Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Diarmuid McCarthy, University of Limerick; Niall Seery, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

Continuing Professional Development

nurture creativity and innovationfrom an early stage to excite and engage our second-level students towards thepursuing of these disciplines” 2,13.The report “Monitoring Irelands Skills Supply: Trends in Education/Training Outputs2008” was commissioned to provide an indication of the supply of skills to the Irishlabour market from the formal education and training systems 3. Contrary to thedesires of both the IEI and ACCI for a rise in graduates, there is a significant drop inthe number of second level students choosing to pursue a career within the STEMdisciplines, despite the growing number of students entering the third level system.Science, Engineering and Technology (SET) courses accounted for 20.6% of allcourse acceptances in 2007

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

theyseemed to be the most logical candidates for recruitment. However, many students were notacademically prepared to enroll in college STEM courses without remediation, often becauseprevious curriculum choices resulted in limited exposure to math and science in these students’programs of study. Other obstacles include students’ lack of awareness of engineering as apossible career because of unfamiliarity with the profession.1 One natural extension, then, wasto focus projects at the middle school level, where timely interventions would ideally lead toenrollment in classes that would better prepare students for the rigors of college STEM studies.Research, however, is increasingly indicating that that intervention efforts must begin as early

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

course and students indicate that it is aneffective means to discuss concepts. From an instructor’s point of view, while the discussionwas adequate, there were very few instances where students engaged in more than the requireddialogue. Continuing and more robust discussion is a desired outcome that has not yet been Page 15.170.9obtained.ConclusionStudent comments and course evaluations indicate an appreciation for the content presented inthe course. Students gain both an understanding of and an appreciation for the role interpersonalskills play in enabling a successful career. While many students have an abstract idea of certaininterpersonal

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

multidisciplinary: able to communicate with, work with, and manage other typesof engineers and scientists and to learn aspects of these other engineering and science disciplines,as needed, throughout their careers.This multidisciplinary systems approach is reflected in nuclear engineering education.Undergraduate nuclear engineering curricula typically include a much broader basic science,mathematics, and general engineering background than most other engineering majors.14 This iseven more relevant now as the nuclear industry continues to both mature and broaden, andnuclear engineering majors are in ever higher demand for more and more diverse and cross-disciplinary careers. It is important for this broad background and practical systems view to bereflected

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

learning and engineering performance • Engaging in reflective practice and continuous learning These common focus areas of existing faculty development efforts can be used to guidedevelopment of a broadly recognized core of competency areas for EET faculty. As afundamental aspect of the SPEED program, these competencies would be articulated at distinctlevels to promote the continuous development of faculty.Levels of Professional DevelopmentThe SPEED program would be open to all interested engineering educators as part of theirongoing professional development whether they are newly appointed faculty or establishedacademics. Additionally, post-docs or Ph. D. candidates who wish to embark on a career paththat will involve educating others could

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

, but the primary concern would be in setting up false expectations in newly hired faculty who do not understand the final objectives and outcomes of the P&T process. By providing new faculty members with OES-l opportunities that are "outside of the academic mainstream" compared to the traditional P&T process—without ALSO mentoring them so they know about and understand the need to address the core function of the P&T process (Teaching, Creative Activities, & Service) —then they may be moving along an inappropriate career trajectory, leading to disappointment, failure, and possible law suits as a result. ≠ Retention is much influenced by the OES-l as a part of P&T process