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

Graduate Engineering Program.Rosalyn Hobson, Virginia Commonwealth University Dr. Rosalyn S. Hobson is the Associate Dean for Graduate Studies and Associate Professor of Electrical Engineering at Virginia Commonwealth University in Richmond, Virginia where she joined the faculty in 1996. She also serves as the Director of the VCU - University of KwaZulu Natal International Partnership. She received her B.S., M.S., and Ph.D. degrees in Electrical Engineering from the University of Virginia. She served as a Science and Technology Diplomacy Fellow at the U.S. Agency for International Development (USAID) as a Higher Education Science and Technology Specialist and provides leadership for

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Susan Donohue, The College of New Jersey; Christine Schnittka, University of Kentucky; Larry Richards, University of Virginia

Tagged Divisions

Continuing Professional Development

assess alternate/misconceptions according tolearner points of divergence from the expected conclusion. Inductive learning “encompasses a Page 15.1215.4range of instructional methods…(that) are...learner-centered…(and)…constructivist” withelements of active learning, most notably cooperative learning (p. 123; emphasis ours).15Project-based learning is the main inductive learning strategy that we use. Participants work inteams of up to 4 members to design, prototype, and test a solution to the challenge(s) identifiedby the facilitators.Our research philosophy is influenced by two approaches to qualitative analysis. For Miles andHuberman, 25 the

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

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

Conference Session

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

Business Review, 68,(3), 103-111.Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, 73(2), 59-67.Lee, J., & Clery, S. (2004). Key trends in higher education. American Academic, 1(1), 21-36. Available online at: http://www.aft.org/pubsreports/american_academic/issues/june04/Lee.qxp.pdfMiller, D. (2004). Building sustainable change capability. Industrial and Commercial Training, 36(1), 9-12.National Academy of Engineering (NAE). (2004). The engineer of 2020: Visions of engineering in the new century. Retrieved May 1, 2009, from http://www.nap.edu/catalog.php?record_id=10999. [Also available in print format]Scott, G., Coates, H., & Anderson, M. (2008

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

achieved both professional AND academic credentials equal to or higher than those of the individuals involved in the P&T process. These "Peer Reviewers" serve as "Quality Assurance Evaluators" to insure the standards of the discipline and the academic community are being sustained. By having individuals who are neither professionally and/or academically qualified to serve in a Peer Review process, we would begin to see that the quality of the program(s) and the academic faculty (over time) would become "watered-down" and "ineffective". Furthermore, it would provide our true academic peers with an opportunity to ridicule and denigrate a system that uses outside "experts" as a key component of our

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

exploring new opportunities to create and sustaintechnology enhanced learning in STEM disciplines. Page 15.1154.15UW- Madison Sponsoring Deans: Dean Paul S. Peercy, College of Engineering Dean Margaret M. Molly Jahn College of Agricultural and Life SciencesUW-Madison Key Contributors Greg Moses, Professor, College of Engineering Robert Kohlhepp, Director, Computer Aided Engineering, College of Engineering Regina Nelson Lead Technology Consultant and Ph.D. candidate, College of Engineering Sandra Shaw-Courter, Director, Engineering Learning Center, College of Engineering, retired. Tim Tynan, Lead Technology Consultant and Ph.D. candidate, College of

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

subject. The root cause lies in thefamiliar enablers, computing, control and communications. The powerful workstationprocessor of 1990 is now a $2 embedded component and multiple 1990 supercomputersare routinely available for each system management function. The same electronicscapability now allows data to be collected at Gbyte/s rates. Control functions can bedetermined by complex algorithms rather than constrained closed loops. Moresignificantly, all the data can be stored for future analysis or reports. Low cost, high datarate fiber or wireless communications is the glue that holds the system together.The industry has exploited the new technology to create a global marketplace of suppliersand users. They are both the creators and principal

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

GillichBibliography1. Bourne, J., D. Harris, and F. Mayadas, Online Engineering Education: Learning Anywhere, Anytime. Journal of Engineering Education, 2005. 94(1): p. 131-146.2. ABET, Criteria for accrediting engineering programs. 2005, ABET: Baltimore, MD.3. Trapp, S., Blended Learning Concepts – a Short Overview, in Innovative Approaches for Learning and Knowledge Sharing, E. Tomadaki and P. Scott, Editors. 2006, Sun SITE Central Europe: Aachen, Germany. p. 28-35.4. Schramm, D., Global challenges for engineering educators: lessons from an online masters degree for practicing engineers, in 2002 ASEE/SEFI/TUB Colloquium. 2002, American Society for Engineering Education: Berlin, Germany.5. Allen, I.E., J

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

program • Who is responsible for professional development program enforcement? • How is the professional development program implemented at the national level? • How is the professional development program implemented at the local level? • How is the professional development program included in accreditation? • Is participation compulsory or voluntarily? • Who is/are the target group(s)? • What is the professional development program duration? • What is the professional development program content? • How are qualifications recognized and/or rewarded?Clearly criteria, standards, and policy regarding professional qualification for teaching in highereducation are unique to each nation’s needs, interests, and