Conference Session

ETD Curriculum

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth Paul Grimes, Tidewater Community College; Sally Wells Daniel, Tidewater Community College

Tagged Divisions

Engineering Technology

Fall 2009 Post: MRT(B) Spring 2010 Phase 2 Spring 2011 Engineering Graphics and Same as above. Men <14of24 11 one-hour weekly sessions training sessions with Introduction of Engineering (or <58%) Sorby workbook and web-based materials (2003, (N= 88), and all with Women – any 20008) and lunch engineering major (N=166) score Phase 3 Fall 2011 EGR 110 or 120 Same as above. Sorby curriculum same as Phase II, 10 sessions

Conference Session

Robotics Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Michael Gennert, Worcester Polytechnic Institute; Fred Looft, Worcester Polytechnic Institute; Gretar Tryggvason, Worcester Polytechnic Institute; Taskin Padir, Worcester Polytechnic Institute; Lance Schacterle, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering

Page 15.1046.2Page 15.1046.3the program: four Unified Robotics courses based on a “spiral curriculum” philosophy where thestudents are engaged in increasingly complex designs and various technical topics are introducedas needed. Each of these courses includes elements of CS, ECE and ME. To add cohesion withincourses, each course in the unified sequence has its own focus, such as locomotion, sensing,manipulation, and navigation. Students in the Robotics program also take other required andelective courses, selected from courses already offered by the various engineering departments.In addition, the program includes a component in social issues and another in entrepreneurship toprepare future “entrepreneurial engineers”7. Like all majors at WPI

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

degreeprograms at Rensselaer Polytechnic Institute1, the SUNY CPD is taking a formal curriculumdevelopment approach to identifying and developing the programs and to ensure that regularassessment will be a required component of each program. Additionally, there is an opportunityto leverage the SUNY communities of practices to inform the curriculum development andassessment, and our approach is accounting for that. The specific elements of the approach areoutlined below: - Use of SUNY communities of practice and community leaders to determine highest priority professional development needs (roles and emphasis of programs), provide input for curriculum development, and participate in ongoing program assessment and new development

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

Purdue University •”34 Top Global Universities with Research Aligned to the Automotive and Automotive-Related Industries World- Wide”, GM Research Memorandum 220-001, 2009 •”Building Organizational Competitive Advantages with Strategically Aligned Technical Degrees”, IEEE 2010 23rd Annual Computer Science and Software Engineering Education and Training Conference, in partnership with Carnegie Mellon University •”En- hancing Engineering Education Using Strategic Corporate-University Partnerships”, Conference for In- dustry and Education Collaboration (CIEC), CIEC 2011 Conference, in partnership with General Motors Company CIVIC ACTIVITIES: •Member Emeritus: Walsh College Curriculum Development Committee •Fund

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

semester, IRE students complete anddeliver their PIPs as a part of their professionalism course. PIP not only has helped the studentsrecognize their professional strengths and weaknesses, it also helped students to track their pathto become engineering professionals.In this paper, we describe the IRE program, the curriculum and how PIP is integrated in thecurriculum, the students’ perspectives on PIP, and we will also discuss future improvement thatcan be made and the important learning outcomes for engineering students. At the end, weexplain how other entities could learn from this continuing professional development experience.2. Iron Range EngineeringIn the center of Minnesota’s Mesabi Iron Range, an innovative, new model for

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

, is a slow process. One of the success stories indeveloping effective connections between the technology education and engineeringcommunities was the development of the Massachusetts curriculum framework in scienceand technology/engineering. The Science and Technology/Engineering frameworkderives from two reform initiatives in Massachusetts: the Education Reform Act of 1993and Partnerships Advancing the Learning of Mathematics and Science (PALMS). Since1992, the PALMS Statewide Systemic Initiative has been funded by the National ScienceFoundation in partnership with the state and the Noyce Foundation. The initial science andtechnology framework was approved in 1995 and was implemented in the field at the highschool level. Groups of technology

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Christopher McComb, Pennsylvania State University, University Park; Julie Rojewski, Michigan State University; Astri Briliyanti, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University

Tagged Divisions

Engineering Leadership Development

students that also integratedfacilitator training into the process. Patterson is now well-known as an author of “CrucialConversations” [13], but in the 1980s he was developing a company that used videos to providetraining during facilitated seminars on interpersonal skills. These videos and training materialswere adapted for the Association’s engineering student audience and donated for use in theEngineering Futures program.The initial EF curriculum covered four areas: People Skills, which focuses on communicatinginterpersonal problems; Team Chartering, which covers team dynamics and skills; GroupProcess, which offers tools for managing meetings effectively; and Analytical Problem Solving,which explores brainstorming and list reduction techniques

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

deliver. The key aspect of these activities is the predictive, analyticalaspects of engineering design and problem solving.Professional Development Activities NCETE goals include the following activities related to professional development:1 Conduct teacher professional development experiences to help teachers infuse engineering content and design into their instruction.2 Evaluate current pre-service programs and begin to refocus them to infuse engineering analysis and design content into the curriculum.3 Develop teachers’ instructional decision-making so that it focuses on the analytical Page 11.1180.5 nature of design and problem solving

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

administrative organization may place requirements on themselves to produce whatis determine to be a quality product/curriculum. This, therefore, is considered an internalrequirement, meaning, it came from one of their internal people versus from the externalcustomer (adult professional learner/business).An explicitly stated requirement, then, is one that is stated directly by the customer. For example,“we need a course in operating system design using multiple processors” In this case, the twostated requirements are: (1) operating system design, and (2) multiple processors. As acontinuing professional development administrative organization, it is recognized there existsother prerequisite courses required to gain a full understanding and appreciation

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Continuing Professional Development

, he and colleagues at Project Zero have been working on the design ofperformance-based assessments, education for understanding, and the use of multipleintelligences to achieve more personalized curriculum, instruction, and assessment.(http://www.pz.harvard.edu/PIs/HG.htm)Principles of Good PracticeGardner’s seven principles help in developing Intellectual Curiosity in any given group ofindividuals. It is important to recognize that some learners may be curious to learn whenthey ‘see’ something interesting (Narayanan, 2007). Some others may be inclined todevelop curiosity when the ‘read’ about a new subject matter. Gardner suggests thatone should consider all the types of ‘intelligence’ if one wants to observe an individual’spotential

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

with majornational and international corporations to deliver customized professional engineering andmanagement trainings. In this paper, the authors discuss the strategies they have used in (1)understanding an organization’s strategic initiatives that strengthens its competitive advantage,(2) developing tailored curriculum based on the organizational learning needs and anorganization's existing and future projects, and (3) modifying the training portfolio andtechnology-enhanced delivery methods as corporate learning strategies changed withglobalization. Three long-standing collaborations with three organizations -- an engineering,consulting and construction company, an aircraft manufacturer and a flight control componentsmanufacturer -- with

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. American c Society for Engineering Education, 2021 Lessons Learned: Designing for Complexity and Ambiguity in Total Course Development from Conception to Delivery Faculty may experience varying degrees of curriculum and instructional design includingthe development of completely new courses and programs, existing course redesign, and thedesign of targeted instructional units or modifications. In these different curriculum designcontexts, faculty developers may also be challenged with providing varying degrees of support totheir faculty clients. The goal of this paper is to offer insight into ways of translating andexpanding common course design considerations to inform design and

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Hugh Jack, Grand Valley State University

Tagged Divisions

Continuing Professional Development

and vandalism will not be tolerated. d. Contributors are expected to be collegial and post with good intentions. e. Posts should avoid commercialism and should cite competitors when appropriate. f. Editors will be empowered to add or remove users. Appeals can be made to the edito- rial board.Figure 2 - The Result of Editing from Figure 1The Wiki is currently being used for the SME Manufacturing Education and Research (MER)community working group looking at manufacturing engineering curriculum. The objectives ofthe group are to, - Develop strategies for manufacturing education. Page 14.1310.5 - Update

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Timothy Keener, University of Cincinnati

Tagged Divisions

Continuing Professional Development

greater than100%. Table 1 indicates that respondents felt the Master of Engineering program would serveseveral of these educational objectives. Table 1. Educational Objective of Working Engineers Educational Objective Interest Individual course 29% Advanced degree 46% Professional Development 38% Maintain licensure / certifications 44%These survey results are consistent with an earlier educational needs assessment conducted in19999. In that survey, 70% indicated such continuing education programs would be of benefit totheir profession

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Ann Gelles, University of San Diego

Tagged Divisions

Faculty Development Division

and were well-suited to bridge the divide between technical engineering knowledge, pedagogical practice, andsocial context. While top-down mandates from leadership were perceived as threatening in somecases, “knowledge brokers” could potentially help faculty adjust curriculum to their specificneeds and strengths. Similar engineering education initiatives have also benefited from usingknowledge brokers that span informational boundaries [10].(5) Cluster HireA cluster of new tenure-track faculty were hired who were interested in integratingsociotechnical content into engineering curriculum to form a new department within the schoolof engineering. They have successfully developed and taught several new courses that align withthe goals of the

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

committees. Dr. Springer is internationally recognized, has authored numerous books and articles, and lectured on software development methodologies, management prac- tices and program management. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Exec- utive Development from Ball State University. He is certified as both a Project Management Professional (PMP) and a Senior Professional in Human Resources (SPHR).Dr. Gary R. Bertoline, Purdue University, West Lafayette Page 22.299.1

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

throughlectures/lecture notes in an attempt to transfer all the factual material within a prescribed time.Since the legacy course suffered from the sin of coverage, we knew our course needed to beredesigned as logically derived from the results sought, not inferred from the methods, books,and activities with which we are most comfortable. This way, curriculum lays out the mosteffective ways of achieving specific results.We believe that the most effective curricular design is “backward”. Backward design arose intandem with the concept of learning standards, and it is widely viewed as a practical process forusing standards to guide the development of a course. As a strategy for designing, planning, andsequencing curriculum and instruction, backward design

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Michelle Melvin, Louisiana State University; Boz Bowles, Louisiana State University; Adrienne Steele, Louisiana State University

Tagged Divisions

Engineering Leadership Development

directly to the program to cover all expenses from the program,including speaker fees, activity fees, and food for all activities. To develop a morelasting relationship with the students, Chevron requested that students be allowedto re-apply through their senior year.This also required that the curriculum of the program be redesigned. Not onlywould the program have to mirror that of professional development programsfound in entry-level engineering position programs [6-10], but the program wouldhave to be tiered and designed such that the knowledge base would build yearafter year. The updated curriculum incorporated active learning workshops ratherthan mere lectures. The revamped program and workshop curriculum carefullyincorporated established

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

of / deploying / improving / problems facing / limitations to / works done in / understanding / relationships between / roles of / expanding.7) An extra criterion was included for gray literature because we found evidence that most professional development workshops in sub-Saharan Africa are posted on websites and not on peer-reviewed articles. 4Table 1. Search string keywords, synonyms, and justificationsKeywords Synonyms JustificationPROFESSIONAL Training, Workshop, These synonyms were suggested by experts in the field as well as educators who haveDEVELOPMENT Curriculum, Project undergone one or

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Bernard, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Continuing Professional Development

available across secondary and post-secondary education.K-12 education in the United States is behind in preparing students for computer science orcybersecurity careers. Only 22 states have K-12 computer science standards and only 15 requireall high schools to offer computer science curriculum [14]. Just 35% of high schools teach someform of computer science in the United States [15].In higher education, dedicated degrees in Cybersecurity are now available Associates throughPhD. Two-year Associate’s degrees are focused on quickly equipping graduates with thetechnical skills needed for entry-level cybersecurity positions. Four-year Bachelor’s degreesoffer a broader knowledge base in cybersecurity and its relationship to computer science

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

Angeles, California, a world leader in realistic, three-dimensionalanimation and special effects for the film industry. Digital production in Hollywood representsan innovative front of technological problem solving. In this arena professors can evaluate therelevancy of their technological curriculum, as well as the context of their own craftsmanship, byparticipating in summer embedding programs with intense production environments.This paper details the experiences and lessons learned through a comprehensive explanation ofthe Rhythm + Hues Faculty Education Program. Furthermore, the authors describe how thismodel can be applied to strengthen the professional and pedagogical development of otherfaculty, regardless of their engineering technology

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Diarmuid McCarthy, University of Limerick; Niall Seery, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

Continuing Professional Development

students withsufficient knowledge and understanding of science and technology so as to be able tofunction in a modern society 4. Its launch was seen as being an attractive option forthose schools that had not been in a position to provide a practical/technical subjectpreviously and as a viable practical option to encourage female participation.A report commissioned in 1997 by the Department of Education and Science whichexamined the implementation, resources, uptake and general roll out of the subject 4highlights the importance of meaningful professional development. Its findingsprovided an insight into future curriculum reform in the areas of capital investment,introductory in-service, teacher ownership and the need for a sustainable model

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico

Tagged Divisions

Faculty Development Division

Paper ID #31599Organizational Citizenship Behavior and Faculty Mindset AmidstProfessional Development ActivitiesKristen Ferris, University of New Mexico Kristen Ferris is a student in the Organization, Information, and Learning Sciences program at the Uni- versity of New Mexico. Her research interests include faculty mindset change, change management, and organizational citizenship behavior. Much of her research is part of a National Science Foundation grant at UNM where the chemical and biological engineering department is redesigning curriculum to support diverse student retention and graduation. She intends to further

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

withthe Master program. An online program allows nontraditional students to take classes at theirconvenience while retaining their full-time jobs and maintaining their commitments to familyand community. Among a set of courses required by curriculum, construction estimating was oneof the most challenging courses for online delivery due to its complexity, hands-on approach oflearning, and group work requirements. This paper reports the process, results, and lessons Page 14.453.2learned from developing and delivering an online construction estimating course during summerand fall semesters in 2008.StartupDuring the 2008 spring semester, the Department

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

Oaks, CA: Corwin, 2000.9. Quality Matters, “Non-annotated Standards from the QM Continuing and Professional Education Rubric (2nd ed.)”, 2015. Available: https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMContinuing andProfessionalEducationRubric.pdf10. H. H. Jacobs, Mapping the big picture: Integrating curriculum & assessment, K-12. Alexandria, VA: Association for Supervision and Curriculum Development, 1997.11. Department of Justice, “2010 ADA Standards for Accessible Design,” 2010. Available: https://www.ada.gov/regs2010/2010ADAStandards/2010ADAStandards_prt.pdf LEVEL CONSTRUCT QUESTIONS DATA SOURCES DATA USE

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach; Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Faculty Development Division

curriculum and degree programs are strictlyprescribed by the institutional policies and moderated by workflow used by all departments inthe institution. While the department can propose changes to the curriculum, it is currentlyreviewed and either accepted or rejected by other members of the college and faculty on the localcampus outside of the college.In addition to the concern about the institutional procedures, others placed concern with the needto follow Scrum process for the sake of the process, rather than focusing on the goals of thedepartment and the quality of the product developed by the Scrum Team: “it's very easy to feel you're doing a great job on the process and not actually accomplish the goal. And get too focused on

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park; John Jongho Park, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

new perspective taking, andlearning from failures [28]. “Coaching surfaces creative approaches to solving conflicts thatoften arise during change, and it enables organizations to identify and incorporate new ideas,process, or procedures that drive innovation” [28] pg. 157. Engineering leadership development programs seeking to develop the leadership skillsneeded for engineers to be successful in industry must also consider coaching competencies as animportant element of engineering leadership curriculum. The purpose of this paper is to describea coaching course implemented into an engineering leadership development program and toidentify the leadership behaviors observed in coaches practicing coaching skills.Coaching in the

Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

in Electrical Engineering Program since its inception. He developed the electronics laboratory I and II to offer hands-on experiences to online students. Dr. Liu is a member of Optical Society of America.Dr. Charles R. Westgate Sr. P.E., Binghamton University Charles Westgate is a Research Professor at Binghamton University and a former Dean of the Engineer- ing School at Binghamton. He has been deeply involved in online course instruction at Johns Hopkins, Binghamton, and Stony Brook. He conducts research in semiconductor devices and materials.Ms. Kim A. Scalzo, State University of New York, HQ Kim Scalzo is Director of the SUNY Center for Professional Development (CPD). The SUNY CPD provides professional

Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Frank Fisher, Stevens Institute of Technology; Hamid Hadim, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology; Robert Ubell, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology

Tagged Divisions

Continuing Professional Development

best todevelop, implement, and assess a fully accredited online undergraduate engineering program. Ofparticular importance is to identify and address critical elements of such a program, including:potential student populations, faculty requirements, curriculum requirements, admissions criteria,accreditation requirements, implementation resources (faculty, technical equipment, financial),collaboration with other institutions, and laboratory requirements.Successful development of such a program will enable access to superior engineering educationby under-represented populations, students in remote locations, and students who are otherwiseconstrained with regard to traditional undergraduate engineering programs due to family oremployment

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

headquarters in Switzerland.The society also serves as an accrediting body for training centers producing InternationalEngineering Educators, whose teaching matter must conform to IGIP's curriculum forengineering pedagogy. From 1972 until today, IGIP has members in 72 countries and hasconsultative status with UNESCO and UNIDO. Participation in the ING-PAED IGIP program isvoluntarily. It is an international program that can be completed by participants across the world.It is used mainly as a means of continued professional development for both recent graduates aswell as experienced, more senior persons who are involved with teaching in a technicaldiscipline.2.2.1 Entry qualificationsEligible to participate in the ING-PAED IGIP program are all technical