Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ben David Lutz, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

Paper ID #18261Exploring School-to-work Transitions through Reflective JournalingMr. Ben David Lutz, Virginia Tech Ben Lutz is a PhD student in the Department of Engineering Education at Virginia Tech. His research in- terests include innovative pedagogies in engineering design, exploring student experiences within design settings, school-to-work transitions for new engineers, and efforts for inclusion and diversity within en- gineering. His current work explores how students describe their own learning in engineering design and how that learning supports transfer of learning from school into professional practice as well

Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shadle, Boise State University; Louis Nadelson, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

Continuing Professional Development

freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors. Page 25.1087.1 c American Society for Engineering Education, 2012 Promoting STEM Faculty Members’ Reflection on their Teaching PracticeAs part of an institutional focus on STEM student success, a group of eight STEM faculty fromacross the STEM disciplines participated in a year-long faculty learning community (FLC). Thefacilitated experience was designed to support the professional development of faculty throughexploration and

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 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 Divisions

Continuing Professional Development

Paper ID #17613Educational Support through the Career Life-Span of Professional WorkingAdult Learners: An Integrative Theoretical and Experiential Reflection fromthe Learner’s PerspectiveDr. Mitchell L Springer PMP, SPHR, Purdue University, West Lafayette (College of Engineering) 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 35 years of theoretical and Defense industry-based practical experience from four disciplines: Software Engineering, Systems Engineering, Program Management

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Mel Chua, Franklin W. Olin College of Engineering; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

Continuing Professional Development

, then talking “engineering education” with faculty developers: A collaborative reflection on  working across communities Abstract Over the last several years​ , ​ the engineering education research community has aimed to disseminate and implement its work in engineering classrooms. Several investigations have explored reasons for and barriers to the adoption of evidence­based practices. Many of these investigations have been housed within STEM Education communities. External avenues, such as the Professional and Organizational Development (POD) network community of faculty developers, represent untapped resources that could enhance these dissemination efforts.   Over

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

Page 24.979.2findings indicate that employees who use PIP process involve with more learning activities thannon-users. However, they stressed that the PIP tool is effective if used continuously.A number of recommendations have been made to improve the effectiveness of PIPs3. Forinstance, it has been suggested that schools should provide guidance for students to conduct PIPsby assigning appropriate staff5. Additionally, periodic reviews should be made to ensure learningoutcome and career progress of students’ PIPs6. Furthermore, It has recommended that PIP couldalso be developed through reflective thinking if a reflective habit among the students is createdby instructors5. Although the purpose of PIP is to recognize, reflect and plan actions

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Jacek Uziak, University of Botswana; Idalis Villanueva, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Continuing Professional Development

industry (see Figure 1 forbreakdown of participants’ organization types). Most responses (85%) were received from theWest/Mid-West region of the United States, and the results presented in this work reflects thesefindings. The answers were considered as those from potential participants indicating theirpersonal preferences on different aspects of the program. In this survey, participants were askedseveral questions relating to professional development for engineering educators in college andindustry. 2-year academic Non-profit institution, organization 89

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

the types of models are explained in terms of duration, incorporation withpromotion and tenure, and what components of educational practice are included in the model.Next, the various characteristics of individual models are documented in terms of content andpracticum components, contexts for implementation, and how the models work within theirvarious contexts. Finally, due to the inherently political and emotional nature of considering theuse of these models with the US, a brief reflection on experiences and lessons learned from thesemodels is presented as relevant to US higher education.1. IntroductionFew would disagree with the idea that educating the next generation of leaders in both academiaand industry is at the heart of what higher

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

-line Course to Help Engineers (Students and Professionals) Develop Interpersonal Skills – You’re Kidding, Right?AbstractAn on-line course was developed to serve the needs of specific learners. Course material ispresented using text, videos, and readings. Student interaction with the instructor is primarilythrough email while student-to-student interaction is facilitated using an on-line discussionboard. Assessments include reflective writings, on-line tests, and quantification of participationin the discussion board. Student evaluations indicate that the course is effective at enablingstudents to improve interpersonal skills and meet specific ABET program criteria. Evaluationsalso indicate that students consider the on-line learning

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

their course content, they are less aware of effectiveteaching practices. This weakness was particularly detrimental to our large enrollment gatewaycourses, undermining student persistence and subsequent academic success. Consequently, inaddition to providing funding, the SIIP initiative attempted to provide on the fly faculty andcommunity development. In this paper, we will discuss our observations and reflections onsuccessful and halted reforms and will describe modifications to our approach to administratingand leading this pedagogical change effort.IntroductionIn February 2012, the College of Engineering (COE) allocated an unprecedented level of fundingto solicit proposals for the Strategic Instructional Initiatives Program (SIIP) – a new

Conference Session

Career Development for Engineering Professionals

Collection

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

for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura D. Hahn, University of Illinois, Urbana-Champaign; Cinda Heeren

Tagged Divisions

Continuing Professional Development

facing ourteaching faculty. In consultation with other teaching faculty and with the encouragement fromour dean, we created a learning community for this group, where its share problems, ideas, andresources in order to increase competence and satisfaction in their work.1An explanation of our use of the term “teaching faculty” may be helpful at the outset of thispaper. The literature is inconsistent in its nomenclature for instructors who are hired primarily orexclusively to teach classes. The primary terms used (“adjunct,” “contingent,” and “non-tenure-track”) convey a sense of marginalization and distance from the core operations of institutions ofhigher education. Our decision to use the term “teaching faculty” in this paper reflects our

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

as a whole?How can resources be synergistically integrated to support such an effort? What are the majorchallenges or barriers present that must be overcome in order to create such a system?In response to these questions, they present a concept map to explore how faculty educationaldevelopment could support and greatly enhance an entire system revolving around faculty Page 15.975.4development in teaching and learning. Utilizing and reflecting upon the literature, major issuesconsidered that relate to the questions above include various roles in the higher educationengineering community; relationships between educational research, student

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

will be performing the work?Once the work is organized into a logical collection of related tasks, the next activity of theprogram and project management process is to assign the work to functional organizations, orindividuals, who will be performing the work. This end product is referred to as a ResponsibilityAssignment Matrix (RAM). Page 25.522.5To simplify the transition from the WBS to the RAM, it is assumed there are levels of detail inthe WBS not currently reflected in the above. Given this, the below is a depiction of themapping of work to be performed (WBS) to the individual/organizations responsible forperforming the work. The field

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

the questions on the survey, the average response for the video recording wasnot substantially different from the average response for the faculty visitation program. Theparticipants’ comments also identify benefits that each program provides. A second conclusionis that both the faculty visitation program and the video recording seem to have certain strengths.This conclusion is born out in the questions where there was a large difference in the responsesas well as through the participants’ comments.McKenna, et al, describe the benefits to teaching provided by collaborative reflection.6 Each ofour participating instructors was invited to review their video with the school’s facultydevelopment center, though none took the opportunity. As was

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

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

underrepresented minorities  Future growth opportunities with other colleges across campusIn a subsequent meeting, post benchmarking review committee’s recommendations, ProSTARwas asked to respond to the findings of the committee. Below reflects the seven improvementcategories of response: Page 24.648.3  Improvement #1 – in response to reducing overhead expense, ProSTAR proposed the use of a growth strategy aligned to increasing the activity base of students and attendant enrollments (credit hours taken).  Improvement #2 – in response to overhead fees, ProSTAR proposed a tiered structure taking into consideration credit

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

4, it can be seen in the year 2030, theunder 18 population is at 18.4 million, while the 65 and above population is at 73.1 million. By2040, however, the under age 18 population is at 76.8 million, while the over 65 age population isat 80.8 million. The actual cross-over in population projections occurs in 2035. Figure 3 – Cross-Over of Dependent PopulationsFigure 4 – Population by Age: Projections 2020 to 2060The shift from a youth-dependent population to an elderly-dependent population has significantimplications as discussed above. The combined youth and old-age dependency, however, is evenmore revealing. Figure 5 below [1, p. 6] reflects this combined dependency on the working agepopulation. From the below figure, two lines in

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

26.1559.1 c American Society for Engineering Education, 2015 The New Professional Working Adult Learner – The Next Generational CohortAbstractWith greatest respect and reference to Bob Dylan’s 1964 song “…the times [students] they are achangin…”, there has been a transitioning of professional working adult learners from onegenerational cohort to another, and now, to yet the youngest of generational cohorts… theMillennials.Correlations exist between the number of webpage “hits” and the subsequent fall enrollments.While this information is important, it reflects a lagging indicator; that is, it does not tell us whythere may have been more or less webpage hits. In contrast

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

-majority’ of America (or the ‘majority-minority’) wherethe non-Hispanic White population becomes the minority overall for the first time in U.S.history. Figure 1 depicts this transition. Figure 1. Changing U.S. Demographics 2016 – 2060 (000)As with any country, the youth of the U.S. reflect the bench strength of the nation. Thesemembers backfill for the aging and are the primary workers for sustaining age-related socialprograms. They are the strength of the working class and hold the keys to our innovation. Thisgroup must be sufficiently educated and capable of sustaining a country.In the year 2020 (Figure 2), less than one-half of the children under 18 years of age wereCaucasian (thus, a minority). This crossover comes with a

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

Tagged Divisions

Continuing Professional Development

Paper ID #8443Using a Community of Practice to Diffuse Instructional Improvements intothe ClassroomDr. Diane L Zemke, Independent Researcher Diane Zemke is an independent researcher and consultant. She holds a PhD in Leadership Studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.”Dr. Steven C. Zemke

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

Students used a variety of means (models, drawings, graphs, concrete materials, manipulatives, etc.) to 0 1 2 3 4 11 represent phenomena. 12 Students made predictions, estimations and/or hypotheses and devised means for testing them. 0 1 2 3 4 Students were actively engaged in thought-provoking activity that often involved the critical 0 1 2 3 4 13 assessment of procedures. 14 Students were reflective about their learning. 0 1 2 3 4 15 Intellectual rigor, constructive criticism, and the challenging of ideas were valued. 0 1 2 3 4 CLASSROOM

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

planners and participants because they were allowedto create an environment conducive to experiential learning through the development offundamental leadership skills. This environment reflected their own experiences and providedan incredible learning environment for all those involved.The specific skills that were evaluated during this weekend simulation included but were notlimited to: 1. Effective communication 2. Time constrained organization 3. Mentorship 4. Presentation skillsThe effective communication module incorporated various types of communication methods andillustrated how and when each should be used. Real world examples, such as officecommunication, email functionality and the written word, were simulated.Time

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Jitesh H. Panchal, Purdue University; Pradeep Kashinath Waychal, Innovation Centre, COEP

Tagged Divisions

Continuing Professional Development

• increased product and process complexity.The competencies required for an engineer to be successful in the wired and interconnectedworld of 2030 will be different from the competencies important in the world of today.In this context, the participants were encouraged to think about the competencies required for anengineer to be successful. The following examples of the white-space competencies wereprovided to guide the thought process:  Framing the problem: ability to continue learning through reflection and the associated creation and articulation of knowledge; ability to speculate and to identify research topics / white spaces worthy of investigation.  Domain of application: ability to account for sustainability

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks

Tagged Divisions

Continuing Professional Development

experience that promised no restrictions on employment following thecompletion of a degree. It became very apparent that Starbucks is as committed to its partners asASU is to the welfare of our students and how they succeed at the university and beyond.The partnership would be one of mutual shared impact. It needed to work at scale, whichStarbucks provides. Starbucks partners are relatively young, but demographically reflectAmerica. The partners were hit hard by the Great Recession, and they collectively reflect thedegree attainment crisis facing the United States. They offered ASU the opportunity to prove thatits initiatives in partnership and online learning at scale would work in service to a large numberof students that reflect the diversity

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

-oriented technology education. As a first step toward establishing best practices for delivering engineering design andcontent through professional development, engineers and technology teacher educatorsfrom each of the technology teacher education (TTE) partner institutions haveconceptualized, developed, and delivered a series of workshops. While the format andspecific content varied across the five professional development sites, a balance betweentheoretical content and activity-based experiences has been maintained. At the conclusionof each workshop, participating high school teachers complete similar surveys, whichwere designed to facilitate analysis and reflection. Building on lessons learned during theinitial year of the Center, the TTE

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Robert Jeanne, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Michael J. Litkow, University of Wisconsin - Madison; Amber R. Smith, University of Wisconsin, Madison; Lillian Tong, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

provided opportunities to move beyond the fundamental requirements ofa CMS, and create a place for faculty and students to connect, interact and engageusing a variety of teaching and learning techniques.Both the CoE and ICBE recognize the need to continue using effective teachingpractices and tools to improve their learning environments and student achievementin the STEM disciplines. The approach used by each project partner reflects thedifferent organizational context and culture that the instructors, tool developers,instructional and technical support staff are presumably influenced by. The contextsdiffer with regard to internal support and reward systems in place to motivate facultyto use instructional innovation and technology. There are also

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

in the context of engineering projects, professionalism and reflection (metacognition). His research in the area of engineering education is focused on project-based learning, design and innovation, professionalism and self-directed learning.Ms. motahareh alaeiMr. Andrew Lillesve, IRE Page 23.3.1 c American Society for Engineering Education, 2013Integrating Professionalism in a Project-Based Engineering CurriculumAbstractProfessionalism has been an important component of engineering education not only in the eyesof industry but also the Accreditation Board for Engineers and Technology

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Continuing Professional Development

additional support for publication anddissemination from the Exxon Education Foundation. These nine authors havegenerated a list of nine principles that the readers can obtain from the website givenbelow (Narayanan, 2007).American Association for Higher EducationPrinciples of Good Practice for Assessing Student Learning 1. The assessment of student learning begins with educational values. Intellectual Curiosity is all about enhancing educational values. 2. Assessment is most effective when it reflects an understanding of learning as multi dimensional, integrated, and revealed in performance over time. Intellectual Curiosity is embedded in the learner’s mind when any given subject matter is presented with a multi dimensional

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

instructor’s current class load best reflected thedesired skills needed within the studio. This precaution eliminated the chance of incorporating aneducator into the program who was merely a curious fan of Hollywood special effects, ratherthan an educator who could transfer specific R+H skills and ideology to the classroom.Call for Participants: AnalysisCentral to success during this phase is the ability to determine the technological relevancy,knowledge discipline, and the theory/application alignment of the participating educator with theindustry partner. Preparing the answers to several fundamental questions during this phase couldprovide insight into a possible collaboration between academician and industry. ≠ Does the educator or academic

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India; Pramod Jagan Deore, R.C. Patel Institute of Technology, Shirpur, India; Dharmaraj Rajaram Patil, R. C. Patel Institute of Technology, Shirpur, India

Tagged Divisions

Continuing Professional Development

a host of instructional strategies andeducators have been significantly lagging in using them[1]. In fact, Henderson and Dancy [7] arguethat the improvement in engineering education lies not in finding more effective instructionalstrategies but in using the proven strategies.This paper describes our attempt to introduce a few RBIS in a rural Indian engineering college.We introduced simple strategies such as using audio-visuals, think-pair-share, formative feedback,problem-based learning in lab sessions, and project-based learning in design courses in a one-dayworkshop. Eighty faculty members, in two batches, attended the workshop, which itself used manyof the above RBIS. The participating faculty members reflected on the strategies in

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

departments.Corporate budget constraints coupled with continually evolving market forces, required acompetitive posture supporting continued expansion, while controlling cost growth. This dualapproach of increasing gross revenue through student enrollments, while simultaneouslyexercising pro-active cost containment formed the premise and requirement for strategicallyaligned collaborations.This paper will examine a seventeen year history of distance delivery mediums and theircorresponding models for faculty and academic department compensation models. In addition,this paper will reflect the cost savings from an exhaustively performed and executed detailed jobenrichment and enlargement analysis of members of a professional organization serving theneeds of