Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Meg Handley, Pennsylvania State University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; John Brooks Slaughter P.E., University of Southern California; Meagan C. Pollock, Engineer Inclusion; Homero Murzi, Virginia Polytechnic Institute and State University; Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

was a professor at Bellevue University (Bellevue, Nebraska) for 26 years. She is an officer in the Engineering Leadership Development (LEAD) and Engineering Management (EMD) divisions of ASEE, and also active in the American Society for Engineering Management (ASEM).Dr. Meg Handley, Pennsylvania State University Meg Handley is currently the Associate Director for Engineering Leadership Outreach at Penn State University. Previously, Meg served as the Director of the Career & Corporate Connection’s office at the Smeal College of Business at Penn State University. Meg completed her PhD in Workforce Education at Penn State, where she focused on interpersonal behaviors and their impact on engineering leadership

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meg Handley, Pennsylvania State University; Mihee Park, Pennsylvania State University; Ashley N. Patterson, Pennsylvania State University; John Jongho Park, Pennsylvania State University

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Diversity

Tagged Divisions

Engineering Leadership Development

leadership to impact their successful transition to the workplace.Ms. Mihee Park, Pennsylvania State University MIHEE PARK, MS, is pursuing her PhD in Workforce Education and Development, College of Educa- tion,Pennsylvania State University. Her major research interests lie in the areas of diversity and inclu- sion, inclusive leadership, engineering ethics, sustainability education and practice, and multiculturalism. Email: mimipark2023@gmail.comDr. Ashley N. Patterson, Pennsylvania State University Dr. Patterson joined Penn State’s Curriculum and Instruction team in Fall 2015. Trained in Special and Elementary Education at Boston University and Reading Specialization at Hood College, she completed her PhD work at The

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

institutions. The responsibility of departmental advisors is toensure undergraduate students complete their intended curriculum, or respond to general questionsregarding transfer credit hours, study abroad, and opportunities within the institution ordepartment. However, such form of advising is considered more of an informative session ratherthan a mentorship experience.A mentor, on the contrary, is an individual who is willing to develop a relationship with studentson a personal level and assist in achieving their goals by recognizing strengths and weaknesses,and utilizing them as a tool to provide necessary guidance. A mentor imparts academic guidance,moral support, and leverages valuable information such as institutional, or personal knowledge,that

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

review and surveys to initiate the courses, careful selection of technology for each pedagogical task, development of intense group cohesiveness within the cohort and piloting each course for a semester before it is offered in the degree program.” [5]The courses that comprise the MEPP curriculum, and their sequence, are shown in Figure 1.Students who enter the MEPP program begin with a one-credit course, “Network Skills forRemote Learners,” during their first summer. During this course, students: 1) are oriented to theonline tools and formats they will be using over the next two years; 2) learn best practices forlearning and collaborating with each other online; 3) develop personal learning goals; and 4)develop a schedule for carving

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

Paper ID #26172Universities and Industries: A Proactive Partnership Shaping the Future ofWorkMr. Daniel Weagle, Worcester Polytechnic Institute Dan Weagle, Sr. Account Manager, Office of Academic and Corporate Engagement, Worcester Polytech- nic Institute (WPI) Dan helps corporate leaders from across industries identify current and future challenges. He works alongside WPI faculty and subject matter experts to develop and deliver strategic partnership plans to address these challenges. These plans include proactive approaches to hiring, university research, and industry-specific graduate education for current

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

better understand the ways students exhibit leadership behaviors in their groupwork, how these behaviors could be measured, and strives to answer the question of howengineering students’ leadership behaviors evolve during the course of a year-long capstonedesign course.BackgroundIn the past ten years, engineering leadership development programs have become more commonat schools of engineering across the country [8]. Despite a call for engineering leadershipeducation [2-7], most current engineering leadership development programs exist outside of theformal curriculum [8]. This can lead to engineering students’ and faculty’s lack of belief in thevalue of such education, and a general resistance to it [9]. With the updated ABET

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

Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.Kara L. Hjelmstad, Arizona State University Kara Hjelmstad is a faculty associate in Mary Lou Fulton Teachers College at Arizona State University. c American Society for Engineering Education, 2018 Is There a Connection Between Classroom Practices and Attitudes Towards Student- Centered Learning in Engineering?Background & PurposeThis study developed from a larger

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

involvement ofstudents from marginalized groups. Cooperative class environments are also perceived as“warmer” by students, which contributes to positive outcomes in a host of learning outcomes (likepersistence in STEM after graduation), especially for female engineers [35, 39]. Finally, reflectivelearning can be an important contributor to leadership development as it leads to interdependencewith others [39, 42]; connecting leadership experiences to coursework can deliberately engagestudent in reflective learning on their experiences.The curriculum is only one of two aspects of students’ college experience that influence theirdevleopment. The co-curriculum, such as participation in Greek life, athletics, internships, on-campus employment, or

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A Middleton, Arizona State University; Robert J Culbertson, Arizona State University; Ke Liu, Arizona State University

Tagged Divisions

Faculty Development Division

Paper ID #29123Extending Faculty Development through a Sustainable Community of Prac-ticeSarah Hoyt, Arizona State University Sarah Hoyt is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master’s degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and per- formance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

over the next few years.Page 15.687.6The College recently unveiled a new on-line master‟s program in Modeling and Simulation.Conversion of the curriculum from the classroom to an online platform was performed inresponse to the developing world-wide interest in our modeling and simulation graduateprogram.Old Dominion provides excellent support for its distance learning programs through theAcademic Technology Services division and the Center for Learning Technologies. TheAcademic Technology Services division provides production, technical and operations servicesfor distributed education programs. The Center for Learning Technologies offers a wide varietyof services such as instructional design assistance, course design, development and

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

a background in both engineering education and design thinking, her research focuses on how Hispanic students develop an identity as an engineer, methods for enhancing student motivation, and methods for involving students in curriculum development and teaching through Peer Designed Instruction.Dr. Alexandra Coso Strong, Florida International University As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her doctorate in aerospace engineering at Georgia Tech. Prior to attending Georgia Tech, Alexandra received a

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington; Yuliana Flores; Hadas Ritz, Cornell University; Jiehong Liao, Florida Gulf Coast University; John Chen, California Polytechnic State University, San Luis Obispo ; Boni Frances Yraguen, Georgia Institute of Technology

Tagged Divisions

Faculty Development Division

the educators’ motivation at the centerof the work.References[1] A. Berry and D. DeRosa, “K-12 Teachers as Curriculum Designers in Engineering Professional Development,” Jun. 2015, p. 26.1050.1-26.1050.26, Accessed: Mar. 04, 2021. [Online]. Available: https://peer.asee.org/k-12-teachers-as-curriculum-designers-in-engineering-professional-de velopment.[2] Queensland University of Technology et al., “Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers,” Aust. J. Teach. Educ., vol. 44, no. 7, pp. 84–107, Jul. 2019, doi: 10.14221/ajte.2019v44n7.6.[3] M. M. Kennedy, “How Does Professional Development Improve Teaching?,” Rev. Educ. Res., vol. 86, no. 4, pp. 945–980, Dec. 2016, doi

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Faculty Development Division

that might have been prevalent oth-erwise. It is important to note, however, that the responses of this survey were taken at a very earlypoint in the transition from in-person to remote online learning, and faculty may not have had theopportunity to fully immerse themselves in the world they would come to live in for the next yearor so. There is also the fact that non-engineering disciplines such as education and business havehad large and developed efforts to build courses with remote online pedagogy implemented longbefore the pandemic settled in. The preparation and struggle to bring courses online for thosenon-engineering faculty may have been less than reformatting curriculum that was not intendedfor remote online learning and was never

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Khosro Shirvani, Farmingdale State College

Tagged Divisions

Faculty Development Division

Paper ID #28993ASME Early Career Leadership Intern Program to Serve Engineering(ECLIPSE): A Talent Pipeline Model for Developing Early CareerMechanical Engineers into Future LeadersDr. Khosro Shirvani, Farmingdale State College Khosro Shirvani, Ph.D. is an assistant professor in the Mechanical Engineering Technology at Farming- dale State College (FSC). His research areas include surface engineering and tribology, additive manu- facturing, fabrication and characterization of novel materials, and manufacturing processes. He joined FSC following a faculty position at Rowan University. He is active in the American Society of Mechan

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lawrence Holloway, University of Kentucky; Thomas Ward Lester, University of Kentucky; Joseph Anthony Colella, University of Kentucky College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

engineeringprograms. Instead, students have been expected to learn skills through leadership experiences instudent organizations or through workplace professional development programs or mentorship.The 2004 report on engineering in the new century by the National Academy of Engineering hasprovided impetus to some American engineering schools to incorporate leadership curriculum[2]. The report proposes two main premises as the rationale for the importance of leadershipeducation at the undergraduate level in engineering. Specifically, the inclusion of engineeringleadership in the undergraduate engineering degree program will equip the graduate to be morecompetitive in an increasingly global marketplace, and will enable the graduate to fulfill theirprofessional

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth Lamb P.E., California State Polytechnic University, Pomona; Werner Zorman, Harvey Mudd College; Alicia M. Kinoshita, San Diego State University; Natalie Mladenov, San Diego State University

Tagged Divisions

Engineering Leadership Development

obtain professional skills to remain competitive in a dynamic,global work environment. The National Science Foundation (NSF), noting the challenge ofteaching non-technical information in undergraduate engineering programs, suggested thatengineering programs teach broad and deep professional skills across the curriculum includingdesign, leadership, communication, understanding social contexts, ethical responsibility, andcreativity [3].This study involves the development of new engineering leadership programs at three schools:Cal Poly Pomona (CPP), San Diego State University (SDSU) and Harvey Mudd College (HMC).CPP and SDSU are both public institutions with relatively large engineering programs (about5500 and 3500 students respectively). HMC is a

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines

Tagged Divisions

Faculty Development Division

Curriculum Study (BSCS). Dr. Spiegel also served as Director of Research & Development for a multimedia development company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel’s leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to pro- mote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT). His

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

education that is situated in a realistic and comparable environment commonly seenin project-based learning (PBL) courses. A common example of these types of learningenvironments is represented in design courses, both at the first-year and senior levels. Thesetypes of courses require students to exhibit a high level of motivation and advanced cognitivedevelopment, representative of an adult learner, in order to successfully meet the requirements ofthe course.Studies have acknowledged that in order to develop critical thinkers and capable problemsolvers, teachers must understand the needs of today’s engineering student and design instructionto meet those needs. The development of students in undergraduate curriculum varies widely asundergraduates

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angelica Burbano, Universidad Icesi; Ana Judith Ledesma, Universidad Icesi; Dayana Alexandra Ordoñez

Tagged Divisions

Faculty Development Division

de San Buenaventura de Cali). Six years in the direction of the Industrial Engineering pro- gram of the University of San Buenaventura, leading the processes of curriculum management, qualified registration, national and international accreditation - ABET. Nine years of experience in areas of in- vestment projects and data analysis for decision making in higher education institutions. Six years as university professor in the areas of economic engineering and financial analysis ˜Ing. Dayana Alexandra Ordonez Bachelor in Industrial Engineering form Universidad Icesi. She is currently a research assistant and a student in the MSc. In Engineering program and provides administrative support to the

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

Tagged Divisions

Faculty Development Division

Paper ID #32647Lessons Learned: How Our Agile Department Survived the COVID-19 PivotDr. Diana A. Chen, University of San Diego Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Chen is designing a new engineering curriculum to educate changemakers who understand that engineering is an inherently socio-technical activity. Her scholarly interests include engineering education that contextualizes engineering sciences and

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

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

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

traditional systems. In 2019 the EU program launched a series of faculty developmentworkshops framed with both a systems approach and design thinking. A summary of the program changesover time is shown in Figure 1.The primary goal of the faculty development program is to foster EM in engineering education byengaging faculty in EM activities and perspectives that they can implement with their students [1].Faculty needs were mapped to a suite of faculty development offerings that included workshopsaddressing EM activities and perspectives targeting curriculum, teaching, research, industry, andleadership. Figure 1. Timeline of EU faculty development; iterative elements are shown for feedback processes.Design thinking is a systematic problem-solving

Conference Session

The Intersection of Higher Ed and Industry

Collection

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

recognition, analyzing and improving organizational systems. He is internationally recognized, has contributed to scholarship more than 150 articles, presentations, books and reviews on software development methodologies, management, organizational change, and program management. Dr. Springer sits on many university and community boards and advisory committees. He is the recipient of numerous awards and recognitions; most recently he was awarded the Purdue University, College of Technology, Equity, Inclusion and Advocacy Award. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harold Ackler, Boise State University; Heidi Reeder, Boise State University; Abbey Louie

Tagged Divisions

Engineering Leadership Development

—engineeringfaculty, leadership faculty, and industry practitioners—brought their respective experiencetogether to determine the learning outcomes. The practitioners then developed teaching materialsusing their experience designing curriculum to help new college hires and interns succeed in theworkplace.This content was delivered by the practitioners, who were paid as adjunct instructors, in Fall2018 and Spring 2019. There were seven modules, described below, each of which consisted of atwo-hour lesson scheduled during the regular senior capstone lab period. Each module consistedof mini-lectures, applied learning activities, discussion and written reflection. During this year-long course, the 16 students were assigned to applied project teams and thus had

Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Sarah Rajala, Mississippi State University; Tom Miller, North Carolina State University

Tagged Divisions

Continuing Professional Development

their needs, NC State pursued the development of a bachelor of science inengineering distance-based degree program in partnership with UNC Asheville. The programwould be based at UNC Asheville, but the degree would be an engineering degree from NC StateUniversity.Based on input from the Asheville community and the faculty at NC State University, it wasdecided that the most relevant focus for the degree program would be in mechatronics. Acurriculum was developed and approval received from NC State, the University of NorthCarolina Office of the President and SACS to deliver this distance-based degree. The first twoyears of the degree program were built on the 2+2 curriculum already in existence. Theremaining two years were composed primarily of

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

expertise • Faculty assignment/development/compensation • Target market contacts for signature area • Curriculum development  College Business Office • Budget development and oversight • Faculty compensation oversight • New program pro forma creation  Dean of Graduate Studies • College level graduate program oversight • Policy development and interpretation • Probation/Dismissal oversight • Liaison with university graduate school Page 25.522.8

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; Mark T. Schuver, Purdue University, College of Technology, 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).Gary R. Bertoline, Purdue University, West LafayetteMark T Schuver, Purdue University, College of Technology, West Lafayette, IN Mark Schuver is the Associate Director of the Center for Professional Studies

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

AC 2010-2155: HANDS-ON NUCLEAR ENGINEERING EDUCATION – ABLENDED APPROACHMarie-Pierre Huguet, Rensselaer Polytechnic Institute Marie-Pierre Huguet has been a course developer at Rensselaer since 2001. As such, she has been providing support and guidance in instructional design and instructional technologies to Rensselaer faculty who either seek to integrate emerging technologies into their face-to-face classroom, or teach Web-based or blended/hybrid courses. Dr. Huguet received her Ph. D. in Curriculum and Instruction at the University at Albany. For the past eight years, both at Rensselaer and SUNY Albany, she has been involved in several research projects that have looked at the

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John D. Stevens, The Pennsylvania State University ; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; John Jongho Park; Paul Mittan, Penn State Engineering Leadership Development

Tagged Divisions

Engineering Leadership Development

assistant instructor in the University of Texas at Austin for five years.Mr. Paul Mittan, Penn State Engineering Leadership Development American c Society for Engineering Education, 2021 1 Evaluating the Effectiveness of an Undergraduate Engineering Leadership Development Minor on GraduatesAbstractLeadership development programs aim to meet the professional development needs of ourgraduates while aligning program curriculum to the needs of our graduates’ employers. Thisresearch paper reports assessment results from a

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

which produces 7.5 times the amount of energy that it consumes. In addition,the participants visited cultural sites, educational institutions and co-operative Greencommunities. The trip concluded with two days at the SmarterE Conference, one of the largestsolar conferences in the world. See Appendix B for itinerary and site details.2.3 Professional Development Learning ActivitiesA proven curriculum, developed over the course of CREATE's prior international study tours, wasemployed to ensure academic rigor and to deepen participant learning. The learning plan consistedof 1) pre-travel online activities and webinars, 2) daily knowledge capture, individuated researchand collaborative sharing during travel, and 3) post-travel reflection and