Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Paper ID #28312Growth through Service – A Longitudinal Four-Phase Natural EvolutionaryStudy of an Administrative Online OrganizationDr. Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette (Collegeof 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 thirty-five years of theoretical and defense industry-based practical experience from four disciplines: software engineering, systems engineering, program manage- ment and human

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Continuing Professional Development

Paper ID #30375A Framework for Evaluation of Large Online Graduate Level Courses forProfessional LearnersDr. Kerrie A Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering) Dr. Douglas is an Assistant Professor in the Purdue School of Engineering Education. Her research is focused on improving methods of assessment in large learning environments to foster high-quality learning opportunities. Additionally, she studies techniques to validate findings from machine-generated educational data.Hillary E. Merzdorf, Purdue University-Main Campus, West Lafayette (College of Engineering) Hillary E. Merzdorf

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luke Fredette, Ohio State University; Emily Nutwell, Ohio State University; Scott Noll P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

Stakeholder Metrics Since the students were not beholden to the instructors for a grade, no formal evaluationof the students was undertaken. However, a short evaluation form for the course and instructorswas given to the students at the end of the course, including five questions: (1) What do you feel were the strengths and weaknesses of these instructors? (2) How do you feel the instructors could improve their teaching of this course? (3) Please rank the instructors from 1 (low) to 5 (high) on the following aspects: a. Instructors well prepared b. Encouraged independent thinking c. Learned greatly from instructor d. Interested in helping participants e. Overall rating (4) How do you

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

them from other prior generations [p. 11].  Millennials are 28% more likely to focus on business impact.  Millennials are 71% more likely to focus on teamwork  Millennials are 22% more likely to focus on a culture of connection.Non-Millennial definitions of inclusion are centered on traditional Part A to Part B precedentsand initiatives:  Non-Millennials are 28% more likely to focus on fairness of opportunity.  Non-Millennials are 31% more likely to focus on equity.  Non-Millennials are 26% more likely to focus on integration.  Non-Millennials are 28% more likely to focus on acceptance and tolerance.Moving beyond previous definitions of diversity and inclusion recognizes that most diversity andinclusion

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Bernard, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Continuing Professional Development

to $500,000 In 2019.” [Online]. Available: https://cybersecurityventures.com/career-news/. [Accessed: 18-Dec-2019].[11] “Cybersecurity is heading into a recruitment crisis: Here’s how we fix the problem | ZDNet.” [Online]. Available: https://www.zdnet.com/article/cybersecurity-is-heading-into- a-recruitment-crisis-heres-how-we-fix-the-problem/. [Accessed: 26-Nov-2019].[12] “State of Cybersecurity 2019 Part 1: Current Trends in Workforce Development,” 2019.[13] B. Nelson, “Computer science: Hacking into the cyberworld,” Nature, vol. 506, no. 7489, pp. 517–519, Feb. 2014.[14] “2018 State of Computer Science Education Policy and Implementation Advocacy Coalition.”[15] “Only 3 Percent Of U.S. Bachelor’s Degree Grads Have

Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana

Tagged Divisions

Continuing Professional Development

Education, 2020 Online Professional Development for Embedding Industry Credentials in Engineering CurriculaIntroduction As the number of industry credentials embedded in engineering curricula increase, facultymust obtain these credentials to facilitate integration of the affiliated learning objectives inexisting coursework. While short-term, intensive professional development workshops have beenused as “bootcamps” to quickly teach faculty the body of knowledge associated with thecredential, these training sessions require time and often travel expenses. Additionally, thefaculty must complete any necessary testing to obtain the credential in a timely manner.Professional development for these credentials and