Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julia F. Kerst, University of Michigan; Hanna Pfershy, University of Michigan, Engineering Education Research; Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

Professor of Education, and Director of Engineering Education Research at University of Michigan. Her research areas include student resistance to active learning, the impact of the classroom space on teaching and learning, the use of classroom technology to increase student learning and engagement, and faculty adoption of evidence-based teaching practices. She recently led an international initiative to develop a taxonomy for the field of engineering education research. Dr. Finelli is a Fellow of the American Society of Engineering Education, Associate Editor for the IEEE Transactions on Education, and past chair of the Educational Research and Methods Division of ASEE. She founded the Center for Research on Learning

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

that campus teaching centers can play in engaging faculty in activitiesthat enhance their teaching experiences. One role is creating community, by organizingdiscussion groups, peer visits, and other formal and informal events. A related role is fosteringcollegiality, often achieved through inviting respected senior faculty to help develop, coordinate,and facilitate the gatherings. A third role is building coalitions to advocate for sound policies andbest practices in such areas as “evaluation of teaching, both for promotion and improvementpurposes; teaching assistant training; teaching and learning in the diverse classroom; and facultyroles and rewards” (p. 319).17One particular way in which teaching centers could have such an impact is

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University, Fullerton; Bethany B. Smith, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Continuing Professional Development

Paper ID #18739Work in Progress: The Impact of Faculty Development Workshops on Shift-ing Faculty Teaching Beliefs and Classroom Practice toward Student Cen-terednessMs. Elizabeth Lopez, Arizona State University Elizabeth Lopez is a Master’s student at Arizona State University studying biomedical engineering. She has undergone the undergraduate engineering curriculum and has facilitated the implementation of evidence-based instructional strategies in the biomedical senior design course. In JTFD, she has evaluated and analyzed the shift in instructor fidelity towards student-centered learning.Dr. Yong Seok Park, California

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

in higher education: is there a need fortraining in pedagogy in graduate degree programs? Research in Higher Education Journal, 21.Tapilouw, M. C., Firman, H., Redjeki, S., & Chandra, D. T. (2017). The importance of trainingneeds’ questionnaire in order to arrange science teacher training program. Jurnal Pendidikan IPAIndonesia, 6(1).Teach Tomorrow (2018) A complete guide to continuing education for teachers. American.Available at https://www.teachtomorrow.org/continuing-education-for-teachers/ [accessed Jan10, 2018].Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professionallearning communities on teaching practice and student learning. Teaching and teachereducation, 24(1), 80-91. 

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hiro Iino, Iowa State University; Pinar Melek Celik, Iowa State University; Bryan Alan Lutz, Iowa State University

Tagged Divisions

Continuing Professional Development

educationcourse to achieve course outcomes, to ensure efficacy through design and development, and tomaximize the impact of the online courses in engineering education.Paper describes the framework to design and develop of an online continuing education courseon Cost Engineering. First, it outlines the analysis of the learners’ needs in the field of CostEngineering. Second, the paper provides details on the steps taken to design the course. Itspecifically describes (1) how the course outcomes and objectives were written based on theanalysis of learners’ needs; (2) how course learning activities and assessments were determinedto achieve the intended learning outcomes and objectives; and (3) how the course content wasconstructed to successfully complete

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

-centered teaching practices are known to have a positive impact on student success. There isincreasing evidence that using techniques such as active learning in the classroom and working toincrease student motivation can improve student learning, knowledge retention, and persistence (9, 10).Despite the large body of research supporting these effective teaching practices, there are several barriersto faculty’s adoption of them. Such barriers include, but are not limited to, lack of familiarity with thepractices, inadequate time to apply new teaching practices to their courses, and the possibility of studentresistance (1, 4, 7).In order to support engineering faculty in adopting effective teaching practices, we designed andimplemented the “Teaching

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

 purpose of the workshop. Instead of a more general problem focused on “improving engineering education,” we decided to pose the following problem:  How can we improve engineering education by bringing together the POD Network and  the engineering education research community? Within the FIE workshop, we also noticed our participants carried with them particular prior experiences with CTLs that impacted their perceptions and the discussions. Thus, we incorporated an opportunity at the start of the POD workshop for our participants to record their concerns prior to engaging with the activities. By acknowledging our participants’ concerns and prior experiences, we hoped to “suspend disbelief” and create an environment for productive

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; Uttandaraman Sundararaj, University of Calgary; John A. Nychka, University of Alberta

Tagged Divisions

Continuing Professional Development

visualization of materials concepts through demonstrations and experiential learning through hands on exercises. Page 22.301.1 c American Society for Engineering Education, 2011 Building an Engaged, Collaborative, and Inspired Teaching CultureIn the early 1990’s, the University of Alberta was already using teaching awards, peerconsultation, and student course evaluations to motivate better teaching. While the culture waspositive, it was not informed or intentional. Over the last twenty years, the faculty has growndramatically, many new instructors have been hired, class sizes have increased, and the

Conference Session

Pedagogical Considerations for Teaching Engineering Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Suzanne Ehrlich, University of North Florida

Tagged Divisions

Continuing Professional Development

understand what feedback shouldlook, feel, sound and be like to make its greatest impact.Methods for Investigating Use of Interactive (Audio) FeedbackTwo distinct but related investigations were performed to assess the impact interactive feedbackhad on learner engagement using the COI model as a framework. Both investigations were“housed” within a course taken by upperclassmen and first year graduate students. Thisparticular course, Effectiveness in Technical Organizations, is an elective course that addressesprofessional skills such as communication, team work and leadership. Assessment of studentlearning is measured in large part by reflective papers written by the students.The first investigation was completed during the 2013-2014 academic year

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

Lead (SQL) and their engagement ● Automated drip communications to inquiries, requiring little to no manual intervention ● Alerts to the recruiting team when a prospective student took an action on a piece of content sent by online and recording this information into the centralized system (inquiry form, advertisement, engage email, registration reminder, on-demand webinar, Virtual Open House and Tradeshows) ● Sales “stages” to understand student interest ● Appointment application to make it easy for students to schedule 1:1 time with a recruiter ● Conversion rates from Inquiry to becoming a student and MQL-SQL ● Ability to measure the effectiveness of advertising, content marketing and social media ● Clean and

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

was to introduce a large percentage of faculty (e.g. ~30% of STEMFaculty) at two different institutions to some of the latest educational research and relatedpedagogical methods in an effort to create a lasting positive change in student learning. In orderto attract faculty and produce sustained positive impact on pedagogy, a proven and adaptablepedagogical approach was needed. It would be difficult to engage a large group of facultywithout sufficient evidence that the method would produce positive results in their courses. The Page 22.113.3selected pedagogical approach was Challenge Based Instruction (CBI) based on the principles of“How

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York, HQ; Lisa Miles Raposo, State University of New York Center for Professional Development

Tagged Divisions

Continuing Professional Development

each course?)Implementation Considerations based on experience two years into thisIn thinking about how to embark on the implementation of a program of this scale and scopeacross the SUNY System and with limited staff resources within the SUNY CPD, we consideredvery carefully how to be the most efficient and effective in our efforts. Partnering with SLN andOLIS was the initial step in expanding our program development resources. Next we had topresent and get buy in for approach with the various SUNY Communities with which we werealready engaged. This is a very new concept for professional development across SUNY and italso represented a new role for CPD. We continue to spend a great deal of time presenting theconcept at conferences and meeting

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

indicate the coursehelped with: f) an understanding of professional and ethical responsibility; g) an ability tocommunicate effectively; h) the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal context; and j) aknowledge of contemporary issues. The evaluation that the course engendered i) a recognitionof the need for, and an ability to engage in life-long learning was a pleasant surprise.The evaluation results reported in Table 2 indicate that from the students’ perspective this coursecan be taught effectively in an on-line format. While a few students did indicate that a lack offace-to-face interactions were detrimental, the majority of students did not. In addition

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

identify both thefrequency and extent of how these forms of scholarship are used in P&T considerations atuniversities and colleges within the US. Social science models of SOES-l do not seem to fitprofessional disciplines such as E&T. For E&T programs, the SOES-l is of necessity focused onfaculty’s interaction with industry as well as traditional community partners needing atechnology centric consult. Student involvement comes in the form of projects, either episodicor continuous with both communities. Currently, the axis of control for faculty reward systemsare operationalized by the values placed on: 1. refereed journal publications 2. funded projects and grants that pay the federal overhead rate 3. outside

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University - West Lafayette; Mark T. Schuver, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

, analyzing and improving organizational systems. He is internationally recognized, has contributed to scholarship more than 150 articles, presentations, books and reviews on software development methodologies, management, organizational change, and program management. Dr. Springer sits on many university and community boards and advisory committees. He is the recipient of numerous awards and recognitions; most recently he was awarded the Purdue University, College of Technology, Equity, Inclusion and Advocacy Award. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State

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

Page 24.1329.1 c American Society for Engineering Education, 2014 Using Faculty Communities to Drive Sustainable Reform: Learning from the Strategic Instructional Initiatives ProgramAbstractIn February 2012, the College of Engineering allocated an unprecedented level of funding tosolicit proposals for the Strategic Instructional Initiatives Program (SIIP) – a new programtargeting the improvement of undergraduate engineering education. Faculty proposed large-scalerenovations of a specific undergraduate course or closely-related group of courses, with the goalof improving student engagement, learning outcomes, and faculty teaching experiences. Whileour faculty possess requisite expertise in

Conference Session

Session D: Panel Discussion on Fostering the Implementation of Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Matthew W. Ohland, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Anna Dollar, Miami University; Cynthia J. Atman, University of Washington; Jennifer A. Turns, University of Washington; Sunil Saigal, P.E., New Jersey Institute of Technology

Tagged Divisions

Continuing Professional Development

“missing link” in theinnovation cycle. Indeed, quoting the Engineer of 2020 (NAE, 2005), the ASEE Reportlaments that “[u]nlike the technical community, wherein data-driven results from one lab havewidespread impact on the work of peers, many educational reformers have not incorporatedresearch on learning into their work”. Replacing “educational reformers” with “instructors” and“work” with “teaching” further illuminates the issue.To advance the cause of implementation, represented by element #4 of the innovation cycle, theStrategic Engineering Education Development (SEED) Office at the University of Puerto Rico,Mayagüez has organized this panel discussion. Both barriers against implementation andstrategies to foster it will be discussed and debated

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

Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conduct- ing research on a large scale NSF faculty development project. His team is studying how workshops on strategies of engagement and feedback with support from internet tools and resources affect faculty be- liefs, classroom practice, and development of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the Materials Division of ASEE.Dr. Keith D

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

to define the issues and produce decisions then design to those decisions. • Rather than narrow choices to proceed with design, carry solution sets far into the design process. • Rather than work alone in separate rooms, work in pairs or a larger group face- to-face. • TVD offers designers an opportunity to engage in the design conversation concurrently with those people who will procure services and execute the design.3. Negotiating Success One way that course instructors attempt to keep content fresh is by intentionally focusing part of the course on evolving, current topics. For several years this “current topics” lesson was focused on sustainability. In this lesson, students

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

University and co-director of the National Effective Teaching Institute. His research examines a range of engineering education topics, including how to assess and repair student misconceptions and how to increase the adoption of research- based instructional strategies by college instructors and corporate trainers. He is actively engaged in presenting workshops on instructional design to both academic and corporate instructors.Mr. Fabian Zender, The Boeing Company Fabian Zender is an Engineering Performance Coach at The Boeing Company where he participates in research in the Technical and Professional Learning Solutions group. He obtained his undergraduate and graduate degree in Aerospace Engineering from the Georgia

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University - West Lafayette; Mark T. Schuver, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

of the 2002 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.3 Springer, M. L., Schuver, M. T., & Dyrenfurth, M. J. (2011). Long term alumnus performance and evaluation after graduation from a distance learning hybrid weekend master’s degree program in technology. Proceedings of the 2011 American Society for Engineering Education Annual Conference & Exposition. Vancouver, B.C.: American Society for Engineering Education.4 Springer, M., Dyrenfurth, M., Bowen, E. & Schuver, M. (2012). Assessing the Economic Impact on Academic Credentials of Incoming Working Professional Students. In Proceedings of the

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Bird, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Continuing Professional Development

. So from there on I began to seek ways of getting student’s attention because if I get student’s attention chances that they are going to understand is improved and in a way perhaps when they do the test that understanding will show.”Dr. Donaldsonm did not have the same abrupt transition as Dr. Kellyl. He had from thebeginning of his teaching career used a more active learning style. However, he is continuallytrying new approaches in his class. A recent teaching adoption for him has been using aproblem-based approach which he was motivated to think about because: “….there are some courses that you teach that you’re looking for ways to engage students you know like the materials class I teach it’s easy to get

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

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

age of 25). As a result of a more fluid and volatile global economy,characterized by more frequent job and career changes, there is a present need for continuallearning and skill enhancement that require adults to remain employable by learning new skillsand adapting to new job roles 3. Therefore, increasing number of adults have begun engaging insome form of adult education over the past decade leading to approximately 44% of the U.S.postsecondary students comprising of adult learners over the age of 24.Another large source of nontraditional students includes military undergraduates; undergraduatestudents who are veterans or military service members on active duty or in the reserves. Over thepast few years there has been an increase in the

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

opportunities that online learning provides for creating fundamentallybetter ways to teach and learn. Those opportunities can reach new, strategically targetedstudents, increase teaching skills of all involved faculty, and synergistically improve teaching oncampus.This paper will explore key strategic opportunities that online learning presents for improvingthe quality, reach and impact of engineering education, when focus, effort and resources areexplicitly committed to doing so, rather than simply getting off-campus students to enroll inexisting traditional on-campus offerings.The paper draws largely upon the experiences of the University of Wisconsin-Madison’s Collegeof Engineering in developing new distance graduate engineering degree programs. The

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

interests in educational technology and enhancing undergraduate education through hands-on learning. Luchini-Colbry is also the Director of the Engineering Futures Program of Tau Beta Pi, the Engineering Honor Society, which provides interactive seminars on interpersonal communications and problem solving skills for engineering students across the U.S.Dr. Dirk Joel-Luchini Colbry, Michigan State University Dr. Dirk Colbry is the Director of HPC Studies in the newly formed Department of Computational Math- ematics, Science and Engineering (CMSE) at Michigan State University. Dr. Colbry earned his Ph.D. in Computer Science and his principle areas of research include machine vision and pattern recognition (spe- cializing in

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Sharon deMonsabert, George Mason University; John Lanzarone, U.S. Army Corps of Engineers; Mico Miller, George Mason University; Barry Liner, George Mason University

Tagged Divisions

Continuing Professional Development

, in contrast to the difficulty in attractingnew students and obtaining candidates interested in satisfying the Certificate requirements, bythe fall 2007 semester an additional three students had completed the Certificate program, twohad completed their MS degree (taking additional classes outside the USACE officeenvironment), and another five are on schedule to earn their MS degree in the spring 2009semester.Goals and Objectives of the ProjectThis paper assesses the impact of the GMU certificate program on HQUSACE and itsemployees. It attempts to answer the following questions: 1. Are USACE engineers better leaders, better communicators, and more professional as a result of the completion of the Certificate Program

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ali Ahmad, Northwestern State University of Louisiana

Tagged Divisions

Continuing Professional Development

leader on a technical team f. An ability to identify, analyze, and solve broadly-defined engineering technology problems g. An ability to apply written, oral, and graphical communication in both technical and non- technical environments; and an ability to identify and use appropriate technical literature h. An understanding of the need for and an ability to engage in self-directed continuing professional development i. An understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity j. A knowledge of the impact of engineering technology solutions in a societal and global context k. A commitment to quality, timeliness, and continuous improvementThe

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Charles Baukal, John Zink Institute; Wes Bussman, John Zink Institute

Tagged Divisions

Continuing Professional Development

previous learningexperiences. While this may not be a particular learner’s preferred learning style, it is one thatall students need to be at least comfortable with because it is the preferred method used by mostteachers. Despite its ubiquity, there is a wide range of lecture techniques. A team of instructorsare used during this course, so students are exposed to a variety of voices and speaking styles.Some instructors prefer to remain behind a podium and speak with little voice inflection. Longperiods of this can make it difficult for even aural learners to stay focused and engaged. Otherinstructors prefer to move around the classroom and vary their tone and pitch to make it easierfor students to pay attention and learn. The latter is 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

requirements, etc. Asynchronous online learning allows them to take courses anytime, dayor night, and from anywhere around the globe.Stimulation of interactivity: Modern education reformers emphasize the enormous benefits andattraction of interactivity, collaborative engagement and constructivist principles.12 Onlinelearning builds on these modern educational strategies, allowing for interactivity andcollaboration through peer support and response. In his article, “Ten Ways Online LearningMatches, or Surpasses, Face-to-Face Learning,”13 Kassop emphasizes the high interactivity ofonline discussions, with many online students indicating that “this is the first time they have ever‘spoken’ up in class” and with the level of online discussion fostering