Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Bernard, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Continuing Professional Development

Course Delivery for Cybersecurity EducationAbstractThe need for quality cybersecurity education is growing rapidly due to a significant level ofcurrent unfilled demand, which is growing rapidly, for cybersecurity professionals [1]. Thisdemand was created and is driven by the ever-increasing rate of technology implementation inmission-critical roles throughout industry, governments, and society.Due, in part, to this need and for a variety of other reasons, numerous non-collegiatecybersecurity offerings have been launched [2]. Many of these programs promise to offer theeducation and career prospects of a 2-year or 4-year degree in a matter of weeks or months.While the focus is somewhat different and these programs do not offer the well

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luke Fredette, Ohio State University; Emily Nutwell, Ohio State University; Scott Noll P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

University educators should be responsive to integrate this intothe content, organization, and delivery of high-level technical short courses.1. Introduction Much research has been undertaken to understand and enhance one primary mission ofthe University as an institution: the education of students. The bulk of this work has focused onan interaction where students go to the University in its own context, whether that be a physicalpresence on a campus or through distance learning programs. In each case, the tone of thisinteraction is largely set by the culture of the University, comprised of values, expectations, andstyles of communicating. This approach may benefit many students, who will grow and flourishin the University context; however

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

criteria, metrics, and data sources anddiscuss their application to evaluating MOOCs. The five levels of evaluation criteria are: 1)Learner Satisfaction, 2) Learner Outcomes, 3) Pedagogical Practices, 4) Learner Use, and 5)Broader Impacts. IntroductionCorporations spend millions of dollars each year on professional development training for theiremployees [1]. One approach to reducing costs has been to partner with Massive Open OnlineCourse (MOOC) providers, such as edX, Coursera, or FutureLearn. Additionally, engineeringschools have begun partnering with MOOC platforms to provide graduate degrees for workingprofessionals. Along with these new academic, industry, and MOOC provider collaborations isthe

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

something like their aging parents. Adults have greater responsibilities by virtue of their seniority.Given the intent of administrative organizations to serve this adult andragogical population, it isimperative as providers of these educational services we understand the seminal experiences,both good and bad, applicable to each generational cohort participating in our many programs.This becomes especially true when a new generational cohort emerges as primary learners andparticipants.Cultural Similarities and Differences of Gen Y and Gen ZIn a 2018 report by the Brookings Metropolitan Policy Program [1], the authors describe in greatdetail the changing face of racial/ethnic demographics in the U.S. They compare the millennialgeneration and

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Divisions

Continuing Professional Development

targeted emphasis on asynchronous global outreach is expected to realizechallenges, as well as opportunities not previously experienced.A Twenty-Year Historical Account [1]What follows is an historical context for the Purdue University Center for Professional Studies inTechnology and Applied Research (ProSTAR). The purpose of this section is to provide aframework to better understand the evolution of ProSTAR administered programs and deliverymediums.Phase IOn June 11, 1998, the Purdue University College of Technology (COT) initiated the process forUniversity, and subsequently, Indiana Commission for Higher Education, approval of a non-traditional delivery medium, fee-based weekend alternative to Purdue traditional on-campustuition-based Master of

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana

Tagged Divisions

Continuing Professional Development

other ongoing changes to curricula has longbeen viewed as an important part of teacher satisfaction and student achievement, barriers,including limited time, financial support and applicable content, can make professionaldevelopment of educators difficult to maintain on an ongoing basis [1]. Professional development can occur in a wide variety of formats including partial day or one-day workshops, multi-day workshops and conferences, multiple week intensive training coursesor long-term mentor-based relationships [2]. With the onset of online learning platforms,teachers have additional opportunities for access to training and resources that eliminates theexpense of travel. Online learning platforms also provide larger networks for