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

. Page 24.1392.1 c American Society for Engineering Education, 2014 Work In Progress: Providing Continuing Education for Teachers in the Dominican Republic Using Online Modules Developed through a First-Year Capstone ProjectIntroductionTwo professors (from engineering and education) and students from a variety of engineeringdisciplines (engineering education, mechanical, electrical, and civil) from Ohio NorthernUniversity have traveled to the Dominican Republic for the past two years to run workshopsinvolving inexpensive, hands-on engineering projects for teachers in both public and private(sponsored) schools. This effort is a different take on the IEEE Teacher In Service Program

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Kevin Curry, University of Kansas; Zachary Gredlics, University of Kansas

Tagged Divisions

Continuing Professional Development

with majornational and international corporations to deliver customized professional engineering andmanagement trainings. In this paper, the authors discuss the strategies they have used in (1)understanding an organization’s strategic initiatives that strengthens its competitive advantage,(2) developing tailored curriculum based on the organizational learning needs and anorganization's existing and future projects, and (3) modifying the training portfolio andtechnology-enhanced delivery methods as corporate learning strategies changed withglobalization. Three long-standing collaborations with three organizations -- an engineering,consulting and construction company, an aircraft manufacturer and a flight control componentsmanufacturer -- with

Conference Session

CPD Technical Session

Collection

2014 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

improving organizational systems. He is internationally recognized, has contributed to the literature more than 110 articles, presentations, books and reviews on software development methodologies, management, organizational change, and program management. Dr. Springer sits on many university and community boards and advisory committees. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. He is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR) and in Alternate Dispute Resolution (ADR) and mediation.Mr. Mark T

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

, 2014 Personal Improvement Plan: a professionalism assignment for engineering studentsAbstract:Iron Range Engineering (IRE) is an innovative project-based engineering program which placeshigh value on the integration of technical learning and professional skills. The IRE studentsmust enroll and complete one Professionalism course per semester (Professionalism I throughProfessionalism IV) during their four semester upper-division experience. As part of eachprofessionalism course, students complete and submit an assignment named PersonalImprovement Plan (PIP). Each semester, through various experiences within the project teamsand discipline-specific workshops, each student self-assesses his/her improvement in

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

and the administration of SIIP. Inspired by the successful, sustainedrevisions and improvements to the introductory physics sequence by a cohort of physicsprofessors and a recent collaboration between the COE and the math department to reviseintroductory calculus, SIIP focused on creating teams of faculty dedicated to executing reforms.To be eligible for funding, projects required the collaboration of at least three faculty members toincrease the chance that reforms would extend beyond a single instructor. Similarly, while non-tenure track faculty were encouraged to participate in, or even lead, efforts, each team needed atleast two tenure-track faculty as well as the endorsement of the department head so that theefforts would have the

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

organizational systems. He is internationally recognized, has contributed to the literature more than 100 articles, presentations, books and reviews on software development methodologies, management, organizational change, and program management. Dr. Springer sits on many university and community boards and advisory committees. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. He is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR) and in Alternate Dispute Resolution (ADR) and mediation.Mr. Mark T Schuver, Purdue

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

runs the Feminist Research in Engineering Education (FREE, formerly RIFE) group, whose diverse projects and group members are described at the website http://feministengineering.org/. She can be contacted by email at apawley@purdue.edu.Dr. Adam R Carberry, Arizona State University Adam R. Carberry, Ph.D., is an Assistant Professor at Arizona State University in the Fulton Schools of Engineering. He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. Dr. Carberry has been a member of PEER since the first workshop held in 2011.Dr. Monica E Cardella, Purdue University, West LafayetteMaria

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Jim Tappel, University of Cincinnati; BJ Zirger, University of Cincinnati

Tagged Divisions

Continuing Professional Development

Figure 1. Course materials were developed andpresented using this model to frame the topics and build competencies. The second was the ideathat students would use what they learned through the course and in each module on a project ofpractical importance to them. Figure 1 Spiral Development ModelThe course was offered over a 7 week time frame with each week addressing a module ofcontent. Each module contained four short presentations, reading materials, exercises, and a Page 24.71.4video featuring practitioners in the topic areas. Each week also had discussion topics posted bythe instructors and a quiz to assess student

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

education that is situated in a realistic and comparable environment commonly seenin project-based learning (PBL) courses. A common example of these types of learningenvironments is represented in design courses, both at the first-year and senior levels. Thesetypes of courses require students to exhibit a high level of motivation and advanced cognitivedevelopment, representative of an adult learner, in order to successfully meet the requirements ofthe course.Studies have acknowledged that in order to develop critical thinkers and capable problemsolvers, teachers must understand the needs of today’s engineering student and design instructionto meet those needs. The development of students in undergraduate curriculum varies widely asundergraduates

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

and adults, and was a GSI at U-M for two En- vironmental Health Sciences courses. At CRLT, she is involved in education research, assessment and evaluation projects, and various professional development programs for students and faculty.Dr. Cynthia Finelli, University of Michigan Dr. Cynthia Finelli is Director of the Center for Research on Learning and Teaching Engineering and research associate professor in the College of Engineering at the University of Michigan. She actively pursues research in engineering education and assists other faculty at U-M in their scholarly endeavors. Her current research interests include studying faculty motivation to change classroom practices, evalu- ating methods to improve

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, College of Engineering Pune, Innovation Centre

Tagged Divisions

Continuing Professional Development

management to allow us to introduce the facultyreward system and to analyze that. We also acknowledge Mr. Abhay Joshi for reviewing allthe early manuscripts of the paper and bringing it to this level. We also would like to thankthe All India Council for Technical Education (AICTE) for funding of the project onEffective Employability – that has made possible this study and the paper. Page 24.182.8References1 Patrick T. Terenzini Lisa R. Lattuca, and J. Fredricks Volkwein, 'Engineering Change: A Study of the Impact of EC2000', (ABET, Inc, 2006).2 EDWARD L. DECI, 'The Effects of Contingent and Noncontingent Rewards and Controls on Intrinsic