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)

explicate thedevelopment of a professional skills certification framework for undergraduate students in amicroelectronics engineering workforce development program and creation of the mechanism(s)to assess professional skill development. The framework facilitates students’ acquisition ofprofessional skills through experiential learning as viewed through the overarching theoreticallens of both social cognitive career theory and self-determination theory. The certificationframework, rubric, and assessment development are described, and the implications arediscussed.Tags: professional skills definitions, implementation, portfolio, professional skills,microelectronics, reflections, rubricIntroductionEmployers and educators alike have recognized a lack

Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Francis (Mac) Haas, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

., textbooks, internet, computationalplatforms such as MATLAB, …), except for interaction with non-team members. At the timethese interviews were administered, generative AI was neither as mature nor as easily accessibleas it is presently.The situation for developing a team response as described above sought to emulate, to first order,an authenticity found more widely in engineering as practiced outside of the traditionalclassroom environment, including, but not limited to a) small team dynamics in addressing problems of moderate complexity, moderate ambiguity, and moderate solution duration, b) a comparatively long (relative to a timed exam) time for response to the prompt, reflecting lower time-pressure in formulation of a response to

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, Tecnologico de Monterrey; Vianney Lara-Prieto, Tecnologico de Monterrey (ITESM); Rebeca Maria Garcia, Tecnologico de Monterrey (ITESM); Jorge Membrillo-Hernández, Tecnologico De Monterrey; Maria Ileana Ruiz-Cantisani, Tecnologico de Monterrey (ITESM); Valentina Rueda-Castro, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

andcollaborative learning models, to enhance the COIL experience. For example, incorporatingstructured collaborative scripts and promoting positive interdependence among student groups hasbeen identified as a critical factor in fostering productive engagement and learning outcomes. Keyfindings from the analyzed case studies highlight the importance of preparing educators tonavigate technological and cultural complexities. The authors propose implementing pre-COILtraining workshops, providing templates for course design, and creating a repository of bestpractices to support educators. Additionally, the guide underscores the significance ofstudent-centered approaches, including reflective exercises, to deepen learning and interculturalunderstanding.This

Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

in an outcome” [31], [32,p. 5]. This connection is further forged by the theoretical framework’s use of categories tounderstand the various ways individuals move through a transition; narrative analysisunderstands that individuals are not consciously living life event-by-event, rather they reflectback and pull events from the larger structure that is their life [33]. For this study specifically,the narrative of mid-career transition to engineering is the focus of Mac’s story. Mac provided anoral history; he reflected on the events that make up his transition to engineering, their causes,and their effects [31].Study Participant While the defining population of interest for this work is mid-career individuals whotransitioned to an

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois at Urbana - Champaign; Tiffani Williams, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

model; and (iii) presentations and mentor feedback onindividual study projects.Our curriculum incorporates substantial reflection in our assignments. In an age where manyexercises can be found online, reflection allows us to create assignments that encourage studentsto think conceptually and reduce the likelihood of them copying and pasting solutions.As mentioned, we designed the curriculum from scratch to enable college graduates without acomputing background to complete it in one year. Students are reluctant to enter a program thatwill take a long time to complete. Once they join our iCAN program, they are excited aboutlearning, and most pursue a Master’s degree in CS after graduating from iCAN. Each semester ofthe one-year iCAN program is a

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)

initiatives like team-based projects, technical communication courses, and other skill-building activities designed to prepare graduates for the workforce [15]. Key competencies for lifelong learning include self-reflection and self-regulation whichenable learners to identify areas for improvement and take deliberate actions for improvement[16]. Self-directed learning, characterized by individuals taking the initiative to assess their owneducational needs, set objectives, and evaluate outcomes, is also an important element of lifelonglearning [17]. Strategies such as self-reflection, self-regulation, and proactive learning empowerindividuals to take control of their growth. Froehle et al [18] highlight the significance ofexperiential learning

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)

; implementation and evaluation are also crucialcomponents. While a well-designed strategy can offer a framework for evaluation, insufficientpreparation cannot precede successful implementation.Engaging in writing accountability activities and seminars, among other forms of professionaldevelopment training, is more effectively optimized through planning. Effective planning, whichspans the duration of the project, involves the following: identifying the objectives (goal setting),iterating the roadmap (structure), assigning timeframes for task implementation and milestonerecognition (timelines), engaging in brainstorming sessions regarding project progress(reflection), and providing feedback based on individual perceptions of the project. As a result

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)

other institutions and organizations to provide professional skills training to their ownaudiences. Nearly 11,000 participant trainings were completed in the first six years of the project, withhelp from 120 volunteers trained as program facilitators, and several organizations have stepped in toprovide ongoing support to continue the training program after the NSF funding ended.This paper reflects on the lessons learned over the first six years of this project, documenting both thechallenges that had to be overcome and the collaborations that led to the success of this workforcetraining effort. Specific suggestions are offered for building collaborations with individuals, publicinstitutions, and private organizations to create sustainable

Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chenyan Zhao, University of Illinois Urbana-Champaign; Yuxuan Chen, University of Illinois Urbana-Champaign; Kangyu Feng, University of Illinois Urbana-Champaign; Geoffrey L Herman, University of Illinois Urbana-Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

allowed them to assign roles to other team members.The Recorder was responsible for documenting the team’s work, primarily entering answers intoPrairieLearn. They were the only team member with Submit permissions for coding questions,though all group members could build the solution code collaboratively.The Reflector ensured all team members were engaged and on track. At the end of each activity,they completed a survey reflecting on the group’s interactions and how the activity supportedlearning. The Reflector was the only team member with View and Submit permissions for thereflection survey, which were not accessible to the Manager or Recorder.Figure 1 illustrates the assessment overview page for the Manager. The assessment could notbegin until

Conference Session

Continuing Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Daniel Azofeifa, Institute for the Future of Education, Tecnologico de Monterrey, Mexico; Valentina Rueda-Castro, Tecnologico de Monterrey (ITESM); Luis Jose Gonzalez-Gomez; Mario Zaragoza, Universidad Nacional Autonoma de Mexico-UNAM; Julieta Noguez; Patricia Caratozzolo, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

, theseframeworks support the iterative updating of curricula to reflect the latest technologicaladvancements, such as artificial intelligence, robotics, and augmented reality [1, 2]. Furthermore,their integration into Continuing Engineering Education (CEE) programs ensures thatprofessional students remain competitive and well prepared for emerging industrychallenges [11, 16].Through a structured approach, dynamic taxonomy frameworks bridge the gap betweentheoretical education and practical industry requirements. They offer a scalable and adaptablesolution to align curriculum development with the future skills landscape, enabling professionalsin the engineering and INFOCOMM sectors to thrive in an era of constant technologicalinnovation and disruption [4