Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

Purdue University. He also holds a courtesy faculty appointment in the School of Engineering Education. His research focuses on assessment development and the professional formation of students.Dr. Jennifer S. Linvill, Purdue University Dr. Jennifer S. Linvill is an Assistant Professor in the Department of Technology Leadership & Innovation at Purdue University. Her research examines organizational challenges related to future work and learning, specifically within the context of workforce development. Her research portfolio focuses on workforce development through the lens of the changing nature of work and is strategically designed to address organizational challenges by providing novel solutions through an

Conference Session

Continuing Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Arsalan Ashraf, Virginia Polytechnic Institute and State University; Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Emad Ali, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

competitive advantage. In this paper, we argued that lifelong learning is not merelyan individual pursuit but a strategic imperative for engineering workforce development. Futureresearch could explore the distinct challenges faced by engineers in specialized sectors likeaerospace, healthcare, or renewable energy, and the strategies to foster lifelong learning ofengineers in their own contexts. These sectors demonstrate fields where lifelong learning is notonly beneficial but also essential for both individual career endurance and societal impact.Studies can provide targeted recommendations to enhance workforce development efforts inthese specific sectors.References[1] G. Lokesh, K. Harish, V. S. Sangu, S. Prabakar, V. S. Kumar, and M. Vallabhaneni

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oyinkansola Aladeokin, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Adekemisola Olufunmilayo Asahiah, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Hannah Abedoh, Morgan State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

-centric Teaching Approach to Increase StudentAchievement in Multiple STEM Disciplines”. It should be noted that the opinions, results and,conclusions or recommendations expressed are those of the author(s) and do not necessarily reflectthe views of the National Science Foundation.References[1] National Academies of Sciences, Engineering, and Medicine. (2018). Graduate STEMEducation for the 21st Century. Washington, DC: The National Academies Press[2] President's Council of Advisors on Science and Technology. (2012). Engage to Excel:Producing One Million Additional College Graduates with Degrees in Science, Technology,Engineering, and Mathematics. Executive Office of the President.[3] Holmes, B. D. (2022). Supporting Graduate Student Scholarly

Conference Session

Continuing, Professional, and Online Education Division (CPOED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

address this in future offerings will be to charge a nominal fee to learners sothat the course has a greater perception of value.Other courses could offer training the math and problem solving, computer skills, and customerinteraction skills that industry wishes to cultivate. It may seem that these skills are not thosedirectly related to advanced manufacturing. On the contrary, these skills are the kinds of flexiblelife-long learning skills that will serve workers no matter what industry changes are ahead.This material is based upon work supported by the National Science Foundation under Award #2119654.References[1] Hsieh, S., & Barger, M., & Marzano, S. G., & Song, J. (2023, June), Preparing themanufacturing workforce for Industry

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wanju Huang, Purdue University ; Margaret Wu, Purdue University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

technology and pedagogy, online learning, outcomes and program evaluation, and survey methodology. She holds a M. S. Ed in Literacy and Language Education and a BA in English Secondary Education, both from Purdue University. ©American Society for Engineering Education, 2024To Build or to Buy, That is the Question To Build or to Buy: That is the QuestionIntroductionSabharwal and colleagues [1] defined Learning Management Systems (LMSs) as “a vitalsoftware platform to deliver education and training courses online. They enable the creation,management, and delivery of educational content making it easier for business of all sizes andtypes to administer educational content” [1]. With the

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

in the “train the trainers” program, and toLillian Gosser, TJ VanNguyen, and Cameron Hurley who served as undergraduate research assistants onthis project; we deeply appreciate all of these contributions to the success of the CyberAmbassadorsprogram. This material is based upon work supported by the National Science Foundation under GrantNo. 1730137. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] A. Briliyanti, J. Rojewski, T. J. Van Nguyen, K. Luchini-Colbry, and D. Colbry, “The CyberAmbassador Training Program,” in Proceedings of the Practice and Experience in Advanced Research