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

low very high LowIt is anticipated that a major obstacle to realizing a truly successful online undergraduateengineering curriculum is the development of an appropriate combination of virtual experiments(simulations), laboratory exposure through on-site visits, simple experiments conducted at home,and remotely accessible laboratory experiments, which is necessary to contribute towardsenhanced learning in accordance with the respective ABET criteria. The vital importance of acomprehensive laboratory experience in the engineering curricula is widely acknowledged by allconstituents and reflected prominently in the ABET Engineering Criteria 2000.42 ABET hasalready begun the process to establish criteria for assessing the

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

, Writing and Learning Disabilities Vol. 6, pp. 223-247.9. Johnson, D.W., Johnson, R.T. & Smith, K.A. (1991), “Active Learning Cooperation in the College Classroom,”Edina, MN: Interaction Book Company.10. Fairhurst, A.M., & Fairhurst, L.L. (1995), “Effective Teaching, Effective Learning,” Palo Alto, CA: Davies-black Publishing11. Dale, E. (1969), “Audiovisual Methods in Teaching,” (3rd ed.), New York: Dryden Press.12. Wankat, P.H. (1999), “Reflective Analysis of Student Learning in a Sophomore Engineering Course,” Journal ofEngineering Education, Vol.88, (no.2), 195 -203.13. Finelli, C., Klinger, A., & Budny, D.D. (2001), “Strategies for Improving the Classroom Environment,” Journalof Engineering Education, Vol 90, (no.4), pp. 491

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-peng Wu, University of Wisconsin at Madison

Tagged Divisions

Continuing Professional Development

, agents, including assistive technologiesincluding assistive technologies Table 2: Web Content Accessibility Guidelines (WCAG) 2.0As we know, the Web has changed dramatically during the development of WCAG 2.0,and shows every promise of continuing to evolve at a rapid pace. WCAG 2.0 consists oftechnology-neutral principles, guidelines, and success criteria that reflect properties ofweb content that make it accessible to people with varying disabilities and combinationsof disabilities. However, as the Web evolves, the guidelines should keep on evolving aswell to continue assisting technology developers and authors in ensuring people withdisabilities can share in the benefits of the World Wide Web (Reid &

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Lynna J. Ausburn PhD, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

findings relating to these questions in a framework ofimplications for further research and for instructional practice in continuing engineeringeducation.Learner PreferencesTwo aspects of learner preferences are considered next: learning strategy preference and verbal-visual preference.Learning Strategy PreferenceOne way to address individual differences in how students learn and to personalize learningoptions is through the concept of learning style. Learning style (also referred to as psychologicaltype6,8) refers to how students preferentially perceive (e.g., sensory vs. intuitive and verbally vs.visually), organize (e.g., inductive vs. deductive), process (e.g., actively vs. reflectively), andprogressively understand (e.g., sequentially vs

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

success that resonate with faculty and instructors.These approaches help transfer knowledge, skills, and attitudes about teaching and learningamong engineering faculty.Improving Quality of Teaching and LearningA key goal of Wendt Commons’ re-organization is to improve the quality of instruction Page 22.817.13across all departments and programs. This process is expected to be continuous anddynamic, reflecting the shifting technological and pedagogical landscape, as well as the ever-evolving needs of faculty as they embrace new and innovative methods.An essential starting point was to define quality as it relates to the teaching and learningexperience