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

education that is situated in a realistic and comparable environment commonly seenin project-based learning (PBL) courses. A common example of these types of learningenvironments is represented in design courses, both at the first-year and senior levels. Thesetypes of courses require students to exhibit a high level of motivation and advanced cognitivedevelopment, representative of an adult learner, in order to successfully meet the requirements ofthe course.Studies have acknowledged that in order to develop critical thinkers and capable problemsolvers, teachers must understand the needs of today’s engineering student and design instructionto meet those needs. The development of students in undergraduate curriculum varies widely asundergraduates

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

1942, this third generation family owned business has been located in Orestes,Indiana. Red Gold improves the community’s economy by using a team of 60professional growers to produce tomatoes on 10,000 acres of farmland within 100 milesof the processing plant. The company’s employment expands from 1,100 to 1,500 duringharvest and they use their 1,000,000 square feet of floor space to produce over 100different tomato products in 20 different sizes and containers.1Red Gold’s operating philosophy and guiding principles are an integral part of thesuccess of this project and are stated, in part, below: Philosophy: Growing Leaders the Red Gold Way At Red Gold, we’re committed to developing highly-skilled leaders with the overall

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Thomas Richard Huston, University of Cincinnati

Tagged Divisions

Continuing Professional Development

Richard Huston, University of Cincinnati Dr. Thomas Huston is an Associate Professor in the Mechanical and Materials Engineering (MME) De- partment within the College of Engineering and Applied Science (CEAS) at the University of Cincinnati. Dr. Huston has been a member of the engineering faculty at the University of Cincinnati since 1985. He is the Director of the Design Clinic for MME and oversees the capstone design projects for the Senior Me- chanical Engineering students. Dr. Huston also serves as the Deputy Director of the Occupational Safety and Health Engineering program of the NIOSH Education and Research Center (ERC) at the University of Cincinnati. An alumnus of the University of Cincinnati, he completed his

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation

Tagged Divisions

Continuing Professional Development

onrole and development of faculty.Many researchers and educators have worked on various faculty development activities. Vachlon,et al. argue that faculty development is critical and suggest periodic training on the latestteaching and research methods 2. Dirk points out that there are several programs to supportprofessional qualification, development, and/or recognition for those teaching in highereducation3. Felder and Brent have been conducting faculty development workshops under theauspices of ‘The National Effective Teaching Institute’ (NETI), which have proved to be hugelysuccessful4.Vaz found that the performance of the faculty, who advised off-campus interdisciplinaryresearch projects, was better than their peers 5. Faculty Development

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

systems. He is internationally recognized, has contributed to scholarship more than 150 articles, presentations, books and reviews on software development methodologies, management, organizational change, and program management. Dr. Springer sits on many university and community boards and advisory committees. He received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. Dr. Springer is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR & SHRM-SCP), in Alternate Dispute Resolution (ADR), and, in civil and domestic mediation. He

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

interviews, we can ask detailed questions aboutwhat learners valued in the course, what its role was in helping them achieve professional orpersonal goals, and whether their achievements were recognized outside of the course. Learneruse encompasses not only future or intended use of course material, but also the ways thatstudents apply key concepts within the course. Knowledge and skills gained in the course can beapplied to later assignments, projects, or discussion board interactions, where learners maydemonstrate their understanding of topics by using them in later situations. From this level, wecan determine the extent to which course material is relevant to learners’ needs, and whether ithas immediate and/or long-term value to them.Level 5

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

anongoing basis. Course content is developed based upon the following essential rubrics: Page 12.889.4 - more - • The course-design approach is competency-/outcome-based • Classroom instruction is for clarification • The laboratory is to expand on classroom instruction • A final capstone project course integrates all the components Many sources for initiation ESD Curriculum-Change Process of change, 2+ faculty

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

and adults, and was a GSI at U-M for two En- vironmental Health Sciences courses. At CRLT, she is involved in education research, assessment and evaluation projects, and various professional development programs for students and faculty.Dr. Cynthia Finelli, University of Michigan Dr. Cynthia Finelli is Director of the Center for Research on Learning and Teaching Engineering and research associate professor in the College of Engineering at the University of Michigan. She actively pursues research in engineering education and assists other faculty at U-M in their scholarly endeavors. Her current research interests include studying faculty motivation to change classroom practices, evalu- ating methods to improve

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

management to allow us to introduce the facultyreward system and to analyze that. We also acknowledge Mr. Abhay Joshi for reviewing allthe early manuscripts of the paper and bringing it to this level. We also would like to thankthe All India Council for Technical Education (AICTE) for funding of the project onEffective Employability – that has made possible this study and the paper. Page 24.182.8References1 Patrick T. Terenzini Lisa R. Lattuca, and J. Fredricks Volkwein, 'Engineering Change: A Study of the Impact of EC2000', (ABET, Inc, 2006).2 EDWARD L. DECI, 'The Effects of Contingent and Noncontingent Rewards and Controls on Intrinsic

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

basisoften in another location where there may be issues getting particular courses. When a studentleaves early, the program completion rate suffers and there is lost income to the college. As thecurricula were developed, consideration was given to keeping required undergraduate coursesthroughout the last year of the program. The senior design project usually provides thisconstraint in that it may not be possible to offer that course(s) out of sequence. In the case of theElectrical – MBA program in Figure 1, it is typically not possible to complete all of the SeniorElectives (EE Sr Elec) prior to the 5th year.Advanced Placement – Completing both degrees in five years requires that students are ahead ofthe traditional curriculum. Students are best

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ed Alef, Rochester College; Soma Chakrabarti, University of Kansas

Tagged Divisions

Continuing Professional Development

Leadership 3. Evaluation Process 3. Budget responsibility Employee 1. Learn 2. Apply Knowledge to Continuously Improve 3. Apply Knowledge to Innovate Page 23.4.6 TEAM EXECUTION OF CORE VALUESUniversity Partner: The university plays a key role in the development and tailoring of thecurriculum to the strategic needs of the organization and in integrating formal opportunities forknowledge applications through course required project assignments

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

. Sundararaj organized a two day workshop in May 2007 on active learning and effectiveteaching. In the traditional approach at universities, the professor lectures and the students watchand listen. The students work individually on assignments, and cooperation is discouraged. This Page 22.301.2instructional method is inferior to instruction that involves active learning, in which studentssolve problems, answer questions, formulate questions of their own, discuss, explain, debate, orbrainstorm during class, and cooperative learning, in which students work in teams on problemsand projects under conditions that assure both positive interdependence and

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

way of addressingdifficulties in integrating CBI into the workshops. Integration was important to the authorsbecause they believe that this pedagogy is effective, even if the students are faculty members,and that the faculty will be more highly motivated to adopt pedagogy that they have experiencedthemselves. The use of the Wiki website devoted to this CBI dissemination project facilitatedthe training process by improving the quality of the faculty workshops while also reducing therequired time investment of faculty and the workshop team. Over several semesters, with theinput of workshop participants, the site has grown to include a breadth of CBI examples that arenow well integrated into the workshop activities. The site gives faculty a

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 an experienced engineer ortechnician in a particular field was a sure fit as a teacher or trainer. Such assumptions invariably Page 26.1340.3lead to less than stellar classroom activities and tend to promote lackluster learningenvironments9. Consequently, this Practical Instructional Design for Engineers project wasdeveloped to initiate engineers into the world of learning and teaching by focusing on how todevelop and deliver training courses and materials that are constructed on instructional designbest practices. The Learning Training and Development team conduct formal research tocontinually improve company education products and

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

writing, working with projects, media,e-learning, and computer aided technologies and an elective module from additional topics.The basic curriculum comprises of a minimum of 204 sessions covering the following subjects: ‚ Engineering education (36 sessions) ‚ Engineering education practice (36 sessions) ‚ Educational technology (at least 12 sessions) ‚ Laboratory didactics (at least 12 sessions) ‚ Comprehensible text creation (at least 16 sessions) ‚ Rhetoric (at least 12 sessions) ‚ Communication and discussion training (at least 32 sessions) Page 13.96.9 ‚ Selected principles of psychology (at least 16 sessions) ‚ Selected

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

responsible for leading cross-organizational teams e.g., academic, government and industry, and approving products for technical feasibility and business project consistency. This includes learning science research, including the application of immersive and cognitive learning theories into academic and industrial settings. Michael holds a Masters degree in International Business from the Ecole Superieure De Commerce De Lille and is currently pursuing a PhD in Organizations and Innovation: Understanding internal and external dynamics of networks at stake using a Complex Adaptive Systems perspective. Michael often represents Boeing internationally and domestically as a speaker

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

than 150 articles, presentations, books and reviews on software development methodologies, management, organizational change, and program management. Dr. Springer sits on many university and community boards and advisory committees. He received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. Dr. Springer is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR & SHRM-SCP), in Alternate Dispute Resolution (ADR), and, in civil and domestic mediation. He is a State of Indiana Registered domestic mediator.Mr. Mark T Schuver, Purdue

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Thomas M. Freeman, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

Continuing Professional Development

assignment for which they can get formative feedbackfrom you that they can use directly to improve their work on that module’s summativeassessment or project at the end. Examples of this include rough drafts submitted prior to a finalversion, smaller sets of problems prior to an exam, giving feedback on homework which mirrorsupcoming higher stakes assignments, online quizzes which can be taken multiple times untilstudents master the material, or a smaller, low stakes version of the larger, higher stakesassignment at the end of that unit. Your feedback needs to be meaningful, frequent, timely, andinclude specific suggestions for improvement​ [21]​ where ever possible. Structuring theseformative feedback opportunities into each module or unit of your

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

explored faculty adoption of research-based instructional strategies in the statics classroom. Currently, Dr. Cutler works as an assessment and instructional support specialist with the Leonhard Center for the Enhance- ment of Engineering Education at Penn State. She aids in the educational assessment of faculty-led projects while also supporting instructors to improve their teaching in the classroom. Previously, Dr. Cutler worked as the research specialist with the Rothwell Center for Teaching and Learning Excellence Worldwide Campus (CTLE - W) for Embry-Riddle Aeronautical University. c American Society for Engineering Education, 2016 Talking “faculty development” with engineering educators