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

’ research and practice, which informs howthey teach a project management course for experienced, practicing engineers as part of theMaster of Engineering Management (MEM) program [1] at the University of Wisconsin-Madison.This paper significantly updates and expands upon a paper presented to the ASEE EngineeringManagement Division at the ASEE 2016 Conference [2]. Key features of the subject program follow: Students • All students are practicing engineers, working full-time, as they pursue their graduate studies. All entering students must have at least two years of professional practice. At present, students average about eight years of preceding professional experience, with some having

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

/aerospace engineering (11), civil and environ-mental engineering (12), and construction management (11). The cohort also included trainerswho were being trained to lead the next cohort: biomedical engineering (2), materials science (1),and chemical engineering (2). This group consisted of eight lecturers, nineteen assistant profes-sors, seven associate professors, and six professors. There were thirty males and nine females.Invitations to be a part of the grant were extended through unit heads and faculty leaders in thevarious departments. For example, one unit handpicked participants to include those being fairlynew to teaching along with those who were more experienced but might benefit from exposure tostudent-centered pedagogies. Most accepted

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

faculty change andorganizational change toward innovation through use of EBIS in teaching and learning.IntroductionTo achieve more effective teaching and learning in undergraduate engineering educationprofessional development needs to promote change toward innovation of use of evidence-basedinstructional strategies (EBIS) in faculty beliefs and practice as well as change in organizationalattitudes and norms [1-4]. To develop an effective program, strategies for change need to beutilized and assessed at the individual level and the organizational level. Rogers Diffusion ofInnovation (DOI) is an individual change model which consist of five step of a progression towardsadoption of change such as sports, business or teaching [5]. The steps necessary

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

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

for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public

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

atthe undergraduate level. There is significant literature on this topic, but many publications focuson the academic preparation [1] and study support [2]. As early as the mid-nineties, Kuhobserved that there are number of non-academic factors which contribute to a given student’ssuccess [3], [4], and additional work by Magolda concluded that co-curricular experiences andacademics are unavoidably interrelated in terms of their influence on positive student outcomes[5].More recently, Schroeder and Terras studied the role that traditional advising plays in bothonline and remote part-time graduate students in contrast to traditional campus-based students.For online students, they demonstrated that trust, personalization, and responsive process

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

facultymember’s teaching, future teacher training sessions should offer free lunch or other benefits toincrease attendance.Key Words: Teacher Training, Voluntary Attendance, Workshop Structure1. Introduction The responsibilities of a college or university faculty member are incredibly diverse. Mostfaculty have responsibilities to teach, perform research, develop courses and curriculum, reviewpapers, recruit students and serve on various committees. The amount of skills that a facultyneeds to be successful in many of these endeavors is immense. Over the course of a career, most faculty spend an enormous amount of time teaching. Evenfaculty at universities focusing on research with a 2/1 load (two classes one semester and oneclass the other semester

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

-centered instruction promotes greater learning andunderstanding than traditional content-oriented teaching strategies [1], [2]. After a review ofcurrent literature, Prince concluded that engineering faculty should consider new instructionalmethods, including active learning strategies, in their classrooms, as he found compellingevidence regarding the efficacy of student-centered teaching practices [3].In a meta-analysis of 225 studies, Freeman et al. evaluated instructional practices inundergraduate STEM classes to better understand the impact of active learning on students [4].The authors found that student performance on examinations or concept inventories was higher,approximately 6%, with active learning instruction. Further, their analysis

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

thespecified guidelines of the systematized literature review framework to understand the currentstate of research in the field. This will be achieved by addressing two main research questions: 1)What are the current issues in managing engineering talent?, and 2) What strategies exist formanaging engineering talent? The findings from the literature review were grouped based onfour major emergent categories including selection, development, retention, and general talentmanagement activities, with sub-themes under each as they relate to the research questions.Finally, the paper concludes with a brief discussion on potential implications of the literaturereview.1. Background and Literature ReviewAttracting, developing and retaining employees is a major

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

. Ultimately, amore effective course design model will be formally introduced for faculty teaching online tobest support the development of quality online courses at WPI. There are implications for thismodel to be adapted for use at other institutions in the future.IntroductionDistance education enrollments within the higher education sector have shown continuousgrowth for 14 consecutive years [1]. Despite this trend, there is still uncertainty surrounding thequality of online programs that needs to be addressed [2]. Online education has now movedbeyond the early adopters and become more mainstream, which is pushing more faculty tobecome involved with the design and delivery of online courses [3].Ensuring high-quality online course design requires