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Evolving the Teaching and Practice of Project Management: Lessons Learned on the Path to Living Order

Conference Session
Career Development for Engineering Professionals
Collection
2018 ASEE Annual Conference & Exposition
Authors
Wayne P. Pferdehirt, University of Wisconsin, Madison; Jeffrey S. Russell, University of Wisconsin, Madison; John S. Nelson P.E., University of Wisconsin, Madison
Tagged Divisions
Continuing Professional Development
Laboratory. He has a bachelor’s degree in civil engineering from Carnegie-Mellon University and a master’s degree in civil engineering with an emphasis in regional planning from Northwestern University. Wayne is a frequent speaker and author on continuing education for engineers, and is a member of the College of Engineering’s Education Innovation Committee. For more information about UW-Madison’s Master of Engineering Management degree see https://epd.wisc.edu/online- degree/master-of-engineering-management/Dr. Jeffrey S. Russell, University of Wisconsin, Madison Dr. Jeffrey S. Russell is the Vice Provost for Lifelong Learning and Dean of the Division of Continuing Studies at the University of Wisconsin-Madison. In his
Relevance Score: 0.6240677

Continuing Engineering Education Practices and Preferences

Conference Session
Career Development for Engineering Professionals
Collection
2018 ASEE Annual Conference & Exposition
Authors
Charles E. Baukal Jr. P.E., John Zink Co. LLC
Tagged Topics
Diversity
Tagged Divisions
Continuing Professional Development
each year were surveyed. Participants were also asked for their CEE preferencessuch as which types of courses (technical, management, EH&S, legal, other) they would prefermore of and what was their preferred delivery format (face to face, hybrid, online). Thisinformation should be invaluable to those developing curricula and designing and deliveringcontinuing professional development for engineers.IntroductionThe need for CEE has been well-documented [1]. Continuing education is critical for workingengineers because of the breadth of processes and equipment they design and use and because ofrapid changes in technology [2]. For example, plant engineers take courses to learn how tooperate different types of equipment specific to their
Relevance Score: 0.018669104

Managing Engineering Talent in Organizations: A Qualitative Systematic Literature Review on Engineering Talent Management

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
toidentify the particular activity of talent management (attracting, development, retention, and,general management) that each article stressed. Whereas in phase 2, sub-themes under each ofthese activities/categories were identified inductively. 4Figure 1. Literature review selection processTable 1. Priority table for inclusion/exclusion of full text records Author(s) High Medium Low Beyer [10] ❖ Bhatnagar [11] ❖ Bhatnagar [12] ❖ Bredin and
Relevance Score: 0.017287834

Is There a Connection Between Classroom Practices and Attitudes Towards Student-Centered Learning in Engineering?

Conference Session
Supporting Faculty in Course Development and Pedagogy
Collection
2018 ASEE Annual Conference & Exposition
Authors
Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Casey Jane Ankeny, Northwestern University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kristi Glassmeyer, Arizona State University; James A. Middleton, Arizona State University; Kara L. Hjelmstad, Arizona State University
Tagged Divisions
Continuing Professional Development
Foundationunder Grant No. 1524527. References[1] Jungst, S., Likclider, L. L., & Wiersema, J. (2003). Providing Support for Faculty Who Wish to Shift to a Learning-Centered Paradigm in Their Higher Education Classrooms. The Journal of Scholarship of Teaching and Learning 3(3), 69-81.[2] Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College teaching, 44(2), 43-47.[3] Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.[4] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student
Relevance Score: 0.013861103

Piloting the Use of Technology to Provide Better Support to Students Throughout Their Life Cycle

Conference Session
Career Development for Engineering Professionals
Collection
2018 ASEE Annual Conference & Exposition
Authors
Rachel LeBlanc, International Council on Systems Engineering; Stacy L. Chiaramonte, Worcester Polytechnic Institute; Stephanie Pals Papia, Worcester Polytechnic Institute; Jessica Papachriston, Worcester Polytechnic Institute; Amanda Maurer Keighley, Worcester Polytechnic Institute ; Brian D. Degon, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute
Tagged Divisions
Continuing Professional Development
furtherenhance the ability for the staff to see what courses need to be taken across the entire studentpopulation. This will allow for more targeted course planning and outreach when courses arescheduled.Lastly, expanding Salesforce usage to include Salesforce Communities is also being explored. Itwill allow for continued growth and provide a place for students to easily access answers tocommonly asked questions and a collaborative space for them to connect with each other, staff,and faculty.References[1] L. S. a. M. E. G. Garavalia, "Prior Achievement, Aptitude, and use of Learning Strategies as Predictors of College Student Achievement.," College Student Journal, vol. 36, no. 4, p. 616, 2002.[2] J. A. Hammond, "A First Year Experience of Student
Relevance Score: 0.009240735

The Impact of Free Lunch on Attendance at Voluntary Teacher Training

Conference Session
Supporting Faculty in Course Development and Pedagogy
Collection
2018 ASEE Annual Conference & Exposition
Authors
Todd Easton, Kansas State University
Tagged Divisions
Continuing Professional Development
http://www.k-state.edu/provost/universityhb/fhsecf.html [Accessed March 14, 2018].Kothiyal, A., Majumdar, R., Murthy, S., & Iyer, S. (2013, August). Effect of think-pair-share in alarge CS1 class: 83% sustained engagement. In Proceedings of the ninth annual internationalACM conference on International computing education research (pp. 137-144). ACM.Kwan, F. (2011). Formative assessment: the one-minute paper vs. the daily quiz. Journal ofInstructional Pedagogies, 5, 1.Martyn, M. (2007). Clickers in the classroom: An active learning approach. Educausequarterly, 30(2), 71.Prince, M. (2004). Does active learning work? A review of the research. Journal of engineeringeducation, 93(3), 223-231.Robinson, T. E., & Hope, W. C. (2013). Teaching
Relevance Score: 0.009145956

Facilitating Change in Instructional Practice in a Faculty Development Program through Classroom Observations and Formative Feedback Coaching

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
. I am thinking about how I can apply what I have learned to a large section Prof S Asst m both of undergraduates that I will be teaching next fall. Prof T Asst m mid How do you solve lengthy problems during a short class period? Prof U Prof m mid I am working with my colleagues to try to improve this course. I am feeling like I don't have to "cover" everything, but with engaged Prof V Asst f both learning, they are still learning a lot. I have already incorporated many engaged learning strategies and I amProf W Lect m mid
Relevance Score: 0.008731674

Using a Collaborative Design Model for Developing Quality Online Courses

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
assurance in online learning,” Journal of Asynchronous Learning Networks, vol. 17, no. 4, pp. 11-24, 2014. [Online]. Available: http://dx.doi.org/10.24059/olj.v17i4.402. [Accessed Jan. 4, 2018].[3] B. Brown, S. E. Eaton, D. M. Jacobsen, S. Roy and S. Friesen, “Instructional design collaboration: A professional learning and growth experience,” MERLOT Journal of Online Learning and Teaching, vol. 9, no. 3, pp. 439-452, Sept. 2013. [Online]. Available: http://jolt.merlot.org/vol9no3/brown_0913.htm. [Accessed Jan. 10, 2018].[4] I. T. Chao, T. Saj and D. Hamilton, “Using collaborative course development to achieve online course quality standards,” The International Review of Research in Open and
Relevance Score: 0.008002711

Assessing Faculty and Organizational Change in a Professional Development Program with Workshops and Disciplinary Communities of Practice

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
Relevance Score: 0.0073796115