Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Continuing Professional Development

Page 22.300.6The above model reflects the primary functions of applied research (a foundational element ofour charter and name), graduate programs (including a PhD program), international programsand programs implemented through 100% distance learning.Applied research is focused on the scholarship of professional technical education and actualapplication of technology to proposed industrial problems or perceptual areas for improvement.Graduate programs are those Master of Science programs offered in a non-traditional fee-basedenvironment either on-campus in a weekend format or at the specific location of a given industrypartner. The proposed PhD program is currently under study. An ad-hoc faculty advisorycommittee has been formed to

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 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

engineeringdesign process22 also shown in figure 1. Figure 1. Legacy Cycle and Engineering Design ProcessThe Legacy Cycle consists of the process followed to solve challenges that are designed tomotivate and engage faculty/students in learning activities. In the Legacy Cycle, the followingsteps are performed and repeated: Page 22.113.4  Look Ahead (Not shown in the Figure): The learning task and desired knowledge outcomes are described here. This step also allows for pre-assessment and serves as a benchmark for self-assessment in the Reflect Back step.  The Challenge: The challenge is a question or task carefully

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

c American Society for Engineering Education, 2011 Lessons Learned Offering a Combined BS Engineering (with Cooperative Education) and MBAAbstractThe development and implementation of a combined Bachelor of Science in Engineering with aMaster of Business Administration program is described. The paper articulates thecharacteristics of combined degree programs and enumerates the lessons learned in theimplementation so that other universities interested in pursuing a similar approach can learn fromthis experience. The first cohort of students graduate June of 2011 and their reflections on theprogram are provided.BackgroundWith the support of the Industrial Advisory Board, the College of Engineering &

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; Uttandaraman Sundararaj, University of Calgary; John A. Nychka, University of Alberta

Tagged Divisions

Continuing Professional Development

and group meetings of the faculty within the department. Conversations with Professor Sadler provided new perspectives and ideas on teaching with respect to assessment of students and self. More details are presented below.• Writing Well2 – Building Traction and Triumph into Co-authorship a 4 hour workshop on teaching graduates students how to write. This was offered to faculty members in the department (10 attended and 3 department members spoke). The workshop description and abstract have been submitted to the ASEE meeting.• Annual report revisions to include more detail about teaching quality and prompt reflective thought and assessment of new initiatives. Our task was to make suggestions on methods to better assess the quality of

Conference Session

Session D: Panel Discussion on Fostering the Implementation of Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Matthew W. Ohland, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Anna Dollar, Miami University; Cynthia J. Atman, University of Washington; Jennifer A. Turns, University of Washington; Sunil Saigal, P.E., New Jersey Institute of Technology

Tagged Divisions

Continuing Professional Development

engineering professionals. She is a fellow of AAAS and ASEE, was the 2002 recipient of the ASEE Chester F. Carlson Award for Innovation in Engineering Education, and received the 2009 David B. Thorud Leadership Award, which is given to a UW faculty or staff for demonstrating leadership, innovation, and teamwork.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design and Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

success that resonate with faculty and instructors.These approaches help transfer knowledge, skills, and attitudes about teaching and learningamong engineering faculty.Improving Quality of Teaching and LearningA key goal of Wendt Commons’ re-organization is to improve the quality of instruction Page 22.817.13across all departments and programs. This process is expected to be continuous anddynamic, reflecting the shifting technological and pedagogical landscape, as well as the ever-evolving needs of faculty as they embrace new and innovative methods.An essential starting point was to define quality as it relates to the teaching and learningexperience