Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

course design. In phase II, participants are engaged in a 4-weekasynchronous online course that begins to address backward design as it relates to eachindividual’s course and allows participants to experience online learning from a studentperspective. Participants work with various instructional materials to gain foundationalknowledge and are required to engage in peer discussions to help explore pedagogical ideas andstrategies. Each week, participants submit assignments that are meant to serve as working draftsfor later refinement in the course design process. These assignments include defining courselearning outcomes, mapping out and aligning formative and summative assessments, creating anassessment, creating a syllabus, and identifying

Conference Session

New Approaches to the Development of Online Learning and International Programs

Collection

2007 Annual Conference & Exposition

Authors

David Batts, East Carolina University; Richard Monroe, East Carolina University; Leslie Pagliari, East Carolina University; Sherion Jackson, East Carolina University; Cheryl McFadden, East Carolina University

Tagged Divisions

Continuing Professional Development

best practices in the classroom. The responsesfrom public 2-year educational institutions in North Carolina had three major areas of using bestpractices and they were: timely feedback, 74.1%; supporting students through onlinecommunication, 66.7%; and using discussion boards to facilitate interaction, 63.0%.Respondents also rated highly using online assessment tools (e.g. quizzes), 55.6%; setting rulesor a friendly online environment, 55.6%; providing introduction activities, 55.6%; and providingdetailed syllabus information (e.g. learning modules), 59.3.The responses from the public 4-year educational institutions in North Carolina had similarresponses with use of the following best practices in their online courses: timely feedback,75.0

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Zhili (Jerry) Gao, North Dakota State University; Zhi GE, North Dakota State University; Charles McIntyre, North Dakota State University

Tagged Divisions

Continuing Professional Development

AC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE INCONSTRUCTION ESTIMATINGZhili (Jerry) Gao, North Dakota State University Dr. Gao is an Assistant Professor of Construction Management & Engineering at North Dakota State University. He can be reached at the Department of Construction Management & Engineering, P.O. Box 6050, Dept 2475 Fargo, ND 58108-6050, 701-231-8857, jerry.gao@ndsu.edu.Zhi GE, North Dakota State University Dr. Ge is an Assistant Professor of Construction Management & Engineering at North Dakota State University. He can be reached at the Department of Construction Management & Engineering, P.O. Box 6050, Dept 2475 Fargo, ND 58108-6050, 701

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Thomas M. Freeman, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

Continuing Professional Development

already has issued specific statements about zero tolerance for harassmentfor you to include in your syllabus. ​The Quality Matters​TM​ Higher Education Rubric SixthEdition Specific Review Standard 1.4 requires course/institutional policies be communicated to ​ . ​Check with your faculty handbook forstudents, or the provision of a link to the current policy [6]​these. In addition to the “canned” university statement, it is wise to remind students how easilytone can be misread online and in emails. Emphasize that it is important we all give each otherthe benefit of the doubt when reading online dialogue, while assuring the students that you canand will step in if discussions become

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Ashley Keller, Worcester Polytechnic Institute; Stacy L. Chiaramonte, Worcester Polytechnic Institute; Beth Wilson, Worcester Polytechnic Institute; Kate Beverage, Worcester Polytechnic Institute; Rachel LeBlanc, Worcester PoIytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Jody Reis, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Quality Matters and OLC Pillars. Along with this, a best practice syllabus templatewas developed as well. These were endorsed by the faculty participating in an ad-hoc onlinesteering committee at the university. While not formally endorsed by faculty governance, thesedocuments have been provided to all instructors teaching online since that time and thoseinstructors have indicated that both documents are helpful resources.The best practices tool provides faculty with guidance on online delivery and setting up theircourse site. It focuses on eight areas designed for faculty to check when developing or updatingtheir online course. The areas are: 1. Course Organization and Introduction 2. Syllabus and Schedule 3. Learning Competencies

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

Collaborate, and email contact with students. Some instructors have participated in Teach Online, a professional development workshop for UW- Madison faculty and staff who are involved in online course preparation and delivery. Meanwhile, it is the instructors’ responsibility to make sure that expectations of students’ course performance are clearly stated in the syllabus/Course overview in terms of assignments, participation, and feedback.Authoring Tools for Video Captions and Accessible PDFsAuthoring tools are software and services that “authors” (web developers, designers, Page 26.141.13writers, etc.) use to produce web

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Bird, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Continuing Professional Development

practices and individual course design5 while departmental committees composed ofgroups of faculty are responsible for curricular development. Froyd5 describes the pervasiveclassroom practice in engineering departments as lecture-based and summarily characterizes thepractice as “teaching as you have been taught.” In this system, individual faculty members areprimarily responsible for changes in practice and to implement change they must move past theclassroom culture in which they developed and have continued to practice for many years.The reward structure in research universities does not support extensive faculty focus onteaching. Promotions and tenure still rest primarily on achievements by faculty in producingscholarly publications and

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

-stage" lecture time and shifting some of the teachingcomponents to the online environment. More time can then be spent in the face-to-face classapplying course materials, often with real-world example problems 12.Levels of blendThe first critical decision was be to choose the level of “blend” to be used in the course. AtRensselaer Polytechnic Institute we use a modified version of Jones, Harmon, and Lowther’slevels of Web use 13 to define the level of blend used in a specific course (Table 1). Level Name Description 1 Administrative/ • No course content Web-enhanced • Administrative information (syllabus, schedule, contact info., ...) 2 Supplemental/ • Some

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Zhili (Jerry) Gao; Virendra Varma, Missouri Western State University; Christiana Houck, University of Nevada-Las Vegas

Tagged Divisions

Continuing Professional Development

students to experience the ease of use and the power of the technology. Figure 1shows the homepage of course WebCT. The navigation includes Start Here, Syllabus, CourseContent, Assignments, Communications, Quizzes and Exams as well as student grade tool.Start Here section provides students with the animations on how to view lecture notes and how touse discussion board as shown in Figure 2. This is extremely useful in the first two weeks.Syllabus section, shown in Figure 3, provides students two formats (Word and HTML) of coursesyllabus, tentative schedule of topics, and key academic dates. Tentative schedule of topicsserves as a pace tool for students self-study but students can make their own schedule. The keydeadline reminder is also dynamically

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

project management space to ask questions ofany of the TEL project team. This created a repository of new learning abouteCOW2/Moodle and project documentation so all of the courses were developed withthe shared knowledge of the entire TEL team.Based upon the needs of the faculty, different development strategies were adopted todesign a sample course implementing eCOW2/Moodle technologies. For example,some faculty wanted to see all of the features of eCOW2 and determine if they wereeffective teaching and learning tools for their courses. Others who had exploredeCOW2 previously and had used the CMS as an online syllabus were now interestedin seeing some of the more advanced features. When the course ideas were in placeand ready to show to the

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

ATLAS. This instrumentwas used in the present study to assess preferred learning strategies. An important advantage ofATLAS is that it is simple to administer and is currently the generally-accepted method formeasuring learning strategy preferences.18 Three distinct learning strategy groups wereidentified: Navigators, Problem Solvers, and Engagers.26 Navigators plan their learning andfocus on completing the necessary activities to achieve their goals. Order and structure areimportant to these learners, who tend to be logical, objective, and perfectionists. They want clearobjectives and expectations at the beginning of a course and in advance of activities, such as inan explicit and detailed syllabus and precisely defined assignments and

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

down the results. These were not included in the searchstring because every iteration that included them turned out very few results.Search Database 3The topic informed the choice of the following subject-specific databases used in our searchand they are as follows: • Education Research Information Centre, ERIC – an online digital library for education research and information [18]. • Education Source – the world’s largest and most complete source of full-text educational journals [19]. • Professional Development Collection – a highly specialized database of full-text electronic information for educators, professional librarians, and education researchers [20