Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

age of 18 were only 51.5% non-HispanicWhite. These trends show a tremendously changing racial and ethnic make-up of our youngergenerations. From prior years data, we know in 2020, for all children under the age of 18, thenon-Hispanic White population is now the minority population, giving way to the collectivemajority population represented by all children not considered non-Hispanic White.From this perspective, it is clearly the millennial generation that is ushering in the nation’s futurediversity; with Gen Z that follows as the generation to solidify and further define the racial andethnic trend line.The data on changes in 18-34 year-olds from 2000 to 2015, a 15 year window, reflect there was anet loss of nearly one-quarter million white

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana

Tagged Divisions

Continuing Professional Development

-faceformat [9]. Without empirical data, it is difficult to conclude if online professional developmentis as effective as face-to-face methods, and thereby a suitable solution for providing low-cost,convenient professional development for technology instructors.Background Professional development in education can be defined as “process and activities” thatenhance knowledge, skill and attitudes of educators and can include preparation for teaching newcontent, support during the instructional process and reflection for continuous improvement infuture instructional settings [10]. Because there are frequent changes in educational standards,changes to how teacher performance is measured, changes in student outcome assessments andchanges in available

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

Guskey’s [8]process is on learners’ perceptions of a professional development program and outcomes as theyrelate to participant goals [8]. The first level considers participants’ reactions about the contentof the program, the process of how it was delivered and who delivered it, and context questionsabout the training setting or environment. Participant learning is the second level of this plan,indicated by cognitive, behavioral, and affective goals set and assessed by learners reflecting onhow the professional development helped them meet their goals. The third level examinesorganization support and change by measuring wider policies and procedures held by theorganization which the professional development aligns with. It evaluates whether

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luke Fredette, Ohio State University; Emily Nutwell, Ohio State University; Scott Noll P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

distributed understanding of the concepts was sought withcognizance to the difficulty that different members of the team would experience inunderstanding the new material. Finally, the positive reception of the company to the course andfeedback gave some insights as to the utility of the short course model, as well as someimprovements which could be made in developing more courses of a similar type. This shortcourse was a positive experience for all stakeholders and reflects an opportunity for engagementin the workplace.References[1] E. De Graaff and W. Ravesteijn, “Training complete engineers: Global enterprise andengineering,” European Journal of Engineering Education, vol. 26, no. 4, pp. 419–427, 2001.[2] National Academy of Engineering, The

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Divisions

Continuing Professional Development

activity.These many activities, then, are organized into a hierarchical breakdown of work referred to asthe Work Breakdown Structure (WBS).Once the WBS has been created, then a matrix can be created depicting the cumulatively definedwork on the vertical axis and individuals performing the work within the function on thehorizontal axis. Each function member, then, can reflect their fractional full-time equivalent(FTE) in the corresponding tiered elements (activities) of the original WBS, now depicted in theresponsibility assignment matrix (RAM).From these two entities, the WBS and RAM, human resource shortages and over staffing can beseen. Anything short of this process frequently creates what is commonly referred to as “knee-jerking” or “reactionary