education, 2013 Video Recording vs. Class Visits: A Comparison of Two Faculty Development ToolsIntroductionTeaching focused faculty development is critical to the success of a school.1 A “learn as you go”approach to faculty development is costly in terms of the lower quality of education provided tostudents upon whom new faculty “practice”. For 95% of new faculty, it takes 4 to 5 years tobecome proficient teachers.2 At our institution, we have found that this time can be significantlyreduced through deliberate faculty development.Many different techniques and methods have been described for faculty development. Felder, etal, point out that

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Dickrell III, University of Florida

Tagged Divisions

Continuing Professional Development

able to ask, in amoderated setting, text-based questions via a chat dialog which the presenter can address in real-time or in a delayed question-and-answer format.Student ExperiencesAll of the above platform tools were used in a semester of a large undergraduate engineeringmechanics course (enrollment ~ 500 students) for virtual office hours. Participants in these officehours were those who were either unable to attend physical office hours to due scheduleconflicts, or those who were not physically able to attend to remote deployment (internships, co-ops, etc.). Table 1 shows the summarized findings of the platforms over the semester.The most useful of the tools were Google+ with Hangouts and GoToWebinar due to their cost,student interesting

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

development of engineers is critical to ensure proper skills,procedures, and knowledge are learned to facilitate safe, efficient, and environmentally-friendlyoperations with minimal unplanned downtime.1 One way to address effective professionaldevelopment design is through attention to learner preferences. Research has shown thatengineering students have different learner preferences compared to the general population.2However, in an extensive review of available literature, no studies were found reporting on thelearner preferences of working engineers. Thus, it appeared that while much research discussedeffectively educating engineering university students, very little is available in the literature onthe continuing education of working engineers