ASEE PEER - Search Results

Displaying all 11 results

Engineering Faculty As Academic Change Leaders

Conference Session: Faculty Development for Distance Learning
Collection: 2010 Annual Conference & Exposition
Authors: Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Beverly Davenport Sypher, Purdue University; Steven R. Abel, Purdue University; Monica Cox, Purdue University; Teri Reed-Rhoads, Purdue University; Brenda Berkelaar, Purdue University
Tagged Divisions: Continuing Professional Development

campuschange or developing programs that lead to change. Attendees discussed institutional anddepartmental challenges; the knowledge, skills, and abilities (KSAs) needed to affect change;and methods of motivating other faculty members to develop those KSAs. In addition, theattendees presented examples of their own successes and failures in implementing change. Westrove to gain information from the experiences of change leaders in attendance in order to helpframe an implementable program for developing change leadership skills. Attendees providedfeedback both in person and through an online post-workshop survey. All attendees wereexpected to develop and execute related plans on their home campuses and to report on thoseactivities. We had expected that

Relevance Score: 0.018495737

Preparing For Participation In Speed: An Asee Initiative For A Nationally Recognized Development Program For Engineering Educators

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

development of a vision for SPEED and its conceptualdesign. This overview includes comments on current professional development opportunities forfaculty across the world, and the challenges, opportunities and critical elements that would beassociated with a successful professional educational development program. We then offer a setof core competencies areas which would likely be required of faculty who finish suchprofessional development. Finally, we conclude with some specifics about the proposed SPEEDprogram. We offer some details on its current design and describe plans to engage relevantconstituencies and create buy-in from the community.Origins of SPEED and previous workEngineering and engineering technology (EET) departments have a long

Relevance Score: 0.014272742

The Constructivist Based Workshop: An Effective Model For Professional Development Training Activities

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

aspossible for the best outcomes; therefore, several STEM initiatives are targeting elementarystudents.1 - 3A signature outreach program at the University of Virginia’s School of Engineering and AppliedScience (UVa SEAS), the Virginia Middle School Engineering Education Initiative (VSMEEI),was created to address the need to engage students as early as possible in effective, empoweringinstructional activities introducing them to the engineering design process in order to motivatethem to study science, technology, engineering, and math (STEM).4 – 6 VMSEEI’s primaryintervention instrument is the Engineering Teaching Kit (ETK). An ETK is a set of standards-based lesson plans designed to teach math and science concepts within the context of

Relevance Score: 0.010678519

An On Line Course To Help Engineers (Students And Professionals) Develop Interpersonal Skills – You’re Kidding, Right?

Conference Session: Technology-Enhanced Learning
Collection: 2010 Annual Conference & Exposition
Authors: Eugene Rutz, University of Cincinnati
Tagged Divisions: Continuing Professional Development

explanation (short essay)of a scenario regarding a particular course concept.Quantification of Participation – a measure of contribution to course discussions. Students aregiven specific instructions on the discussion board topics including the timeframe ofparticipation and the number of expected contributions. Student grades are dependent onmeeting these participation expectations.Personal Development Plan – serves as the final assignment. Students are required to submit aplan that describes how they intend to continue to develop interpersonal skills. The plans arespecific to the skills they have identified as important to their professional development.Interpersonal Skill DevelopmentOne of the initial assignments requires students to consider

Relevance Score: 0.010678519

The Case For Case Studies

Conference Session: e-Learning Course Development and Instruction
Collection: 2010 Annual Conference & Exposition
Authors: John Robertson, Arizona State University
Tagged Divisions: Continuing Professional Development

. Generate a charter statement. 4. Attend a half-day class. There are typically 4 – 6 participants with a very wide variety of cases. Review charter statements and plan next steps. Page 15.1208.6 5. Initial dialogs in company and information review. 6. Revise the charter statement and distribute to other course participants. 7. Determine the basic story-line with supporting documentation. 8. Identify key decisions in the case and decide how to present them. 9. Second half-day class. This is 4 – 8 weeks after the first class. It is devoted to presentation of the outcomes for each case. 10. Reflections from

Relevance Score: 0.008718974

An Exploration Of P&T Policies Related To The Scholarship Of Engagement And Outreach At E&T Programs Within The Us

Conference Session: Faculty Development for Distance Learning
Collection: 2010 Annual Conference & Exposition
Authors: Gene Dixon, East Carolina University
Tagged Divisions: Continuing Professional Development

Byrne2, this is “a non-traditional form of scholarship that has significant value in theengineering education environment, and can be recognized in the faculty reward system.”Depew, et al.8, recognize this as a need for faculty performance appraisals that “…create anddeliver courses…advance the practice of engineering through meaningful creative scholarship…and to engage in creative scholarship that advances the practice of engineering for creativetechnology development and innovation.”East Carolina University is part of the state of North Carolina’s university system. The systemhas initiated a strategic plan for “…scholarly public service on each campus…”9 within theuniversity system. Part of that strategic plan includes development of a “more

Relevance Score: 0.008718974

Course Change As A Darwinian Process

Conference Session: e-Learning Course Development and Instruction
Collection: 2010 Annual Conference & Exposition
Authors: John Robertson, Arizona State University
Tagged Divisions: Continuing Professional Development

frequency is reduced,eventually to zero. Of course, given the expertise that went into the planning andstructure of each course, absent incompetent delivery, the reception should be good.This was mostly the case but it didn’t always turn out quite that way. The participantsliked the courses but they had many constructive suggestions. There followed a longlist of suggestions for improvements. The changes were duly made but next time therewas another (different) list of suggestions. Although there has been some spiraldevelopment, most changes have been new. As a result, the evolution of some courseshas followed a Darwinian process where the participants’ needs to enhance their jobperformance became the dominant factor in course change. It completely

Relevance Score: 0.007706557

Sustaining Appropriate Technology Enhanced Learning In Stem Disciplines

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

introductory courses. In planning meetings both withearly faculty users and prospective users, as much emphasis was placed on designing Page 15.1154.4effective questions as on the features of the tool. The tool was piloted by variousinstructors and there was a blossoming of diverse, innovative pedagogical uses aseach instructor used it to meet his/her instructional style, learning objectives, andtime-constraints. This instructor input led in turn to numerous requests for specificcustomization of the FM software. A major part of the current year’s effort is toaccommodate those requests and assess their usefulness.Our approach to development and dissemination of

Relevance Score: 0.006674074

Challenges Facing Continuous Professional Development For Technology Education In The Irish Second Level System

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

Curriculum. 1997, Trinity College Dublin: Dublin. p. 124.5. DES. Taoiseach launches €150m plan for "smart schools". 2009 [cited 2010 5th January].6. DES. Project Maths "breaks new ground" in approach to curricular reform 2008 [cited 2010 5th January].7. Lane, D., Seery, N., Gordon, S., The Understated Value of Freehand Sketching in Technology Education. Engineering Design Graphics Journal, 2009. 73(3): p. 13-22.8. DES, Leaving Certificate Design and Communication Graphics Syllabus. 2007, National Council for Curriculum and Assessment: Dublin.9. t4. About t4. 2006 [cited 2010 January 5].10. Keays, P., National Co-ordinator t4. 2010: Galway.11. t4, In-service attendance database Des, Editor. 2009: Galway.12

Relevance Score: 0.0061652455

Hands On Nuclear Engineering Education – A Blended Approach

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

integrate online with face-to-face time in a planned, pedagogically valuablemanner 8 , offering some of the convenience of fully-online courses without the complete loss offace-to-face contact 7. From the “traditional” classroom, it takes the teacher driven presentationand selection of relevant content and the dialogue between student and teacher. From the Web-based world, it borrows the advantages of self-paced, self-regulated learning 3. These coursesseem to offer the best of both worlds, preserving face-to-face contact in a reduced seat timeformat, while allowing faculty to creatively use Web resources in instruction 9.Blended learning approaches and design can significantly enhance the students’ learningexperience 10-11 by reducing "sage-on-the