Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

eclipsed thedeterministic path that had initially been defined by the experts. In subsequent reviews,the same experts fully acknowledge the validity of the changes to their plans.To understand the reasons for the user-driven change process, the historical evolution ofsix courses was analyzed. The courses are: A. Decision-oriented risk management B. Role of the Chief Engineer C. Data acquisition D. Working with data E. A Chief Engineer case study F. How to make a business case.The approximate change made per delivery is shown in figure 5. The course identifiersA – F are defined in the list above. Change means new

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

. Page 15.638.109. Moskal, P., Dancing with a Bear: One University’s Experience with Evaluating Blended Learning. Journal of Asynchronous Learning Networks, 2009. 13(1): p. 65-74.10. Albrecht, B. (2006) Enriching student experience through blended learning. Research Bulletin 2006.11. Vaughan, N. and R. Garrison, How Blended Learning Can Support a Faculty Development Community of Inquiry. Journal of Asybchronous Learning Networks, 2006. 10(4): p. 139-152.12. Danchak, M. and M.-P. Huguet, Designing for the changing role of the instructor in blended learning IEEE Transactions on Professional Communication, 2004. 47(3): p. 200-210.13. Jones, M.G., S.W. Harmon, and D. Lowther, Integrating Web-based learning

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

Teaching and Learninghttp://www.vcu.edu/cte/pdfs/OnlineTeachingWhitePaper.pdf5. Wattwod, Britt, Nugent Jeffrey, and Deihl, William (2009). Online Teaching and Learning Resource Guide.http://www.vcu.edu/cte/resources/OTLRG/OnlineTeachingAndLearningResourceGuide.pdf6. Brown, A., Hughes, O., McCue, L.S., Neu, W., and Tretola, B., “Distance learning in the graduate-level oceanengineering curriculum,” ASEE Conference Paper No. AC2007-49, 2007 ASEE Annual Conference and Exposition, Page 15.687.13Honolulu, Hawaii, June 2007.7. McCue, L.S. and Scales, G.R., “Embracing the middle ground: Engaging on- and off-campus students within thesame

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

) validateacceptance of the core performance criteria and outcomes of the SPEED content developmentprocess, (b) validate interest and incentives for participation in the SPEED program among thetarget populations (e.g., new engineering faculty), (c) validate operational and logisticalassumptions for the SPEED Program, and (d) match the capabilities and interests of potentialmembers of the SPEED Provider Network to the actual requirements for national SPEEDimplementation.Results of the SPEED content development process will include core performance criteria,outcomes, and metrics; implementation mechanisms; and the design of the ASEE recognitionprocess. Various focus groups including engineering deans and other members of a SPEEDAdvisory Council will work to

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

Evaluation ABET Criteria 5 4.5 4 Term 3.5 3 08A Mean 2.5 09W 2 09A 1.5 1 0.5 0 a b c d e f g h i j k ABET category Engineering programs must demonstrate that their students attain

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

be more widely used.Acknowledgments. The creative and energetic participation of the ‘students’ overcamemany deficiencies in organizational foresight and made the experience productive andlasting for everyone.Bibliography 1. K M Wright, “Emergence of a services marketplace and the need for ‘T’ shaped individuals”, ASEE Annual Conference, Pittsburgh, 2008. 2. R Valerdi, B Boehm and D Reifer, “COSYSMO: A constructive systems engineering cost model coming of age”, INCOSE 2003 Symposium, Washington DC. 3. The International Technology Roadmap for Semiconductors (ITRS) is available at : http://public.itrs.net 4. For example, for good examples from HP, see: http//h10134.www1.hp.com/insights/casestudies. 5

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

thatchange is needed is when the company is in dire straits. There appears to be great satisfactionamong (E&T) academicians that the status quo of teaching, research and service is achieving allrequired purposes7 while simultaneously lamenting indicators that STEM education in Americais in decline, enrollment of females and minorities is lagging and other nations are creatingengineering professionals at rates this country experienced prior to the availabilities of federalgrant monies. Kerr7 labeled this phenomena “…the folly of rewarding A while hoping for B”.There is a call for changes in P&T processes among some members of the engineeringprofession. Part of that call recognizes involving communities with scholarship in the form

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

strategiesand pedagogical practice. We presume that courses in which “active learning” andother interactive learning activities are being supported with the tools availableoverall create a learning environment that is more engaging for learners. We furtherassume then that the use of these tools in the TEL project courses suggests the surgeteam has been successful in influencing faculty to use these tools. Faculty(Attachment B) and student (Attachment C) surveys and focus groups wereconducted to gather evidence to support or refute these assumptions.Technology Use and DevelopmentThe state of e-Learning within the College of Engineering (CoE) and other science,technology, engineering and mathematics (STEM) disciplines at the University ofWisconsin

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Beverly Davenport Sypher, Purdue University; Steven R. Abel, Purdue University; Monica Cox, Purdue University; Teri Reed-Rhoads, Purdue University; Brenda Berkelaar, Purdue University

Tagged Divisions

Continuing Professional Development

acquisition, we had anticipatedattendees would recommend the design and implementation of a certificate program that couldbe offered through one or more academic institutions. However, they explicitly and emphaticallyrejected this option and much preferred knowledge acquisition via informal interpersonalmechanisms. There was also a slight preference for expert-led workshops, with a generic agendaas follows: 1. What challenges do you want to address? 2. Categorize the challenges with respect to type of change to be implemented a. Level of aggregation -- course level, dept level, college level b. Focus -- interpersonal, content, pedagogy, etc. 3. What success or failure stories to you have to share that give "lessons learned"? 4. What

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

AC 2010-1217: CHALLENGES FACING CONTINUOUS PROFESSIONALDEVELOPMENT FOR TECHNOLOGY EDUCATION IN THE IRISH SECONDLEVEL SYSTEMDiarmuid McCarthy, University of LimerickNiall Seery, University of LimerickSeamus Gordon, University of Limerick Page 15.273.1© American Society for Engineering Education, 2010 Challenges facing continuous professional development for technology education in Irish second level educationAs the demand for graduates of Science, Technology, Engineering and Mathematicsincreases, fewer second level students are choosing to pursue a third levelqualification within the STEM disciplines. This dichotomous relationship iscompounded by the recent trend showing

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

Michael Kozak, University of Dayton

Tagged Divisions

Continuing Professional Development

assigned to the two groups each time. Students were pre and post-tested bysurvey. The students attempted to answer questions involving basic linear and angular impulseand momentum questions. They were also surveyed as to their perceived understanding of thematerial addressed in the survey and their willingness to have their responses included in thestudy being performed.IntroductionThe author is an instructor for a university that provides classes in the traditional classroomlecture format as well as streaming the same lecture synchronously over the internet to studentsoff-campus. A brief experiment was devised in an effort to determine if there was a measurabledifference between the performances of the students receiving the lecture in-person

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Susan Donohue, The College of New Jersey; Christine Schnittka, University of Kentucky; Larry Richards, University of Virginia

Tagged Divisions

Continuing Professional Development

AC 2010-1016: THE CONSTRUCTIVIST-BASED WORKSHOP: AN EFFECTIVEMODEL FOR PROFESSIONAL DEVELOPMENT TRAINING ACTIVITIESSusan Donohue, The College of New Jersey Susan Donohue is an assistant professor of Technological Studies in the School of Engineering at the College of New Jersey.Christine Schnittka, University of Kentucky Christine Schnittka is an assistant professor of Curriculum and Instruction in the School of Education at the University of Kentucky.Larry Richards, University of Virginia Larry Richards is a professor of Mechanical and Aerospace Engineering in the School of Engineering and Applied Science at the University of Virginia