Displaying results 1 - 30 of 116 in total
- Conference Session
- Continuous improvement of programs, practices and people.
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- 2019 ASEE Annual Conference & Exposition
- Authors
- Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University; Julie Rojewski, Michigan State University; Astri Briliyanti
- Tagged Divisions
- Continuing Professional Development
Paper ID #27333Partners in Professional Development: Initial Results from a CollaborationBetween Universities, Training Programs, and Professional SocietiesDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Assistant Dean for Graduate Student Services at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her
- 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
Paper ID #9052Using Faculty Communities to Drive Sustainable Reform: Learning from theStrategic Instructional Initiatives ProgramDr. Geoffrey L Herman, University of Illinois, Urbana-Champaign Dr. Geoffrey L. Herman is a visiting assistant professor with the Illinois Foundry for Innovation in Engi- neering Education. He earned his Ph.D. in Electrical and Computer Engineering from the University of Illinois at Urbana-Champaign as a Mavis Future Faculty Fellow and conducted postdoctoral research with Ruth Streveler in the School of Engineering Education at Purdue University. His research interests include creating systems
- Conference Session
- Faculty Development for Distance Learning
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- 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
several education-related papers for engineering faculty and gives faculty development workshops on active learning. He is currently participating in Project Catalyst, an NSF- funded initiative to help faculty re-envision their role in the learning process.Cynthia Finelli, University of Michigan Dr. Cynthia Finelli, Ph.D., is Director of the Center for Research and Learning North and associate research scientist in the College of Engineering at the University of Michigan. In addition, she actively pursues research in engineering education and assists other faculty in their scholarly projects. She also is past Chair of the Educational Research and Methods Division of American Society of
- 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
American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant. He helps steer the Col- Page 24.1237.1 lege of Engineering Dean’s Strategic Instructional Initiatives Program and helps direct the Academy for Excellence in Engineering Education at the University of Illinois.Dr. Morgan M Hynes, Purdue University, West Lafayette c American Society for Engineering Education, 2014 Paper ID #9048 Dr. Morgan Hynes is an Assistant Professor of
- Conference Session
- Continuing Professional Development Division Technical Session 1
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- 2014 ASEE Annual Conference & Exposition
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- Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University
- Tagged Divisions
- Continuing Professional Development
graduate studentsand the number of adjuncts limited by institutional mandate, teaching loads and faculty contacthours were high. The school had also experienced significant recent conflict, which hamperedcollegiality. Most senior faculty were strongly invested in traditional ITTF methods. Further, theschool culture was ambivalent toward pedagogical research or innovation.At the beginning of fall semester we established the “Teaching Club.” We invited, through emailand personal contact, all faculty within the engineering school as well as faculty from the mathand physics programs. All told, 28 engineering, 10 math, and 6 physics faculty were invited tothe Teaching Club. Ten faculty showed initial interest. Of those showing interest, five
- Conference Session
- Continuing Professional Development Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mitchell L. Springer, Purdue University at West Lafayette; Keith Plemmons, MBAS, Inc.
- Tagged Divisions
- Continuing Professional Development
Paper ID #33082An After-action Review: Creating a Matrix Organizational Design Modelfor Online Education at a Tier-1 Research UniversityDr. Mitchell L. Springer, Purdue University at West Lafayette Dr. Mitchell L. Springer PMP, SPHR, SHRM-SCP Dr. Springer currently serves as an Executive Director for Purdue University’s Polytechnic Institute lo- cated in West Lafayette, Indiana. He has over thirty-five years of theoretical and defense industry-based practical experience from four disciplines: software engineering, systems engineering, program manage- ment and human resources. Dr. Springer possesses a significant
- Conference Session
- Career Development for Engineering Professionals
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- 2018 ASEE Annual Conference & Exposition
- Authors
- Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T. Schuver, Purdue University, West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Continuing Professional Development
decreasing rate. The dwindling number of high school graduates – which, from the research, is premised on declining birth rates, contributed to by higher levels of educational attainment, career pursuits, and increasing greater graduation debt loads [15].In reviewing the literature on distance and distance-hybrid based courses/programs, the literaturereviewed focuses on: Overall increase/decrease in distance education enrollments. Distance enrollments differing by university type, sector within each type and regions.DefinitionsBefore continuing, it is necessary to initially briefly define the three types of institutions forminga part of this paper. The three types of addressed institutions are public, private non-profit
- Conference Session
- Pedagogy and Its Impact on Faculty and Students
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- 2017 ASEE Annual Conference & Exposition
- Authors
- Julia F. Kerst, University of Michigan; Hanna Pfershy, University of Michigan, Engineering Education Research; Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan
- Tagged Divisions
- Continuing Professional Development
Professor of Education, and Director of Engineering Education Research at University of Michigan. Her research areas include student resistance to active learning, the impact of the classroom space on teaching and learning, the use of classroom technology to increase student learning and engagement, and faculty adoption of evidence-based teaching practices. She recently led an international initiative to develop a taxonomy for the field of engineering education research. Dr. Finelli is a Fellow of the American Society of Engineering Education, Associate Editor for the IEEE Transactions on Education, and past chair of the Educational Research and Methods Division of ASEE. She founded the Center for Research on Learning
- Conference Session
- Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets
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- 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
industry educational program development with the MU Research Reactor, and the MU Energy Systems and Resources program. She is a founding member and Secretary of the Missouri Energy Workforce Consortium (an affiliate of the national Center for Energy Workforce Development).Ms. Valerie Deitz Taylor, Center for Energy Workforce Development Valerie Taylor is an educational consultant for non-profits, including the Center for Energy Workforce De- velopment (CEWD). For the center, Taylor focuses on career awareness, workforce development models, and processes, as well as initiating and managing partnerships with related associations, youth-focused groups, and the military. Before becoming an independent consultant, Taylor
- Conference Session
- Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs
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- 2013 ASEE Annual Conference & Exposition
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- Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan
- Tagged Divisions
- Continuing Professional Development
in undergraduate engineering students. Dr. Finelli leads a national initiative to create a taxonomy/keyword outline for the field of en- gineering education research, and she is past Chair of the Educational Research and Methods Division of the American Society of Engineering Education.Dr. Joanna Mirecki Millunchick, University of Michigan Joanna Mirecki Millunchick is a professor of materials science and engineering at the University of Michi- gan. She is active in scientific and pedagogical research. Her current work in education research revolves around examining student use of multimedia resources such as screencasts to improve their performance in large lecture courses. She is also the current Academic
- Conference Session
- Professional Development from a Distance
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- 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
AC 2011-34: BUILDING A DISTANCE LEARNING HYBRID PROGRAMIN ORGANIZATIONAL LEADERSHIPDr. Mitchell L Springer, Purdue University, West Lafayette Dr. Mitchell L. Springer, PMP, SPHR Dr. Springer is an Associate Professor in Technology Leadership & Innovation and currently serves as the Director of the Purdue University College of Technology, Academic Center for Professional Studies in Technology and Applied Research (ProSTAR) located in West Lafayette, Indiana. He possesses over 30 years of theoretical and industry-based practical experience from four disciplines: Software Engineer- ing, Systems Engineering, Program Management and Human Resources. He sits on many university and community boards and advisory
- Conference Session
- Focus on Faculty Development
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- 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
scaffolding to prime our recollections. We completed a series of collective reflection sessions to write down, expand upon, and begin interrogating our memories and initial 14–16thoughts on our experiences . These reflections became the "data" we drew upon to write this paper. Our collaborative sensemaking took place on two levels simultaneously: as members of our study population and as researchers. Since we were also treating ourselves as members of the “studied” population, we kept our voices and perceptions separate while listing down impressions, but came together in a unified voice for analysis. We progressed through multiple iterations of thinking and writing, using a collaborative document to pose and
- 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
Paper ID #32718Designing a Creative Cybersecurity Microcredential for Educators:Challenges and Successes of K-12 Teacher Professional DevelopmentDr. Bekir Mugayitoglu, University of Wyoming Bekir Mugayitoglu received his doctorate in Instructional Technology and Leadership from Duquesne University’s School of Education in 2016. His research investigated the factors that influence pre-service teachers’ attitudes about the importance of computational thinking and methods of teaching computa- tional thinking to prepare students for computer programming. He worked for Carnegie Mellon Univer- sity’s Robotics Academy as a
- Conference Session
- Pedagogy and Its Impact on Faculty and Students
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University, Fullerton; Bethany B. Smith, Arizona State University; James A. Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University
- Tagged Divisions
- Continuing Professional Development
State University, Fullerton Yong Seok Park is an assistant professor in mechanical engineering at California State University Fuller- ton. He earned his Master’s degree at George Washington University and his Doctorate at the Virginia Tech. Prior to joining California State Fullerton, Dr. Park was a postdoctoral research associate at Arizona State University. His research interests lie in undergraduate STEM education research and engineering design education.Ms. Bethany B. Smith, Arizona State University Bethany Smith is currently a master’s student in materials science and engineering at Arizona State Uni- versity. She has been involved in STEM education research since 2012 under the direction of Professor
- Conference Session
- Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets
- Collection
- 2012 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
work is there to be done? Who will be performing the work?While there are numerous other related questions to further defining an executable program plan,the initial definition of the work is most critical to subsequent activities.What is the professional studies organization being asked to do?Successfully defining the work to be performed requires an analysis of the request for work to beperformed, most generally referred to as a request for proposal, or in the case of our targetprofessional studies organization, the mission statement. The mission statement for the PurdueUniversity Center for Professional Studies in Technology and Applied Research (ProSTAR)reads as follows2:The ProSTAR mission is to provide education, and, engagement in
- 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
Paper ID #7744Teaching Journeys of Engineering Faculty: Stories of TransitionMs. Sandra Bird, University of Georgia Ms. Bird is an environmental engineer retired from the U.S. Environmental Protection Agency. She is currently pursuing a Ph.D. in engineering at the University of Georgia, College of Engineering.Dr. Nadia N. Kellam, University of Georgia Nadia Kellam is an Associate Professor in the College of Engineering at the University of Georgia where she is co-director of the interdisciplinary CLUSTER research group. Dr. Kellam is interested in under- standing how engineering students develop their professional
- Conference Session
- Continuing Professional Development Division Technical Session 2
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- 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
findings against a previously reported research initiative from 20027.On the whole, the data suggested the: Program of the study received an increasingly positive assessment over time, Program enhanced the students’ portfolio of skills, i.e., to assess, assimilate and apply learned content Program and students benefited from the continuous quality improvement process, Directed project was perceived as being an important part of the program and also important to the students, Program provided a positive impact on student career, opportunities, job responsibilities and salary, and, Employers of the students were largely supportive with both time release and educational assistance and many
- Conference Session
- The Intersection of Higher Ed and Industry
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- 2016 ASEE Annual Conference & Exposition
- Authors
- Mitchell L. Springer PMP, SPHR, Purdue University - West Lafayette; Mark T. Schuver, Purdue University - West Lafayette
- Tagged Divisions
- Continuing Professional Development
professional working adult learners. Finally, this paper will discuss the synergisticresults to-date of the single largest distance learning cross-college collaboration in the history ofthis tier 1 research university.A Seventeen Year HistoryWhat follows is a historical context for the current Purdue University Center for ProfessionalStudies in Technology and Applied Research (ProSTAR). The purpose of this section is toprovide a framework to better understand the evolution of ProSTAR administered programs anddelivery mediums.On June 11, 1998, the Purdue University College of Technology (CoT) initiated the process forUniversity, and subsequently, Indiana Commission for Higher Education, approval of a non-traditional delivery medium, fee-based weekend
- Conference Session
- Professional Development from a Distance
- Collection
- 2011 ASEE Annual Conference & Exposition
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- 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
and delivery ● Sustain and scale initiatives to impact as broad a cross-section of the College as possibleFaculty EngagementNumerous studies have recognized the utility of classifying faculty and instructors intodistinct groups based on their level of interest in researching and adopting new educationalstrategies34 35 36, namely: 1. “Entrepreneurs” or “early adopters” have confidence in their own expertise. Incentives are internal. They will share their positive and negative experiences with other faculty. 2. “Second wave” or “risk aversives” fear that using new technologies will take too much time and that a failed attempt will hurt students. They demand “user friendly” systems. 3. “Careerists” or
- 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
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- Diversity
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- Continuing Professional Development
? With the wealth of investment in improving education in sub-SaharanAfrica, why do students still perform poorly? These are the questions motivating thisliterature review. We aim to investigate what has been done in developing STEM Educatorsin sub-Saharan Africa. Our review synthesizes literature surrounding the design,implementation, and evaluation of the impact of initiatives for STEM educator professionaldevelopment in Sub-Saharan Africa.Research questionsThe research questions that are motivating this literature review are listed below:1. What are some of the recommendations that have been made for the effective professional development of STEM Educators in Sub-Saharan Africa?2. What are some of the professional development programs that
- Conference Session
- Faculty Development for Distance Learning
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Susan Donohue, The College of New Jersey; Christine Schnittka, University of Kentucky; Larry Richards, University of Virginia
- Tagged Divisions
- Continuing Professional Development
covered topics.IntroductionThe workshop is a popular instructional model for professional development training activities.We have presented workshops on our particular instructional product, Engineering Teaching Kits(ETKs), to audiences of P-12 teachers and university faculty and students at various venues.However, the effectiveness of our model, based on the pedagogic philosophy of constructivism,has not been formally assessed until recently. We present a statistical analysis of the assessmentresults and discuss implications for future workshops in this paper.Our research thesis is that an instructional model structured as described above is an effectivemethod of delivering content and supporting learning. The research question investigated
- Conference Session
- Focus on Faculty Development
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Pradeep Kashinath Waychal, Guruji Education Foundation
- Tagged Divisions
- Continuing Professional Development
Paper ID #14922Examining the Effect of Goal Clarity on Faculty PerformanceDr. Pradeep Kashinath Waychal, Guruji Education Foundation Dr Pradeep Waychal is a founder trustee and the chair of Guruji Education Foundation that provides holistic support to the education of underprivileged students and operates on funding from friends. The foundation has recently extended its work in diverse areas such research in engineering education, youth employability and teaching computer science to adolescents. Earlier, Dr Waychal has worked at Patni Computer Systems for 20 years in various positions including the head of innovations, NMIMS
- Conference Session
- Successful Professional Development Programs
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Kurt Becker, Utah State University
- Tagged Divisions
- Continuing Professional Development
. Current professional development literature. Based on the math and scienceprofessional development literature, and model practices used in professionaldevelopment, a model for professional development can be adapted for technologyeducation. Although the research base in math and science is less than definitive [10][11], there is broad agreement in the field regarding several characteristics that are criticalto the effectiveness of professional development initiatives [12]. The list ofcharacteristics is comprised from the principles of effective mathematics and scienceprofessional development compiled by the National Institute for Science Education [13],professional development standards outlined by the National Council of Teachers ofMathematics
- Conference Session
- Innovative Programs - Structure, Delivery, Evaluation
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- 2008 Annual Conference & Exposition
- Authors
- Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology
- Tagged Divisions
- Continuing Professional Development
paragraphs will give an overview of this program as described in theoriginal course handbook and module guides prepared by Durham University’s Centre forLearning, Teaching and Research in Higher Education (CLTRHE, 2003-2005)8-11.2.1.2 Program aims and learning outcomesProgram aims are: Page 13.96.6 ‚ To provide an initial orientation to the learning and teaching issues that course participants will encounter in their professional teaching role (at the University of Durham) within the context of their discipline. ‚ To provide course participants with a learning environment which they can reflect on
- Conference Session
- Continuing Professional Development Division Technical Session 3
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- 2015 ASEE Annual Conference & Exposition
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- Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks
- Tagged Divisions
- Continuing Professional Development
rapidly develop its online degree programs,providing broad access to a research-based, discovery driven university education. In theprocess, the university has expanded its ability to deliver degree programs at scale.Forging the Partnership Page 26.307.3In the fall of 2013, Starbucks’ leadership shared their initial ideas with ASU. From thebeginning, both sides found common values. For Starbucks, it was ASU’s focus and ability toprovide high-quality education at scale, along with its willingness to partner in innovating a newmodel of education access. ASU recognized Starbucks’ clear interest in providing its partnerswith a full undergraduate
- Conference Session
- Career Development for Engineering Professionals
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- 2018 ASEE Annual Conference & Exposition
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- 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
Paper ID #22702Managing Engineering Talent in Organizations: A Qualitative SystematicLiterature Review on Engineering Talent ManagementMs. Swetha Nittala, Purdue University, West Lafayette (School of Engineering Education) Swetha is currently a PhD student in the School of Engineering Education at Purdue. Her current work includes identifying and developing leadership and technical competencies for early career engineers and managers. She integrates her research in Engineering Education with prior background in Human Resource Management and Engineering to understand better ways to manage technical talent in organi
- Conference Session
- Successful Professional Development Programs
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Rogelio Rodriguez, UC Irvine
- Tagged Divisions
- Continuing Professional Development
lifecycle:research; product development; pre-clinical-testing; clinical trials; manufacturing; andmarketing. It is now common to have product development involve many distributed companies,including clinical research organizations (CROs), clinical research managers (CRMs),manufacturing, and testing services. With many more distributed companies coming into theproduct development lifecycle, a variety of concerns arise – FDA regulatory practices andcompliance, issues related to intellectual property protection, customer demand for cost-savingor cost-effective technology, and Medicare coverage and reimbursement requirements.4 Increased organizational complexity for companies can have implications on managingthe product development lifecycle. To remain
- 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
generationof students, when given additional resources such as recorded lectures will indeed use them oftenin addition to what they are already doing (attending lectures). Continued research is needed toquantify this and to determine how much additional hybrid course related work they can absorbsince clearly they have a limited bandwidth.Students indicated that they find short, low-stakes, weekly quizzes a valuable learning tool. Theautomated grading of the quizzes significantly reduced grading effort and allowed the faculty toimmediately use the results of the quizzes as a feedback-loop to modify subsequent lectures. Thework required for the initial development of these quizzes was effectively mediated by the use ofstudent workers. Utilization of
- 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
Paper ID #21182Is There a Connection Between Classroom Practices and Attitudes TowardsStudent-Centered Learning in Engineering?Lydia Ross, Arizona State University Lydia Ross is a doctoral candidate and graduate research assistant at Arizona State University. She is a third year student in the Educational Policy and Evaluation program. Her research interests focus on higher education equity and access, particularly within STEM.Dr. Eugene Judson, Arizona State University Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. He also serves as an Extension Services
- Conference Session
- Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses
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- 2012 ASEE Annual Conference & Exposition
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- Pil-Won On, University of Missouri, Columbia; Robert O'Connell, University of Missouri, Columbia
- Tagged Divisions
- Continuing Professional Development
Missouri, Columbia. He recently completed a Fulbright Fellowship, which he used to study modern teaching and learning methods in higher education. He won the College of Engineering Faculty Teaching Excellence Award in 2006 and 2010. He is a Senior Member of the IEEE, a Professional Member of the ASEE, and a registered Professional Engineer in the state of Missouri. Page 25.1371.1 c American Society for Engineering Education, 2012 Training Engineering Teachers Online for Practice and Application of Team-Based Learning (TBL)BackgroundCopious research has shown that