Ely, S. J. (2020, June), Online Professional Development for Embedding Industry Credentials in Engineering Curricula  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35009

\bibitem{asee_peer_35009}
  Ely, S. J. (2020, June), \emph{Online Professional Development for Embedding Industry Credentials in Engineering Curricula}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35009

Susan J. Ely.  "Online Professional Development for Embedding Industry Credentials in Engineering Curricula".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35009 Internet.  19 Apr, 2024

\bibitem{asee_peer_35009}
  Susan J. Ely.
  "Online Professional Development for Embedding Industry Credentials in Engineering Curricula".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35009 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_35009
author = "Susan J. Ely"
title = "Online Professional Development for Embedding Industry Credentials in Engineering Curricula"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35009}
number = {10.18260/1-2--35009}
}

TY  - CPAPER
AB  - Online Professional Development for Embedding Industry Credentials in Engineering Curricula
As the number of industry credentials embedded in engineering curricula increase, faculty must obtain these credentials to facilitate integration of the affiliated learning objectives in existing coursework. While short-term, intensive professional development workshops have been used as “bootcamps” to quickly teach faculty the body of knowledge associated with the credential, these training sessions require time and often travel expenses. Additionally, the faculty must complete any necessary testing to obtain the credential in a timely manner. 
Online professional development can help to address the barriers of cost and time associated with these training seminars, while meeting the needs of teachers for completing the training without disruption to their other duties and without the expense associated with face-to-face professional development activities. However, few quantitative studies have been conducted to demonstrate effectiveness of the online learning platform compared to face-to-face training opportunities and no previous studies were found addressing training specific to industry credentials embedded in academic coursework. 
Employing best practices established through both online learning pedagogy and professional development techniques, this study delivered training for faculty needing to embed industry certifications into engineering curriculum in both a face-to-face workshop and online via the Canvas Learning Management System. Participants completed the Manufacturing Skills Standards Council Certified Logistics Associate certification exam as the quantitative assessment of this professional development experience. Results from this study demonstrate that the online professional development was as effective as the face-to-face delivery format, with a certification attainment rate higher than the national average for this industry credential.

AU  - Susan J. Ely
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Online Professional Development for Embedding Industry Credentials in Engineering Curricula
UR  - https://peer.asee.org/35009
DO  - 10.18260/1-2--35009
ER  -