Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Ronald Welch, The University of Texas-Tyler; Michael Robinson, Rose-Hulman Institute; Charles Glagola, University of Florida; James Nelson, University of Texas-Tyler

Tagged Divisions

Civil Engineering

Page 12.200.2 1 This paper is extracted from the ASCE report Development of Civil Engineering Curricula Supporting theBody of Knowledge for Professional Practice, 2006.to provide thoughts and strategies for institutions when they implement their own uniquecompliant programs.FUNDAMENTAL ASSUMPTIONS As the committee conducted its tasks, several assumptions were made about the nature ofcivil engineering curricula to focus the process and to provide boundaries within which thecommittee could have an impact on the overall development of a civil engineer. Theseassumptions also provided the philosophy by which the curricula would be developed. Discussedbelow are the primary assumptions made by the committee and the rationale for

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Shane Palmquist, Western Kentucky University

Tagged Divisions

Civil Engineering

curriculum thatrequired field work. The project involved students performing a hands-on inspection and deadload analysis of the trusses of a historical steel bridge.II. BackgroundCollege Street Bridge is a four-span, steel, truss structure which crosses the Barren River inBowling Green, Kentucky (see Figures 1 and 2). Spans 1 through 3 are through trusses, andspan 4 is a pony truss. The historic bridge was built in 1915 and presently serves as a pedestrianbridge. The top chord truss members and the vertical truss members of the through trusses aremade of built-up riveted steel sections. The lower chord truss members and the diagonalmembers of the through trusses are steel eyebar members, which connect to steel pins at thejoints. The slender tension

Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin-Platteville; Christina Curras, University of Wisconsin-Platteville; Philip Parker, University of Wisconsin-Platteville; Michael Penn, University of Wisconsin-Platteville; Max Anderson, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

culminates in a capstone design class that is taken in the last se-mester in school. Projects for this class are often solicited from communities and non-profitorganizations, and typically incorporate a service learning component.In reviewing the existing UWP CEE curriculum for this curriculum development project, itbecame clear that the curriculum had not changed significantly in over 20 years. To illustratethis, the curricula from the 1985 and 2005 catalogs are shown in Table 1. The course changesare very minor, and the total revisions made in 20 years to the UWP CEE curriculum consistof the following: replacing Route Layout with Construction Engineering; replacing TechnicalWriting with 3-9 more credits of Social Sciences and Humanities; changing

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

William Riddell, Rowan University; Eric Constans, Rowan University; Kevin Dahm, Rowan University; Jennifer Courtney, Rowan University; Roberta Harvey, Rowan University; Peter Mark Jansson, Rowan University; Paris von Lockette, Rowan University

Tagged Divisions

Civil Engineering

discuss how CEE students at Rowan University are taughtdesign in a multidisciplinary, PBL environment, and to discuss how mechanics andcommunication are integrated into the design projects. Sophomore Engineering Clinic Iand II (SEC I and SEC II) are the innovations that allow this to be accomplished. SEC Iand SEC II afford the CEE students at Rowan University an integrated courseworkexperience for 1) learning and reinforcing material that is directly covered the CEEcurriculum, 2) gaining familiarity with material that is not explicitly covered in the CEEcurriculum, 3) developing formal communication skills, 4) developing into designers, and5) acquiring the so-called “soft skills” reflected in ABET 2000 A-K criteria.Sophomore curriculum for CEE

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Stuart Walesh, S. G. Walesh Consulting; Michael Chajes, University of Delaware; David Mongan, Whitney, Bailey, Cox & Magnani

Tagged Divisions

Civil Engineering

prepare them for theconference. This includes an annotated bibliography, a refined version of which is Appendix A.The TC researched and discussed the meaning of vision. Some vision definitions discoveredduring this process are: • “A mental model of a future state of a process, a group, or an organization.”1 • “A cognitive image of the future which is positive enough to members so as to be motivating and elaborate enough to provide direction for future planning and goal setting.”2 • “A mental image of something that is not perceived as real and is not present to the senses” “…produced by the imagination.”3 • “An image (not just an idea) of an attractive (compelling) future state unique to a group

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Vincent Drnevich, Purdue University; John Norris, Purdue University

Tagged Divisions

Civil Engineering

. The typical estimated total cost of thesefacilities is in the range of $5M to $15M. The Design-Build (D-B) approach is taken with eachof the student teams acting as a D-B firm competing for the project. For realism, the coursestarts out by asking the teams to form a firm and respond to a Request for Qualifications (RFQ).Within two weeks, a Request for Proposals (RFP) is issued and it, along with Addenda, controlsthe remaining portion of the course. More information on the history of this course was providedby Drnevich (2001, 2005)1, 2.Balanced Student Team Assignment Macro (BSTAM)The software used to facilitate the student team assignment (BSTAM) was developed by JohnNorris (Norris (2007)3) originally as part of an independent study as an MBA

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Joseph Hanus, University of Wisconsin-Madison; Jeffrey Russell

Tagged Divisions

Civil Engineering

in theTDLC skills and address recommendations from the previous semester. Following the full-length lesson a group of students were interviewed to assess the effectiveness of the lesson. Thestudents had three primary recommendations: 1. Continue to develop the TDLC skills in an active learning environment with interactive exercises and discussions versus passive lecture type formats; 2. Better integrate the four TDLC skills; and 3. Develop the TDLC skills as immediate help for the course project teams, i.e., they recognized that these skills were essential to their success in the immediate project requirements.Based on these recommendations the course’s overall approach to the TDLC skills were?reviewed. The students

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Kristopher Lengieza, Weitz Golf International; Jennifer Caffrey, Pennoni Associates Inc.; Gerard Lennon, Lehigh University; John Ochs, Lehigh University; Joe Sterrett, Lehigh University; Vincent Munley, Lehigh University

Tagged Divisions

Civil Engineering

. Copies of the three project reports are availablefrom the authors1,2,3.B. Learning ObjectivesUpon completion of this course the student should be able to: 1. Work effectively as a member of an interdisciplinary project design team, bringing unique skills perspectives and background not shared by all team members, and using information provided outside the student’s own background to complete the design. 2. Carry out a sports facility design including the evaluation of considerations such as economics, ethics, societal, environmental impacts, and constructability. 3. Write a project report that is of a quality commonly found to be acceptable in the engineering profession. 4. Orally present the results of an

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Civil Engineering

curriculahave been based largely on an “engineering science” model, referred to as the “Grinter Model”,in which engineering is taught only after a solid basis in science and mathematics(1) .Theresulting engineering graduates were perceived by industry and academia, at the time, as being“ill-prepared” for the practice. Despite steps taken to remedy the situation, through greaterindustry-academia collaboration; both design faculty and design practitioners argue that furtherimprovements are necessary. Design faculty across the country and across a range of educational Page 12.92.2institutions still feel that the leaders of engineering schools( deans

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Steven Burian, University of Utah; Pedro Romero, University of Utah; Steven Bartlett, University of Utah

Tagged Divisions

Civil Engineering

team leader activities were instrumental in theirimproved report writing and understanding of technical concepts. A majority (75% or more) ofstudents responding to the post-semester surveys felt the team leadership activities made themmore capable to delegate tasks, more confident in working with others, and more experiencedmanaging team conflicts.Introduction“In today’s global economy, technical competency is not enough; communication, projectmanagement, and leadership skills are becoming more important than ever”1. Not only wouldmost engineering educators agree with this quote, but evidence points to strong student desire tolearn communications, leadership, and management skills in addition to the technicalcompetency they develop during

Conference Session

Training Faculty to Teach CE

Collection

2007 Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University; Ronald Welch, The University of Texas-Tyler

Tagged Divisions

Civil Engineering

the Dean and the University leveladministration. It is the highest position where an individual still controls curriculum, teaches courses,and has daily contact with students in the classroom. While many descriptions of department headduties exist, Graham and Benoit1 divided the responsibilities into four broad categories:administrative, leadership, interpersonal, and resource development. Table 1 uses these categories andtheir sub-responsibilities to indicate where a new department head might be experienced, have someexperience or be inexperienced. The table is not universal as some faculty members will gainexperience through service in student activities, university committees, or professional societies priorto assuming duties as

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

Engineers. We will offer our thoughts andperspectives on what is required for successful compliance with Criterion 3. And at no extracharge, we will provide some broader advice to department chairs who are preparing for theiraccreditation visits.II. An Assessment Process for Criterion 3Although the outcomes-based ABET accreditation criteria have been in place for over seven years,many schools are still struggling with ABET Criteria 2 (Program Objectives) and 3 (ProgramOutcomes) as they prepare for accreditation visits. Program objectives are currently defined as “broadstatements that describe the career and professional accomplishments that the program is preparinggraduates to achieve.”1 The definition of objectives has changed several times over

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Ricardo Jacquez, New Mexico State University; Veera Gnaneswar Gude, New Mexico State University; Adrian Hanson, New Mexico State University; Michele Auzenne, New Mexico State University; Sarah Williamson, New Mexico State University

Tagged Divisions

Civil Engineering

1 Enhancing Critical Thinking Skills of Civil Engineering Students Through Collaborative Learning Methods in Supplemental InstructionAbstractSupplemental instruction in civil engineering curriculum has been conducted at NewMexico State University since spring 2003. The SI session is designed to develop criticalthinking skills of the students by applying collaborative learning methods. The SI sessionmeets once per week to resolve student’s questions in the topics of domestic water andwastewater treatment. Prior to meeting in the SI session, students submit questions on theengineering and design concepts discussed within the previous week of class. Activelearning in the classroom and self-directed learning outside of class

Conference Session

Civil Engineering Teaching Part One

Collection

2008 Annual Conference & Exposition

Authors

Jakob Bruhl; Eric Crispino

Tagged Divisions

Civil Engineering

and instructors as well as some of ourlessons learned.IntroductionOne of the outcomes of ABET-accredited institutions is that graduates have “an ability tocommunicate effectively.”1 The ASCE Body of Knowledge expounds on this outcome statingthat engineers must be capable of “interacting effectively with technical and nontechnical or layindividuals and audiences in a variety of settings.”2The complete method schools use to prepare students to meet these outcomes varies but manyinclude a specific course on technical communication. A survey of civil engineering curricula at18 public and private institutions of varying size showed that only half have a specificrequirement for technical communication and one offers a similar course as an elective

Conference Session

Accreditation and Assessment Concerns in Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Michael Casey, George Mason University; Ellen O'Donnell, George Mason University

Tagged Divisions

Civil Engineering

needs of industry, and in some cases realize taxsavings for their monetary and in-kind contributions to the University or engineering program.IABs that operate at the Department level are less common than College-level boards, butprovide many of the same functions. These boards tend to be proactive rather passive, and Page 13.901.2exhibit more specific interactions as enumerated recently1. For example, proactive IABs: (1)recruit members, especially Chairs, that will fit well with the goals and objectives of theprogram; (2) support student organizations for travel or educational activities; (3) screenpotential faculty and support recruiting

Conference Session

Civil Engineering Teaching Part Three

Collection

2008 Annual Conference & Exposition

Authors

Norb Delatte, Cleveland State University

Tagged Divisions

Civil Engineering

(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 solutions in aglobal, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary forengineering practice.”1 ABET requires that these 11 outcomes be met as part of the undergraduate program. It isa relatively straightforward process to document the

Conference Session

The New Civil Engineering Body of Knowledge (BOK2)

Collection

2008 Annual Conference & Exposition

Authors

Richard Anderson, Somat Engineering, Inc.; Stuart Walesh, S. G. Walesh Consulting; Kenneth Fridley, University of Alabama

Tagged Divisions

Civil Engineering

AC 2008-611: THE NEW AND IMPROVED CIVIL ENGINEERING BODY OFKNOWLEDGERichard Anderson, Somat Engineering, Inc.Stuart Walesh, S. G. Walesh ConsultingKenneth Fridley, University of Alabama Page 13.1249.1© American Society for Engineering Education, 2008 The New and Improved Civil Engineering Body of KnowledgeAbstractIn January 2004 the American Society of Civil Engineers (ASCE) published the CivilEngineering Body of Knowledge for the 21st Century report (BOK1)1. Based on the favorablereception of the BOK1 in the civil engineering community, ASCE embarked on a revision of theBOK to take advantage of the comments received and the lessons learned in earlyimplementation of the

Conference Session

The New Civil Engineering Body of Knowledge (BOK2)

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Evans, Bucknell University; Daniel Lynch, Dartmouth College

Tagged Divisions

Civil Engineering

studies in the Humanities or Social Sciences but rather identified therequirement for the “broad education necessary…”. As a result of the BOK2 process, substantial(some might say radical) advancements were made in the recognition of the role of Humanitiesand Social Sciences in engineering education. With this, there was further recognition thatoutcomes could be classified as Foundational, Technical or Professional.A Balanced Body of KnowledgeThe central idea of a broad education is displayed graphically in Figure 1, showing technical andprofessional education and performance supported by four Foundational legs (Mathematics,Natural Sciences, Humanities, Social Sciences). Each leg is logically different. Together thesebroadly illustrate the

Conference Session

Civil Engineering Teaching Part Two

Collection

2008 Annual Conference & Exposition

Authors

Tanya Kunberger, Florida Gulf Coast University; Diane Bondehagen, Florida Gulf Coast University

Tagged Divisions

Civil Engineering

, Page 13.851.2which allows for experimentation, trial and error, and independent testing, is more effective insolidifying the concept over the more traditional lecture presentation approach. Therefore, theUniversity’s mission of integrated lab-lecture teaching is a perfect fit for this more challengingclass and will affect better student learning. The challenge arises in determining classroomactivities that address these novel topics in a manner that is simple to comprehend, yet not sosimplistic as to be ignored by the students.Materials and MethodsThe idea for this lab was based on a video available from the online resources associated with thebook used in the course, A Brief Introduction to Fluid Mechanics (1). The video, available toboth

Conference Session

CE Poster Session in Exhibit Hall

Collection

2007 Annual Conference & Exposition

Authors

Norma Mattei, University of New Orleans; Vijaya Gopu, Tulane University

Tagged Divisions

Civil Engineering

city is surrounded by water with LakePontchartrain to the north and cradled in a crescent section of the river to the south. Most of thecity is built below sea level except for the oldest sections. Figure 1 consists of a map of NewOrleans which shows the location of the two universities of interest, Tulane University and theUniversity of New Orleans.Figure 1: Map showing locations of Tulane and UNOTulane University is a private, nonsectarian, coeducational research university [1]. Founded as apublic medical college in 1834, the school grew into a full university and eventually privatizedunder the endowments of Paul Tulane and Josephine Louise Newcomb in 1884 and 1886.Newcomb’s endowment led to the establishment of H. Sophie Newcomb Memorial

Conference Session

The New Civil Engineering Body of Knowledge (BOK2)

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin - Madison; Gerry Galloway, University of Maryland; Thomas Lenox, ASCE; James O'Brien

Tagged Divisions

Civil Engineering

desired state for the profession. The BOK implies the need for changes to theeducational and licensure processes of the civil engineering profession including the (1)accreditation criteria of engineering programs, (2) university curricula, (3) on-the-jobeducation and training of engineer interns, (4) NCEES Model Law/Rules, and, ultimately(5) state laws and regulations governing the licensure of practicing professionalengineers. Figure 1 shows the ASCE master plan for implementing ASCE Policy 465,and Figure 2 shows CAP^3’s organizational structure.The work products associated with this master plan, as well as the committees workingon these products, are briefly explained below. For a more detailed explanation, pleasego to www.asce.org/raisethebar

Conference Session

Accreditation and Assessment Concerns in Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Joseph Hanus, United States Military Academy; Scott Hamilton, United States Military Academy; Jeffrey Russell

Tagged Divisions

Civil Engineering

Civil Engineers (ASCE)Body of Knowledge 2 (BOK2) 1. The development of life-long learning is an objective in manyeducation programs and efforts to develop these skills are frequently reported. Reports include,but are not limited to: Briedis (1998) used a written report exercise to get students excited aboutlife-long learning 2, Wells and Langenfeld (1999) created an environment through industry-university dialogue to foster the desire for life-long learning 3, Litzinger et. al. (2000, 2001, 2004,2007) conducted extensive research through a Self-directed Learning Readiness Scale to assessstudent’s readiness to receive and value life-long learning skills 4-8, Todd (2002) created ateaching module to develop in the students an appreciation for life

Conference Session

Civil Engineering Teaching Part One

Collection

2008 Annual Conference & Exposition

Authors

J. Richard Weggel, Drexel University; James Mitchell, Drexel University; Charles N. Haas, Drexel University

Tagged Divisions

Civil Engineering

innovations implemented at the school. Table 1 Typical Schedule for CAEE201Week 1 Course Introduction and Professional Issues • Introduction – elements of infrastructure projects • The engineering profession – professional societies, ethics and licensure • Preparation for the engineer interview • Introduction to “Sketch up” and drawing practiceWeek 2 – Race Street Residence Hall • Overview of project by Drexel University’s Architect Page 13.1300.6 • Architectural issues – aesthetics, space and other general issues • Sketch up practice continued – place structure on real siteWeek 3 – Race Street Residence Hall

Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Peter Hoadley, Professor @ VMI

Tagged Divisions

Civil Engineering

“attitudes” portion of the BOK. What is the importance of attitudes in theengineering profession and in other professions as well? If attitudes are included in the BOKthen they must be assessed. Knowledge and skills can be objectively measured while attitudesare far more subjective and difficult to assess in a consistent way. Some attitude assessmenttools are discussed.IntroductionIn 2004 ASCE published a report defining the “knowledge, skills and attitudes,” or morebroadly, the body of knowledge (BOK), necessary for an individual to enter the professionalpractice of civil engineering.1 Knowledge means the familiarity with certain facts and naturallaws while skill is the ability to use that knowledge. Attitude is “a mental position with regard toa

Conference Session

Training Faculty to Teach CE

Collection

2007 Annual Conference & Exposition

Authors

Wilfrid Nixon, University of Iowa

Tagged Divisions

Civil Engineering

documents such as the American Society of Civil Engineers (ASCE) “CivilEngineering Body of Knowledge for the 21st Century,”1 and “Engineering the Future ofCivil Engineering,”2 together with the National Academy of Engineering (NAE) reports“The Engineer of 2020,”3 and “Educating the Engineer of 2020”4 make it clear that thefaculty of 2020 will not be cut from the same cloth as the faculty of today. In order to getfrom here to there, a variety of faculty development programs will be required. Thispaper reports on a survey of civil engineering department heads, designed to determinethe current status of faculty development activities in civil engineering programs in theUnited States. This survey will serve as the first step in an ongoing process to

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Andrea Welker, Villanova University; Lance Kenney, Villanova University

Tagged Divisions

Civil Engineering

expertise.Unlike most universities, Villanova University does not require students to select programsbased on an approved list generated by OIS or a faculty committee. Instead, students can chooseany program they want as long as it meets four basic criteria: 1. accredited, non-US universityaffiliation; 2. courses taught by non-US faculty; 3. integrated living arrangements; and 4. non-profit status. This push towards immersion meant that in the spring of 2007, VillanovaUniversity students were in 22 different countries and 71 different universities.Consequently, for the semester-long programs, most students enroll in non-Villanova programsthat have been reviewed for quality of academics and cultural immersion. Therefore, Villanovarelies on the program

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Carsten Ahrens, F.H. OOW

Tagged Divisions

Civil Engineering

European Council of Civil Engineers(ECCE) and the European Council of Engineering Chambers (ECEC) to describe and create acommon platform for civil engineers within the European Union (EU). These two non-profitorganizations represent about 800 000 civil engineers in 24 countries within Europe.One of their objectives is to provide the possibility for all European civil engineers to live andwork or to provide services in other EU member states. The basis for this approach is the EU-directive 2005/36/EC on Professional Qualification 1.The directive very much influences the education, formation and professional development of– not only – civil engineers and therefore led to “The Professional FormationFramework of Civil Engineers of ECCE/ECEC” that has

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

James Ledlie Klosky; Decker Hains; Timothy Johnson, Department of Civil and Mechanical Engineering, USMA; Jakob Bruhl, US Military Academy, Dept of Civil & Mechanical Engineering; Jared B. Erickson, U.S. Military Academy; John Richards, D/CME, USMA

Tagged Divisions

Civil Engineering

possible in their engineering education. Additionally,creating a course rigorous enough to challenge engineering students and build a solid foundationupon which to base the remaining two years of engineering education while keeping it applicableand exciting enough to maintain the interest and enthusiasm of non-engineering students was asignificant issue that had to be addressed.CE300 Structure and ContentThe primary goal of CE300 is to provide students with a foundation in the theory and principlesof statics and mechanics of materials. This is achieved through an emphasis on the EngineeringDesign Process, shown in Figure 1, throughout the course

Conference Session

Training Faculty to Teach CE

Collection

2007 Annual Conference & Exposition

Authors

Decker Hains, U.S. Military Academy; Mark Evans, U.S. Military Academy; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

American Society of Civil Engineers is leading the charge inreforming engineering education. First released in October 1998, ASCE’s Board of Directorspassed a revised version of Policy Statement (PS) 465 in 2004 that states, “The ASCE supportsthe attainment of a Body of Knowledge for entry into the practice of civil engineering at theprofessional level.”1 The focus of the revised policy is knowledge centric. ASCE defines theBody of Knowledge (BOK) as “The knowledge, skills, and attitude necessary to be a licensedprofessional engineer.”1The first edition of the ASCE BOK (BOK-1) was published on January 12, 2004 and it listed15 educational outcomes for civil engineers.2 These included 11 outcomes modeled after ABETCriterion 3 (a-k) outcomes3 and

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

James Ledlie Klosky; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

connectivityformed the essential technology needed to support the remote learning experience.The final key decision to be made was “What is the best way to teach the material to thestudent?”. In this case, given that there was one student, a key factor was cost, both in terms offaculty time and hardware. Further, with essentially no broader institutional support for theeffort, the methods had to be easy, available, and familiar to the instructor, who was carrying afull teaching load in addition to the remote course. With this in mind, the following methods andresources were employed: 1. The instructor’s notes, already available as formal, well-segmented chunks, or board notes1, where provided to the student as pdf documents on an ftp site. These