Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T. Schuver, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University

Tagged Divisions

Continuing Professional Development

Students used a variety of means (models, drawings, graphs, concrete materials, manipulatives, etc.) to 0 1 2 3 4 11 represent phenomena. 12 Students made predictions, estimations and/or hypotheses and devised means for testing them. 0 1 2 3 4 Students were actively engaged in thought-provoking activity that often involved the critical 0 1 2 3 4 13 assessment of procedures. 14 Students were reflective about their learning. 0 1 2 3 4 15 Intellectual rigor, constructive criticism, and the challenging of ideas were valued. 0 1 2 3 4 CLASSROOM

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

observational reflections from the instructional designer, course evaluationsprovided by students, and course quality reviews conducted by online learning managers.Preliminary results indicate that establishing collaborative partnerships between faculty membersand instructional designers allows for the development of higher quality online courses.Additionally, stronger relationships between the design team have extended beyond the initialcourse design project, allowing for continued revisions for further improvement of the coursesand the undertaking of new design projects. It is expected that establishing a well-definedcollaborative course design model to be rolled out at the university will help to increase onlinecourse quality.Overview of the Faculty

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin, Madison; Jeffrey S. Russell, University of Wisconsin, Madison; John S. Nelson P.E., University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

“Project Budgeting” has been retitled “Project Cost and Value” and revised to reflect that: 1) in the end, project sponsors care far more about how much the project cost than its original budget; and 2) the most important monetary consideration for project managers is delivering owner/sponsor-defined value. Effective project managers have thoughtful, probing discussions with project sponsors of project value. Every project has deliverables, which might, for example, include a facility, a product prototype, or functioning software. The goal, however, is to produce project outcomes; e.g., a hospital that provides regional care for children, a refrigerator that is x% more efficient, or an enterprise management system that supports

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Casey Jane Ankeny, Northwestern University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kristi Glassmeyer, Arizona State University; James A. Middleton, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

times: one at the beginning of theprofessional development program (fall 2016), and the other at the end of the semester after theworkshops (spring 2017). This study was framed by the following research question: To what extent are faculty beliefs about student-centered strategies reflected in instructional practices in the undergraduate engineering classroom?Literature ReviewStudent-Centered Teaching in EngineeringStudent-centered teaching, or active learning practices, engage key course concepts and materialin an adaptive and interactive manner. Scholars have conducted many empirical studies whichdemonstrate the effectiveness of student-centered teaching practices in higher education. Thesestudies have shown that student

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd Easton, Kansas State University

Tagged Divisions

Continuing Professional Development

Table 1. Even though all participants received a free lunch, only the last eight groups knew this priorto signing up. A survey question asked how much of an impact lunch had on their decision toparticipate in the workshop (none, some, would not have come without lunch). A total of 127surveys were filled out by individuals that knew about the lunch. Of the people, 45 (35.7%) saidthat lunch had some impact or that they would not have come without lunch. Furthermore, of the82 individuals that said lunch had no impact on attendance, eleven surveys had notes that said itwas either a bonus or that it helped. Thus, the self-reported questionnaires reflect over a thirdincrease in attendance due to lunch. Even with this limited number of data

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University ; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

-post survey was the Classroom Practice Strategies Survey (CPSS) where thefaculty listed the types of instructional strategies they used in the classroom. They listed responsessuch as lecture, active learning, and real world examples. This survey showed the changes overtime in the types of strategies that faculty used in their classrooms and indicates trends in changesin their classroom practice.A third survey was developed and used used to measure the motivation of faculty to implementthree key student-centered instruction strategies of contextualization of content (or real-worldexamples), student to student interactions, and student reflection. The survey uses expectancy-value theory and is called VECTERS (Value, Expectancy, and Cost of