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

recognize that they are part of a globalcommunity, as well as teaches students communication (written, verbal, presentation),organizational, time management, self-assessment, engineering ethics, group participation andleadership skills7.Iron Range Engineering (IRE), a complete project-based program, has realized the importance ofprofessionalism and implemented professionalism as a part of the curriculum8,9,10. The IREstudents have to enroll and complete 12 credits of professionalism in their last two years of theirBachelor of Science in engineering. These 12 credits are divided into four courses calledProfessionalism I, II, III and IV. Each of these courses includes various components such as life-long learning, leadership, effective communication

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

possessing active certificates to complete thirty (30)hours of continuing education in order to renew his or her Professional Engineer registration. Inaddition, the legislation stipulated that continuing education acquired every biennium mustinclude at least one hour of instruction on ethics as well as Indiana statutes and rules applicableto the practice of professional engineering.During the fall of 2010, in response to alumni in search of options for satisfying the newrequirement, the Department of Engineering Management (EMGT) at Rose-Hulman Institute ofTechnology (RHIT) presented a solution and began offering a short course entitled EngineeringEthics: An Overview of Ethics and Indiana Statutes and Rules for Professional Engineers

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

skills that are desired in a competitive jobmarket.We have created a curriculum that couples a series of foundation courses in science andtechnology with complimentary courses in business/entrepreneurship, energy/environmentalsciences and technology ethics. Students also have the opportunity to take specialized courses inInformation Systems Technology or Biotechnology tracks during their senior year. Figure 1represents a comparison view of a traditional academic program versus a more multidisciplinaryapproach to a technical education.(A) (B)   Biology   Engineering Science

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

Tagged Divisions

Continuing Professional Development

andapplication. Within the leadership category are courses on leading teams, interpersonal skills,global leadership, human capital management and organizational development and change.Business/Technology management courses are focused on quality and productivity in industryand technology, project management, technology in a global environment, ethics law and policyfor leaders, and, finance for non-financial managers. The application of the above referencededucational opportunities for learning and assimilation was a set of core courses in researchmethods, research and writing for business and industry, and, a culminating capstoneproject/paper.The overall program spans five contiguous semesters, fall, spring, summer, fall and spring. Eachof the primary

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

thefollowing categories: Leadership, Learning About Learning, Teamwork, Technical Writing,Technical Presentation, Professional Responsibility and Ethical Decision Making. By completingthis assignment, students are expected to recognize their areas of improvement and plan toachieve their professional goals while completing the program. In this paper, we discuss the PIPassignment, student learning outcomes, students’ perceptions and future improvement that can bemade on the assignment.1. IntroductionPersonal Improvement Plan (PIP), also called Personal Development Plan (PDP) or IndividualDevelopment Plan (IPD), is a written plan that frameworks a student’s professional goals andsteps needed to meet those goals. The Personal Improvement Plan generally

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ali Ahmad, Northwestern State University of Louisiana

Tagged Divisions

Continuing Professional Development

leader on a technical team f. An ability to identify, analyze, and solve broadly-defined engineering technology problems g. An ability to apply written, oral, and graphical communication in both technical and non- technical environments; and an ability to identify and use appropriate technical literature h. An understanding of the need for and an ability to engage in self-directed continuing professional development i. An understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity j. A knowledge of the impact of engineering technology solutions in a societal and global context k. A commitment to quality, timeliness, and continuous improvementThe

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Evan Harpenau; Evelyn Ann Kaelin; Meg Piechocki; Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette

Tagged Divisions

Continuing Professional Development

are looking for as they look to get themost from each employee in terms of output. Guinn [13] described how the needs of anemployer have changed from the “old world” manufacturing to the new in Figure 2. Figure 2 - The Changing Needs of EmployersAs can be seen, what was once a very straight forward skill is turning into a more complex set ofskills and while this is representative of the manufacturing industry, a person could take thosesame skills and transfer them across the private sector in a variety of combinations. Beyond thechange in skills needed with technological advances there are some core attributes that have notchanged in the private sector: education, work ethic, experience, and dependability.Education

Conference Session

Session D: Panel Discussion on Fostering the Implementation of Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Matthew W. Ohland, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Anna Dollar, Miami University; Cynthia J. Atman, University of Washington; Jennifer A. Turns, University of Washington; Sunil Saigal, P.E., New Jersey Institute of Technology

Tagged Divisions

Continuing Professional Development

research and teaching interests in mechanics, including nonlinear structural analysis, computational mechanics, and biomechanics. He is also active in engineering education and engineering ethics, particularly in mechanics education and appropriate technology. At UPRM, Papadopoulos serves as the coordinator of the Engineering Mechanics Committee, which manages the mechanics courses taken by all engineering majors. He also co-coordinates the Social, Ethical, and Global Issues (SEGI) in Engineering Program, and Forums on Philosophy, Engineering, and Technology.Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Associate Professor of Engineering Education at Purdue University. He has de- grees

Conference Session

Technology-Enhanced Learning

Collection

2010 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Divisions

Continuing Professional Development

Paper ID #6643The Teaching Circle for Large Engineering Courses: Clearing the ActivationBarrierDr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli is Director of the Center for Research on Learning and Teaching Engineering and research associate professor in the College of Engineering at the University of Michigan. She actively pursues research in engineering education and assists other faculty at U-M in their scholarly endeavors. Her current research interests include studying faculty motivation to change classroom practices, evalu- ating methods to improve teaching, and exploring ethical decision-making

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

section of the paper provides detail on the experimental design comparing cybersecurityeducation provided in the intensive ‘boot camp’ format to traditional academic semester courseformat and how both qualitative and quantitative data is collected and analyzed.Instructional staff will offer the same cybersecurity curriculum via the traditional academicsemester three credit hour format and an intensive two-week boot camp to provide a directcomparison of strengths and weaknesses of the two course delivery models.Instructional staff will offer cybersecurity boot camps teaching both defensive network securityand ethical hacking. The boot camp cohort will study a minimum of forty hours per week overtwo weeks per subject; defensive network security

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

–139.[34] N. Fryer and M. Boot, “Beyond you and I: role play and reflection-in-action in communication training,” Reflective Practice, vol. 0, no. 0, pp. 1–11, Nov. 2016.[35] D. Nestel and T. Tierney, “Role-play for medical students learning about communication: Guidelines for maximising benefits,” BMC Medical Education, vol. 7, p. 3, 2007.[36] K. S. Kesten, “Role-Play Using SBAR Technique to Improve Observed Communication Skills in Senior Nursing Students,” J Nurs Educ, vol. 50, no. 2, pp. 79–87, Feb. 2011.[37] B. Joyner and L. Young, “Teaching medical students using role play: Twelve tips for successful role plays,” Medical Teacher, vol. 28, no. 3, pp. 225–229, 2006.[38] K. M. Brown, “Using role play to integrate ethics into

Conference Session

Programs that Serve Industry & Academia

Collection

2008 Annual Conference & Exposition

Authors

Brian Dickson, University of Strathclyde

Tagged Divisions

Continuing Professional Development

3.524 4.0288 Critical thinking 3.578 3.9789 Ability to identify and formulate problems 3.564 3.97210 Importance of a broad and general education 3.803 3.95811 Expectation of the need for lifelong learning 3.433 3.95012 Understanding of ethical and professional responsibilities 3.208 3.92413 Ability to be a leader 3.155 3.83414 Ability to apply knowledge of basic science & chem eng fundamentals 4.063 3.75415 Management

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

teachers who are: ‚ engineers according to IGIP principles and have studied according to the ‚ IGIP curriculum studies at accredited institutes ‚ plus have one year of teaching experience.2.2.2 Curriculum overview and recognitionIGIP has established a curriculum for engineering pedagogy which is used in several countries.This curriculum is a modular system which consists of core modules (8 Credit Points), theorymodules (4 Credit Points) and practice modules (8 Credit Points). The core modules includetheoretical and practical engineering pedagogy as well as laboratory methodology. The theorymodules include psychology, sociology, ethics, and intercultural competencies. The practicemodules consists of oral communication skills, scientific

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Lanny Griffin; Daniel Walsh, California Polytechnic State University; Robert Crockett, California Polytechnic State University; Robert Szlavik, California Polytechnic State University

Tagged Divisions

Continuing Professional Development

biomedical engineering knowledge in an ethical and responsible manner to the benefit ofhumanity. We feel that the participation of DL students from industrial sites serves as a key Page 13.142.3component to assure that these guarantees are satisfied.Furthermore, we believe that the DL students help our faculty contribute to furthering theaspirations of all biomedical engineering students while developing and sustaining anenvironment where they can achieve their professional goals. In fact, our experience has shownthat developing and sustaining a DL master’s program helps attract support from federal, state,and industrial partners.Strategic Basis for

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

[3] thatengineering problems to be solved may require synthesis of a broader range of interdisciplinaryknowledge and a greater focus on systemic constructs and outcomes. Additional researchfindings support the need for the engineering graduates to maintaining technical currency andhave the ability to frame problems, possess high ethical standards and a strong sense ofprofessionalism, good communication skills with multiple stakeholders, possess strong analyticalskills, exhibit practical ingenuity; possess creativity, and business and management skills;leadership abilities. [4]The ASME Vision 2030 [5] states that the problems that mechanical engineers work on ofteninclude elements of other engineering disciplines, require systems thinking in

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation

Tagged Divisions

Continuing Professional Development

Teacher -top 3 Professor in my area of specialization and holding important position in ResearcherGovernment Advisory body in TEN years hence.Utilize every single minute of mine. Lack of clarityAfter a year, we assessed the performance of faculty using peer evaluation. We asked eachfaculty member to name the three best faculty members, in the order of priority, by consideringfactors such as knowledge, discipline, student-centeredness, devotion, teamwork, new initiativesand their execution, research and ethics. We allocated weightages of 5, 3 and 1 to the first,second and third ranked faculty members. We aggregated

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University - West Lafayette; Monica Farmer Cox, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

technically savvy, but also possess strong leadership, creativity, and communication traits [1].These skills, along with high ethical standards, dynamism, agility, resilience, and flexibility,have been defined by the National Academy of Engineering as key professional skills successfulengineers need. In response to this requirement, engineering programs have incorporated teachingprofessional skills through courses, workshops, and incorporating real-world experiences in theclassroom through service learning [3]. The challenge of teaching of professional skills has beenacknowledged by engineering educators, particularly for assessment methods [4]. Examples ofproposed assessment methods include tests and examinations, measures of attitudes

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

is a PhD student in Engineering Education at Purdue University. Her research inter- ests are in assessment of digital engineering learning environments, evaluation of educational technology, and the ethical use of student data. c American Society for Engineering Education, 2020 A Framework for Evaluation of Large Online Graduate Level Courses for Engineers AbstractMassive open online course (MOOC) platforms have evolved from providing primarily coursesthat are free or low-cost to working with industries and universities to offer credentials, advanceddegrees and professional education. As more engineering schools and corporations developpartnerships with MOOC

Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Sarah Rajala, Mississippi State University; Tom Miller, North Carolina State University

Tagged Divisions

Continuing Professional Development

solve problems, especially those involving integrated mechatronic devices and systems, and are capable of developing, implementing and evaluating solutions via integration of their basic scientific skills, knowledge and creative thinking strategies in a qua lity committed environment. 5. To produce graduates who are able to understand and demonstrate their responsibility to their profession and society in a global, ethical and contemporary context and who are prepared for and realize the importance of life long learning.The program has had five graduating classes from 2002 – 2006 with most of its graduates hiredby firms in Western North Carolina. The curriculum requires 130 hours with nearly all of theengineering

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

teaching, and exploring ethical decision-making in undergraduate engineering students. Dr. Finelli leads a national initiative to create a taxonomy/keyword outline for the field of en- gineering education research, she is past Chair of the Educational Research and Methods Division of the American Society of Engineering Education, and she is an ASEE Fellow. Page 24.46.1 c American Society for Engineering Education, 2014 A Faculty Learning Community to Improve Teaching Practices in Large Engineering Courses: Lasting ImpactsBackground and OverviewStudent

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Catherine M. Polito, University of Texas, Austin; Leslie P. Martinich, Competitive Focus

Tagged Divisions

Continuing Professional Development

AC 2012-5515: WHAT DO ENGINEERING LEADERS WANT?Ms. Catherine M. Polito, University of Texas, Austin Cath Polito has been in leadership positions for more than 30 years in the capacity of Manager, Director, Executive Director, and Owner. As Director of marketing for start-ups Globeset and iBooks, she managed geographically dispersed teams (nationally and internationally). She was the Founder/Owner of Manage- ment by Design, an Austin-based advertising, design, and marketing firm. Throughout her career, she has taught courses on leadership, ethics, teamwork, marketing, and streamlining processes while improving quality and cutting costs. In Oct. of 2010, while in Singapore, Polito was elected to the International

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Svetlana Vasilievna Barabanova, Kazan National Research Technological University; Julia Ziyatdinova; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University ; Phillip Albert Sanger, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

systemof training and the universities can show a good example. Moreover, the university often Page 24.1272.6faces the need to change the program contents taking into account the customer requirements.Thus, some very important topics are withdrawn, such as education ethics, education 5philosophy, oratory art, and etc. The program should also include the classes from the leadingprofessors and practitioners.The university also wants the employer to evaluate the results of the workforce participationin the program, and their practical implementation in the

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

 Corporations, States, education..The authors [p. 7] characterize this generation as:  Wanting to find solutions to problems  Knows how to use technology to do so  Having a strong work ethic like Boomers  Responsible and resilient like their Gen X parents  Technologically savvier than Millennials (Gen Y)  Describe themselves as:  Loyal (85%), thoughtful (80%), compassionate (73%), open-minded (70%), responsible (90%)While individual studies are important in that they provide data for future comparison andunderstanding, by themselves, they are simply a snapshot in time. To truly understand cohortcultural change over time, specific ages of individuals within one cohort must be compared toages of

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

. ≠ It is such a trivial part of the equation that it is meaningless. Do something in that arena Page 15.152.10 or suck up to the administrators and you will survive the process. ≠ It's not, really. Our OES-L work is highly interdisciplinary, with more social science than engineering. ≠ OES-l is based on accountability to institution mostly. ≠ Personal ethics of the people involved. ≠ Probably is not specifically addressed. We are likely to believe the person in what they say their accomplishments are. ≠ Projects by faculty and their students. ≠ The students are considered the community, so faculty

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

group learning and social networking, characterized by collaboration and sharing of content. This causes an ethical challenge for universities, which under certain circumstances view collaboration as cheating and uncited content sharing as plagiarism (p. 167).Higher education as a provider of services is predominantly driven in belief and practice. “Thatis, the university through its faculty determines the curriculum, the content, the instructionalmethods, the study materials, and the class schedule. Digital natives tend to be consumer driven,preferring to choose if not the curriculum and content they wish to study, then the instructional

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

Keith Plemmons; Ray Jones, The Citadel

Tagged Divisions

Continuing Professional Development

Resources, Communication, Risk and Procurement. Professional responsibility and ethics will receive particular emphasis. ENGR 651: Technical Project Planning and Scheduling This course explores the principles and applications of work breakdown structures (WBS); the Critical Path Method (CPM) and Program Evaluation and Review Technique (PERT); earned value management, critical chain scheduling and buffer management; definition and allocation of resources; resource leveling; and schedule compression. Course content includes realistic projects, case studies, Primavera and MS Project computer applications, along with web-based management and technology tools. ENGR 652: Applications of Quality

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Continuing Professional Development

travel expense to foster the development of others. Key Attributes of a Bottom 3 Leader 1 High Ethical Standards - Personal & Professional 2 Visionary / Entrepreneurial approach to life 3 Excellent Communication skills 4 Community Service Volunteer 5 Passion to serve others 6 Embraces and shares feedback (team and individual) 7 Willingness to try and fail until success is attained 8 Mentors 9 A life-long learner 10 Truly On Call 24/7 11 Brings potential solutions when presenting problems 12| Views leadership as

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

their manner and work ethic and that the courses didnot improve that skill further. This is an interesting point and one that will warrant furtherdiscussion later when the USACE program is compared to the same class being offered in anacademic setting and in a non-Federal technically oriented planning and engineeringorganization.Figure 7 displays the responses of all the USACE people surveyed to help determine what someof the obstacles might be to getting improved participation in the Certificate Program. Whilestudents taking five or more courses basically said the subject matter was the biggest determiningfactor, those taking less courses indicated that additional impediments might be the time and daythe course is offered, the subject matter