Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Dan Baldwin, Indiana University-Purdue University, Indianapolis; John Ludwick, Indiana University-Purdue University, Indianapolis; Kevin Marshall, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Continuing Professional Development

Interactive. As the Director of Computer Graphics Technology for IUPUI, he specializes in the study of computer animation techniques and applications and enjoys teaching the latest in animation technology as well as helping his students develop a firm foundation of proper animation principles. Page 14.529.1© American Society for Engineering Education, 2009 Embedding Faculty into Industry: Understanding the Real World Expectations of Our GraduatesAbstractEngineering technology students face intense educational demands in school. Their faculty,challenged to develop coursework that balances theory and

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

Observation Protocol (RTOP).InstrumentsValue, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS)To assess faculty dispositions towards, and use of, specific active learning strategies, the Value,Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS) was utilized [23].VECTERS measures dispositions towards, as well as current and planned use of, three activelearning strategies: (1) Using formative feedback to adjust instruction (2) Integrating real-world applications (3) Facilitating student-to-student discussions in classVECTERS prompts respondents to consider each strategy and consider the degree to which they(a) expect the strategy to be successful, (b) find it valuable, and (c) believe it is costly (e.g

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Dickrell III, University of Florida

Tagged Divisions

Continuing Professional Development

is integrated into much ofApple’s current hardware offerings. It serves as a simple and efficient way of conducting avideo-call where the “telepresence” of the participants closely approximates a real-world officecommunication interaction. FaceTime interactions flow very much like a conversation takingplace on a street-corner or informal setting: the level of information exchange is fairly limited towhat can be expressed orally with limited ability to draw or depict any visual information.Microsoft SkypeThe Skype application (now owned by Microsoft) is a popular communication service that wasinitially voice-only, but now offers a more full-featured video conferencing capability.Google+ with HangoutsA relative new service is the Google+ with

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ed Alef, Rochester College; Soma Chakrabarti, University of Kansas

Tagged Divisions

Continuing Professional Development

university as theknowledge deliverer and enabler for the knowledge application needs to be a full partner in thisvalue chain, not just a degree supplier.One key team member added to the GM TEP model is the inclusion of HR as a primary teammember to: a) integrate the TCEP into the organization’s performance evaluation process; b) provide real career path opportunities for the staff who operates the CTEP on a daily basis; Page 23.4.8 c) free the technical community from the time necessary to operate the CTEP and allocate this responsibility to the staff better equipped to execute the associated functions in a much more efficient

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Wayne Pferdehirt, University of Wisconsin - Madison; Jeffrey Russell, University of Wisconsin - Madison; John Nelson, U. of Wisconsin-Madison; Amy Shenot, U. of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

Page 13.357.8Instructional design of all MEPP courses emphasizes problem-based learning, collaboration andauthentic real-world applications. Problem-based learning accomplishes learning throughpractical design challenges, case studies and design projects. Students see the value of theirlearning, stay engaged and motivated, and experience a high degree of learning transfer [12].Technical Project Management's (TPM) general structure includes a weekly topic-focusedlesson, complemented with a semester-long team project. The weekly topics and team projecthelp to focus efforts on key learning objectives. Substantial flexibility remains, however, forindividual students and the whole class to influence the depth and breadth of learning throughstudents

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

-oriented examples. Introduction and definitions of economic factors, analysis methods for evaluating alternative choices, and decision making tools for real-world situations.  Spreadsheet Applications (3 credit hours): This course is designed to assist students in preparing for the MOS (Microsoft Office Specialist) Excel Certification. Attention is given to developing skills in spreadsheet applications including data exchange between other types of applications.Electives: (Take 2 electives, 6 credits hours)  Production and Inventory Control (3 credit hours): Planning and control of production; operation analysis; routing, scheduling, dispatching; production charts and boards; inventory control

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

) Interpersonal Skills for 3 Developing and improving interpersonal and group dynamic skills for effective leadership in organizations. Leaders Emphasis on action learning and real-world application of skills. Quality and Productivity 3 Quality and Productivity in Industrial Technology, 3cr, Examines the contemporary issues of continuous in Industry and improvement in quality and productivity in manufacturing and service industries. Includes a close examination of Technology the evolving philosophies bearing on the scope, improvement, and costs of quality assurance programs in industry

Conference Session

Customizing Courses for Industry Training Needs

Collection

2006 Annual Conference & Exposition

Authors

Jody Pierce, Purdue University; Russell Aubrey, Purdue University; John Eddy, Purdue University; Charles Baker, Purdue University

Tagged Divisions

Continuing Professional Development

area.The classes consisted of a mixture of lectures, in-class activities, and real-world problemsolving. The in-class activities were varied and included group discussions andexperiential learning activities. Each activity included individual tasks and alsocompleting that same task within a subgroup. The subgroups were composed ofmembers from different departments and plants. The purpose of this was to reinforce theeffectiveness of consensus decision making as well as working with a group of diversemembers. As the subgroups increased in their knowledge and problem solving abilities,they were asked to bring real-world examples into the classroom to use as in-classactivities.The first class of students received the Certificate of Completion on May 5

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

years in Manufacturing she decided to pursue her passion of being a leader by completing a M.S. in Technology, Leadership, & In- novation from Purdue University. Thinking outside the box and looking at different perspectives is what sets a leader apart. As leaders are faced with obstacles that become their responsibility to overcome. It’s in these moments that the reaction and allowances made for change and progress are center stage. It is this skill to overcome and push forward as part of a team that drives continuous improvement. Evelyn is passionate about the prospect of intertwining leadership with hard and soft skills to make continuous improvement within herself, her team, her company, and the world around

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Noah Miller, Northrop Grumman, Electronic Systems; Timothy Boyd, Northrop Grumman Corporation; Eric Paul Pearson, Northrop Grumman

Tagged Divisions

Continuing Professional Development

simulated situation, specifically based in real-world application. Itconsisted of multiple modules that were intricately linked together to create a continual learningexperience in which the outcomes of a previous module affected the setup of the next module;thereby, executing a master simulation over the entire duration the offsite.The specific weekend theme was centered on the decision making process and how each decisionmade can affect the entirety of the company, not necessarily only one small aspect. Based on thecorporate environment at the time of inception, the authors saw an emerging need for all futureleaders to realize and embrace their responsibility to understand the full picture before, during,and after making a decision. Decisions

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

Keith Plemmons; Ray Jones, The Citadel

Tagged Divisions

Continuing Professional Development

ofexecutive related training.Written responses to formative assessment instruments provided clear feedback about thecourses. The most insightful responses came from three simple questions: Give two examples of specific things Dr. _______ did that really helped you learn Quality Management. • Brought in SMEs to discuss real world applications of material and subjects that I had only a very basic understanding of their use • Was quick to adapt lectures to questions I had about the course material and subject that would help me in my work • Brought in SMEs that helped with the practical applications [8 responses] • Capstone requirement [2 responses] • Coach class

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

geometric and living order approaches to project management.The Course Roadmap is re-presented at the beginning of each week’s web conference, remindingstudents each week where we are in the overall progression of the course, and providing alaunching point for exploration of geometric and living order applications, bridged by relevantlean management practices. Figure 3: Course Roadmap for Technical Project Management [22]Examples of How the Course Roadmap is Applied in What and How We TeachOur teaching and working with practicing engineers continues to inform and evolve what andhow we teach as we interact with students and their real-world projects. While we continue toteach fundamental project management concepts and tools, much

Conference Session

Industry-Academia Collaborations

Collection

2007 Annual Conference & Exposition

Authors

Lakshmi Munukutla, Arizona State University; Jim Subach, Arizona State University; John Magrane, Microchip Technology Inc.; Carol Popovich, Microchip Technology Inc.

Tagged Divisions

Continuing Professional Development

classes is available for use by universities to incorporate into classes andcurricula. This material includes presentation slides, instructor guides, application examples,demonstrations and hand-on exercises. While there is no expectation that this material issufficient for an entire semester course, it can significantly reduce development time for anew class and provide real-world examples to enhance the theoretical discussions.Universities can adapt this material to meet the goals of their particular programs and bemore responsive to students’ needs.Continuing-Education Programs at the University that Address Advanced Topics Implementing an effective employee-training program is a crucial component of acompany’s long-term success. As

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

called Value, Expectancy, and Cost of Testing EducationalReforms Survey (VECTERS). For three EBIS strategies of real-world applications, student-to-student discussions, and formative feedback there were 4% to 12% gains for motivation(expectancy, value, and lowered cost). For DOI Trial 91% of faculty agreed or strongly agreed that“the topics discussed provided me with new ideas for implementation and/or reaffirmed strategiesI am currently implementing.” For DOI Adoption, a classroom observation tool, RTOP, (ReformedTeaching Observational Protocol) showed a gain of 22% of classroom practice toward EBIS. Forthe COI model, Depth of Faculty Beliefs there was an average gain of 26% in faculty who saidthat they were sometimes or frequently using EBIS

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Joseph Tidwell, Boeing Co.

Tagged Divisions

Continuing Professional Development

managers has been implemented 3, 4 by an industry-based consortium that isdeeply involved in designing, producing and sustaining complex systems.In executing this training program, it has become evident that the challenge is much Page 12.1178.2broader than simply preparing the next generation of technology leaders. The purpose ofthis paper is to take the analysis to the next stage and examine the real-world features ofthe systems that will form the basis of future high-technology products. The factors thathave driven so much change in systems technology show no likelihood of waning. Wecan therefore expect the next generation of systems to be more complex

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Tom Haley, Rensselaer Polytechnic Institute; Yaron Danon, Rensselaer Polytechnic Institute

Tagged Divisions

Continuing Professional Development

-stage" lecture time and shifting some of the teachingcomponents to the online environment. More time can then be spent in the face-to-face classapplying course materials, often with real-world example problems 12.Levels of blendThe first critical decision was be to choose the level of “blend” to be used in the course. AtRensselaer Polytechnic Institute we use a modified version of Jones, Harmon, and Lowther’slevels of Web use 13 to define the level of blend used in a specific course (Table 1). Level Name Description 1 Administrative/ • No course content Web-enhanced • Administrative information (syllabus, schedule, contact info., ...) 2 Supplemental/ • Some

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

and outside of their feet to create style and line… but that wasn’t the case. The intense stress reaction was no different between the [groups tested]. The cutthroat world of ballroom dancing remained terrifying no matter how long they’d been at it. The contestants did not habituate. But how is it that someone can get used to skydiving but not ballroom dancing? Because the real difference between skydiving and ballroom dancing isn’t defined by the physical environment of the activities. It is not even about the actual jeopardy to life and limb. The real difference between skydiving and ballroom dancing was the psychological environment. The expert dancers were in competition and the

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

fields is required from our graduates. • Be able to apply their knowledge to real word problems: Students should be able to apply their knowledge to the emerging applications of mathematics, science, engineering, and technology. They should also be able to integrate scientific and technical expertise with successful business practices. • Be able to solve complex problems: Students should be able to identify, analyze and solve technical problems by breaking them into smaller sub-problems, by adapting reverse engineering principles and by thinking outside of the box. • Have effective verbal and written communication skills: Students should be able to write scientific papers, be able to utilize

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Zhili (Jerry) Gao, North Dakota State University; Zhi GE, North Dakota State University; Charles McIntyre, North Dakota State University

Tagged Divisions

Continuing Professional Development

Figure 3. Main Folders of the Course Documents Figure 4. Sample of the Course Lectures PagesThe Assignment Section gives detailed instructions related to the assignments including the duedate, formats, and submission instructions. The assignments are designed to follow the lectureand examples closely and attempt to simulate real-world estimating practices, as illustrated in theFigure 6. Page 14.453.6 Figure 5. Sample of a Lecture Figure 6. Sample of an Assignment PageCourse DeliveryThe course delivery method is very important for online students. Before the first

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

of some other newapproach (Theme D). Other themes directly associated with faculty teaching practice includedthe introduction of real-world problems (Theme K), the use of student questions to driveinstruction (Theme L), an attempt at the use of a strategy that didn’t go as well as planned(Theme M), and the use of models (Theme N). In addition, five of the logs expressed somefrustration over the tension of “coverage” of content in the course as the faculty memberimplemented new pedagogical strategies (Theme C). Page 25.1087.4 The remaining themes reflected participants’ paying close attention to evidence ofstudent learning in the

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

providers, there is a need for frameworks to guide how to conductevaluation in the ‘massive’ environment. However, researchers have criticized traditionalevaluation metrics are not suitable for MOOC environments. The purpose of this paper is topresent an evaluation framework for large online graduate level engineering courses. Thisframework addresses this need with a comprehensive evaluation plan of practices and outcomesin MOOCs. Modified from Guskey’s (2000) professional development evaluation process, thisframework examines learners’ satisfaction and value alongside performance, as well aspedagogies to support learning, application of content, and integration of the course with long-term institutional goals. We present the five levels of

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

: Stories of TransitionAbstractThe need for more engineers with a broader world view has led to a call for a change in teachingstrategies in engineering. Since developing “evidence-based” teaching innovations has not beenenough to effect pervasive change in teaching practices in engineering schools, a need tounderstand how these innovations are adopted is broadly acknowledged. To aid in thisunderstanding, we interviewed 3 individuals to see how they perceived their teaching journeyand why they moved from teaching how they were taught to adopting student-centered practices.A narrative framework was used in the development of the interview questions and analysis ofthe responses. The three individuals described their initial approach to teaching with

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

increased. Sandman, Lorilee and Weerts6 call for a broader dissemination of resultsand an involvement of community partners in assessing its worth. It would appear that a productthat remains unknown to a broad audience, has little value outside it’s “prestige” audience.As Kerr7 points out, what is valued must be rewarded. Byrne2 echoes a similar theme when Page 15.152.3considering the role of EOS-l in scholarly activities. He points out the need to reward faculty forbringing the real world of industry into the academic environment—beyond professionalconsultation—by rewarding and recognizing the scholarship of engineering in P&T processes.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

decentralized components, devices, and system architectures from theoretical modeling, to simulation and practical implementations. He is also involved in K-20 CS/cybersecurity education research and was the 2019 RMS ASEE conference co-chair. Mike also has over a decade of industry and research experience – mostly revolving around the semicon- ductor and bioinformatics industries – with specific experience at Texas Instruments, Intel, and Cincinnati Children’s Hospital Medical Center. In addition to his industry experience, Mike spent two years, while completing his Ph.D., as a National Science Foundation GK-12 fellow – teaching and bringing real- world STEM applications in two urban high schools. Since then, he has worked

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Pramod Jagan Deore, R. C. Patel Institute of Technology, Shirpur, India; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

engineering education - Annual conference of American Society of Engineering Education (ASEE). His current research interests are engineering education, software engineering, and developing innovative entrepreneurs and intrapreneurs.Dr. Pramod Jagan Deore, R. C. Patel Institute of Technology, Shirpur, India Pramod Deore is Professor of Electronics and Telecommunication Department at the R. C. Patel Institute of Technology, Shirpur, India. He is also serving as a Senate Member and Member of Board of Studies in Electronics and Telecommunication at the North Maharashtra University, Jalgaon, India. His research interests include Interval arithmetic operations applications in Robust Control, Image Processing, and Bio- medical

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 Topics

Diversity

Tagged Divisions

Continuing Professional Development

attributes are summarized below.  Adults need to understand why the material they are about to learn is applicable to their "real-world".  Adults come into any learning situation with significant learned experiences.  Adults have significant experiences which they want to share with others in the class.  Adults want to participate in the learning experience.  Adults have special physical needs. By virtue of their maturity, they may need more frequent breaks, a chance to stretch, get a cup of coffee, etc.  Adults have more emotional/mental needs. Adults are more likely to be under a greater stress than younger adults. Some adults may be concerned about their finances, or perhaps be thinking about

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Nutwell, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

cycle more competitive. This requires working engineers toengage in lifelong learning to meet the needs of employers and to keep current with the availableengineering tools in the workplace. Traditional graduate school includes barriers such as timecommitment, travel, as well as program costs. These barriers limit access to graduate educationparticularly for those in the workplace who are not at liberty to take time away from work toattend classes and travel to a university campus. Typical educational resources in industry areoften limited to short workshops and software training classes which focus on the use of the toolrather than its theoretical foundation and application to solve real-world engineering problems.While willing to invest in

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

lawvii.These laws engendered several guidelines and standards for institutions to follow in orderto ensure accessibility of their course materials. The Web Content AccessibilityGuidelines (WCAG) are part of a series of web accessibility guidelines published by theWeb Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C), themain international standard organization for the World Wide Web. They consist of a setof guidelines for making content accessible and inform most institutions’ accessibilitypolicies. Some academic institutions also subscribe to the Quality Matters peer-reviewprocess to certify the quality of online and blended courses. The Quality MattersRubricviii is a set of 8 general standards and 41 specific standards used to

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

763,182full-time instructors teaching across 4,634 Carnegie classified public, private, for-profit andnonprofit colleges and universities. Of these 763,182 full-time instructors, approximately516,471 (68%) are tenured or tenure-tracked; this by classification of Professor, AssociateProfessor and Assistant Professor.We are hurrying to enhance the skills of our world-wide collective intelligence. The number ofhighly skilled who can deliver required institutional instruction is growing and at an amazingpace. Additionally, those with greater, more recent and applicable skills to deliver the requiredinstruction are tremendously unemployed and/or underemployed.While there may be a forecasted shortfall of skilled labor in business and industry that is not

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

, educational centers and the leading scientific and educational institutions of thecountry. Also it is worth noting that the University has partnership programs with 111organizations in 33 countries. KNRTU is a leader of scientific and educational sub-cluster. It integrates primary,secondary, higher, additional and advanced professional education and innovation activity ofthe Republic of Tatarstan in the sphere of petrochemicals. Thus, is may be stated that the University has all the real possibilities to develop inindispensable directions, because the priority of KNRTU and the Cluster in general ispetrochemicals and refining.Thereforeinteraction and cooperation will be very useful,especially throughout innovative technologies