Conference Session

Development of Undergraduate Distance Education Programs

Collection

2007 Annual Conference & Exposition

Authors

Frank Fisher, Stevens Institute of Technology; Hamid Hadim, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology; Robert Ubell, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology

Tagged Divisions

Continuing Professional Development

best todevelop, implement, and assess a fully accredited online undergraduate engineering program. Ofparticular importance is to identify and address critical elements of such a program, including:potential student populations, faculty requirements, curriculum requirements, admissions criteria,accreditation requirements, implementation resources (faculty, technical equipment, financial),collaboration with other institutions, and laboratory requirements.Successful development of such a program will enable access to superior engineering educationby under-represented populations, students in remote locations, and students who are otherwiseconstrained with regard to traditional undergraduate engineering programs due to family oremployment

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

the first two years included introduction to engineering,statics, dynamics, electric circuits, and introduction to logic design, and introduction to computerorganization. During the first four years of the program delivery of courses was shared amongthe three colleges of engineering. As technology, faculty and curricula changed, NC Stateassumed more responsibility for the 2+2 programs. By 2001, all distance courses were beingdelivered by NC State faculty.Over the past twelve years, the technology has evolved substantially. 4,5,6 However, throughoutthis time we provided a combination of synchronous and asynchronous lectures, along with theon-site laboratories. Courses have originated from all three colleges of engineering, as well asfrom the

Conference Session

Developing Programs for Adult Learners

Collection

2007 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Joseph Tidwell, Boeing Co.

Tagged Divisions

Continuing Professional Development

supply chain is determined by the system integrators. The delivery consortium hasfive major companies in that category so our solution is a serious top-down attempt totackle root-cause features and allow the benefits to flow to the wider economy.Process to collect informationHighly networked systems pose a significant educational challenge. The basic conceptsof systems design are taught in most engineering programs. However, the operationalknow-how to create and sustain the large complex systems that are our concern onlyexists in the business world. The scale and concentration of resources are far beyond thecapabilities of any university. The laboratory to study next-generation systemcharacteristics therefore has to be within the industry sector

Conference Session

Industry-Academia Collaborations

Collection

2007 Annual Conference & Exposition

Authors

Lakshmi Munukutla, Arizona State University; Jim Subach, Arizona State University; John Magrane, Microchip Technology Inc.; Carol Popovich, Microchip Technology Inc.

Tagged Divisions

Continuing Professional Development

anongoing basis. Course content is developed based upon the following essential rubrics: Page 12.889.4 - more - • The course-design approach is competency-/outcome-based • Classroom instruction is for clarification • The laboratory is to expand on classroom instruction • A final capstone project course integrates all the components Many sources for initiation ESD Curriculum-Change Process of change, 2+ faculty

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

been utilized to facilitate this goal, including a series ofteacher professional development experiences and, research designed to identify coreengineering concepts, Design Challenge development, engagement with faculty from theSTEM disciplines, and involvement of technology education pre-service teachers. Animportant emphasis of the professional development component of the Center isassessment-driven, open-ended problem solving applied to engineering design utilizingmathematics and science concepts.The main objective of the professional development is to prepare technology teachers toincorporate engineering concepts into classroom and laboratory activities. Byimplementing a concentrated series of professional development experiences

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

partnerships and connections with colleagues and universities abroad.One key sign that the College of Engineering is committed to its international programs is itsfocus on Virginia Tech’s international strategic plan, which includes the goal of increasing “thenumber of students engaged in education abroad by 10% per year for seven years.”3 Figure 1shows the number and destinations of students who had an international experience in 2006that Engineering’s International Programs Office is aware of at this time. Internationalexperience refers to a variety of activities, including semester- and year-long study abroadprograms, summer study abroad programs (which can include classroom, laboratory, and/orservice components), and senior design projects that