Displaying all 7 results
- Conference Session
- Focus on Faculty Development
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Alexandra Coso Strong, Franklin W. Olin College of Engineering; Mel Chua, Franklin W. Olin College of Engineering; Stephanie Cutler, Pennsylvania State University
- Tagged Divisions
- Continuing Professional Development
, then talking “engineering education” with faculty developers: A collaborative reflection on working across communities Abstract Over the last several years , the engineering education research community has aimed to disseminate and implement its work in engineering classrooms. Several investigations have explored reasons for and barriers to the adoption of evidencebased practices. Many of these investigations have been housed within STEM Education communities. External avenues, such as the Professional and Organizational Development (POD) network community of faculty developers, represent untapped resources that could enhance these dissemination efforts. Over
- Conference Session
- Focus on Faculty Development
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Laura D. Hahn, University of Illinois, Urbana-Champaign; Cinda Heeren
- Tagged Divisions
- Continuing Professional Development
facing ourteaching faculty. In consultation with other teaching faculty and with the encouragement fromour dean, we created a learning community for this group, where its share problems, ideas, andresources in order to increase competence and satisfaction in their work.1An explanation of our use of the term “teaching faculty” may be helpful at the outset of thispaper. The literature is inconsistent in its nomenclature for instructors who are hired primarily orexclusively to teach classes. The primary terms used (“adjunct,” “contingent,” and “non-tenure-track”) convey a sense of marginalization and distance from the core operations of institutions ofhigher education. Our decision to use the term “teaching faculty” in this paper reflects our
- Conference Session
- The Intersection of Higher Ed and Industry
- Collection
- 2016 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
departments.Corporate budget constraints coupled with continually evolving market forces, required acompetitive posture supporting continued expansion, while controlling cost growth. This dualapproach of increasing gross revenue through student enrollments, while simultaneouslyexercising pro-active cost containment formed the premise and requirement for strategicallyaligned collaborations.This paper will examine a seventeen year history of distance delivery mediums and theircorresponding models for faculty and academic department compensation models. In addition,this paper will reflect the cost savings from an exhaustively performed and executed detailed jobenrichment and enlargement analysis of members of a professional organization serving theneeds of
- Conference Session
- Pedagogical Considerations for Teaching Engineering Professionals
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Eugene Rutz, University of Cincinnati; Suzanne Ehrlich, University of North Florida
- Tagged Divisions
- Continuing Professional Development
exploring the adoption and acceptance of such technologies is useful, so is theimportance of studying the impact of feedback, and its form, on student learning using the COIframework. Previous studies (Ice, Curtis, Phillips & Wells3; Dias & Trumpy4) offer a deeperunderstanding on students’ experience and sense of social presence as a result of audio feedbackstrategies, reflecting students’ value for effectiveness and efficiency in the context of audio-based feedback.Feedback to Improve Students’ Perception of EngagementHarper5 proposed that instructors are in search of meaningful methods for promoting interactivityand engagement. Proper attention to instructional design informs us that appropriate and regularfeedback is a necessity for
- Conference Session
- The Intersection of Higher Ed and Industry
- Collection
- 2016 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
responses from nearly 200 business and industrytechnology-oriented companies. The Land study reflected, while there were titles assigned toboth; the titles of design engineer, senior engineer and engineer were predominately assigned toengineering graduates. This, while the titles of engineering technologist, technologist,engineering technician and technician were generally reserved for technologists; i.e., BSEngineering Technology (BSET) graduates.The natural derivation of this previous Land study is to enhance and build on the understandingof the identified titles for each; the technologist and the engineer. Subsequently, the next step isa better understanding of the theory to practice curriculum continuum professional fee-basedorganizations offer
- Conference Session
- The Intersection of Higher Ed and Industry
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Nikitha Sambamurthy, Purdue University - West Lafayette; Monica Farmer Cox, Purdue University - West Lafayette
- Tagged Divisions
- Continuing Professional Development
prerequisite for validity, refers to the consistency of assessmentscores; validity refers to the degree to which interpretations of scoring are correct andappropriate [12]. Moskal and Leydens [12] describe three types of evidence to support the validity of arubric: content, construct, and criterion-related evidence. Content-related evidence refers to howmuch a student’s assessment response reflects the student’s knowledge of the content area.Construct-related evidence refers to a student’s reasoning process for performing a task orsolving a problem. Criterion-related evidence refers to the extent the results of an assessmentcorrelate with current or future events. Criterion-related evidence are commonly found inengineering courses where classes
- Conference Session
- Listening and Negotiation
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology
- Tagged Topics
- ASEE Diversity Committee, Diversity
- Tagged Divisions
- Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering
few days later and included the two itemsshe had requested. The salary was not quite the level Sarai had hoped for, but given her interestin remaining in the region and her success in receiving funding for both of her requests, shedecided against negotiating for a higher salary. All in all, the negotiation workshop had, in hereyes, paid off. Without it, she reflected, she would have just accepted the verbal offer withoutarticulating what else she needed to help her succeed in this new position.Administrative Level NegotiationsCase 3: College level budget negotiationState U had just hired a new provost. He was a biologist and one of his platforms was to launch anew STEM program. The university had, however, been weathering budget crises for