Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ben David Lutz, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

Paper ID #18261Exploring School-to-work Transitions through Reflective JournalingMr. Ben David Lutz, Virginia Tech Ben Lutz is a PhD student in the Department of Engineering Education at Virginia Tech. His research in- terests include innovative pedagogies in engineering design, exploring student experiences within design settings, school-to-work transitions for new engineers, and efforts for inclusion and diversity within en- gineering. His current work explores how students describe their own learning in engineering design and how that learning supports transfer of learning from school into professional practice as well

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

approaches for a rapidly changingworld.Now in its sixth year, EBB provides flexible funding for faculty-driven projects with a particularemphasis on high-value, transformative change. Through a focused group of stakeholders,this initiative defines a coordinated strategy that places engineering fundamentals within asocietal context, thus fostering a passion for life-long learning. Further details, including acomprehensive assessment of successful outcomes, were presented at this venue one yearearlier5. The 2010 paper illustrates how a well-defined infrastructure at the College level ‒ withleadership provided by a collaborative group of faculty ‒ is used to define objectives, facilitatethe development of new ideas and programs, and begin to

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York; Edward G. Borbely, University of Michigan; Nelson C. Baker, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

Engineering Education (IACEE) Council and serves as the Vice President for Products and Services on the IACEE Executive Committee. Additionally, she is a member of the National University Telecommunications Network (NUTN) Advisory Board.Mr. Edward G. Borbely, University of MichiganDr. Nelson C. Baker, Georgia Institute of Technology Page 25.1093.1 c American Society for Engineering Education, 2012 Quality Standards for Continuing Professional Development Organizations and Quality Management through Self-Assessment and BenchmarkingAbstractCPD administrators

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas-Pan American

Tagged Divisions

Continuing Professional Development

., Villa, E., Everett, L., and Pennathur, A., “Cultivating Authentic Engineering Discourse: Results ofFaculty Development Efforts”, ASEE Annual Conference & Exposition, 2009.3. Schulz, N.N., and Schulz, K.H., “Faculty Development – The Future of Engineering Education.4. Felder, R., and Brent, R., “Faculty Development: Getting the Sermon Beyond the Choir”, ASEE AnnualConference, 1998.5. Felder, R., Brent, R., McGourty, J., Walser, A., Malave, C., Charlson-Dakes, C., Evans, D., Sanders, K., andReagan, T., “Engineering Faculty Development: A Multicoalition Perspective”, ASEE Annual Conference, 2000.6. Bieniek, R., Fahrenholtz, W., and Graham, S., “Multi-Campus New Faculty Development to Improve the Cultureof Teaching”, ASEE Annual Conference

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Ashley Keller, Worcester Polytechnic Institute; Stacy L. Chiaramonte, Worcester Polytechnic Institute; Beth Wilson, Worcester Polytechnic Institute; Kate Beverage, Worcester Polytechnic Institute; Rachel LeBlanc, Worcester PoIytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Jody Reis, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Institute is a great tool for engaging facultythat are already involved in teaching practices at the university to go beyond the methods theyhave been utilizing over the years. It allows the university to provide a small compensation forprofessionals gaining a stronger understanding of pedagogy and the development of courses thatare more engaging and effective beyond the teaching salary.Future ConsiderationsOne future consideration is to have a more rigid timeline for participation in the Faculty Institute.It would be beneficial to schedule participants to go through the Faculty Institute three to sixmonths prior to the course offering. Given that the university currently only has one instructionaldesigner, a six-month development window would be

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

allowed for more formal training in onlinepedagogy, but there is still area for growth in the quality of course design. As the push foronline educational opportunities continues to grow and the demand for quality increases, WPIhas invested in instructional design resources to help develop online courses through acollaborative design model, moving away from instructors developing their coursesautonomously and in seclusion. Adopting a collaborative course design model requires a culturalshift for faculty in how they approach their course design and facilitation processes. Instructorswho have participated in the quality design in online courses pilot program have been targeted towork one-on-one with an instructional designer to work in collaborative

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

University Keith D. Hjelmstad is Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.Mrs. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is a PhD candidate at Grand Canyon University. She is pursuing her PhD in Psychology of Learning, Education, and Technology. Her background in in K-12 education where she has served as a high school science teacher, Instructional and Curriculum Coach, and Assistant Principal. Her research and areas of interest are in improving STEM educational outcomes for Low-SES students through the integration of active learning and technology-enabled frequent feedback. She currently works as the

Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Frank Fisher, Stevens Institute of Technology; Hamid Hadim, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology; Robert Ubell, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology

Tagged Divisions

Continuing Professional Development

a recent recipient of the Harvey N. Davis Distinguished Teaching Assistant Professor Award.Hamid Hadim, Stevens Institute of Technology Dr. Hamid Hadim is an Associate Professor in the Department of Mechanical Engineering at Stevens Institute of Technology. Professor Hadim also serves as the Undergraduate Program Director in the department. He received BS, MS, and PhD degrees in Mechanical Engineering from the University of Kansas. His research areas include multidisciplinary design and dptimization, thermal design and analysis in electronics packaging, and thermal convection and fluid dynamics in porous media.Sven Esche, Stevens Institute of Technology Dr. Sven K. Esche is an Associate Professor

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University; Julie Rojewski, Michigan State University; Astri Briliyanti

Tagged Divisions

Continuing Professional Development

interested inadapting or building on materials developed for the CyberAmbassadors project to expandtraining opportunities beyond this project’s focus on CI Professionals. For example, this fall theTau Beta Pi Association will pilot an adaptation of the communication training materials we havedeveloped that focuses on using these skills in the context of engineering. Another example isthe CIMER/NRMN community, which focuses on training research mentors and mentees inSTEM (science, technology, engineering, math) disciplines. One of the CyberAmbassadors teammembers has been trained as a Master Facilitator for CIMER/NRMN and is working with thesenational training organizations to identify ongoing opportunities for collaboration.During our interactions

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

solutions”. We contrastthese with the personal development of STEM Educators which serves as the fourth theme inthe list of recommendations because they deal with the development of a system rather thanthe individuals directly. The following recommendations are extensively discussed in thearticles as systemic changes that go beyond the personal development of educators: creatingsupportive environments, providing technologies that support large class pedagogy, providingopen educational resources (OERs) and distance learning programs, attractive anduninterrupted compensations, revisiting entry teachers’ motivations for joining theprofession, sustained teaching practices that extend up a year, and bilingual education.Creating Supportive Environments

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

Tagged Divisions

Continuing Professional Development

). Lindblom-Ylänne et al.6 concurred, noting that faculty supportduring change was necessary. Thus the question becomes what kind of supportive strategy workswell in a real-world environment.Supportive StrategiesThree common supportive strategies are discussed in the literature. The first, a professionallearning community (PLC), focuses on creating a school climate that ensures all students learn.11Although this strategy is common in K-12 school reform, it appears to be uncommon in highereducation, at least within STEM disciplines.The second supportive strategy is a community of practice. Wenger and Snyder12 claimedcommunities of practice (CoP) consist of “groups of people informally bound together by sharedexpertise and passion for joint enterprise

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Timothy Kieran O'Mahony, University of Washington; Michael J. Prince, Bucknell University; Fabian Zender, The Boeing Company; Barry McPherson, Boeing

Tagged Divisions

Continuing Professional Development

teaching staff intoengineering classrooms and report-out on the effectiveness of the intervention that enabled thechanged pedagogic tools and techniques.The genesis for this study therefore, evolved in response to inconsistencies that became apparentduring dissemination of critical workplace learning through long-standing channels. Results ofcursory end of course evaluation data and anecdotal evidence from managers and professionalsseemed to indicate that in spite of inordinate amounts of dollar expenditure, most courses wereconsidered boring, knowledge retention was dismal and student engagement was at bestdisappointing and overall as dismal as the retention. From this standpoint, two take-away itemsbecome immediately apparent: (i) a lot of time

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

Continuing Professional Development

of the three yeargrant as new groups of 20 cycled through the workshops, the Wiki briefs served as a powerfulresource for new faculty and as a useful platform for ongoing development and interaction. Thesite has recently been adopted for use with a Department of Defense grant to further promoteCBI among faculty at four additional institutions. The methods used to develop and promote thesite, the significant materials and templates developed, and the challenges faced and successesexperienced in widespread adoption of a new pedagogy are presented along with conclusions onthe usefulness of a Wiki for faculty development.IntroductionThere is great interest, investment, and involvement in the discovery of new teaching methodsand tools that will

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

developing measures of teachers’ Pedagogical Content Knowledge (PCK) for adopting the argument- based inquiry approach, as well as developing tools to capture the interactive nature of PCK.Lydia Ross, Arizona State University Lydia Ross is a doctoral candidate and graduate research assistant at Arizona State University. She is a third year student in the Educational Policy and Evaluation program. Her research interests focus on higher education equity and access, particularly within STEM.Mrs. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is a PhD candidate at Grand Canyon University. She is pursuing her PhD in Psychology of Learning, Education, and Technology. Her background in in K-12 education where

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

the topic of university specific dwindling enrollments inprofessional graduate programs.The first instinct of the group was to question program offerings and/or program quality. Ifprogram offerings and/or quality had been applicable to a larger number of the many representedcolleges/universities, then perhaps this aspect of concern may have been more widely acceptedand subject to further investigation. However, this was not the case. As discussion carried oninto the late evening, it became more obvious the factors contributing to the perception ofdwindling enrollments was much more complex and multi-faceted, beyond simply programofferings and/or program quality; although these could certainly be contributing factors.This paper focuses on the

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

.​ Researchers. ​  ​ 96,​  91–102 (2007). 2. Sorcinelli, M. D., Austin, A. E., Eddy, P. L. & Beach, A. ​ Creating the Future of Faculty Development:  Learning from the Past, Understanding the Present​ . (Anker Publishing Company, 2006). 3. Streveler, R. A., Smith, K. A. & Miller, R. L. Enhancing Engineering Education Research Capacity through  Building a Community of Practice. in ​American Society for Engineering Education Annual Conference and  Exposition​ (2005). 4. Chism, N. V. N. ​ Evaluation Report: Year 2 (July 1, 2005­June 30, 2006): Rigorous

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachel LeBlanc, International Council on Systems Engineering; Stacy L. Chiaramonte, Worcester Polytechnic Institute; Stephanie Pals Papia, Worcester Polytechnic Institute; Jessica Papachriston, Worcester Polytechnic Institute; Amanda Maurer Keighley, Worcester Polytechnic Institute ; Brian D. Degon, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Paper ID #22490Piloting the Use of Technology to Provide Better Support to Students Through-out Their Life CycleRachel LeBlanc, International Council on Systems Engineering Rachel LeBlanc is the Assistant Vice President of Academic and Corporate Engagement at Worcester Polytechnic Institute. She manages the portfolio of non-traditional academic programs for the University and engages in economic development activities tied to university strategy. Rachel has over 15 years of experience working with faculty and industry experts to create education solutions to meet business needs. She manages a variety of functional areas

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

Engineering Education at Purdue University. He received his B.S. in Mechanical Engineering and Ph.D. in Engineering Education (both at Tufts University). In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. From close observations of classroom teaching and learning, he studies how students come to understand what engineering is and how learners conceptualize and engage in engineering and design. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engineering; broadening the contexts of engineering activities to broaden participation and engagement; and teaching engineering. He has worked

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shadle, Boise State University; Louis Nadelson, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

Continuing Professional Development

freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors. Page 25.1087.1 c American Society for Engineering Education, 2012 Promoting STEM Faculty Members’ Reflection on their Teaching PracticeAs part of an institutional focus on STEM student success, a group of eight STEM faculty fromacross the STEM disciplines participated in a year-long faculty learning community (FLC). Thefacilitated experience was designed to support the professional development of faculty throughexploration and

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

beyond the core, instructor-prepared curriculum. These presentations are always a highlight for students as well co- instructors, as students share case studies of challenging real-life engineering projects, and best practices employed in their workplaces.  Student-Led Discussions. Have students actively contribute to course learning by leading weekly asynchronous discussions related to the week’s lesson. A designated student leader can pose open-ended questions related to the week’s learning, sustain and deepen discussion through follow-up comments, than draw together lessons learned through the week’s discussion as part of a summary posting. The author’s experience is that this is an

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Jitesh H. Panchal, Purdue University; Pradeep Kashinath Waychal, Innovation Centre, COEP

Tagged Divisions

Continuing Professional Development

anddistance and raised the notion that someone anywhere on earth can do your job, more cheaply”.In his book, Friedman 5 gives a number of examples of jobs that are being outsourced fromdeveloped countries such as the United States to emerging economies such as India and China.The new jobs created in India through outsourcing created a significant demand for personnelwith a unique set of skills, such as the ability to collaborate in global settings, ability to work ingeographically distributed teams, and ability to work with individuals from different nationalitiesin different time-zones. Nearly a decade has passed since Friedman wrote his book “The world isflat”. Within the past decade, the labor costs in India have steadily increased 6. According

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Evan Harpenau; Evelyn Ann Kaelin; Meg Piechocki; Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette

Tagged Divisions

Continuing Professional Development

job applicants among the government, non- profit, and private sectors? 2) Do candidates have the attributes that prospective employers are looking for? 3) What trends in unemployment and job projections are tied to a person’s employability? 4) Which employability skills overlap and are transferrable through multiple job markets?DefinitionsEmployed: Being an employed person means having reached an agreement between an employerand an employee that the employee will provide certain services on the job. The work will occurin the employer's designated workplace. The work is designed to accomplish the employerorganization’s goals and mission. In return, the employee receives compensation [2].Gainfully Employed: Employment situation where

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

that thesegoals would be sustained beyond the life of SIIP funding.1. Perform a large-scale renovation of a single course or tightly-related group of courses by making a coordinated set of changes in course pedagogy, organization and delivery methods.2. Improve student engagement and learning outcomes for the selected courses.3. Make the courses attractive and rewarding experiences for both instructors and students.During the second year of SIIP, a fourth goal was added.4. Develop innovative uses of information technology providing significant enhancement of the student experience or creating novel educational opportunities.An overarching concern for the sustainability of reform efforts guided both the selection of theaforementioned goals

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Bjorn Anthony Olson, Flint Hills Resources; Richard Nelson Ernst

Tagged Divisions

Continuing Professional Development

prepared to handle them because of the exceptional realism of the flight simulators.Those simulators are beyond the reach of most training budgets so an alternative is needed tomake VR a viable option for continuing professional development.VR is particularly well-suited for training situations involving very large (e.g., large buildingprojects) or very small (e.g., nanotechnology) scales which may be very expensive andlogistically challenging to replicate in a training environment. Another situation where VR ispreferred is in dangerous environments such as chemical plants [2]. These may be difficult if notimpossible to reproduce in live training because of the costs and potential danger. That is thetype of training that will be considered in this

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

communities, divides the professoriate into more and less privileged groups” (p. 7).While issues related to teaching faculty are thorny, many who study them are quick to point outthat these individuals provide value to their departments beyond “covering” instructionalresponsibilities—often bringing distinctive knowledge, skills, and attitudes to bear in their work.These assets include expertise in critical fields, teaching proficiency, real-world experience andperspectives, and a passion for their subject matter.13Support for teaching faculty is central to their success. Lyons and Burnstad indicate that teachingfaculty thrive in their positions when they have access to:“1. A thorough orientation to the institution, its culture and practices;2

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

-relevant challenges to virtual product develop- ment through advanced modeling and experimental approaches. His research interests include nonlinear structural dynamics, vibrations, inverse identification, experimental modal analysis and dynamic substruc- turing, applied finite element modeling, and design. c American Society for Engineering Education, 2020 Bringing the University to the Workplace: Targeted Short Course DevelopmentAbstract This article explores aspects of strategy for the development of a scientific or engineeringeducational product to meet a specific competency gap at the request of commercial or industrialcustomers. This goal may present

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

studied new technology through in-house research andexperimental work that is a smaller-scale or prototype version of what is done in industry.With systems, however, these solutions are no longer viable since systems cannot bereadily scaled or used outside their operational context. Some useful models such asCOSYSMO 2 have been produced but given the range and interaction of their variables,validation and extensive applications are formidable tasks.Technology roadmaps provide good pointers to the technology that can be expected infuture. By far the most comprehensive, extensive and useful is the InternationalTechnology Roadmap for Semiconductors (ITRS) 3. It provides look-ahead numericalpredictions of integrated circuit performance for the next

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Keith D. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

chemistry classes. He is currently conducting research on an NSF faculty development program based on evidence-based teaching practices. The overall goal is to develop dis- ciplinary communities of practice across the college of engineering. The approach is being promoted through semester-long faculty workshops and then through a semester of supported implementation of faculty classroom innovations. Changes in faculty beliefs and classroom practice should positively im- pact student performance and retention. He was a coauthor for the best paper award at the FIE convention in 2009 and the best paper award in the Journal of Engineering Education in 2013.Dr. Casey Jane Ankeny, Arizona State University Casey J. Ankeny, Ph.D

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Jacek Uziak, University of Botswana; Idalis Villanueva, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Continuing Professional Development

Education at Utah State University. c American Society for Engineering Education, 2017 Online Engineering Education Certificate Program: Work in ProgressAbstractThe paper, which is work in progress, describes a proposal for an online Engineering EducationGraduate Certificate program. The program targets current and future engineering educators,both in academia (community colleges and universities) and in industry. The goal is to improvethe quality of engineering teaching and training by empowering students to become better andmore knowledgeable engineering instructors through their understanding of educational theoriesand applications. The program intends to be fully online

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

increasing, at a decreasing rate. Through the year 2030, thepopulation grew at a rate of 2.3 million people per year. However, going forward from 2030, thepopulation is expected to grow at a much slower rate of 1.5 million people per year from 2040 to2060. The decrease in the rate of growth is predominantly due to an ageing Boomer populationand declining fertility rates of the U.S. majority non-Hispanic White female population.The figure below [1, p. 9] depicts the calculation of population between 2017 and 2060. It takesinto account the births by demographic cohorts, native-born mothers versus foreign-born mothersliving in the U.S. Accounting for births by individual native-born, foreign-born, racial and ethniccohorts is critical given the