Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

and project management – Page 25.522.2Program and project management as a process has multiple activities. A simple perspective asksa number of questions, around which are processes to further define the specific instantiation ofthe application of the program management methodology. In this scenario, program and projectmanagement has been used as a tool to define a research-based tier 1 university’s organizationfor professional studies.In defining the roles and responsibilities, the basic work definition questions to be addressedfollowing a program management process are1:  What is the target organization being asked to do?  What

Conference Session

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Kimberly Anne Hunsinger, University of Kansas

Tagged Divisions

Continuing Professional Development

considered for subsequentdevelopment of courses. However, there was no structured workflow for these processes used inthis continuing education unit until 2010, when reusable templates and standardized processeswere established. We will now describe each of these steps that we had taken to establish suchprocesses and how the delivery methods have evolved over the years.Project 1: Reliability and 1309 Design Analysis Computer Based CourseProcess: In 2002, although many universities had already started developing online non-creditprofessional engineering courses1, 2, the staff associated with the development of this computer-based course (the term they used at that time) neither had any formal training for thedevelopmental process nor did they

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

, Generations (1991), AgePower (1999), Age Quake (1999), Age Works (2000) and Generations at Work (2000)1. Theproliferation of articles and books, on the topic of demographics and understanding the manycohort groups in our workforce, has been substantial.Although we have documented as many as eight individual cohort groups2, in practicality, wehave four primary demographic groups in our workforce today3,4: Page 25.48.2  Veterans (1922-1946; 52 million population)  Boomers (1946-1964; 76 million population) o Began turning 65 in January 1, 2011  Gen X (1964-1980; 44 million population)  Gen Y (1980-2000; 69.7 million

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Dickrell III, University of Florida

Tagged Divisions

Continuing Professional Development

lecturesThe most widely endearing aspect of the attendance-optional Statics course as reported in studentfeedback surveys was the recorded lectures. The high-quality video and audio recordings coupled withserver-archived lecture library allowed students greater freedom in both time and location in which topartake in the provided material. An example of these videos is shown by a lecture screen-capture in Fig.1.Course management systemThe course management system (in this instance Sakai) greatly streamlined user-authentication issuespertaining to electronic homework submission and video content delivery. The integration of the coursemanagement system with a course grade book allowed for easy dissemination of individual gradeswithout running afoul of

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

Fundamentals(EIF) course was initiated by the Center for Energy Workforce CourseDevelopment (CEWD)1. CEWD is a non-profit consortium of Analysiselectrical, natural gas, and nuclear utilities and their associationsand was formed to help utilities work together to develop solutions Intervention Technology Design Selectionto the coming workforce shortage in the utility industry. The EIFcourse provides a broad understanding of the electric and natural

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

AC 2012-5259: THE DEVELOPMENT OF AN INTERDISCIPLINARY BACH-ELOR’S DEGREE COMPLETION PROGRAM IN THE STEM FIELDSDr. Sara Hooshangi, George Washington University Page 25.1288.1 c American Society for Engineering Education, 2012 The Development of an Interdisciplinary Bachelor’s Degree Completion Program in the STEM FieldsIntroduction:Much of the economic growth of the twentieth century has been driven by the advancements inthe scientific arena, the applications of engineering principles, and the spirit of entrepreneurshipand innovation.1 As we move forward in the twenty-first century, every aspect of our lives

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mark T. Schuver, Purdue University, West Lafayette; Lynda M. Coulson, Rolls-Royce Corporation

Tagged Divisions

Continuing Professional Development

revised set of guidelines for the DirectedProject Process. The following flow chart (figure 1) defines the various steps and sequence of theproject: Page 25.1327.2Figure 1The recommended Directed Project outline is defined in Attachment A.Several modifications were made to the instructions for each process step in the Directed Project: 1) The selection of the project topic was mandated to be jointly done by the student and his manager with a focus on what would benefit the student’s organization in a measurable way. 2) The advisor matching process was facilitated by a surrogate who had knowledge of research interest of all

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pil-Won On, University of Missouri, Columbia; Robert O'Connell, University of Missouri, Columbia

Tagged Divisions

Continuing Professional Development

prefer flexible schedules on any training needs.Second, effective use of media such as video clips, narrative presentation, web resources, etc. isthe most practical way of delivering training that focuses on practice and application.Part # Topics Activities 1 Introduction to TBL and Limitations of Traditional Quiz 1 Learning 2 Active Learning Quiz 2 3 Group-based Active Learning Quiz 3 4 Team-based Learning Quiz 4 5 Practical Recommendations and Suggestions Quiz 5 Final Project: Write

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Catherine M. Polito, University of Texas, Austin; Leslie P. Martinich, Competitive Focus

Tagged Divisions

Continuing Professional Development

internal expenses and the remaining 40 percent ($68.5 billion) contributed to external expenses.” Page 25.1472.3                                                            1  Green, Michael & McGill, Erin (2011). State of the Industry Report, 2011. Alexandria, VA: American Society forTraining & Development Research. 2|    In 2006, the authors conducted a focus group with multiple corporate attendees from thefollowing industry areas (with emphasis on their engineers): a. Architecture b. Computer hardware c. Computer software d. Energy e. Government f. High tech g

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

exemplar of an inductiveapproach to teaching and learning”10 and contains a directed sequence of steps that immerses thelearner in the four dimensions of the How People Learn (HPL) effective learning environmentand provides a framework for CBI and the design of associated learning activities11. Thesuggested cycle is illustrated in figure 1 and it is described below from the perspective of thefaculty development program. As described in the literature, the legacy cycle contains steps or Page 25.1030.3activities that appeal to different learning styles10. Furthermore, most engineers relate to thiscycle since most of the activities align

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shadle, Boise State University; Louis Nadelson, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

Continuing Professional Development

support student learning.1-3 While not unique to faculty in science,technology, engineering, and mathematics (STEM) disciplines, it is of particular importance thatSTEM faculty adopt evidence-based best practices in teaching to address challenges with studentretention in STEM and the demand for a STEM prepared workforce.4 Traditionally, STEM faculty members have relied on the use of didactic instruction, alecture and listen format for teaching and learning, as their primary pedagogical method.5-6While it is common for STEM faculty members to become dissatisfied with the level of learningthat their students achieve in lecture-based courses7; as Goldston and colleagues8 report,changing teaching practice is a complex process, particularly

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York; Edward G. Borbely, University of Michigan; Nelson C. Baker, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

QualityModel.Through a series of FIPSE-EU Atlantis grants and other grants through the EuropeanCommission, the collaboration team worked on developing the IACEE Quality Model. The teamalso conducted extensive testing with a diverse set of CPD directors and practitioners to ensureapplicability to a variety of disciplines and with CE/CPD providers from a wide variety ofdisciplines who offer credit and non-credit programs via distance learning, on-campus, and atcustomer locations.The IACEE Quality ModelThe IACEE Quality Model is described in detail in A Self-Assessment Model for QualityManagement and Organisational Development for Continuing and Professional Education5 andavailable online at http://iacee.org. The model includes the following core elements: 1

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