Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

opportunity for me to deepen these relationships and gain confidence andaccountability in my work. Since the workshop, I have begun swapping articles and proposalswith several other participants of PEER to give and receive feedback on drafts. I have received Page 24.1237.15candid and honest feedback that has been invaluable. I have also been held accountable to meetmy internal paper deadlines so that I keep writing even when other responsibilities are clamoringfor my attention. I now have twice as many papers in submission than I have ever had prior toPEER. I attribute this level of feedback and accountability to the quality of relationships that

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Tina alaei; Andrew Lillesve, IRE

Tagged Divisions

Continuing Professional Development

related to theirprojects. They must submit a summary of the discussion. They are also obligated to perform atleast 15 hours per semester professional volunteer work for the community. Another requirementis the submission of personal improvement/evaluation assignment; the IRE students must write areflection on their strengths and weaknesses with the help of other team members and thefaculty.Outcome G: an ability to communicate effectivelyThe IRE students must present their projects at least four times per semester; each of theirpresentations are evaluated and given proper feedback from both peers and faculty. Additionally,they must write and submit a number of technical reports and documents regarding their projects.All these documents are

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

. ≠ Left to discretion of the committees. ≠ OES-I publications are discounted and treated separately from technical publications. ≠ Peer review has no special context with respect to OES-I. It is simply applied across the board with respect to refereed publications and conference proceedings. It is a yes or no tick box. ≠ Peer Review in our institution is only by senior faculty at other institutions of published work. ≠ Peer review means anonymous review of your work by peers, with potential rejection by your peers. I would discourage my peers from writing papers focusing on outreach activities, if it means not writing a paper on their primary subject. ≠ Peer review means having someone who has

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; Uttandaraman Sundararaj, University of Calgary; John A. Nychka, University of Alberta

Tagged Divisions

Continuing Professional Development

standardof teaching has changed dramatically. In this paper, we present some of the tools that have madea positive difference: • New Faculty Forums, where each new instructor was given the basic tools of solid pedagogy in an active learning environment • Workshops on Active Learning, Assessment, and Writing Well • Formation of a Teaching Enhancement Committee • Classroom Assessment Techniques, Midterm Course Evaluations, and Teaching Triads • Development of a Teaching Statement • Recent Changes to the Annual Report Form that include a substantial section on Scholarly Engagement with Teaching The three co-authors have been involved with all of these initiatives

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

(Fall & Spring term) Computing and information technology Writing and communication Summer term Ethics in science and technology Entrepreneurship and management of innovation Start of the senior thesis Second year Information systems technology track: Telecommunication networking (Fall & Spring term) Information and network security Relational databases System integration Alternative energy Biotechnology

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

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

archived so faculty can watch them at their convenience. One such project we have Page 25.1139.3found useful is the Maricopa Advanced Technology Education Center5, run by the MaricopaCommunity Colleges in Arizona. A clearinghouse for many of the on-site and online events ishosted online by the South Carolina Advanced Technological Education Center of Excellence, atTeachingTechnicians.org6. This site is worth checking on a regular basis to keep abreast of newNSF funded opportunities.Another benefit of joining listservs such as the ETD listserv, in addition to interacting with peers,is to get ideas for your own projects. After responding to a survey

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

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

and modeling.Dr. Mehdi Shokouhian, Morgan State University Dr. Shokouhian is an Assistant Professor at the Department of Civil Engineering, Morgan State University. His research focuses on performance-based design of structures made of high performance steel and concrete using theoretical, numerical and experimental methods. He has participated in many research projects and has published several peer-reviewed journal papers since 2004.Dr. Kathy Ann Gullie, Gullie Consultant Services LLC Gullie Consultants Services LLC, Owner, Dr. Kathy A. Gullie Ph.D. Dr. Kathy Gullie and her associates at Gullie Consultant Services LLC have been in education, assessment, program development and evalu- ation in New York State for

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M Nathans-Kelly, U of Wisconsin-Madison; Cornell University

Tagged Divisions

Continuing Professional Development

: Methods for Teaching Technical Presentations to Practicing Engineers in an Online EnvironmentAbstractWe have been teaching technical and engineering communication in a graduate-levelonline course for over eight years. As part of that work, we advise the students (all arepracticing professional engineers) about writing and presenting alike. In fact, thepresentations element of the course is unilaterally the most lauded element of that course.However, again and again, instructors interested in teaching presentations online ask us,“How can you do that? How can presentations be taught online?” Our answer is both acomplicated one and a simple one: you must have the right setup, the right infrastructure,and a thorough understanding of

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University - West Lafayette; Monica Farmer Cox, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

being earned for scoring 60points or less on a 100 point scale). Within educational environments, rubrics are designed toevaluate a student’s process or product [9] and have three key features: (1) evaluation criteria, (2)quality definitions, and (3) a scoring strategy [7]. A rubric that is co-created with students, used toevaluate peer, self, and teaching assessments, and then used to assign grades is an instructionalrubric, and a rubric solely used by an instructor to assign grades is a scoring rubric [6]. Since thegoal of this paper is to describe rubric development in industry environments, where instructionis not the goal during the hiring process, scoring rubrics will be the focus of this paper.Different Types of Rubrics Rubrics

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University

Tagged Divisions

Continuing Professional Development

wasformative, conversations centered on how to use the information for improvement. Formativefeedback from instructional coaching provided a roadmap for improvement, and helped move theconversation away from final, summative evaluations of teaching ability that are commonly apart of performance reviews. Feedback was specific and timely.Professor K (see Table 3) asked, “Could you write a letter for my P and T case about my partici-pation in the grant and observations?” K’s unit head was very receptive to including such a letterin the promotion dossier. Observations made by a trained professional using the RTOP instru-ment are a reliable supplement and possible replacement for peer observations that are often usedto support the promotion and tenure

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

. Tristan T. Utschig is Assistant Director for the Scholarship and Assessment of Teaching and Learning at the Georgia Institute of Technology. Formerly, he was Associate Professor of Engineering Physics at Lewis-Clark State College in Idaho where he developed and directed the pre-engineering program at the college. Dr. Utschig’s research in engineering education has focused on assessment at various levels from the classroom to program and institutional assessment. He has regularly published and presented work on a variety of topics including teaching diversity, using technology in the classroom, faculty development in instructional design, assessment instruments and methodologies, and peer

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

allworking professionals, most with considerable to extensive project management experience.These, like nearly all adult learners, want education that is authentic, relevant, immediatelyapplicable to their work, and substantiated by experiences of their own or credible peers [10],[11], [12], [13]. As the authors have taught this course over the past eight years, a shared,consistent goal and commitment to our students has been to make the course “authentically real,”speaking directly to the experiences and learning goals of these project-experiencedprofessionals. Following is a brief description of a few key ways in which our teaching ofeffective, real project management has evolved.An Emphasis on Living Order“Living order” is a concept that the

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

pursuing one. To serve this population, and enable theirrich practical work experiences to enhance the education of our traditional on-campus students,we are implementing the following scenario.Local technical workers stay in their offices at lunch-time sitting at computers armed withheadphones and microphones to attend, and participate in, an electric circuits class via aninternet connection. Other students, on the university campus, sit in a traditional classroomsetting augmented with room microphones. Both groups of students view the electronicwhiteboard that is generated by the instructor writing on a Tablet PC projected to the campusclassroom through an LCD projector and to the off-campus students through Adobe Connectsoftware. Two students

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Continuing Professional Development

organizations. He is a senior member of IEEE and is a member of ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than a dozen papers at various Assessment Institutes. His posters in the areas of Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth Reid, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Divisions

Continuing Professional Development

the Herbert F. Alter Chair of Engineering in 2010. His research interests include success in first-year engineering, introducing entrepreneurship into engineering, international service and engineering in K- 12.Dr. John K. Estell, Ohio Northern University John K. Estell is a Professor of Computer Engineering and Computer Science at Ohio Northern University. He received his MS and PhD degrees in computer science from the University of Illinois at Urbana- Champaign, and his BS in computer science and engineering from The University of Toledo. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagogical aspects of writing computer games. John

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Bird, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Continuing Professional Development

identity; her research focuses specifically on creativity, interdisciplinarity, and the role of emotion in cognition. She created the synthesis and design studios in the environmental engineering program and is currently developing the professional and design spines for the upcoming mechanical engineering program. She is also interested in faculty development and recently co-organized the NSF-sponsored PEER workshop for tenure-track engineering education research faculty. Page 23.1145.1 c American Society for Engineering Education, 2013 Teaching Journeys of Engineering Faculty

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

course design. In phase II, participants are engaged in a 4-weekasynchronous online course that begins to address backward design as it relates to eachindividual’s course and allows participants to experience online learning from a studentperspective. Participants work with various instructional materials to gain foundationalknowledge and are required to engage in peer discussions to help explore pedagogical ideas andstrategies. Each week, participants submit assignments that are meant to serve as working draftsfor later refinement in the course design process. These assignments include defining courselearning outcomes, mapping out and aligning formative and summative assessments, creating anassessment, creating a syllabus, and identifying

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

their 2014 book, The Executive Guide to Innovation, research by IBM andMorgan Stanley [5], reports “…companies with high levels of innovation achieve the fastestgrowth of profits, and radical innovation generates 10X more shareholder value than incrementalchanges [p. 17].Cohort Group - Gen ZAt this writing, this is the newest and youngest generation on our collective radar screens. Thisnewest generation roughly spans the years 1997-2012.This generation has had a number of very good books written about them. Two in particular aresolidly based on extensive and exhaustive surveys. While there are many other literary works,the two referenced are Gen Z Goes to College [5] and iGen [6].The authors of Gen Z Goes to College did a cross-institutional

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Timothy Kieran O'Mahony, University of Washington; Michael J. Prince, Bucknell University; Fabian Zender, The Boeing Company; Barry McPherson, Boeing

Tagged Divisions

Continuing Professional Development

) writing and using instructional objectives, (b)adopting active learning strategies, and (c) effective use of diagnostic, formative, and summativeassessments. Pre and post assessment of participants’ conception of teaching was captured by a20 question multiple-choice instrument that included demographic material (pre) and courseevaluation (post) as appropriate. Item categories on the instrument were drawn from Bransford’sHow People Learn (HPL) framework 1, a framework that is acknowledged as a practical way oforganizing what we know about teaching and learning today. Participant responses wereaggregated into four categories that derive from this framework (learner, knowledge, assessment,and community) and investigate how teaching methods

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Mel Chua, Franklin W. Olin College of Engineering; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

Continuing Professional Development

 engineering education researchers’ exploration of ways POD could aid them in disseminating their research, and to  12​scaffold them through communicating those thoughts to the POD community​ . At POD, we intended to challenge the faculty development experts to “think like an engineer” and to have  13​them brainstorm responses to the messages from the FIE participants​ . In particular, at FIE, engineering education researchers were asked to consider their dissemination needs based on their individual research pursuits and those of their peers (see Table 1). Participants created affinity diagram of

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

adding online students to their existing courses using NEW,and these efforts gradually expanded to allow students to complete an MS in Computer Science Page 15.687.4entirely online.The open-source NEW system has similar functionality to many widely-used commercialsystems for online synchronous course delivery. The primary interface is a computer-basedwhiteboard, which can be used to display slides, share images of running applications, write, ordraw. The system includes audio, so that the instructor's voice is broadcast along with theimages, and students in the distance environment who have microphone-equipped computers canparticipate via voice

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University, Fullerton; Bethany B. Smith, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Continuing Professional Development

understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching. c American Society for Engineering Education, 2017 Paper ID #18739Prof. Robert J. Culbertson, Arizona State University, Department of Physics Robert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics and electrodynamics for physics majors and a course in musical acoustics

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Pramod Jagan Deore, R. C. Patel Institute of Technology, Shirpur, India; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

of innovations, NMIMS as the director Shirpur campus and at College of Engineering Pune (COEP) as the founder head of the innovation Center. Dr Waychal earned his Ph D in the area of developing Innovation Competencies in Information System Organizations from IIT Bombay and M Tech in Control Engineering from IIT Delhi. He has presented keynote / invited talks in many high prole international conferences and has published papers in peer- reviewed journals. He / his teams have won awards in Engineering Education, Innovation, Six Sigma, and Knowledge Management at international events. Recently, his paper won the Best Teaching Strategies Paper award at the most respected international conference in the area 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

completed experiment when later trying to write a lab report based on their fuzzyrecollections of the experimental details. Instructors can also direct students to use theseinteraction tools to facilitate peer review and/or assessment of the measureable products.Blended formatThe course material was designed to be delivered both locally and to remote classes. In this Page 15.638.7project, Rensselaer Polytechnic Institute collaborated with the United States Military Academy atWest Point (USMA), which recently received ABET accreditation for their nuclear engineeringprogram. The USMA does not have local access to a critical facility or a linear

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

methodologies that have been conductedregarding the professional development of secondary school STEM educators in sub-SaharanAfrica. We limited our review to articles that were peer-reviewed within the past 60 years.Twenty-three articles satisfied our inclusion and exclusion criteria and formed the primarystudies for the synthesis. Based on our findings, we discussed how the lens of STEM teacherPD has tended to focus on numbers rather than the quality of pedagogical instructionalpractice. Our study also revealed that the recruitment of participants of the PD interventions,more often than not, failed to cater to the gender diversity of teachers in the respectivesettings. Recommendations offered by teacher trainers and researchers analyzed

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T Schuver, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

grade. However, a job at this nexthigher level does not have an opening at this time. The individual, therefore, may have all of thenecessary personal tools to move up, but he or she simply lacks opportunity. If this conditionlasts for a prolonged period of time, the individual may seek other employment because he orshe cannot satisfy his or her personal goals, or, become complacent and loose site of their goals,resulting in performance degradation. This is a very real challenge in today’s flatterorganizational models. The solution to this is to provide peer-level, horizontal opportunities thatwill allow the individual the opportunity for personal growth and financial gain, without havingto move vertically in the organization.Ageing Slows

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

Paper ID #27333Partners in Professional Development: Initial Results from a CollaborationBetween Universities, Training Programs, and Professional SocietiesDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Assistant Dean for Graduate Student Services at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University ; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Prof. James A. Middleton, Arizona State University James A. Middleton is Professor of Mechanical and Aerospace Engineering and Director of the Center for Research on Education