Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York; Edward G. Borbely, University of Michigan; Nelson C. Baker, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

AC 2012-5363: QUALITY STANDARDS FOR CONTINUING PROFESSIONALDEVELOPMENT ORGANIZATIONS AND QUALITY MANAGEMENT THROUGHSELF-ASSESSMENT AND BENCHMARKINGMs. Kim A. Scalzo, State University of New York Kim Scalzo is the Director of the Center for Professional Development (CPD) for the State University of New York (SUNY). The SUNY CPD provides professional development and training programs for faculty and staff throughout the 64 campus SUNY system, and Scalzo is responsible for overall leader- ship of the Center, new program development, managing relationships with the campuses, and working with other university-wide programs to ensure alliance with the SUNY Strategic Plan. Prior to joining SUNY, Scalzo spent 18 years in a

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pil-Won On, University of Missouri, Columbia; Robert O'Connell, University of Missouri, Columbia

Tagged Divisions

Continuing Professional Development

a Lesson Plan Table 1. Online TBL Training Course FrameworkDuring the informative sessions (part 1 through 4 in Table 1), trainees will learn about TBL frominstructor’s presentation recordings and video clips excerpted from an actual classroom thatdemonstrate best practices of TBL strategies. They will check their understanding in each partthrough an online quiz that they can retake as many times as needed until achieving apredetermined level of success in order to move on to the next. The trainees will also have anopportunity to design or modify their own course with TBL by working on a lesson plan as afinal outcome of the training.Instructional Design

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

interfacing administrativeorganizations for professional studies lends itself to the many activities of the program/projectmanagement process and the product depiction of the process activity outcomes.Following the above process, the statement of work, stated and derived requirements, workbreakdown structure and responsibility assignment matrix are designed, developed andseamlessly integrated into a planning template for subsequent execution. This paper will identifythe process activities and products generated as applicable to defining and differentiating theroles and responsibilities of a professional studies organization within the construct of auniversity-wide system of interfacing support administrative bodies.The process activities of program

Conference Session

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig G. Downing, Rose-Hulman Institute of Technology

Tagged Divisions

Continuing Professional Development

Engineering Management and Rose-Hulman Faculty Assessment Office of Institutional Research, Planning and AssessmentOnce an opportunity has been proposed or identified by CPS, faculty resources will be generated.In situations in which the area of expertise is not covered within the Rose-Hulman curriculum orfaculty capability, an alumnus or qualified professional representing the area is contracted. If theopportunity requires or involves on-site delivery of instruction, we move into the contractingphase. Working with OSP and the Institute’s attorney, a Statement of Work (SOW) is drafted tooutline the terms and conditions of the engagement. Typically, the SOW will contain thedetailed of responsibilities for each

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

conduit to accelerated master’s programs where eligible students canpursue an advanced degree in Information Technology or Molecular Biotechnology.Through partnerships with community colleges within the metropolitan DC, the program alsoaims to create a pipeline for outstanding community college students to transfer to thecompletion program easily. Students are advised by both institutions and have a comprehensive Page 25.1288.2program plan that will keep them on the transfer track. This partnership increases the retentionrate and also graduation rate at local community colleges.Motivation for an Integrated ApproachTraditionally, academic

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Catherine M. Polito, University of Texas, Austin; Leslie P. Martinich, Competitive Focus

Tagged Divisions

Continuing Professional Development

in strategic planning. For the case study (energy company) thefollowing custom topics were taught in three sessions (two 8 hour days per session):Session I:Communication Skills 1. Know your Audience 2. Types of Communication 3. Directions of Communication 4. Virtual Teams 5. Multi-Cultural and Multi-Generational Teams 6. Managing Difficult Communications 7. Communication and Decision Making 8. Building a Communications PlanPractical Negotiation Skills 1. Negotiation planning and preparation 2. During the negotiation 3. Concluding the negotiationSession II:Collaborative Relationships 1. Building collaborative relationships 2. Gaining trust 3. Team structure and collaboration

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

saidthey are saving for retirement, 34% of workers and 33% of retirees were forced to tap into theirretirement savings last year to cover basic expenses.Some of the top reasons people are reported to be delaying retirement include:  Perceptions of a poor economy  High unemployment rates  Rising health care costs  Lower investment returns  Lack of faith in Social Security or government  Change in their employment situation  Simply can’t afford itThe result of this very real or perceived reality is:  74% of workers now plan to hold paying jobs in retirement  89% report their expected retirement age has increased  70% now report they expect to remain employed until at least age 65  11

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

Continuing Professional Development

Based InstructionTo promote student engagement and success in STEM areas, a comprehensive plan for facultydevelopment was implemented at two Hispanic Serving Institutions (HSIs), the University of Texas-Pan American (UTPA) and South Texas College (STC). The faculty development program wasdesigned to support the adoption of Challenge Based Instruction. This program was initiated as partof a large Department of Education College Cost Reduction and Access Act (CCRAA) grant.Detailed information about the different activities and sample results can be found in previousproceedings of ASEE National Conferences1,2,3. A series of training workshops and mentoringworkdays are part of this faculty development program that presents the latest research

Conference Session

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Kimberly Anne Hunsinger, University of Kansas

Tagged Divisions

Continuing Professional Development

complete any market research on what was expected of atechnical short course delivered via internet. This course was originally recorded by having theinstructor deliver the class in Lawrence in front of a classroom. The plan was to present theslides and exercises with the recorded audio; however, some video was recorded, too. The slideswith exercises were processed step-by-step to match the associated audio recordings. There wasno animation, and long lecture segments were delivered using RealPlayer media with asupporting website. The instructor, while working from home due to his health conditions,always interacted with the students by e-mails. There was a discussion board with threads forseparate topics; however attendees rarely participated in a

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shadle, Boise State University; Louis Nadelson, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

Continuing Professional Development

of some other newapproach (Theme D). Other themes directly associated with faculty teaching practice includedthe introduction of real-world problems (Theme K), the use of student questions to driveinstruction (Theme L), an attempt at the use of a strategy that didn’t go as well as planned(Theme M), and the use of models (Theme N). In addition, five of the logs expressed somefrustration over the tension of “coverage” of content in the course as the faculty memberimplemented new pedagogical strategies (Theme C). Page 25.1087.4 The remaining themes reflected participants’ paying close attention to evidence ofstudent learning in the

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

newfaculty members were hired, a plan had to be developed to fund professional development forboth faculty and staff in order to rebuild the program and evaluate current course offerings.Faculty and staff needed to be trained in new technologies and funding had to be sought forlaboratory upgrades. A number of strategies were employed to fund the faculty professionaldevelopment, which may be applicable to faculty in other parts of the country and in otherdisciplines.Funding for professional development at our college is limited to one funded event per year,based on available funding. It is managed by the college's Center for Teaching, Learning, andAssessment (CTLA), and CTLA is allocated a fixed amount of funding from the college budget.The amount

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ioan Gelu Ionas, University of Missouri; Matthew A. Easter, University of Missouri; William H. Miller, University of Missouri, Columbia; Gayla M. Neumeyer, University of Missouri Research Reactor; Valerie Deitz Taylor, Center for Energy Workforce Development; Gwen K. Weakley, Kansas City Power & Light

Tagged Divisions

Continuing Professional Development