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

Wisconsin, Madison Faculty Associate, Institute for Cross-College Biology Eduation Page 15.1154.1© American Society for Engineering Education, 2010Sustaining Appropriate Technology Enhanced Learning in STEMDisciplinesAbstractThe focus of this paper is on our collective experience in a Technology EnhancedLearning (TEL) project with the shared goals of promoting faculty development andencouraging the use of TEL solutions in STEM disciplines at the University ofWisconsin-Madison. Specifically, we will discuss the implementation strategies andresults from a collaborative TEL project in light of the key instructional motivatorsand entry points for

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

manager in any high-techcompany has three major features to reconcile: The deliverables are managed within projects that are tightly constrained to meet very specific goals on-time and within budget. The reward process therefore drives most projects to an optimized point solution. Systems are continuously evolving so there is also a higher need for a platform design that can deliver many point solution variants over time. However, no customers for the point solutions wish to pay the infrastructure costs for platform development and support. The system provider can take on that strategic role but it implies higher overhead and a perpetual accounting problem. New technology, especially for data

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

identify both thefrequency and extent of how these forms of scholarship are used in P&T considerations atuniversities and colleges within the US. Social science models of SOES-l do not seem to fitprofessional disciplines such as E&T. For E&T programs, the SOES-l is of necessity focused onfaculty’s interaction with industry as well as traditional community partners needing atechnology centric consult. Student involvement comes in the form of projects, either episodicor continuous with both communities. Currently, the axis of control for faculty reward systemsare operationalized by the values placed on: 1. refereed journal publications 2. funded projects and grants that pay the federal overhead rate 3. outside

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

several education-related papers for engineering faculty and gives faculty development workshops on active learning. He is currently participating in Project Catalyst, an NSF- funded initiative to help faculty re-envision their role in the learning process.Cynthia Finelli, University of Michigan Dr. Cynthia Finelli, Ph.D., is Director of the Center for Research and Learning North and associate research scientist in the College of Engineering at the University of Michigan. In addition, she actively pursues research in engineering education and assists other faculty in their scholarly projects. She also is past Chair of the Educational Research and Methods Division of American Society 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

AC 2010-2155: HANDS-ON NUCLEAR ENGINEERING EDUCATION – ABLENDED APPROACHMarie-Pierre Huguet, Rensselaer Polytechnic Institute Marie-Pierre Huguet has been a course developer at Rensselaer since 2001. As such, she has been providing support and guidance in instructional design and instructional technologies to Rensselaer faculty who either seek to integrate emerging technologies into their face-to-face classroom, or teach Web-based or blended/hybrid courses. Dr. Huguet received her Ph. D. in Curriculum and Instruction at the University at Albany. For the past eight years, both at Rensselaer and SUNY Albany, she has been involved in several research projects that have looked at the

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

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

Tagged Divisions

Continuing Professional Development

a decline in the uptake of technologicalbased subjects at second level.Over the past 4 years, in an attempt to stimulate technological education, theDepartment of Education and Science has modernised the entire suite of traditionalcraft based syllabi to foster a design and creative culture. This brought with it anunprecedented amount of new material, the need for philosophical change and adynamic learning approach.The challenges facing contemporary teaching and learning centres on interpreting,realising and delivering the philosophical changes that accompanies educationalreform. The focus of traditional subjects centred on prescribed project based outcomesthat enabled practitioners form the role of a didactic director, the

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

% 4% 35% 0%Pay for others to attend certificate program 46% 4% 31% 0%DiscussionAlthough we had expected that applicants would readily understand and concur with our desireto distill project-independent change leadership strategies which could be transmitted to others,most attendees preferred grounding their change leadership skills in specific examples and casestudies that contextualized the strategies pursued. However, this same contextualization raisedquestions about what subset of strategies might be validly pursued in different contexts.On the assumption that our primary audience for leadership skills development would want sometangible recognition of a program of study leading to knowledge