Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

Keith Plemmons; Ray Jones, The Citadel

Tagged Divisions

Continuing Professional Development

incirculation (including ten official translations), the PMBOK Guide is globally recognized as thecommon lexicon for the project management profession. Around this comprehensive standard,Project Management Institute (PMI) conducts a certification program; regional, national, andinternational conferences; and a global organization comprising 219,622 members with 212,704certified project management professionals (PMP)15.The PMBOK Guide organizes the elements of a project in terms of five process groups:Initiating, Planning, Executing, Monitoring and Controlling, and Closing, and nine knowledgeareas: Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk, andProcurement management. The PMBOK Guide also serves as a foundational

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

The Shaping of Virginia Tech’s International Engineering Education ProgramAbstractVirginia Tech’s strategic plan recognizes the need for its engineering graduates to have a moreglobal outlook. Today’s engineer is more likely than ever to interact with people from avariety of cultures and to be involved with projects that span across continents. Theinstitutional goal of increasing students’ global awareness put more focus on establishing aninternational department at the Dean’s level in the College of Engineering. This paper willdiscuss the development of this office and the administrative efforts to raise the percentage ofthe university’s engineering students going abroad. It will show how to use existing

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

for the participants or the topics being studied. The format now usedby many professional development courses developed by the consortium is to ‘chunk’ thecontent into 30 – 60 minute blocks. Each block has roughly the same format with fiveactivities: 1. Define the topic and its operations 2. Individual or team analysis 3. Review, share experiences 4. Compile generic conclusions 5. Create individual plans to apply the lessons learnedWith a simple structure of this form, it is clear that the role of the instructor is verydifferent from a traditional course. The function is to facilitate discussion and to chart apath that makes best use of the combined experience of the group. The result is that eachtime the course is

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

concepts into their teaching. The majority of participants (67%) indicatedthey will “definitely” begin their lessons discussing engineering concepts with theirstudents and 27% indicated they would “probably” begin their lessons with thisdiscussion. Many participants have already begun to incorporate engineering conceptsinto their curriculum (38%) or plan to do so (50%).Rod Custer [9], PI for the NCETE TTE institutions, observed that for participants in theworkshops, “the engineering design challenges clearly shifted the focus from trial anderror problem solving to a more predictive process using mathematics and science tools.This is new to technology education and is an important key to aligning the professionmore closely with engineering.”2

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Rogelio Rodriguez, UC Irvine

Tagged Divisions

Continuing Professional Development

AC 2007-668: UNDERSTANDING THE MEDICAL PRODUCT DEVELOPMENTPROCESS: CONTINUING PROFESSIONAL DEVELOPMENT FOR LIFESCIENCE PROFESSIONALSRogelio Rodriguez, UC Irvine Rogelio C. Rodriguez, M.S. Director, Engineering and Science Programs University of California Irvine Extension Continuing Education professional with 12 years experience in the planning, development and implementation of advanced professional development education. Has led continuing education development efforts in the areas of engineering, science, and life sciences. ASEE member, 2006–2009 commissioner for University Continuing Education Association (UCEA) Leadership and Management Commission, and 2006-2007

Conference Session

Industry-Academia Collaborations

Collection

2007 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

, troubleshooting, analysis of constraints and receptiveness to new concepts. 3. Develop a process for career planning at all levels. Its business and technical components are readily available but there also needs to be a broad awareness of the factors that drive change and impact competitiveness 5. We have used a simple 2 x 2 grid to guide the process. As an example, the individual would collect evidence of ways in which local technology initiatives are creating changes and then assess their likely continuation and personal impact. The same steps can be followed for the other three combinations. Local Global Technology Business 4. Increase

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

. However, new opportunities abound both for the 2+2 type programs and four-yeardegree completion programs. With careful planning and management, these programs canprovide benefits to all.Bibliography 1. Fikry, Jim, John Gilligan, and Tom Miller. Changing Trends and the Impact of Technology on Graduate Distance Education for Engineers. In: Compendium on uses of Distance Learning Technologies in Engineering Education. American Society for Engineering Education, January, 2000. 2. Thomas K. Miller III. Engineering Distance Initiatives at North Carolina State University. Proceedings of the 1998 ABET Annual Meeting, Seattle, Washington, October 1998. 3. Catherine E. Brawner, Sarah A. Rajala, Thomas K. Miller III, Harish

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

Planning Expand & No Audits exploit Routine FCAR Dept & College review process Yes Yes