Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M Nathans-Kelly, U of Wisconsin-Madison; Cornell University

Tagged Divisions

Continuing Professional Development

. This foundation is critical for themto convince others that their topics and research questions are important and to get buy-infrom influential stakeholders in their organizations. Once the topic is set, the graduatestudent-professionals begin their research and writing for the course. In brief, the courseis broken into the following topical progression: • Weeks 1-3: topic determined, schedule proposed, research issues addressed • Week 4: the art and science of persuasion • Weeks 5-6: effective presentation techniques, slide design for technical work Page 26.1780.5 • Midterm: begin to secure audience members, room, permissions to record

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sandra Denise Anderson P.E., University of Wisconsin Madison; Kevin Hoag, Southwest Research Institute

Tagged Divisions

Continuing Professional Development

of the MEES program.Baraket and Plouff2 indicate that professional skills such as Technical Communication andProject Management are best learned when the student is in a work environment, such as a co-opexperience, and when they can be facilitated by using an on-line teaching environment. TheMEES program includes courses in project management and technical communication. Page 26.1673.2Bhattacharya. and Canizares 3 show an increasing need for web-based graduate engineeringeducation for engineers who are currently employed in industry. Strong enrollments in theMEES program have shown the need for this type of education.Arias4 address the concern

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gustavo Lopez, Universidad de Costa Rica; Francisco Cocozza, CITIC; Alexandra Martinez, Universidad de Costa Rica; Marcelo Jenkins, University of Costa Rica

Tagged Divisions

Continuing Professional Development

and control, verification and validation, testing pro- cess, test case, software defect 1.2. The testing process and its activities during the software development life cycle 1.3. Software quality best practices 2. Testing types 2.1. Static vs. dynamic, manual vs. automated 2.1.1. Technical Reviews 2.2. Functional vs. Non functional 3. Testing levels 3.1. Unit testing 3.2. Integration testing 3.3. System testing 3.4. User acceptance testing 4. Test design techniques Page 26.453.4 4.1. Black box techniques: equivalence partition, boundary value analysis, error guessing

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

Paper ID #33791Professional Development of Secondary School STEM Educators inSub-Saharan Africa: A Systematized Literature ReviewMr. Moses Olayemi, Purdue University, West Lafayette Moses Olayemi is a doctoral student in the School of Engineering Education at Purdue University. He is passionate about the professional development of STEM educators as change agents in the educational landscape of Sub-Saharan Africa. He aspired to leverage research-based empirical evidence to influence education policies.Mr. Collins N. Vaye, Florida International University Collins N. Vaye is a first-generation graduate student and a

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

modelBibliography1 Springer, M. L. (2013). A Brief Historical Account of the Evolution of the Center for Professional Studies in Technology and Applied Research (ProSTAR). An internal report submitted to the Benchmarking Review Committee. Purdue University, West Lafayette, IN.2 Benchmarking Review Committee (2013). Benchmarking Review Committee Recommendations. An internal report. Purdue University, West Lafayette, IN.3 Springer, M. L. (2013). ProSTAR Response to the Benchmarking Review Committee Recommendations of July 22, 2013. An internal report. Purdue University, West Lafayette, IN.4 Springer, M. L. (2013). Addendum to: ProSTAR Response to the Benchmarking Review Committee Recommendations of July 22, 2013. An internal report

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

team activity on identifying learning objectives and competencieswas carried out. The participants were asked to form groups of 4-5. They were provided a list ofsample competencies and learning objectives. They were asked to critically evaluate threecompetency / learning objectives, and list what is missing, and how each competency/learningobjective can be improved. The participants were asked to identify the one your group will use asa template for further development, and justify their choice. Each group was asked forrecommendations on improvements to be made.3.3 Talk 3: Identifying “Tool maker” and “Tool User” CompetenciesThe focus in this talk and associated activity was to address QW2: “What are the keyfoundational technical

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alina Ilyasova, Institute of Additional Professional Education Kazan National Research Technological University; Mansur Galikhanov, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University; Farida Tagirovna Shageeva, Kazan National Research Technological University; Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University

Tagged Divisions

Continuing Professional Development

; continuing professional development programs. Vasily Ivanov chairs the Academic Council for Defense of PhD and Doctorate Thesis in Engineering Pedagogy at KNRTU for degrees in ”Theory and Methods of Teaching Chemistry in Schools and Universities” and ”Theory and Methods of Professional Education”. Under his supervision, 11 PhD dissertations and 3 doctorate dissertations in engineering pedagogy were defended. Since 2012, Vasily Ivanov has been a member of American Society for Engineering Education, and has participated in ASEE Annual Conferences and International Forums. Professor Ivanov has been an active member of IGIP Russian Monitoring Committee since the day of its foundation in 1995. Under his leadership, in 1997, a

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Lynna J. Ausburn PhD, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

education research and the learning sciences, Journal of Engineering Education, Vol. 100, No. 1, pp. 151-185, 2011.4. S. Galloway, The professional body and continuing professional development: New directions in engineering, Innovations in Education and Training International, Vol. 35, No. 3, pp. 231-240, 1998.5. National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, The National Academies Press, Washington, DC, retrieved from http://www.nae.edu/Publications/Reports/25677.aspx, 2005.6. M.H. McCaulley, E.S. Godleski, C.F. Yokomoto, L. Harrisberger, and E.D. Sloan, Applications of psychological type in engineering education, Engineering Education, Vol. 73

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth Reid, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Divisions

Continuing Professional Development

December 2013.[2] Gorham, Douglas, and Kenneth J. Reid. "Work in progress: International teacher development: Engineering into the classroom in the Dominican Republic." Proceedings of the 2012 IEEE Frontiers in Education Conference (FIE). IEEE Computer Society, 2012.[3] Reid, Kenneth, Tyler Hertenstein, Morgan Sperry, Debra Gallagher, and Stacy McClelland. "Introducing Engineering into the Dominican Republic Classroom: Teacher Workshops." Proceedings of the American Society for Engineering Education National Conference, 2013. Atlanta, GA .[4] Arger, Geoff. "Distance education in the third world: Critical analysis on the promise and reality." Open Learning 5.2 (1990): 9-18.[5] "From Crisis to Opportunity: Dominican Republic

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bekir Mugayitoglu, University of Wyoming ; Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

totalresponses pre/post/post-post Likert-scale attitude questions (quantitative), 2) thirteen (13) semi-structured interviews, and 3) two focus group sessions (qualitative). Additionally, two surveyswere distributed before the cybersecurity micro-credential. The first survey focused on K-12teachers’ demographics, and the second survey focused on K-12 teachers’ attitudes towardcomputer science. Finally, an attitudes survey was conducted three times (pre-micro-credentialPilot 1, post-micro-credential Pilot 1, and post-micro-credential Pilot 2).The attitude survey measured K-12 teachers’ attitudes toward computer science utilizing 29questions (Ravitz, Stephenson, Parker, & Blazevski, 2017). This attitude survey asked the K-12teachers to respond to

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Svetlana Vasilievna Barabanova, Kazan National Research Technological University; Julia Ziyatdinova; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University ; Phillip Albert Sanger, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

TrainersThe paper describes the experience of professional development for educators who work inthe system of education at industrial enterprises in Russia based on 1) joint activities of theuniversities and partner enterprises, 2) research on the reasons for sustainable growth indemand for such programs, and 3) the evaluation of these programs and their influence on thecareer prospects of their students.After the collapse of the Soviet Union in 1991, the system of professional development andtraining of industrial educators ceased to exist. The state stopped regulating this sphere ofprofessional education activities. However, the Republic of Tatarstan (Russian Federation)stepped into this gap with a university/industry collaboration for professional

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-peng Wu, University of Wisconsin at Madison

Tagged Divisions

Continuing Professional Development

design for online courses. Journal of Postsecondary Education and Disability 24(3), 211- 229.Reid, L. G., & Snow-Weaver, (2008). A. WCAG 2.0: A web accessibility standard for the evolving web. Proceedings of the 2008 International Cross-disciplinary Conference on Web Accessibility (W4A). ACM, 2008.Scherer, M., & Stefano, F. (2012). Assistive Technology Assessment Handbook. CRC Press, p.425-427.Scott, S., McGuire, J., & Shaw, S. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary education. Remedial & Special Education, 24(6), 369-373.Seale, J. K. (2014). Disability in higher education: Accessibility research and practice. NY

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

David J. Dimas, University of California, Irvine; Faryar Jabbari, University of California, Irvine; John Billimek, University of California, Irvine

Tagged Divisions

Continuing Professional Development

interaction,stability of the platform and customer support. To quantify this broader spectrum of the qualityand effectives of hybrid courses, future work will also include a a Hybrid Course Maturity Model(HCMM) which includes quality and quantity ratings in the following areas : (1) recordedlectures (2) discussion forums (3) online quizzes (4) online worked-out homework (5) onlinehomework submission and grading (6) student polls/feedback (7) online course shell design andease of use (8) technical support and (9) LMS platform stability. Coupling this with theknowledge of trends in student use of technology (especially Smartphones) should provide addedinsight aimed at improving the effectiveness of hybrid STEM courses.References:Naseer, M. (2012

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

critique. International Journal of Lifelong Education. 3(3): p. 203-10.19. Taylor, B. and M. Kroth (2009) Andragogy's transition into the future: Meta-analysis of andragogy and its search for a measurable instrument. MPAEA Journal of Adult Education. 38(1): p. 1-11.20. Darkenwald, G.G. and S.B. Merriam (1982), Adult education : Foundations of practice, New York: Harper & Row.21. Forrest, S.P. and T.O. Peterson (2006) It's called andragogy. Academy of Management Learning and Education. 5(1): p. 113-122.22. Holton, E.F., L.S. Wilson, and R.A. Bates (2009) Toward development of a generalized instrument to measure andragogy. Human Resource Development Quarterly. 20(2): p. 169-193.23. Beder, H. and N. Carrea (1988

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

Paper ID #11291Revert to Default: Insights on Transfer of Expertise in a Complex Competi-tive WorkplaceDr. Michael Richey, The Boeing Company Michael Richey is an Associate Technical Fellow currently assigned to support workforce development and engineering education research. Michael is responsible for leading learning science research, which focuses on learning ecologies, complex adaptive social systems and learning curves. Michael pursues this research agenda with the goal of understanding the interplay between innovation, knowledge trans- fer and economies of scale as they are manifested in questions of growth

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Kathryne Newton, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

strength in pattern recognition, analyzing and improving organizational systems. He is internationally recognized and has contributed to scholarship more than 300 books, articles, presentations, editorials and reviews on software development methodolo- gies, 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 recogni- tions, including local, regional and national recognitions for leadership in diversity, equity and inclusion. Dr. Springer is the President of the Indiana Council for Continuing Education as well as the Past-Chair of the Continuing Professional Development Division of the

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wendy K Tang, Stony Brook University; Pao-Lo Liu, University at Buffalo, SUNY; Charles R. Westgate Sr. P.E., Binghamton University; Kim A. Scalzo, State University of New York, HQ

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

based on the Online Consortium Quality Scorecard. She is also a co-creator of the Bray-Scalzo Partnership Model for creating and sustaining successful partnerships in higher education. c American Society for Engineering Education, 2015 Paper ID #12211Kim currently serves as President for the International Association of Continuing Engineering Education(IACEE) Council and is the Past-Chair of the Executive Board for the Continuing Professional Develop-ment Division of the American Society for Engineering Education (ASEE-CPD). Additionally, she hasserved as a member of the National University Telecommunications Network (NUTN

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

, butthat the co-author was. Consequently, at times he felt that the group was missing significantopportunities. Yet the club members apparently did not feel the same missed opportunities. Itwas difficult to let the group move on when he believed this material was important.Finally, as noted above, the co-author became deeply involved in a few one-on-one discussionswhere he was an expert in the course material content. Most members were left out as the co-author engaged in extensive technical discussions with one other member. Although theseoccurrences were rare, they served to derail the session since facilitation was absent. The groupseemed unable to move on without facilitation.DiscussionThe institutional setting for the Teaching Club was

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

SIIPWhile the COE faculty are generally pleased with the technical content of our courses, the depthof student learning and level of student engagement vary substantially from course to course oreven from semester to semester within a course. This variability is particularly concerning in thelarge undergraduate gateway courses that are pivotal to students’ persistence and subsequentacademic success. Target courses for the program were defined as those that 1) enroll largenumbers of students, 2) enroll students from multiple departments, 3) are regarded as challengingteaching assignments, and/or 4) provide a foundation for subsequent courses. Accordingly, SIIPinitially adopted three goals for improving these courses with the explicit expectation

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

positions. He holds an Associate Degree in Drafting Technology from North Iowa Area Community College (1967), a BS in Business Administration (1990) and MS in Management (1992) from Indiana Wesleyan University. Mark is a member of the American Society for Engineering Education and the Continuing Professional Development Division since 2006 and has served on the Executive Board of CPDD since 2008. He has authored multiple papers for the ASEE National Conference and presented at each CIEC. Mark also serves as the Chair of the five Special Interest Groups of CPDD. Page 26.1350.1 c

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

Management and various leadership positions. He holds an Associate Degree in Drafting Technology from North Iowa Area Community College (1967), a BS in Business Administration (1990) and MS in Management (1992) from Indiana Wesleyan University. Mark is a member of the American Society for Engineering Education and the Continuing Professional Development Division since 2006 and has served on the Executive Board of CPDD since 2008. He has authored multiple papers for the ASEE National Conference and presented at each CIEC. Mark also serves as the Chair of the five Special Interest Groups of CPDD. Page

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Kevin Curry, University of Kansas; Zachary Gredlics, University of Kansas

Tagged Divisions

Continuing Professional Development

Paper ID #10019Building Industry-Academia Partnerships that Foster Organizational Learn-ing ModelsDr. Soma Chakrabarti, University of Kansas Dr. Soma Chakrabarti is the director of Center for Engineering and Interdisciplinary Professional Edu- cation and an associate director of the Continuing Education Division at the University of Kansas. She provides strategic direction and programmatic leadership to engineering and interdisciplinary professional programs, including aerospace, engineering management, engineering technology, bioengineering and in- dustrial engineering. She also directs the Center for International

Conference Session

CPD Technical Session

Collection

2014 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

various leader- ship positions. He holds an Associate Degree in Drafting Technology from North Iowa Area Community College (1967), a BS in Business Administration (1990) and MS in Management (1992) from Indiana Wesleyan University. Mark is a member of the American Society for Engineering Education and serves on the Executive Board of the Continuing Professional Development Division. He is also a member of College/Industry Partner- ships, Engineering Technology and Graduate Studies Divisions of ASEE. Mark is a Lifetime Certified Purchasing Manager with the Institute of Supply Management (formerly NAPM

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

been few faculty members nationwide who have gainedtenure based on their engineering education research (although this number has dramaticallyincreased in the last 2-3 years). More common is to find tenured faculty members who havetransitioned into engineering education research after receiving tenure for their technical research.Furthermore, few institutions have any tenure guidelines or best practices for junior facultyengaged primarily in engineering education research. Tenure packages submitted in moretraditional Colleges of Engineering must educate the college and department-level promotionand tenure committees about how to assess the value and quality of educational research as wellas calibrate their expectation of funding sources and

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

, 2014 Personal Improvement Plan: a professionalism assignment for engineering studentsAbstract:Iron Range Engineering (IRE) is an innovative project-based engineering program which placeshigh value on the integration of technical learning and professional skills. The IRE studentsmust enroll and complete one Professionalism course per semester (Professionalism I throughProfessionalism IV) during their four semester upper-division experience. As part of eachprofessionalism course, students complete and submit an assignment named PersonalImprovement Plan (PIP). Each semester, through various experiences within the project teamsand discipline-specific workshops, each student self-assesses his/her improvement in

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Continuing Professional Development Division of the American Society for Engineering Education. 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 University. He is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR & SHRM-SCP), in Alternate Dispute Resolution (ADR), and, in civil and domestic mediation. Dr. Springer is a State of Indiana Registered domestic mediator.Dr. Kathryne Newton, Purdue Polytechnic Institute Dr. Kathy Newton is an Associate Dean of Graduate Programs and Faculty Success for the Purdue Poly- technic

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

from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $11.4 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering Education in 2008 and multiple conference Best Paper awards. Dr. Ohland is Chair of ASEE’s Educational Research and Methods division and an At-Large member the Administrative Committee of the IEEE Education Society. He was the 2002 2006 President of Tau Beta Pi.Ruth A. Streveler

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Weagle, Worcester Polytechnic Institute; David B. Ortendahl, Worcester Polytechnic Institute; Michael Ahern P.E., Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

partnership opportunities (high v. low), categorize theseopportunities (short-term v. long-term), and explore and implement actionable partnershipsolutions.The role of WPI’s ACE division is to facilitate rich dialogues between external corporatepartners and internal stakeholders (WPI administration, faculty, and staff) and to progress keyelements from those dialogues into impactful solutions-based partnerships. As the number ofcorporate partnerships has grown at WPI, so too has the complexity of the communication andnumber of internal and external stakeholders required to support the partnerships. With thisgrowth, the ACE division established processes to facilitate accurate, timely communicationbetween busy internal and external stakeholders. This

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vedaraman Sriraman, Texas State University, San Marcos; Wayne W. Wheatley; Valerie Ann Little

Tagged Divisions

Continuing Professional Development

because they may imply noadditional cost to the department or to the industry. Faculty industrial internships could lead totimely improvements in the technical curriculum, enhance a faculty member’s research agenda,and help with the university (this is true of almost all universities) mission of outreach to thecommunities that they serve. Timing considerations are a key factor when planning for thefaculty intern assignment. Early planning and preparation will generally save time during the on-boarding and orientation process.References 1. Dandu, R., and Delker,D. (2001) Reviving the Technical Currency of Engineering Technology, 2001 ASEE Annual Conference Proceedings, Session 1150. 2. Nasab, A.S., and Lorenz, J.H. (2003) Merits of

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Joseph Tidwell, Arizona State University; Ronald Thomas, Raytheon; William Charlton, Boeing

Tagged Divisions

Continuing Professional Development

Page 13.1056.5to be of limited utility and therefore modified to meet the needs of the new project. It issignificant that the most successful project leaders devote time at the very beginning ofeach new project to filter the team experience to match the new case and to identify gapsin know-how or information.The tempting approach to risk identification is to have a brainstorming session. That canwork well, especially if many of the participants have not worked together before.However, it is a ‘burst-mode’ technique that does not offer enough sustained study touncover the risks in complex technical systems. To follow the initial brainstorming, apractice at which engineering leaders excel 5 has been introduced. It is the capability tobreak