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Meeting Industry Needs for Professional and Technical Skills With New Graduate Degrees

Conference Session: Working at the Intersection of Industry and Academia
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Robert J. Rabb P.E., The Citadel; David S. Greenburg, The Citadel
Tagged Divisions: Continuing Professional Development

. David S. Greenburg, The Citadel Dr. Greenburg is an Associate Professor in the Department of Engineering Leadership and Program Management (ELPM) in the School of Engineering (SOE) at The Citadel. He served over 20 years of active military service, achieving the rank of Lieutenant Colonel, United States Marine Corps. During his military career he served in a variety of progressively responsible command and staff and leadership positions in Infantry, Logistics, Acquisition, and Human Resources; with peacetime and combat experi- ence. Upon completion of active military service, Dr. Greenburg served in program leadership positions at Eagan McAllister Associates, and Science Applications International Corporation until

Relevance Score: 0.63040364

A Faculty Learning Community to Improve Teaching Practices in Large Engineering Courses: Lasting Impacts

Conference Session: Continuing Professional Development Division Technical Session 1
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan
Tagged Divisions: Continuing Professional Development

Paper ID #10265A Faculty Learning Community to Improve Teaching Practices in Large En-gineering Courses: Lasting ImpactsDr. Olivia S Anderson, University of Michigan Dr. Olivia S. Anderson is a postdoctoral research associate at the Center for Research on Learning and Teaching at the University of Michigan (CRLT). At U-M, she earned a Masters in Public Health in Hu- man Nutrition, a Registered Dietitian (RD) credential, and a PhD in Environmental Health Sciences. Her teaching experience began as an undergraduate teaching assistant for a Biology Lab, she was later on involved in patient education as an RD for kids, teens

Relevance Score: 0.63040364

Evolving the Teaching and Practice of Project Management: Lessons Learned on the Path to Living Order

Conference Session: Career Development for Engineering Professionals
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Wayne P. Pferdehirt, University of Wisconsin, Madison; Jeffrey S. Russell, University of Wisconsin, Madison; John S. Nelson P.E., University of Wisconsin, Madison
Tagged Divisions: Continuing Professional Development

Laboratory. He has a bachelor’s degree in civil engineering from Carnegie-Mellon University and a master’s degree in civil engineering with an emphasis in regional planning from Northwestern University. Wayne is a frequent speaker and author on continuing education for engineers, and is a member of the College of Engineering’s Education Innovation Committee. For more information about UW-Madison’s Master of Engineering Management degree see https://epd.wisc.edu/online- degree/master-of-engineering-management/Dr. Jeffrey S. Russell, University of Wisconsin, Madison Dr. Jeffrey S. Russell is the Vice Provost for Lifelong Learning and Dean of the Division of Continuing Studies at the University of Wisconsin-Madison. In his

Relevance Score: 0.6240677

Building Opportunities for College Completion in the U.S.: The Arizona State University and Starbucks Partnership

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

Paper ID #14162Building opportunities for College Completion in the U.S.: The Arizona StateUniversity and Starbucks PartnershipMr. Jeffrey S. Goss, Arizona State University Jeffrey Goss has served as the Executive Director for the Office of Global Outreach and Extended Education and Assistant Dean in the Ira A Fulton Schools of Engineering at Arizona State University for the past seven years. Mr. Goss has more than 18 years experience in professional and executive education collectively at University of Maryland, George Washington University, University of Michigan, and Arizona State University. At ASU’s Fulton

Relevance Score: 0.5043229

The PEER Collaborative: Supporting Engineering Education Research Faculty with Near-peer Mentoring Unconference Workshops

Conference Session: CPD Technical Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University
Tagged Divisions: Continuing Professional Development

with a number of Boston Public Schools in integrating engineering activities into their curriculum.Dr. Shawn S Jordan, Arizona State University, Polytechnic campusDr. Nadia N. Kellam, University of Georgia Nadia Kellam, Associate Professor in the College of Engineering at the University of Georgia, is co- director of the interdisciplinary engineering education research CLUSTER. In her research, she is inter- ested in understanding how engineering students develop their professional identity, the role of emotion in student learning, and synergistic learning. She designed the environmental engineering synthesis and design studios and is now developing the design spine for the new mechanical engineering program. She is

Relevance Score: 0.22064126

Employing a Program/Project Management Methodology to Define and Differentiate University-wide Roles and Responsibilities in Professional Studies

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

(1) (2) PlannerDepartmental Responsibility P SBudget Responsibility P SLiaison with Outside Interests P SResearch Administration S PGraduate Program Conceptualization P SGraduate Program Concept Development P S SDistance Hybrid Program Development S P SPhD Program P SDistance Learning P SDistance Learning Programs

Relevance Score: 0.024197925

Continuing Engineering Education Practices and Preferences

Conference Session: Career Development for Engineering Professionals
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Charles E. Baukal Jr. P.E., John Zink Co. LLC
Tagged Topics: Diversity
Tagged Divisions: Continuing Professional Development

each year were surveyed. Participants were also asked for their CEE preferencessuch as which types of courses (technical, management, EH&S, legal, other) they would prefermore of and what was their preferred delivery format (face to face, hybrid, online). Thisinformation should be invaluable to those developing curricula and designing and deliveringcontinuing professional development for engineers.IntroductionThe need for CEE has been well-documented [1]. Continuing education is critical for workingengineers because of the breadth of processes and equipment they design and use and because ofrapid changes in technology [2]. For example, plant engineers take courses to learn how tooperate different types of equipment specific to their

Relevance Score: 0.018669104

Managing Engineering Talent in Organizations: A Qualitative Systematic Literature Review on Engineering Talent Management

Conference Session: Career Development for Engineering Professionals
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Swetha Nittala, Purdue University, West Lafayette (School of Engineering Education); Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)
Tagged Divisions: Continuing Professional Development

toidentify the particular activity of talent management (attracting, development, retention, and,general management) that each article stressed. Whereas in phase 2, sub-themes under each ofthese activities/categories were identified inductively. 4Figure 1. Literature review selection processTable 1. Priority table for inclusion/exclusion of full text records Author(s) High Medium Low Beyer [10] ❖ Bhatnagar [11] ❖ Bhatnagar [12] ❖ Bredin and

Relevance Score: 0.017287834

Implementing Tablet Pcs In A Distance Learning Environment

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

Graduate Engineering Program.Rosalyn Hobson, Virginia Commonwealth University Dr. Rosalyn S. Hobson is the Associate Dean for Graduate Studies and Associate Professor of Electrical Engineering at Virginia Commonwealth University in Richmond, Virginia where she joined the faculty in 1996. She also serves as the Director of the VCU - University of KwaZulu Natal International Partnership. She received her B.S., M.S., and Ph.D. degrees in Electrical Engineering from the University of Virginia. She served as a Science and Technology Diplomacy Fellow at the U.S. Agency for International Development (USAID) as a Higher Education Science and Technology Specialist and provides leadership for

Relevance Score: 0.016658973

Exploring School-to-work Transitions through Reflective Journaling

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

scenarioscan and do create spaces for workplace learning. Moreover, the examples they provided arelargely idealized and do not account for the full range of experiences newcomer engineersencounter. Thus, analysis included working recursively through the data, literature, and examplesto develop operational definitions of each variable. We deconstructed the examples provided byJacobs and Park (2009) to develop functional criteria that could be applied to journal entries todetermine the location, structure, and role of facilitator(s) within each entry, as described below.Determining location of learningJacobs and Park (2009) define on-the-job as learning that occurs “near or at the actual worksetting,” but also emphasize experienced-based learning in on

Relevance Score: 0.01584126

Partners in Professional Development: Initial Results from a Collaboration Between Universities, Training Programs, and Professional Societies

Conference Session: Continuous improvement of programs, practices and people.
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University; Julie Rojewski, Michigan State University; Astri Briliyanti
Tagged Divisions: Continuing Professional Development

wish to thank T.J. Nguyen for his work on the CyberAmbassadors project. We alsoappreciate the support and engagement of the many organizations partnering with theCyberAmbassadors project, including Tau Beta Pi, ACI-REF, CaRRC, the Carpentries, NRMNand CIMER. This material is based upon work supported by the National Science Foundationunder Grant No. 1730137. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] H. Neeman et al., “The Advanced Cyberinfrastructure Research and Education Facilitators Virtual Residency: Toward a National Cyberinfrastructure Workforce,” in Proceedings of the

Relevance Score: 0.015338235

Designing a Creative Cybersecurity Microcredential for Educators: Challenges and Successes of K-12 Teacher Professional Development

Conference Session: Continuing Professional Development Division Technical Session 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Bekir Mugayitoglu, University of Wyoming ; Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming
Tagged Topics: Diversity
Tagged Divisions: Continuing Professional Development

reuse. These lessons can guide professionaldevelopments for not only K-12 teachers, but also for engineering educators in cybersecurity andcomputer science.Funding:This work was supported by the Wyoming Department of Education (WDE) and theNational Science Foundation (NSF) through the CS for All: RPP - Booting Up ComputerScience in Wyoming (WySLICE Award #1923542) and Sustaining Wyoming’s AdvancingReach in Mathematics and Science (SWARMS Award #1339853). Any opinions, findings, andconclusions, or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NSF.ASEE 2021 ReferencesAbramovich, S. (2016). Understanding digital badges in higher education

Relevance Score: 0.015324026

Cubism In Education, Flexing To All Patrons’ Needs For Education, Learning Styles, Cultures…

Conference Session: Effective Teaching with Online Technology
Collection: 2006 Annual Conference & Exposition
Authors: Mani Mina, Iowa State University
Tagged Divisions: Continuing Professional Development

interest. While technologically it can be done, it needs to bemanaged efficiently and effectively. Profiling the learner, the needs of the learner, and thelearner’s preferred style of learning are all important in offering a flexible and multidimensionalperspective of the subject.Bibliography 1. New Learning and Teaching Strategies in Distance Education—Theory and Practice. Toth, P.; Information Technology Based Higher Education and Training, 2005. ITHET 2005. 6th International Conference on 07–09 July 2005. Page(s):T3B-1–T3B-6. 2. Using Learning Style Theory To Improve Learning and Teaching in the Engineering Classroom. Terry, R. E.; Harb, J. N.; Frontiers in Education Conference, 1993. Twenty-Third Annual Conference

Relevance Score: 0.014759223

The University’s Role in Professional Development for Computer-Aided Engineering

Conference Session: Continuous improvement of programs, practices and people.
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Emily Nutwell, Ohio State University; Ann D. Christy P.E., Ohio State University
Tagged Divisions: Continuing Professional Development

(CAM), and Computer Aided Engineering (CAE) [1]. The riseof digital manufacturing and the reliance on these technologies to reduce development timewhile improving product design and quality has been exponentially increasing over the past fewyear [2]. The reliance on digital manufacturing by industry has grown as high performancecomputing technology evolves. Recognizing the far reaching implications of this technology onresearch, several government programs in the 1980’s and 1990’s promoted the growth of highperformance computing. Today, programs such as XSEDE promote the use of high performancecomputing to conduct research in multiple fields such as engineering by supporting scholars andresearchers in using these computational resources [3

Relevance Score: 0.014610887

Pedagogy for Pedagogy: Using a Wiki to Promote the Adoption, Development, and Implementation of Challenge-based Instruction in STEM Education

Conference Session: Future Directions of Continuing Professional Development
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American
Tagged Divisions: Continuing Professional Development

paper.Bibliography1. Fuentes, A. A., Crown, S., Freeman, R., Vasquez, H., Villalobos, C., Gonzalez, M., and Ramirez, O., “IncreasingStudent Access, Retention, and Graduation Through and Integrated STEM Pathways Support Initiative for the RioSouth Texas Region”, Proceedings of the 2009 ASEE Annual Conference & Exposition, Austin, Texas, June 14-17(2009).2. Freeman, R., Fuentes, A., Vasquez, H., Crown, S., Villalobos, C., Wrinkle, R., Ramirez, O., and Gonzalez, M.,“Increasing Student Access, Retention, and Graduation Through an Integrated STEM Pathways Support Initiativefor the Rio South Texas Region – Year One Activities and Results”, ASEE Annual Conference, Louisville,Kentucky, 2010.3. Crown, S., Fuentes, A., and Freeman, R., “A Successful Plan for

Relevance Score: 0.014610887

Educating Federal Engineers To Be Entrepreneurial Thinkers And Leaders – Who Would Of Thought?

Conference Session: Assessing the Efficacy of Nontraditional Programs
Collection: 2009 Annual Conference & Exposition
Authors: Sharon deMonsabert, George Mason University; John Lanzarone, U.S. Army Corps of Engineers; Mico Miller, George Mason University; Barry Liner, George Mason University
Tagged Divisions: Continuing Professional Development

was developed. The intent ofthe survey was to gather the student’s opinions on the value of the course(s) to them and theorganization, both short and long-term; whether they believed the course(s) helped improve theircommunication and leadership skills and professionalism; whether their problem solving skillsimproved; and whether the course improved their ability to generate creative ideas and solutions.The survey was sent to a sampling of former students – those that completed the CertificateProgram and those that did not – as well as some HQUSACE employees that did not take any ofthe offered courses. Non-students were included in the survey to better understand theirreluctance to take any of the offered courses.The survey was emailed to

Relevance Score: 0.014001829

Promoting STEM Faculty Members’ Reflection on their Learning Perceptions and Teaching Practices

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

AC 2012-5516: PROMOTING STEM FACULTY MEMBERS’ REFLECTIONON THEIR LEARNING PERCEPTIONS AND TEACHING PRACTICESSusan ShadleDr. Louis Nadelson, Boise State University Louis S. Nadelson is an Associate Professor in the College of Education at Boise State University. His research interests include STEM teaching and learning, faculty development, in-service and pre-service teacher professional development, program evaluation, and multidisciplinary research. He has published research ranging from faculty professional development to the impact of inquiry on STEM learning. Nadelson earned a B.S. degree in biological and physics science from Colorado State University, a B.A. with concentrations in computing, mathematics, and

Relevance Score: 0.013970679

Building an Academic Center Infrastructure for Professional Development

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

non-traditional in that they are notnecessarily on-campus programs; they may be on-campus utilizing an alternate format; weekend,etc., or, may be off-campus in approved locations. The Graduate School ensures fee-basedprograms do not compete with traditional on-campus programs. This latter point is seldom anissue as most students wishing to participate in on-campus programs are residential andanticipate a traditional experience. Alternatively, most student s who participate in non-traditional weekend programs are already in the professional ranks and not able to participate ina traditional program format. In fact, the greatest single stated advantage to a weekend formatprogram is that it is a weekend format which allows the working

Relevance Score: 0.013970679

Is There a Connection Between Classroom Practices and Attitudes Towards Student-Centered Learning in Engineering?

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

Foundationunder Grant No. 1524527. References[1] Jungst, S., Likclider, L. L., & Wiersema, J. (2003). Providing Support for Faculty Who Wish to Shift to a Learning-Centered Paradigm in Their Higher Education Classrooms. The Journal of Scholarship of Teaching and Learning 3(3), 69-81.[2] Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College teaching, 44(2), 43-47.[3] Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.[4] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student

Relevance Score: 0.013861103

Feasibility Of A Fully Online Undergraduate Mechanical Engineering Degree For Non Traditional Learners

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

engineering SCHOOL DEGREE TITLE(S) MAIN FEATURES • Accredited by NCA Higher Learning Colorado Technical Commission Software Engineering University 6 • Online academic library • Courses taught in multimedia format • Offered mainly to industrial partners Michigan Technical • Course delivery includes videotaped Engineering

Relevance Score: 0.013718933

Addressing The Career Development Needs Of Experienced Project Professionals

Conference Session: Developing Programs for Adult Learners
Collection: 2007 Annual Conference & Exposition
Authors: Keith Plemmons; Ray Jones, The Citadel
Tagged Divisions: Continuing Professional Development

include serving in the U. S. Army Special Forces in Asia and in the Reagan White House as a policy special assistant. Dr. Jones research interests include adult learning in work and educational systems, social systems effects on leadership, and adult moral development. Page 12.181.1© American Society for Engineering Education, 2007 Addressing the Career and Professional Development Needs of Experienced Project ProfessionalsAbstractThis paper presents a new non-degree graduate program in technical project management (TPM)that employs innovative teaching strategies to meet the needs of

Relevance Score: 0.01313488

Long-Term Impact of a Faculty Development Program on Student Evaluations of Teaching

Conference Session: Pedagogy and Its Impact on Faculty and Students
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Julia F. Kerst, University of Michigan; Hanna Pfershy, University of Michigan, Engineering Education Research; Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan
Tagged Divisions: Continuing Professional Development

support faculty in their attempt toimprove teaching. Next steps for this research is to use continuing data from courses taught thispast year to see if the trends do indeed continue, or analyzing additional evaluation questions.References1. Anderson, O. S., & Finelli, C. J. (2014). A faculty learning community to improve teaching practices in large engineering courses: Lasting impacts. Proceedings of 2014 ASEE Annual Conference & Exposition, Indianapolis, IN.2. Barr, J., Benton, S., Li, D., & Ryalls, K. (2016). Response to bias against female instructors. IDEA Editorial Note No. 2. Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development.3. Benton, S. L., & Ryalls, K. R. (2016). Challenging

Relevance Score: 0.0129343355

Relationships Between Engineering Faculty Beliefs and Classroom Practices

Conference Session: Studies in Faculty Development
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Keith D. Hjelmstad, Arizona State University
Tagged Divisions: Continuing Professional Development

the literature about thechallenges of advancing innovations from the interest or awareness phase into actualimplementation. When developing professional development programs, people should considerthis challenge. Further, they should include dedicated and structured time for programparticipants to discuss about the particular innovation that the program is focused on, in order tohelp facilitate change of practices.AcknowledgmentThe authors gratefully acknowledge support of this work by the National Science Foundationunder Grant No. 1524527.References 1. Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College teaching, 44(2), 43-47. 2. Freeman, S., Eddy, S. L., McDonough, M

Relevance Score: 0.012523617

Responding to the Call: Extending the University Relationship via Continuing Education

Conference Session: Engineering Professional Development and Distance Learning Programs
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Craig G. Downing, Rose-Hulman Institute of Technology
Tagged Divisions: Continuing Professional Development

the actual deployment of the short course(s).Upon completion of the short course(s) all participants are emailed an evaluation request. Theassessment instrument is available electronically for approximately two weeks after each session.At the end of the first week a response rate is provided by the Office of Institutional Research,Planning and Assessment (IRPA) and a secondary email is sent if the response rate is lower than60%. To date our average response rate is approximately 73%.MarketingTo assist in developing a new communicating strategy we returned to our alumni to discuss newservices offered by Continuing and Professional Studies. As previously mentioned, members ofthe Alumni Advisory Board had previously voiced a desire for Rose

Relevance Score: 0.012224344

Using Recorded Lectures and Low Stakes Online Quizzes to Improve Learning Efficiency in Undergraduate Engineering Courses

Conference Session: Continuing Professional Development Division Technical Session 2
Collection: 2014 ASEE Annual Conference & Exposition
Authors: David J. Dimas, University of California, Irvine; Faryar Jabbari, University of California, Irvine; John Billimek, University of California, Irvine
Tagged Divisions: Continuing Professional Development

). Digital Omnivores, Social Media and Social Capital: Expatriatesinteractions using Smartphones in Stockholm (Doctoral dissertation, Södertörn University).Li, D., & Segal, B. (2012). The Changing Landscape of The Canadian Mobile Audience.International Journal of Mobile Marketing, 7(1).Allen, I. E., & Seaman, J. (2008). Staying the course. Babson Survey Research Group: TheSloan Consortium.Balaji, M. S., & Chakrabarti, D. (2010). Student interactions in online discussion forum:Empirical research from ‘media richness theory’perspective. Journal of Interactive OnlineLearning, 9(1), 1-22.Beck, R. J. (2010). Teaching international law as a partially online course: The hybrid/blendedapproach to pedagogy. International Studies Perspectives, 11

Relevance Score: 0.011880945

A Return on Investment Force Multiplier of an Entrepreneurial Administrative Organization for Professional Studies

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

organization are an additional burden against gross revenue thatresults in a reduced profit/residual to the academic department(s); the home department foradministered academic programs.Coupling the need for controlling overhead rates with the theoretical employment vulnerabilitiesof being employed in a self-funded administrative organization, it is even more important thatemployment growth capitalizes on individual knowledge, skills and capacity for growth withineach specific individual context. The manifestation of this theory and practice is twofold: to freesenior employees to perform those many activities requiring their advanced knowledge and skillset, and, to fill open opportunities for employment at the lowest levels of the organization.Filling

Relevance Score: 0.011807378

Educational Support through the Career Life-Span of Professional Working Adult Learners: An Integrative Theoretical and Experiential Reflection from the Learner’s Perspective

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

– Average age vacation and retirement homes – 65 – Average age for cruises – 70 – Average age for predominance of prescription drugs – 77 – Average age for nursing homes - 84As we chronologically age, our life demands for shelter, transportation, food and clothing all arereduced. These many changes are a reflection in large part to our changing family makeup atdistinct periods in time. From above, it can be construed our U.S. populace generally getmarried in their 20’s. The 30’s are typically a time for the collection of material possessions(cars, homes, furniture, appliances, etc.) Our late 40’s reflect an empty nester’s phase, where ourchildren become, theoretically, independent and move out onto their own; whether this

Relevance Score: 0.011317544

Self-directed Lifelong Learning Through Facebook: A Pilot Implementation Assessment

Conference Session: Future Directions of Continuing Professional Development
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Gonca Altuger-Genc, University of Massachusetts, Lowell
Tagged Divisions: Continuing Professional Development

] Litzinger, T., Wise, J., Lee, S., and Bjorklund, S., 2003, “Assessing Readiness for Self-directed Learning”,Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition[3] Jiusto, S., DiBiasio, D., 2006, “Experiential Learning Environments: Do They Prepare Our Students to be Self-Directed, Life-Long Learners?”, Journal of Engineering Education, July 2006, pp: 195-204[4] Litzinger, T., Wise, J., and Lee, S., 2005, “Self-directed Learning Readiness Among Engineering UndergraduateStudents”, Journal of Engineering Education, April 2005, pp: 215-221[5] Kay, J., 2008, “Lifelong Learner Modeling for Lifelong Personalized Pervasive Learning”, IEEE Transactions onLearning Technologies, Vol.1, No.4, October-December