Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Frank Fisher, Stevens Institute of Technology; Hamid Hadim, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology; Robert Ubell, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology

Tagged Divisions

Continuing Professional Development

best todevelop, implement, and assess a fully accredited online undergraduate engineering program. Ofparticular importance is to identify and address critical elements of such a program, including:potential student populations, faculty requirements, curriculum requirements, admissions criteria,accreditation requirements, implementation resources (faculty, technical equipment, financial),collaboration with other institutions, and laboratory requirements.Successful development of such a program will enable access to superior engineering educationby under-represented populations, students in remote locations, and students who are otherwiseconstrained with regard to traditional undergraduate engineering programs due to family oremployment

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wendy K Tang, Stony Brook University; Pao-Lo Liu, University at Buffalo, SUNY; Charles R. Westgate Sr. P.E., Binghamton University; Kim A. Scalzo, State University of New York, HQ

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

in Electrical Engineering Program since its inception. He developed the electronics laboratory I and II to offer hands-on experiences to online students. Dr. Liu is a member of Optical Society of America.Dr. Charles R. Westgate Sr. P.E., Binghamton University Charles Westgate is a Research Professor at Binghamton University and a former Dean of the Engineer- ing School at Binghamton. He has been deeply involved in online course instruction at Johns Hopkins, Binghamton, and Stony Brook. He conducts research in semiconductor devices and materials.Ms. Kim A. Scalzo, State University of New York, HQ Kim Scalzo is Director of the SUNY Center for Professional Development (CPD). The SUNY CPD provides professional

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Oludayo Samuel Alamu, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; LaDawn E. Partlow, Morgan State University; Mehdi Shokouhian, Morgan State University; Kathy Ann Gullie, Gullie Consultant Services LLC; Krishna Bista; Sotonye Ikiriko, Morgan State University; Mulugeta T. Dugda, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

Paper ID #34004Virtual Intensive Training for Experimental Centric Pedagogy TeamMembers: Effectiveness During COVID-19 PandemicDr. Oludare Adegbola Owolabi P.E., Morgan State University Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University fac- ulty in 2010. He is the assistant director of the Center for Advanced Transportation and Infrastructure Engineering Research (CATIER) at Morgan State University and the director of the Civil Engineering Undergraduate Laboratory. He has over eighteen years of experience in practicing, teaching and research in civil engineering. His academic

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

synchronous, off-site setting. Hands-on Nuclear Education integratesweb-based technologies with distance laboratory course delivery. This approach allowsextension of hands-on activity to universities and other organizations that do not have thefacilities currently available at Rensselaer Polytechnic Institute.Blended learning, the quiet revolutionBlended courses have become part of a quiet revolution as they have changed the face of“traditional” higher education. Over the past decade, their numbers have grown dramatically 5 sothat now, over 80 percent of all higher education institutions offer blended courses 6. This movetoward a new kind of education has been quieter than much-hyped efforts to create completelyvirtual programs 7.Blended courses

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

- tion, and the Tate Geological Museum Advisory Board. She is also an instructor for the Osher Lifelong Learning Institute at Casper College in the subject of the ”History of Mysteries.”Dr. Allan W. Bjerkaas, Johns Hopkins University Allan W. Bjerkaas holds a bachelor’s degree with a double major in physics and mathematics from the University of North Dakota and a master’s degree and a Ph.D. in physics from the University of Illinois, Urbana-Champaign. He joined the Johns Hopkins University Applied Physics Laboratory in 1973 after completing a two-year postdoctoral appointment at the University of Pittsburgh. While at the Applied Physics Laboratory, Bjerkaas was a Project Manager in the Submarine Technology Department and

Conference Session

Session D: Panel Discussion on Fostering the Implementation of Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Matthew W. Ohland, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Anna Dollar, Miami University; Cynthia J. Atman, University of Washington; Jennifer A. Turns, University of Washington; Sunil Saigal, P.E., New Jersey Institute of Technology

Tagged Divisions

Continuing Professional Development

bachelors and masters degrees in civil engineering in India, earning a B.S. in Civil Engineering from the Punjab Engineering College in 1978 and an M.S. in Structures from the Indian Institute of Sci- ence in 1980. Saigal’s recent research interests include computational orthopedic biomechanics for the spine and shoul- der; computational cardiomechanics; computational nanomechanics for nanocomposite structures; and computational mechanics. Saigal has also held several prestigious research appointments, including at NASA, Ford Motors, and Sandia and Oak Ridge National Laboratories, and Mercedes Benz. He has been the principal investigator on grants and contracts including research on computational models for the

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Daniel Wittenborn, Boeing Company; Michael Richey, Boeing Company; John Paredes, Boeing Company; Daniel Schrage, Georgia Institute of Technology; Dale Atkins, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

. Schrage has been a Professor in the School of Aerospace Engineering since 1984. Page 14.1318.1 He has served as the Director of the Center of Excellence in Rotorcraft Technology (CERT) since 1986; Director of the Center for Aerospace Systems Engineering (CASE) since 1997; and Director of the Integrated Product Lifecycle Engineering (IPLE) Laboratory since 2007. As the Chair of the School of Aerospace Engineering System Design and Optimization (SD&O)disciplinary committee, he oversees the undergraduate and graduate program in© American Society for Engineering Education, 2009 Aerospace

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Timothy Keener, University of Cincinnati

Tagged Divisions

Continuing Professional Development

Research (thesis) Course Delivery Traditional or Internet based Traditional classroom and delivery laboratories Tuition Common tuition rate applied; In / Out of state tuition; UGS employer tuition remission (full and/or partial) awards for mostCurriculumThe curriculum is structured to provide a foundation of advanced engineering topics whileallowing students flexibility to meet their specific educational objectives. The curriculumincludes: ≠ Program core courses taken by all Master of Engineering students ≠ Track required courses

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

throughout the region. This has led to a several industry partnerships, inclusion onadditional relevant listservs, industry members offering to provide guest lectures or training inour laboratory courses, and grant opportunities with other faculty.Our next effort was to join (or rejoin) state and national professional organizations and join asmany listservs as possible. At the state level we joined the New York State EngineeringTechnology Association (NYSETA), and at the national level the Institute of Electrical andElectronics Engineers (IEEE), American Society of Engineering Education (ASEE), and theInternational Association of Journals and Conferences (IAJC). There is a local IEEE chapter thathas monthly dinner meetings for $20, and once per year

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University; Julie Rojewski, Michigan State University; Astri Briliyanti

Tagged Divisions

Continuing Professional Development

drawn from academia, industry and national research laboratories.  Objective 2: Pilot, Evaluate and Revise Curriculum. The CyberAmbassadors training will be piloted on university campuses, at appropriate CI conferences, and at other institutions and laboratories. During the pilot process, at least 75 individuals will be trained as CyberAmbassadors and the curriculum will be evaluated and refined based on these experiences.  Objective 3: “Train the Trainers.” The CyberAmbassadors program will collaborate with groups that provide technical CI training (XSEDE, Blue Waters, Software/Data Carpentry, etc.) and that provide facilitation skills training (Tau Beta Pi) to “train the trainers” and

Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Sarah Rajala, Mississippi State University; Tom Miller, North Carolina State University

Tagged Divisions

Continuing Professional Development

the first two years included introduction to engineering,statics, dynamics, electric circuits, and introduction to logic design, and introduction to computerorganization. During the first four years of the program delivery of courses was shared amongthe three colleges of engineering. As technology, faculty and curricula changed, NC Stateassumed more responsibility for the 2+2 programs. By 2001, all distance courses were beingdelivered by NC State faculty.Over the past twelve years, the technology has evolved substantially. 4,5,6 However, throughoutthis time we provided a combination of synchronous and asynchronous lectures, along with theon-site laboratories. Courses have originated from all three colleges of engineering, as well asfrom the

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

them understand how they can do this material in their classroom." The main objective of the professional development is to prepare technology teachersto incorporate engineering concepts into classroom and laboratory activities. During2004-05, implementing a concentrated series of professional development experiences,NCETE faculty and graduate students used a set of activity-based engineering designchallenges, intensive discussion, field trips and other activities to prepare teachers toincorporate engineering concepts into their courses. The technology education teachersassumed two distinct roles during the professional development: 1) learning as studentswould learn, and 2) developing the knowledge and skills needed to deliver engineering

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

teachers who are: ‚ engineers according to IGIP principles and have studied according to the ‚ IGIP curriculum studies at accredited institutes ‚ plus have one year of teaching experience.2.2.2 Curriculum overview and recognitionIGIP has established a curriculum for engineering pedagogy which is used in several countries.This curriculum is a modular system which consists of core modules (8 Credit Points), theorymodules (4 Credit Points) and practice modules (8 Credit Points). The core modules includetheoretical and practical engineering pedagogy as well as laboratory methodology. The theorymodules include psychology, sociology, ethics, and intercultural competencies. The practicemodules consists of oral communication skills, scientific

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Joseph Tidwell, Boeing Co.

Tagged Divisions

Continuing Professional Development

supply chain is determined by the system integrators. The delivery consortium hasfive major companies in that category so our solution is a serious top-down attempt totackle root-cause features and allow the benefits to flow to the wider economy.Process to collect informationHighly networked systems pose a significant educational challenge. The basic conceptsof systems design are taught in most engineering programs. However, the operationalknow-how to create and sustain the large complex systems that are our concern onlyexists in the business world. The scale and concentration of resources are far beyond thecapabilities of any university. The laboratory to study next-generation systemcharacteristics therefore has to be within the industry sector

Conference Session

Emerging Technologies / Pedagogies

Collection

2008 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Chris Collins, University of Cincinnati; Mani Mina, Iowa State University

Tagged Divisions

Continuing Professional Development

, architects, artists and others can create not only objects but buildings and systems.The virtual environment allows objects and systems to have attributes and functions (the planecan fly) such that the consequences of design can be studied and design alternatives evaluated.This evaluation can include not only the technical aspects of the design but the socialimplications and potential customer reaction and use of the product.TrainingVirtual environments facilitate active learning for groups as diverse as: • First responders • Medical personnel • Journalists • Laboratory workers Page 13.46.5Emergency personnel are already using virtual

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Lanny Griffin; Daniel Walsh, California Polytechnic State University; Robert Crockett, California Polytechnic State University; Robert Szlavik, California Polytechnic State University

Tagged Divisions

Continuing Professional Development

costs, which arenot covered by the fees. Therefore, the industrial partner must be willing to put forward a largesum of money up-front, which requires selling the program. This should be the easiest of allchallenges assuming that the partner already understands the value of the educational experience.Curricular flexibility is addressed by morning and afternoon sections, which enables the students Page 13.142.6to select courses that suit their interest. Laboratory instruction can be a challenge and requires alittle imagination to create equivalent experiences. We have found that some lab exercisesinvolving software packages, such as MATLAB or

Conference Session

Industry-Academia Collaborations

Collection

2007 Annual Conference & Exposition

Authors

Lakshmi Munukutla, Arizona State University; Jim Subach, Arizona State University; John Magrane, Microchip Technology Inc.; Carol Popovich, Microchip Technology Inc.

Tagged Divisions

Continuing Professional Development

anongoing basis. Course content is developed based upon the following essential rubrics: Page 12.889.4 - more - • The course-design approach is competency-/outcome-based • Classroom instruction is for clarification • The laboratory is to expand on classroom instruction • A final capstone project course integrates all the components Many sources for initiation ESD Curriculum-Change Process of change, 2+ faculty

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vedaraman Sriraman, Texas State University, San Marcos; Wayne W. Wheatley; Valerie Ann Little

Tagged Divisions

Continuing Professional Development

Paper ID #5971Faculty Development Through Industrial InternshipDr. Vedaraman Sriraman, Texas State University, San Marcos Vedaraman Sriraman is a Professor in the Department of Engineering Technology at Texas State University- San Marcos. In the past, he has served as the Manufacturing Engineering program coordinator, Chair of the Department of Engineering Technology and Assistant Dean in the College of Science at Texas State University. He has received several gramts form the NSF and SME-EF to initiate new curriculum and laboratories. Dr. Sriraman has received several teaching awards and has served as the faculty advisor to

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

classroom technologies. Other supports for faculty included aone-time pre-proposal workshop as well as program and course evaluation provided by anexternal unit.Funded ProjectsSIIP has funded 12 reform efforts to date. Table 1 lists the reform efforts and provides briefdescriptions of the objectives of each effort. Projects funded for 2012-2014 Course/Technology Description of Reform Effort Systems Engineering Improve student engagement by integrating video lectures, classroom and Engr Risk response systems, and mini-projects Computer Engr Core Reorganize curriculum to modernize course content and integrate more laboratory experiences and active learning experiences

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

of instruction and stu- dent support. Prior to joining UW-Madison, Wayne directed the Midwest solid waste consulting services of Camp Dresser McKee and led energy conservation research projects for Argonne National Laboratory. He has a BS in engineering from Carnegie-Mellon University, an MS in civil engineering with an emphasis in regional planning from Northwestern University, and is a licensed professional engineer. For more information about UW-Madison’s online graduate engineering degree programs see http://distancedegrees.engr.wisc.edu Page 23.1224.1 c American

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

been utilized to facilitate this goal, including a series ofteacher professional development experiences and, research designed to identify coreengineering concepts, Design Challenge development, engagement with faculty from theSTEM disciplines, and involvement of technology education pre-service teachers. Animportant emphasis of the professional development component of the Center isassessment-driven, open-ended problem solving applied to engineering design utilizingmathematics and science concepts.The main objective of the professional development is to prepare technology teachers toincorporate engineering concepts into classroom and laboratory activities. Byimplementing a concentrated series of professional development experiences

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Wayne Pferdehirt, University of Wisconsin - Madison; Jeffrey Russell, University of Wisconsin - Madison; John Nelson, U. of Wisconsin-Madison; Amy Shenot, U. of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

conservation and cogeneration studies for Argonne National Laboratory, and managed flood studies for the Army Corps of Engineers. Wayne's technical expertise is in solid and hazardous waste reduction and management, and natural resource management. He has a BS in engineering from Carnegie-Mellon University, and an MS in civil engineering with an emphasis in regional planning from Northwestern University.Jeffrey Russell, University of Wisconsin - Madison Jeffrey S. Russell, PhD, PE, is professor and chair in the Department of Civil and Environmental Engineering and a co-founder of the Construction Engineering and Management program at the University of Wisconsin-Madison. He has a BS degree in civil

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gustavo Lopez, Universidad de Costa Rica; Francisco Cocozza, CITIC; Alexandra Martinez, Universidad de Costa Rica; Marcelo Jenkins, University of Costa Rica

Tagged Divisions

Continuing Professional Development

. Person, J. Dokulil, and M. Jorde. Bug hunt: Making early software testing lessons engaging and affordable. International Conference on Software Engineering, 0:688–697, 2007.6. V. Garousi. An open modern software testing laboratory courseware - an experience report. In Proceedings of the 2010 23rd IEEE Conference on Software Engineering Education and Training, pages 177–184, Washington, DC, USA, 2010. IEEE Computer Society.7. N. B. Harrison. Teaching software testing from two viewpoints. J. Comput. Sci. Coll., 26(2):55–62, Dec. 2010.8. M. Jenkins, A. Martinez, and G. Lopez. Una experiencia de aseguramiento de la calidad en una unidad de sistemas. In Proceedings Latin American Congress on Requirements Engineering and Software

Conference Session

New Approaches to the Development of Online Learning and International Programs

Collection

2007 Annual Conference & Exposition

Authors

Glenda Scales; Rebecca Gunter; Cheryl Peed

Tagged Divisions

Continuing Professional Development

partnerships and connections with colleagues and universities abroad.One key sign that the College of Engineering is committed to its international programs is itsfocus on Virginia Tech’s international strategic plan, which includes the goal of increasing “thenumber of students engaged in education abroad by 10% per year for seven years.”3 Figure 1shows the number and destinations of students who had an international experience in 2006that Engineering’s International Programs Office is aware of at this time. Internationalexperience refers to a variety of activities, including semester- and year-long study abroadprograms, summer study abroad programs (which can include classroom, laboratory, and/orservice components), and senior design projects that

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

overlooked;  Sharing known skills- Students who possess certain knowledge or skills (computer skills, laboratory skills, data analysis and reduction skills, writing skills, presentation skills, etc.) should be willing to pass it on, and/ or share it with their group members;  Collaborative skills- Groups cannot function effectively if members do not have (be willing to learn) or use some needed social skills. Such as: leadership, decision-making, trust building, and conflict management;  Monitoring progress- Groups need to discuss amongst themselves whether they are achieving their set goals. They need also to prioritize the scheduled activities, introduce changes when needed, and solicit advice

Conference Session

Listening and Negotiation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering

Professor NegotiationsCase 1: Starting offer at a top-ten engineering research programDr. Taylor Smith, having completed a two-year international post-doctoral experience at a majorinternational laboratory – and having proved worth by already having several externally fundedgrants in addition to numerous peer-reviewed papers, applied for two top-ten engineeringprogram assistant professor positions. The candidate was selected for campus interviews at eachplace, and the interview experiences consisted of the typical two full days of interview, includingbreakfasts, lunches and dinners, with various combinations of faculty, graduate students and staff– rigorous interviews designed to vet future colleagues for their ability to take on the research

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific Univ; Donald Peter, Seattle Pacific University; Steven Parsons, Seattle Pacific University; Brad Gjerding, Seattle Pacific University

Tagged Divisions

Continuing Professional Development

institutionaland departmental issues as we move ahead with this powerful combination of technologies.MethodsVirtual Synchronous Classroom Hardware ConfigurationWe have two physical campus classrooms equipped for use as a VSC. One is a rather large(44’w x 30’d ) engineering laboratory (see appendix A). It contains 18 student workstations (forup to 36 students) equipped with a PC and electrical engineering lab equipment. The other is amore traditional classroom, but the student tables are surrounded by workstations at theperimeter of the room, thus this classroom is also larger than a typical classroom at ouruniversity.The classrooms also contain an instructor Podium station equipped with a PC (connected to avideo projector), a document camera and lab

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

implementation. Of these challenges, the most important was to design the learningscenarios considering the need to limit the feedback the learners receive on their answers to theopen-ended questions, thus accepting diminished returns for this type of intervention.While this course is designed to be led by an instructor and has a face-to-face component, it islikely possible to deliver the course with a strong online component. That is, it is conceivablethat potential future delivery might limit the face-to-face interaction to only those activities thatrequire physical presence, such as demonstrations, laboratory work, etc., with the theoreticalcontent being delivered in an online-only format. In this case, social interaction between learnerswill be

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

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

team of educational and learning technology professionals (e.g. GeorgiaTech’s Center for the Enhancement of Teaching and Learning (CETL) and the Stanford Centerfor Teaching and Learning (CTL)). Some, like CETL, were more formal organizations within theinstitution, while others, like the Dartmouth Center for the Advancement of Learning (DCAL)and the MIT Teaching and Learning Laboratory (TLL), were similar to research centers. Theresearch model couples dedicated staff with representatives from other departments withinthe institution, drawing from the faculty, the library, and academic computing. Both modelsprovided good examples of staffing structures and service profiles.The “learning commons” model that brings together academic support