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

underrepresented populations. She also teaches introductory engineering courses such as Problem Solving and Computer Programming, Statics, and Mechanics.Christopher Papadopoulos, University of Puerto Rico, Mayagez Christopher Papadopoulos is an Assistant Professor in the Department of Engineering Science and Ma- terials at the University of Puerto Rico, Mayagez. He earned B.S. degrees in Civil Engineering and Mathematics from Carnegie Mellon University (1993) and a Ph.D. in Theoretical & Applied Mechan- ics at Cornell University (1999). Prior to coming to UPRM, Papadopoulos served on the faculty in the Department of Civil Engineering & Mechanics at the University of Wisconsin, Milwaukee. Papadopoulos has primary

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