Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

; Master’s degree holders byage 62, and Doctorate degree holders by age 66. Which means, from January 1, 2008, the ageBoomers first started to turn 62, and then January 1, 2011, the age Boomers first started to turnage 65, we would expect to experience a significant exiting of skilled labor. This clearlyrepresents a trough in the available workforce when compared to the available backfill of GenX’ers.Restating, since January 1, 2011, someone turned 65 years of age at a rate of nearly 10,000 perday, approximately 4 million per year, until 2029. This is not necessarily good or bad, it simplyprovides interesting information for thought and planning in everything from produced goods toservices.Current revisions to the mortality tables used by insurance

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gustavo Lopez, Universidad de Costa Rica; Francisco Cocozza, CITIC; Alexandra Martinez, Universidad de Costa Rica; Marcelo Jenkins, University of Costa Rica

Tagged Divisions

Continuing Professional Development

testing and coverage metrics 2.1. Unit tests in Visual Studio 2.2. Code coverage metrics 2.3. Test automation 3. Support for automated user interface tests 3.1. Simple tests 3.2. Data-driven tests 3.3. Web and desktop application tests 4. Introduction to Team Foundation Server (TFS) 4.1. Features of TFS 4.2. Installation of TFS 4.3. Backup creation and recovery 4.4. Version control 4.5. Reports 5. Introduction to Microsoft Test Manager 5.1. Creating a Test Plan 5.2. Executing the tests 5.3. Managing the environments 6. Performance Tests in Microsoft Test Manager 6.1. Lab Center’s features and functionalities 6.2. Recommended architecture and environment

Conference Session

Pedagogical Considerations for Teaching Engineering Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronie Shilo, Stanford University

Tagged Divisions

Continuing Professional Development

examples of how the content was applicable to the company. In addition, while the faculty member provided participants with feedback related to the course content, the executive was able to offer feedback and input on the quality of the presentation as it related to the company’s realities. A preparation meeting between the faculty member and company executive who would be co-leading the webinar was also a useful way for the two to align their plans, better understand their respective roles, and for the faculty member to be further educated about some of the specific challenges facing the company. Over time, the faculty members became much more attuned to the specific dynamics of challenges facing the

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

action plan, including thedelegation of responsibilities where possible.Reflections primarily revolved around themes consistent with the insights gathered from facultymembers. Most consultation hours were spent discussing strategies, providing suggestions, andgiving feedback on specific course materials. Faculty who sought out multiple follow-upmeetings were more likely to ask for in-depth feedback on their course materials andorganization. Those who did not engage in follow-up consultations tended to be more focusedon clarifying the expectations and steps needed for completion of the FIOT, rather than ondiscussions about the course itself.Consultations with faculty entirely new to either online teaching in general or to WPI werelonger in length

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

: Turning Good Ideas into Great Results.” Quality Press.Kerzner, H. (2009). Project management: A systems approach to planning, scheduling and controlling (10th ed.). Hoboken, NJ: Wiley.[5] Seemiller, C. & Grace, M. (2016). Generation Z Goes to College. San Francisco, CA.: Jossey-Bass.[6] Twenge, J. (2017). iGen. New York, NY.: Simon and Schuster Inc.[7] American Psychological Association (APA), (2018). Stress in America: Generation Z. Stress in America Survey.

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Glenda Scales, Virginia Tech; Sharon Caraballo, George Mason University; James Groves, University of Virginia; Rosalyn Hobson, Virginia Commonwealth University; Linda Vahala, Old Dominion University; Catherine Amelink, Virginia Tech

Tagged Divisions

Continuing Professional Development

measurements will allow program directors to assess thesuccess of the new initiative.SummaryThe CGEP directors are working together to share institutional strategies for moving engineeringcourses and degree programs online. While the approach may be different at each institution thedirectors are investigating how to apply Rogers Theory of Diffusion as a framework to increasefaculty interest and movement toward placing courses and degree programs online. The firststep in the development of this process occurred in June 2009 with a workshop designed topromote the best practices for developing and delivering online engineering programs.Additionally a follow-up assessment is planned to help determine additional best practices.References1. Allen, Elaine

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

development (Baume, 2003)18. On successful completion, participants areeligible for certification and professional registration through the UK Higher EducationAcademy.The Durham PGCert is based around reflection on a participant’s teaching practice in highereducation. In order to achieve the programs learning outcomes, participants have to experiencebreadth and depth to their Higher Education teaching experience for at least the duration of theprogram. This has to include: teaching, learner support, design and planning of learning andteaching activities, assessment and/or giving feedback, and the development of effective learningenvironments. It is assumed that all participants have earned at least a bachelors or mastersdegree. The following

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Daniel Wittenborn, Boeing Company; Michael Richey, Boeing Company; John Paredes, Boeing Company; Daniel Schrage, Georgia Institute of Technology; Dale Atkins, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

, Stepich, Lehman, & Russell also noted that distance technology can be bothcostly and difficult to implement, can involve more complex instructional methods, andfrequently requires more planning and preparation of materials than traditional classroom-basedcourses.16 It is advisable to assess whether or not the advantages of new distance learning Page 14.1318.5programs or courses outweigh these type of drawbacks before committing to such programs.Architecture of Distance-Based Lab EnvironmentThe Introduction to IDM through PLM course was a 10-week online learning course. The firstobjective of this course, which deals with the theory of PLM

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

ATLAS. This instrumentwas used in the present study to assess preferred learning strategies. An important advantage ofATLAS is that it is simple to administer and is currently the generally-accepted method formeasuring learning strategy preferences.18 Three distinct learning strategy groups wereidentified: Navigators, Problem Solvers, and Engagers.26 Navigators plan their learning andfocus on completing the necessary activities to achieve their goals. Order and structure areimportant to these learners, who tend to be logical, objective, and perfectionists. They want clearobjectives and expectations at the beginning of a course and in advance of activities, such as inan explicit and detailed syllabus and precisely defined assignments and

Conference Session

Continuing Professional Development Division Technical Session 2

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

Tagged Divisions

Continuing Professional Development

parents. In fact, 53 percent of 18-to-24 year olds are livingwith their parents, and 85 percent of college seniors plan on moving back home after graduation(Gang, p. 1).”In March, 2012, PEW Research Center reported more generally “…This generation of youngadults has sometimes been labeled the “boomerang generation” for its proclivity to move out ofthe family home for a time and then boomerang right back. The Great Recession seems to haveaccelerated this tendency. The Pew Research survey found that among all adults ages 18 to 34,24% moved back in with their parents in recent years after living on their own because ofeconomic conditions.” Tracking the number of young people in a given household is more easilymeasured than relying on voluntary data

Conference Session

Continuing Professional Development Division Technical Session 1

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

Tagged Divisions

Continuing Professional Development

, Google announced plans to hire more than 6200 new employees. On the surface mostconcerned with our U.S. economy applauded this. Even the President of the United States statedhow great this was for the economy and the many people of our great nation. It is unimaginableanyone not being happy about this, especially given the then state of the economy. But, therewere those not happy about the decision. Those not happy were the shareholders reflected in theabove article. Why wouldn’t the shareholders be happy about the announced hiring as was Page 26.1350.4everyone else who was made aware of it? The answer, per the above article reference was

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 career plans. Journal of Engineering Education. 99(4): p. 319-336.28. Eccles, J., T.F. Adler, R. Futterman, S.B. Goff, C.M. Kaczala, J.L. Meece, and C. Midgley, Expectancies, values, and academic behaviors. in Achievement and achievement motives : Psychological and sociological Page 24.33.17 approaches, J.T. Spence, Editor, W.H. Freeman: San Francisco.29. Arnett, J.J. (2007), Adolescence and emerging adulthood : A cultural approach, Upper Saddle River, N.J.: Pearson Prentice Hall.30. Arnett, J.J. (2004), Emerging adulthood : The winding road from the late teens through the twenties, New York

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ioan Gelu Ionas, University of Missouri; Matthew A. Easter, University of Missouri; William H. Miller, University of Missouri, Columbia; Gayla M. Neumeyer, University of Missouri Research Reactor; Valerie Deitz Taylor, Center for Energy Workforce Development; Gwen K. Weakley, Kansas City Power & Light

Tagged Divisions

Continuing Professional Development

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Evan Harpenau; Evelyn Ann Kaelin; Meg Piechocki; Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette

Tagged Divisions

Continuing Professional Development

% – Finance - 19% – Business Development - 19% – Sales - 17% (Careerbuilder) • Recruiters are looking for candidates with the following majors: – Business - 35% – Computer and Information Sciences - 23% – Engineering - 18% – Math and Statistics - 15% – Health Professionals and Related Clinical Sciences - 14% – Communications Technologies - 11% – Engineering Technologies - 11% – Communication and Journalism - 8% – Liberal Arts and Sciences, General Studies, and Humanities - 7% – Science Technologies - 7% – Social Sciences - 6% – Biological and Biomedical Sciences - 6% – Architecture and Planning - 6% – Education - 5% (Careerbuilder) • 94% of 2017

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Mel Chua, Franklin W. Olin College of Engineering; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

Continuing Professional Development

 those identified needs. From this affinity diagram, we facilitated a discussion about POD resources, asking the participants to identify which POD resources could help with their needs. Finally, the “message­in­a­bottle” activity allowed participants to evaluate their individual needs and those of their peers by capturing their highest­priority thoughts on engineering education to share with POD practitioners. At the end of the day, if all worked out according to plan, from FIE we would have:  “[enhanced] the connection between engineering education research and the day­to­day  teaching practices of university instructors...Participants [would have left] with concrete  methods and contacts for engaging the POD community in