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

each other promotes curiosity and willingness to try new teaching strategies.•   Some participants who share common course content (e.g., computing) and/or course formats (e.g., senior design, large courses) have compared experiences and identified common areas for improvement and scholarly inquiry.•   Informal conversations about how students in participants’ departments are faring in classes taken in other departments have led participants to identify and address areas of concern.•   Our teaching faculty who also have advising responsibilities are aided by having a network of like-minded colleagues. Knowing “friendly faces” in other departments enables them to send advisees to contacts who are knowledgeable and

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

Polytechnic Institute community with regards to the use of instructional technologies in teaching and learning. Kate also collaborates with academic departments concerning the policies, planning, and man- agement of e-learning and blended initiatives on campus.Rachel LeBlanc, Worcester PoIytechnic Institute Rachel LeBlanc is the Executive Director of Corporate and Professional Education at Worcester Polytech- nic Institute. She manages the portfolio of non-traditional academic programs for the University including online programs, corporate education, and professional education. Rachel has over fourteen years of ex- perience working with faculty and industry experts to create education solutions to meet business needs. She

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ioan Gelu Ionas, University of Missouri; Matthew A. Easter, University of Missouri; William H. Miller, University of Missouri, Columbia; Gayla M. Neumeyer, University of Missouri Research Reactor; Valerie Deitz Taylor, Center for Energy Workforce Development; Gwen K. Weakley, Kansas City Power & Light

Tagged Divisions

Continuing Professional Development

. Miller is Professor Emeritus in the Nuclear Science and Engineering Institute at the University of Missouri, Columbia, where he has taught graduate nuclear engineering for 35 years. He is the author of more than 125 technical papers and has made more than 1,000 presentations to the public on issues concerning energy, the environment, radiation, and nuclear power. He is a registered Professional Engi- neer in the state of Missouri and a certified Health Physicist. His Ph.D. was in nuclear engineering from the University of Missouri, Columbia. He is currently a Research Scientist at the Missouri University Research Reactor.Ms. Gayla M. Neumeyer, University of Missouri Research Reactor Gayla Neumeyer is Manager of energy

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

education, exposing students to instruction for specific lengths of time, whereasdigital natives are more concerned with the outcomes of education, learning, and the mastery ofcontent in the manner of games (p. 166)”.Higher education and digital natives slant toward different methods of instruction. This is reflected in a difference between professors and students who approach knowledge in very different ways. Faculty members may be described as hunters who search for and generate knowledge to answer their questions. Digital natives by contrast are gatherers, who wade through a sea of data available to them in the disciplines, focusing on breadth versus depth of knowledge. Digital natives are oriented more toward

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

designed to focus the learner on the learning objectives. The challenge provides context to the learning objectives and motivation as at least one practical application is evident.  Generate ideas: Faculty/Students are asked to generate a list of issues and answers that they think are relevant to the challenge; to share ideas with fellow students; and to appreciate which ideas are “new” and to revise their list. Learner and community centered.  Multiple perspectives: The faculty/student is asked to elicit ideas and approaches concerning this challenge from “experts.” Community and knowledge centered.  Research and revise: Reference materials to help the student reach the goals of exploring

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

retreat at Pine Mountain ResortState Park in Kentucky. For two full days, they talked in pairs and small groups about "thornyproblems" they were wrestling with in their work. They reviewed each others' papers and grantproposals, problem-solved around issues working with difficult graduate students and developingcomplicated IRB applications, and discussed strategies for making interdisciplinary connections.These conversations, interspersed with recreational activities, built trust between the participants,which formed the foundation for peer-mentoring relationships. These relationships have not onlycontinued but have grown deeper and expanded to include more people, including a fewrecently-tenured faculty now contemplating the new target of

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

  1​prestige and conceptual hurdles​ . The POD community represents a young field with many new practitioners who have been ­­ or still are ­­ faculty in various disciplines and who have  2​journeyed into faculty development later in their careers​ . Both communities intersect in the realm of engineering faculty development. All three of us work within that intersection; we are engineers who journeyed into education research during our time in graduate school and who now focus aspects of our education research and outreach on engineering faculty development. The purpose of this paper is to share what we have learned about the challenges and opportunities that arose while working to

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Richards, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Jason Daniel Christopher, USAFA/DFEM

Tagged Divisions

Continuing Professional Development

strategies.” 6 Even more relevant to our situation however, as Svinicki andMcKeachie point out, is that new instructors are much more concerned with getting through theirfirst few lessons without too much difficulty than they are with the philosophy of education andtheory of learning.8 Video recording, as part of a faculty development, can help address both ofthese issues and be applicable to many levels of instructors by allowing the instructor to see his Page 23.1356.8teaching from the student’s perspective.While by itself, as a single experience, having a lesson recorded and then reviewing that record isunlikely to make a significant change in an

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

adoption of research-based best practice in their pedagogy. A significantcomponent of participant development involved promoting faculty reflection on both new ideasand on their teaching practice. We undertook to document and study the type of reflectionundertaken by faculty in the group. Our analysis of participants’ teaching logs shows that theexperience expanded the reflective practice of participants and that from the participants’perspectives, their reflective work was linked to their exploration of new pedagogicalapproaches.Introduction Most university faculty members are more effective when they engage in high quality,best practices teaching, and yet, many have formally studied neither how people learn nor thepedagogies that best

Conference Session

Continuing Professional Development Division Technical Session 4

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; Thomas J Brumm, Iowa State University

Tagged Divisions

Continuing Professional Development

residual is handed over to participatingdepartments, from which the department heads determine through individual negotiation howbest to compensate their respective faculty/instructors. This model pushes responsibility back tothe department level where compensation can be considered with other variable incentives on anindividual by individual basis.While this model appears to serve its purpose by removing compensation issues from thecentralized fee-based administering organization, it has caused yet another wrinkle suspected andtherefore not surprisingly attendant to the issue of fairness. Departments use one of four basiccompensation models to incentivize faculty/instructors:  No compensation, as the participation in fee-based professional

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

, but the primary concern would be in setting up false expectations in newly hired faculty who do not understand the final objectives and outcomes of the P&T process. By providing new faculty members with OES-l opportunities that are "outside of the academic mainstream" compared to the traditional P&T process—without ALSO mentoring them so they know about and understand the need to address the core function of the P&T process (Teaching, Creative Activities, & Service) —then they may be moving along an inappropriate career trajectory, leading to disappointment, failure, and possible law suits as a result. ≠ Retention is much influenced by the OES-l as a part of P&T process

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; J. P. Mohsen, University of Louisville; Norman Fortenberry, National Academy of Engineering; Michael Prince, Bucknell University; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

participate in a SPEED program. Long term, weconceive the SPEED programs to consist of three levels of competencies and related experience Page 15.975.6to be gained. • Level 1 is concerned with introducing participants to the Foundations of Teaching and Learning. • Level 2 is concerned with applying the competencies gained at level 1 and getting engaged with scholarly literature on educational practice. Here, participants become scholarly educators. • Level 3 is concerned with fostering faculty development, mentoring, and contributing to the scholarship of educational practice.At all three levels

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

implemented student-centered learningin their own classrooms. They have been facilitating discussions of the disciplinary faculty cohortson their implementation successes, issues, and strategies to improve effectiveness ofimplementation of JTFD strategies. Participants in the first cohort have come together to create anew level of organization - a new community with novel ways of practicing and interacting bybeing pragmatic in working together to solve implementation problems in teaching, assessment,and evaluation. This fits the four components of the COI organizational change and innovationmodel previously described which consists of four components necessary to support broaderchange in an educational organization. They include the following: 1

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

Formative Feedback CoachingIntroductionFaculty development, as it relates to teaching and learning, has been a persistent challenge inhigher education. College faculty generally begin their careers with no formal training in teach-ing and, consequently, ‘teach as I was taught’ is the starting point for most new faculty. Respon-sibility for faculty development of teaching, therefore, falls to an administrative unit of theuniversity. Many institutions have successful faculty orientation and mentoring programs, butthose programs often fall short of moving new teachers to effective practice in engagement peda-gogy using active learning strategies. Modifying the practices of experienced faculty is particu-larly difficult.This paper explores how faculty

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

Page 13.96.8qualification as essential criteria to be met when hiring new faculty.2.2 Austria/Switzerland: International Society for Engineering Education – ING-PAED IGIPThe International Society for Engineering Education (IGIP)13 was founded in 1972 at theUniversity of Klagenfurt, Austria . It created ING-PAED IGEP, an international register ofqualified engineering educators who have gone through a curriculum which has been approvedby IGIP and guarantees minimum standards in technical expertise along with a well-balancedcompetence profile for engineering educators. Those registered are designated as InternationalEngineering Educators and can use the title ING-PAED IGIP. Registration is monitored throughIGIP’s national monitoring committee

Conference Session

New Approaches to the Development of Online Learning and International Programs

Collection

2007 Annual Conference & Exposition

Authors

David Batts, East Carolina University; Richard Monroe, East Carolina University; Leslie Pagliari, East Carolina University; Sherion Jackson, East Carolina University; Cheryl McFadden, East Carolina University

Tagged Divisions

Continuing Professional Development

dedicate time and effort to the training of their faculty who teach online. Though lack offunding is certainly an issue, there are practices which could be utilized with minimal funding.Peer discussions, observations of current online courses utilizing best practices, and a structured Page 12.1173.17mentorship program could send faculty members on the path to learning practices that promotestudent success and higher learning. It may be necessary for 2-year institutions to review trainingoffered for teaching online in order to address the issue of faculty members not attending trainingwithin the institution, whether it is implementing new types

Conference Session

Listening and Negotiation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering

there are numerous books devoted to some aspect of negotiation (e.g.1-6), little is found inthe literature concerning negotiation in the academic setting. One article focuses on thenegotiating strategies and tactics deemed useful by a dean as he worked with faculty on a day-to-day basis; in this article the author, a dean for eight years, reports on successful strategies heused (where and when to negotiate with faculty, and more).7 To help provide examples ofnegotiation in the academic setting, a panel discussion was organized, held June, 2016 in NewOrleans by the Women in Engineering Division of the American Society for EngineeringEducation. This paper contains material presented during the panel discussion which wasfocused on negotiation as

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

to o leave the secure fortresss and discovver new landds of opportuunity for stuudents, facultty,and their institutions. This paper explores some opportunities and invites the reader as a partnerin re-creating engineering education for increased impact as well as greater faculty fulfillment.The ChallengeHere’s the typical scenario playing out across U.S. engineering colleges. A dean, departmentchair, or perhaps a small collection of faculty are concerned the college is not doing enough indistance education and fears the institution might be left behind its peers in exposure, number ofgraduates, and tuition revenues. A decision is made to rapidly grow online offerings. The basicgoal is to increase enrollment in current courses by

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gale Tenen Spak, New Jersey Institute of Technology; Peter Schmitt, Schmitt & Associates, LLC; Cesar Bandera, Cell Podium LLC

Tagged Divisions

Continuing Professional Development

university’scontribution to the delivery option decision often revolves around the choice of which actualoption is selected for the training experience, assuming that the corporate partner is not marriedto one delivery method already. As educators, it is their core expertise to be the partner bestequipped to select the most appropriate delivery method to teach content in ways that canultimately result in the learner acquiring and retaining new knowledge and skills which they needto better perform their jobs. Assuming there is some flexibility regarding this matter, if acompany is partnering with a university to train its employees, management’s contribution to thedelivery option issue often involves overtly declaring support for the selected option to trainees

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

development and training opportunities for faculty and staff across SUNY’s 64- campus system. CPD programs and services are targeted toward campus administration and leadership, faculty and instructional support staff, and IT staff. As Director, Kim provides overall leadership for the center, including strategic planning, new program development, campus relationship management, and partnership development with training vendors. At SUNY Kim is also leading the Campus Partnerships for the implementation of Open SUNY in support of SUNY’s Strategic Plan, The Power of SUNY. Prior to joining the SUNY in 2009, Kim spent 18 years at Rensselaer Polytechnic Institute, her last po- sition as Director of Academic Outreach Programs

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

relevant to the challenge; to share ideas with fellow participants; and to appreciate which ideas are “new” and to revise their list. Difficulty: Faculty work in groups to address their challenge however given the typical Page 25.1030.4 diversity of faculty in the workshops they are rarely working on the same lecture topic. There is a need to connect faculty with other faculty who are teaching similar lecture content and attempting to implement CBI.  Multiple perspectives (Community and knowledge centered): The participant is asked to elicit ideas and approaches concerning the challenge from “experts

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

issue becomes one ofapprenticing faculty in place as they acquire and implement new and effective pedagogies intheir current courses.Potential obstacles to adopting new pedagogiesHaving some competency in the science of learning and the science of instruction is required foreffective teaching.3 Yet, engineering faculty often receive little exposure to this domain. Ingraduate school PhD candidates are appropriately focused on becoming experts in their chosenengineering domain. While some schools do provide basic instruction to their graduate studentsin how to teach, becoming an excellent instructor is understandably a secondary focus. Few Page

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

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

AC 2011-1372: IMPLEMENTING AN EFFECTIVE SUPPORT MODELFOR INNOVATION IN ENGINEERING EDUCATION AND TECHNOLOGY-ENHANCED LEARNINGDeborah L. Helman, University of Wisconsin, Madison Deborah Helman is the Director of Wendt Commons, which provides teaching, learning, information and media services in the College of Engineering at the University of Wisconsin-Madison. Prior to assum- ing responsibility for this new organization, she led the staff of the CoE’s Wendt Library in providing engineering library services.Ryan J. Kershner, University of Wisconsin, MadisonDiana Wheeler, MA-LIS, University of Wisconsin, MadisonAmy L Kindschi, University of Wisconsin, Madison Amy Kindschi, MLS, Head of Faculty and Student Services at UW

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

foundations, pavement design & materials, and concrete durability. His interests also include: contemporary issues of engineering education in general, and those of the Middle East and the Arab Gulf States in particular. c American Society for Engineering Education, 2017How may Adjuncts Enrich Engineering Education? Challenges and Opportunities for Bringing the Practice into the ClassroomAbstract: The paper examines the status quo of adjunct faculty in engineering institutions today,and argues for the positive contributions adjuncts could make by bringing their practicalexperience into the classroom. Also, their role in setting up linkages with industry which oftenleads to employment opportunities for

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

towards computer science education change over a few weeks of a cybersecurity micro-credential PD? 2. What are the successes and challenges of a micro-credential PD as identified by the K-12 teacher participants? 3. What are K-12 teachers’ concerns regarding the integration of cybersecurity in the classroom? 4. Methods and AnalysisThis was a mixed methods study conducted during a micro-credential study in 2020 that includedqualitative, semi-structured interviews and quantitative, attitude surveys data. The K-12 teachersparticipated in a four-week (Pilot 1) and a six-week (Pilot 2) online self-paced cybersecuritymicro-credential. The micro-credential PD team (i.e., engineering faculty, education faculty,post-doc, engineering

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Dickrell III, University of Florida

Tagged Divisions

Continuing Professional Development

matures for distance learning courses, the ability to utilize these new capabilitiestowards enhancing traditional “in-person” courses at colleges and universities becomes ever morefeasible. This paper discusses how a traditional live-taught engineering mechanics course (Statics) with avery large enrollment (500 students) was enhanced by leveraging the existing distance learningtechnologies originally purposed to serve distance engineering students in online programs.BackgroundThe course in this work that benefitted from distance learning technology is Engineering Mechanics:Statics. This three-credit course is required by 80% of all undergraduate engineering majors andconsequently has the largest enrollment in the college of engineering for

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Glenda Scales, Virginia Tech; Sharon Caraballo, George Mason University; James Groves, University of Virginia; Rosalyn Hobson, Virginia Commonwealth University; Linda Vahala, Old Dominion University; Catherine Amelink, Virginia Tech

Tagged Divisions

Continuing Professional Development

equipped with individual Tablet PCs for this style ofonline instruction.As the Volgenau School scales up its distance learning efforts, it has purchased a license to acommercial system with similar functionality to NEW, in order to move most of the networktraffic off of Mason's network, gain 24-hour technical support, add some additional softwarefeatures, and encourage adoption by faculty who have concerns based on much earlier versionsof NEW. Some of the school's courses are now offered online using this tool instead. Pullen andcolleagues are continuing to develop NEW to add requested features and improve scalability,with the hope of ultimately eliminating the need for the commercial product.The Volgenau School does use IVC for some contract

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Purdue University, West Lafayette (School of Engineering Education); Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

human resource concern fororganizations across the globe. The much talked about talent crisis across companies and sectorsled to the development of talent management as a field in itself. Talent management, as coinedby McKinsey & Company in their famous article on “The War for Talent,” stressed theimportance of managing talent in organizations [1], [2]. The article also emphasized theimportance of managing talent in new ways as the key challenge and direction for the future fororganizations to sustain and survive [2]. Although talent management gained popularity over thelast decade along with the need for talent management in organizations escalating rapidly, verylittle has been done to address the specifics of talent management for

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Tina alaei; Andrew Lillesve, IRE

Tagged Divisions

Continuing Professional Development

on the environment, health and safety Paper concerns, economics, ethics, etc. H Contemporary Investigating Contemporary issues related to Contemporary issues issues engineering field paper J Professional Performing outreach activities Outreach paper F Responsibility Personal improvement plan Personal evaluation by mentorReferences1.National Academy of Engineering of the National Academies. (2004), The engineer of 2020: Visions of engineering inthe new century. Washington DC: National Academies Press2