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

AC 2010-1940: PREPARING FOR PARTICIPATION IN SPEED: AN ASEEINITIATIVE FOR A NATIONALLY RECOGNIZED DEVELOPMENT PROGRAMFOR ENGINEERING EDUCATORSDonald Visco, Tennessee Technological University Dr. Don Visco is a Professor of Chemical Engineering at Tennessee Technological University, where he has been employed since 1999. Prior to that, he graduated with his Ph.D from the University at Buffalo, SUNY. His current research interests include experimental and computational thermodynamics as well as bioinformatics/drug design. He is an active and contributing member of ASEE at the local, regional and national level. He is the 2006 recipient of the Raymond W. Fahien Award for Outstanding Teaching

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

evaluation of performance by respected academic peers.These traditional values have limited use of current trends in faculty leadership in SOES-l).What is needed is a new recognition of the scholarship of engineering that contrasts and valuesfaculty’s progressive proficiency levels and progressive skill-sets of professional performance inadvancing the practice of engineering as compared to scientific research in engineering theory.IntroductionAccording to Keating, et al.1, social science models of engagement and outreach do not fitprofessional disciplines such as engineering and technology robustly. For engineering andtechnology programs, the scholarship of engagement and outreach is of necessity focused onfaculty’s interaction with industry as well

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

overall goal of research is the description and explanation of patterns ofrelationships among social phenomena; for Erickson,26 the overall goals of research include thefollowing which fit best with our research agenda: discovery of universals through concreteparticulars, improvement in educational practice, and the identification of specific causallinkages. Our dominant positionality is post-positivism, which supports the quantitative surveymethodology used in this study.Workshop StructureThe ETK workshop’s basic structure is designed to maximize the amount of time participantsspend working on challenge projects. We begin with introductions of facilitators andparticipants, discussions regarding workshop logistics and expectations, an overview of

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

impact of Web-based technology in education. Dr. Huguet’s primary areas of interest for research and practice include instructional design, Web-based design, integration of Web-based technology, and faculty adoption of emerging technologies.Tom Haley, Rensselaer Polytechnic InstituteYaron Danon, Rensselaer Polytechnic Institute Page 15.638.1© American Society for Engineering Education, 2010 Hands-On Nuclear Engineering Education – A Blended ApproachAbstractBlended instruction has become a powerful delivery mode whose power lies in the merging oftraditional, face-to-face instruction and web-based instruction. It also

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

measurements will allow program directors to assess thesuccess of the new initiative.SummaryThe CGEP directors are working together to share institutional strategies for moving engineeringcourses and degree programs online. While the approach may be different at each institution thedirectors are investigating how to apply Rogers Theory of Diffusion as a framework to increasefaculty interest and movement toward placing courses and degree programs online. The firststep in the development of this process occurred in June 2009 with a workshop designed topromote the best practices for developing and delivering online engineering programs.Additionally a follow-up assessment is planned to help determine additional best practices.References1. Allen, Elaine

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

: ≠ Orientation workshops for instructors which highlight the background educational research, student survey data from previous semesters, and provide activities to practice writing open-ended higher-order thinking questions. These workshops built a community of users and provided more information to faculty about best practices in scientific teaching. ≠ Meetings between the instructors and the programmer to learn how the instructors would tag responses. Our team began with the idea of being able to quickly sort responses and provide feedback. After talking to faculty we found that there are many methods of sorting responses and different perspectives on the types of feedback that should be sent to