Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Jim Tappel, University of Cincinnati; BJ Zirger, University of Cincinnati

Tagged Divisions

Continuing Professional Development

& AppliedScience and the Lindner College of Business had both launched new online degree programswithin the year and both were interested in gaining experience with MOOCs. There is a historyof academic collaboration between the two colleges6 and both work with a third party, AcademicPartnerships, on instructional design, strategic planning, and enrollment management.In consultation with the Provost’s Office the colleges adopted this approach to the MOOC:  The course topic would be appropriate for both the MBA degree and the Master of Engineering degree programs.  The course would be collaboratively developed between the colleges and faculty from both colleges would participate.  The course would be offered in a half

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 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

AC 2011-1432: A SUCCESSFUL PLAN FOR FACULTY DEVELOPMENTTHAT HAS A LASTING IMPACTStephen W. Crown, University of Texas, Pan American Dr. Crown is a professor of mechanical engineering in south Texas. He has been actively involved in a number of grants supporting innovative and effective teaching methods for engineering education. Dr. Crown is director of the faculty development component of a large Department of Education grant that supports Challenge Based Instruction and is the director of the Texas Pre-Freshman Engineering Program in Edinburg.Arturo A Fuentes, University of Texas, Pan AmericanRobert A. Freeman, University of Texas-Pan American Dr. Robert A. Freeman has been on the faculty of The University of

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

Paper ID #10107Personnel Improvement Plan: a professionalism assignment for engineeringstudentsDr. Mohammad Habibi, Minnesota State University, MankatoMr. Ronald R Ulseth, Iron Range Engineering Ron Ulseth, P.E. is Co-Director of IRE as well as an instructor of technical competencies in thermody- namics, fluid mechanics, and heat transfer. Ulseth has been teaching engineering fundamentals courses since 1988. He was a lead developer in the Itasca Community College Engineering program. Ulseth led a team of ˜10 engineering educators from around the United States to develop the Iron Range Engineering program. In addition to

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

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth Reid, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Divisions

Continuing Professional Development

(TISP), which is normally designed to train engineers to hold in-service workshops for teachersusing lesson plans available from tryengineering.org1. Due to the limited availability ofpracticing engineers in the Dominican, the team worked directly with the teachers 2.The first trip included running workshops in three different private institutions: Center forChristian Education & Development (CCED) / Lucille Rupp Schools, Elias Piña, and ElCercado3. The following year, a three day workshop was held at one large public high school,Liceo Pedro Henriquez Urena. These workshops included design challenges often found in a firstyear engineering course, discussions on learning styles, and methods of integrating anengineering mindset into the

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India; Pramod Jagan Deore, R.C. Patel Institute of Technology, Shirpur, India; Dharmaraj Rajaram Patil, R. C. Patel Institute of Technology, Shirpur, India

Tagged Divisions

Continuing Professional Development

groups anddeveloped their implementation plans for the subsequent semester. The first author mentored theworkshop participants over the Skype calls, WhatsApp groups, and emails; while other authorsconducted in-person review sessions.At the end of the semester, we administered a survey to the faculty members, who had submittedtheir implementation plans, to understand their perception of the success of the plan. The instituteadministrators interviewed them to validate the success stories. For the faculty members, whosesuccess stories were validated and who had taught the same course in the earlier year, we comparedthe SETs (Student evaluation of teachings) of the current (post-workshop) and earlier years (pre-workshop), and found statistically

Conference Session

Career Development in Engineering: From Higher Education to Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

graduates, co-op activities, and potential development ofcollaborative research programs. Unfortunately, adjuncts are marginalized by the academicsystems in place today; and their contributions to the academic process are undervalued. Next,the paper reports on the success story of an adjunct, a practitioner with good credentials, who“teamed-up” with a “full-time” faculty, in an attempt to bring the practice to 4 thyear students in ageotechnical/ foundation engineering class. The success achieved in meeting course objectives,as a result of practitioner’s role, was attributed, in large measure, to proper planning andcoordination that preceded course delivery. Plus, the willingness, experience and abilities of theadjunct in addressing the practice in

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

offour semesters at IRE, the students are required to write four technical reports describing allaspect of the design projects in addition to writing business plan, personal improvement plan andexperiment reports for all the technical competencies. The IRE students graduate with a Bachelorof Science in general engineering from Minnesota State University, Mankato.The goal of the program is to producing graduates with significant integrated technical andprofessional knowledge and skills who will help the economic development of the region. Themajority of the student learning occurs in the context of industry engineering projects, in contrastto the traditional distinctly topical engineering classes. The IRE program values skills such asstrong

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

Keith Plemmons; Ray Jones, The Citadel

Tagged Divisions

Continuing Professional Development

incirculation (including ten official translations), the PMBOK Guide is globally recognized as thecommon lexicon for the project management profession. Around this comprehensive standard,Project Management Institute (PMI) conducts a certification program; regional, national, andinternational conferences; and a global organization comprising 219,622 members with 212,704certified project management professionals (PMP)15.The PMBOK Guide organizes the elements of a project in terms of five process groups:Initiating, Planning, Executing, Monitoring and Controlling, and Closing, and nine knowledgeareas: Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk, andProcurement management. The PMBOK Guide also serves as a foundational

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York; Edward G. Borbely, University of Michigan; Nelson C. Baker, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

AC 2012-5363: QUALITY STANDARDS FOR CONTINUING PROFESSIONALDEVELOPMENT ORGANIZATIONS AND QUALITY MANAGEMENT THROUGHSELF-ASSESSMENT AND BENCHMARKINGMs. Kim A. Scalzo, State University of New York Kim Scalzo is the Director of the Center for Professional Development (CPD) for the State University of New York (SUNY). The SUNY CPD provides professional development and training programs for faculty and staff throughout the 64 campus SUNY system, and Scalzo is responsible for overall leader- ship of the Center, new program development, managing relationships with the campuses, and working with other university-wide programs to ensure alliance with the SUNY Strategic Plan. Prior to joining SUNY, Scalzo spent 18 years in a

Conference Session

Innovative Programs - Structure, Delivery, Evaluation

Collection

2008 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Joseph Tidwell, Arizona State University; Ronald Thomas, Raytheon; William Charlton, Boeing

Tagged Divisions

Continuing Professional Development

Prototype New plan New steady state scenario Evaluate Figure 1. Process to manage changeThe requirements for change come from the need for improved products or ways toimplement new technology to deliver them. In either case, the process to define andevaluate exactly what has to be changed is invariably organized as a project. Projectsshould be like children’s stories. They have a beginning, middle and end and have Page 13.1056.2simple, clear content. At least, that’s the intent. Since projects determine the time ittakes

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Wayne Pferdehirt, University of Wisconsin - Madison; Jeffrey Russell, University of Wisconsin - Madison; John Nelson, U. of Wisconsin-Madison; Amy Shenot, U. of Wisconsin-Madison

Tagged Divisions

Continuing Professional Development

conservation and cogeneration studies for Argonne National Laboratory, and managed flood studies for the Army Corps of Engineers. Wayne's technical expertise is in solid and hazardous waste reduction and management, and natural resource management. He has a BS in engineering from Carnegie-Mellon University, and an MS in civil engineering with an emphasis in regional planning from Northwestern University.Jeffrey Russell, University of Wisconsin - Madison Jeffrey S. Russell, PhD, PE, is professor and chair in the Department of Civil and Environmental Engineering and a co-founder of the Construction Engineering and Management program at the University of Wisconsin-Madison. He has a BS degree in civil

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pil-Won On, University of Missouri, Columbia; Robert O'Connell, University of Missouri, Columbia

Tagged Divisions

Continuing Professional Development

a Lesson Plan Table 1. Online TBL Training Course FrameworkDuring the informative sessions (part 1 through 4 in Table 1), trainees will learn about TBL frominstructor’s presentation recordings and video clips excerpted from an actual classroom thatdemonstrate best practices of TBL strategies. They will check their understanding in each partthrough an online quiz that they can retake as many times as needed until achieving apredetermined level of success in order to move on to the next. The trainees will also have anopportunity to design or modify their own course with TBL by working on a lesson plan as afinal outcome of the training.Instructional Design

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

campuschange or developing programs that lead to change. Attendees discussed institutional anddepartmental challenges; the knowledge, skills, and abilities (KSAs) needed to affect change;and methods of motivating other faculty members to develop those KSAs. In addition, theattendees presented examples of their own successes and failures in implementing change. Westrove to gain information from the experiences of change leaders in attendance in order to helpframe an implementable program for developing change leadership skills. Attendees providedfeedback both in person and through an online post-workshop survey. All attendees wereexpected to develop and execute related plans on their home campuses and to report on thoseactivities. We had expected that

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin James Wainwright, BC Institute of Technology; Barbara Ellen Endicott-Popovsky, University of Washington, Information School; Sarah A. Rajala, Mississippi State University

Tagged Divisions

Continuing Professional Development

Endicott-Popovsky, Ph.D., is the Director for the Center of Information Assurance and Cyber- security at the University of Washington, designated by the NSA as a Center for Academic Excellence in Information Assurance Education and Research. She holds a joint faculty appointment with the Infor- mation School and Masters in Strategic Planning for Critical Infrastructure, following a 20-year industry career marked by executive and consulting positions in IT architecture and project management. Her research interests include enterprise-wide information systems security and compliance management, forensic-ready networks, the science of digital forensics and secure coding practices. Barbara earned her Ph.D. in Computer

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Soma Chakrabarti, University of Kansas; Zachary Gredlics, University of Kansas; Kevin Curry, University of Kansas; Kara D Lynch, University of Kansas Continuing Education

Tagged Divisions

Continuing Professional Development

, People, Policy andStrategy, Partners and Resources. The four Results criteria (outcomes of the enablers andindicate the quality standard) include Customer Results, People (Staff) Results, Society Resultsand Key Performance Results. Each enabler or result criterion has several sub-criteria and eachsub-criterion is assessed by five levels from no quality to highest level of achievement. Thesefive levels have the following characteristics:Level 1: Quality depends solely on the individual (no processes) The activities depend on individual initiatives, and entire unit is not involved.Level 2: Process awakening (basic processes) Some shared responsibility with some short-term planning. Some process

Conference Session

New Approaches to the Development of Online Learning and International Programs

Collection

2007 Annual Conference & Exposition

Authors

Glenda Scales; Rebecca Gunter; Cheryl Peed

Tagged Divisions

Continuing Professional Development

The Shaping of Virginia Tech’s International Engineering Education ProgramAbstractVirginia Tech’s strategic plan recognizes the need for its engineering graduates to have a moreglobal outlook. Today’s engineer is more likely than ever to interact with people from avariety of cultures and to be involved with projects that span across continents. Theinstitutional goal of increasing students’ global awareness put more focus on establishing aninternational department at the Dean’s level in the College of Engineering. This paper willdiscuss the development of this office and the administrative efforts to raise the percentage ofthe university’s engineering students going abroad. It will show how to use existing

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

workplacelearning along three different dimensions: 1) location, 2) degree of planning, and 3) facilitatorrole. First, location can be either on- or off-the-job. This criterion helps distinguish experience-based learning (e.g., learning through doing) from classroom or training environments. Second,learning events can be structured or unstructured, where structured learning occurs within somekind of planned system. Last, the facilitator may be either active or passive. It is active if thefacilitator drives the learning experience (e.g., a software training program), but passive if thelearner needs to reach out to the facilitator to acquire new information (e.g., asking a coworker aquestion about a work task).Table 1: Initial categories of learning and

Conference Session

Pedagogy and Its Impact on Faculty and Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hiro Iino, Iowa State University; Pinar Melek Celik, Iowa State University; Bryan Alan Lutz, Iowa State University

Tagged Divisions

Continuing Professional Development

throughlectures/lecture notes in an attempt to transfer all the factual material within a prescribed time.Since the legacy course suffered from the sin of coverage, we knew our course needed to beredesigned as logically derived from the results sought, not inferred from the methods, books,and activities with which we are most comfortable. This way, curriculum lays out the mosteffective ways of achieving specific results.We believe that the most effective curricular design is “backward”. Backward design arose intandem with the concept of learning standards, and it is widely viewed as a practical process forusing standards to guide the development of a course. As a strategy for designing, planning, andsequencing curriculum and instruction, backward design

Conference Session

Customizing Courses for Industry Training Needs

Collection

2006 Annual Conference & Exposition

Authors

John Kuprenas, University of Southern California; Elhami Nasr, California State University-Long Beach

Tagged Divisions

Continuing Professional Development

training andexamination processes and detail recommended areas to expand this research.Background on the Bureau of EngineeringThe City of Los Angeles’ Department of Public Works creates and maintains the physicalframework and underpinnings of one of the most geographically, economically, and ethnicallydiverse cities in the world. Consisting of seven separate Bureaus, the Department of PublicWorks is responsible for construction, renovation, and the operation of City Facilities andinfrastructures. One Bureau, the Bureau of Engineering, has over 800 employees and isresponsible for the planning, design, and construction management of capital improvementprojects for the city including stormwater, sewer systems, street and other

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

University Page 14.509.1© American Society for Engineering Education, 2009 Educating Federal Engineers to be Entrepreneurial Thinkers and Leaders Who Would Have Thought?AbstractThe Headquarters of the U.S. Army Corps of Engineers (USACE) contracted with theDepartment of Civil, Environmental, and Infrastructure Engineering (CEIE) of George MasonUniversity (GMU) to assist in the development of a Learning Plan for USACE. In order todetermine the learning needs of the USACE Headquarters staff with respect to Leadership,Communication, and Professionalism, CEIE developed and facilitated three workshops. Theworkshops resulted

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

wide spread knowledge in problem solving,management of resources, and process planning. Project Management is a key skill required byEngineering Technologists, who work in project-driven manufacturing companies. An IndustryAdvisory Council for a university in Louisiana expressed the need for project managementtrained graduates, and worked with Engineering Technology faculty to develop a post-baccalaureate certificate program focused on technical project management. In addition, theIndustry Advisory Council worked closely with Engineering Technology faculty to develop anew course on “Technical Project Management” that can combine with other courses offered bythe department and college to prepare project management certificate graduates.This

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

less concerned about personally working toimprove how computer science is taught. On the post-post-survey (n=11), a minority (36%) ofthe K-12 teachers’ responses ‘strongly agree’ or ‘agree’ that they were concerned to improvehow to teach computer science.Figure 5Teacher responses on survey question #9: “I am concerned about working to improve how CS istaught.” Each set of 3 bars from left to right represent pre, post, and post-post survey responsesrespectively.Both question items indicate that K-12 teachers tend to be concerned, at least to some degree,about teaching computer science. Potentially because of the micro-credential PD which includedsample resources such as lesson plans, flashcards, and unplugged activities these concernsdecreased

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

Education Administration from George Washington University (Washington, DC). Under Mr. Goss’ direction, thousands of global engineering professionals from various corporate organizations have advanced their companies and employee’s careers with training through executive seminars, certifications, short courses and media distributed graduate degree programs.Dr. Philip Regier, Arizona State University Dr. Philip Regier is University Dean for Educational Initiatives and CEO of EdPlus at ASU. Page 26.307.1 c American Society for Engineering Education, 2015 Starbucks College Achievement Plan: An Innovative Educational PartnershipOn

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vedaraman Sriraman, Texas State University, San Marcos; Wayne W. Wheatley; Valerie Ann Little

Tagged Divisions

Continuing Professional Development

the student chapters of SME, SWE and AFS.Wayne W. Wheatley Engineering Director at Applied MaterialsMs. Valerie Ann Little Ms. Little currently holds the position of Industrial Engineering Manager for Applied Materials with responsibility for manufacturing and logistics space planning, tooling development and factory layout and design. She received a BS in Chemistry and a BS in Engineering from the University of Texas – Permian Basin. She is currently working towards Lean Six Sigma Green Belt certification through Purdue University Engineering Professional Development programs. Page 23.593.1

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York, HQ; Lisa Miles Raposo, State University of New York Center for Professional Development

Tagged Divisions

Continuing Professional Development

Paper ID #7950Community-driven, Competency-based Certificate Programs for ProfessionalDevelopmentMs. Kim A. Scalzo, State University of New York, HQ Kim Scalzo is Director of the SUNY Center for Professional Development (CPD). The SUNY CPD provides professional development and training opportunities for faculty and staff across SUNY’s 64- campus system. CPD programs and services are targeted toward campus administration and leadership, faculty and instructional support staff, and IT staff. As Director, Kim provides overall leadership for the center, including strategic planning, new program development, campus

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

interfacing administrativeorganizations for professional studies lends itself to the many activities of the program/projectmanagement process and the product depiction of the process activity outcomes.Following the above process, the statement of work, stated and derived requirements, workbreakdown structure and responsibility assignment matrix are designed, developed andseamlessly integrated into a planning template for subsequent execution. This paper will identifythe process activities and products generated as applicable to defining and differentiating theroles and responsibilities of a professional studies organization within the construct of auniversity-wide system of interfacing support administrative bodies.The process activities of program

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, College of Engineering Pune, Innovation Centre

Tagged Divisions

Continuing Professional Development

topersonnel decisions, student ratings of attainment of educational goals and objectives arepreferable to many other dimensions. Benton and Cashin4 have also found that multipleclasses provide more reliable results and average split half reliability - even for 10-14 studentsize - is as high as 0.78. The multi-section studies show that classes in which the studentsgave the instructor higher ratings tended to be the ones where the students learned more (i.e.,scored higher on the external exam)4. Based on the above, we accorded the highest score of50 % to student ratings in our award system.FactorsCentra, Braskamp and Ory4 have identified six factors commonly found in student-ratingforms: 1. course organization and planning; 2. clarity, communication

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Weagle, Worcester Polytechnic Institute; David B. Ortendahl, Worcester Polytechnic Institute; Michael Ahern P.E., Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

Paper ID #26172Universities and Industries: A Proactive Partnership Shaping the Future ofWorkMr. Daniel Weagle, Worcester Polytechnic Institute Dan Weagle, Sr. Account Manager, Office of Academic and Corporate Engagement, Worcester Polytech- nic Institute (WPI) Dan helps corporate leaders from across industries identify current and future challenges. He works alongside WPI faculty and subject matter experts to develop and deliver strategic partnership plans to address these challenges. These plans include proactive approaches to hiring, university research, and industry-specific graduate education for current

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

development of a vision for SPEED and its conceptualdesign. This overview includes comments on current professional development opportunities forfaculty across the world, and the challenges, opportunities and critical elements that would beassociated with a successful professional educational development program. We then offer a setof core competencies areas which would likely be required of faculty who finish suchprofessional development. Finally, we conclude with some specifics about the proposed SPEEDprogram. We offer some details on its current design and describe plans to engage relevantconstituencies and create buy-in from the community.Origins of SPEED and previous workEngineering and engineering technology (EET) departments have a long