Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific Univ; Donald Peter, Seattle Pacific University; Steven Parsons, Seattle Pacific University; Brad Gjerding, Seattle Pacific University

Tagged Divisions

Continuing Professional Development

pursuing one. To serve this population, and enable theirrich practical work experiences to enhance the education of our traditional on-campus students,we are implementing the following scenario.Local technical workers stay in their offices at lunch-time sitting at computers armed withheadphones and microphones to attend, and participate in, an electric circuits class via aninternet connection. Other students, on the university campus, sit in a traditional classroomsetting augmented with room microphones. Both groups of students view the electronicwhiteboard that is generated by the instructor writing on a Tablet PC projected to the campusclassroom through an LCD projector and to the off-campus students through Adobe Connectsoftware. Two students

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Kathryne Newton, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

American Society for Engineering Education. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. He is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR & SHRM-SCP), in Alternate Dispute Resolution (ADR), and, in civil and domestic mediation. Dr. Springer is a State of Indiana Registered domestic mediator.Dr. Kathryne Newton, Purdue University, West Lafayette Dr. Kathy Newton is an Associate Dean of Graduate Programs and Faculty Success for the Purdue Poly- technic Institute at Purdue University. She is a

Conference Session

Industry-Academia Collaborations

Collection

2007 Annual Conference & Exposition

Authors

John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

leadership. One route is for technical specialists. It is often called a‘Technical Ladder’ and it is a way to retain and recognize the depth of expertise neededfor the business. The other path is through project management which requires broadexperience in many contributing functions. The paths are represented in figure 1 whichshows the trade-off between breadth and depth. New engineering or technologygraduates enter the job market with specific discipline skills and would normally staywith that specialization unless they make a deliberate move into project management. Project manager Technology

Conference Session

Effective Teaching with Online Technology

Collection

2006 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

discussion to facilitate a consistent understanding of the technology andpedagogy.Two-Way Interactive VideoA classroom equipped with video transmission/receive equipment is connected to one or moreother remote classrooms similarly equipped. Typically, a presentation originates from one siteand is transmitted to the other site(s). The students in remote classrooms can both see and hearthe instructor real-time, and the instructor can see and hear students from the remote sites.Remote sites have the image of the instructor and presentation materials either on a televisionmonitor or as a projected image. The instructor can lecture and present materials using the samemedia as in a traditional classroom (chalk, overheads, video tapes, computer generated

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

School of Engineering, Mr. Goss leads Global Engagement, ASU Engineering Online graduate degree programs, and Executive/Professional Development programs. His research areas include global workforce development learning models and the development and application of new technologies and distributed-media models for adult learning. Since 2010, Mr. Goss has been the Principal Investigator/Project Director for the Higher Engineering Education Alliance Program (HEEAP), focused on modernization and transformation of teaching and learning in undergraduate engineering programs in Vietnam. In this role he has worked in both Vietnam and the United States on faculty and curriculum development to advance Vietnam’s economic growth

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary L. Fletcher, Johns Hopkins University; Allan W. Bjerkaas, Johns Hopkins University

Tagged Divisions

Continuing Professional Development

- tion, and the Tate Geological Museum Advisory Board. She is also an instructor for the Osher Lifelong Learning Institute at Casper College in the subject of the ”History of Mysteries.”Dr. Allan W. Bjerkaas, Johns Hopkins University Allan W. Bjerkaas holds a bachelor’s degree with a double major in physics and mathematics from the University of North Dakota and a master’s degree and a Ph.D. in physics from the University of Illinois, Urbana-Champaign. He joined the Johns Hopkins University Applied Physics Laboratory in 1973 after completing a two-year postdoctoral appointment at the University of Pittsburgh. While at the Applied Physics Laboratory, Bjerkaas was a Project Manager in the Submarine Technology Department and

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

AC 2007-1671: THE NATIONAL CENTER FOR ENGINEERING ANDTECHNOLOGY EDUCATION: SUPPORTING TEACHER PROFESSIONALDEVELOPMENTKurt Becker, Utah State University Kurt Becker is a Professor and the Department Head of Engineering and Technology Education. He is the Co-Principal Investigator for the National Science Foundation (NSF) funded National Center for Engineering and Technology Education and Principal Investigator for the NSF funded project: Communities of Effective Practice: A professional STEM Development Partnership Model for Teachers of American Indian Students. His areas of research include adult learning cognition, engineering education professional development and technical training. He works

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

preparesprofessional cost engineers and project control professionals for the certification examsadministered by the Association for the Advancement of Cost Engineering (AACE)International. Because the course is part of the organization’s recommended introductory course,it attracts a global audience of professional engineers from six continents.The original course structure consisted of readings from the recommended textbook andcompleting 15 assignment sheets. Once a student signed up for the course, the universitycontinuing and extension office mailed the required textbook and assignments. Correspondencebetween the instructor/Teaching Assistant (TA) and learners was facilitated by mail, fax, oremail. Once learners had completed the assignments, they would

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

well as the Past-Chair of the Continuing Professional Development Division of the American Society for Engineering Education. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. He is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR & SHRM-SCP), in Alternate Dispute Resolution (ADR), and, in civil and domestic mediation. Dr. Springer is a State of Indiana Registered domestic mediator.Dr. Kathryne Newton, Purdue Polytechnic Institute Dr. Kathy Newton is an Associate Dean of Graduate Programs and Faculty

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Noah Miller, Northrop Grumman, Electronic Systems; Timothy Boyd, Northrop Grumman Corporation; Eric Paul Pearson, Northrop Grumman

Tagged Divisions

Continuing Professional Development

analysis and on-orbit sensor characterization but has also managed technical teams as a technical team lead and a deputy Integrated Project Team lead within the SEIT (Systems Engineering Integration and Test) organi- zation. Boyd has presented his work at both academic and industry conferences. Furthermore, to address his passion for leadership development and community building, he kickstarted a chapter of Connect1NG; a professionally recognized yet non-traditional development program focused on engaging and assimilat- ing new employees to the workplace through leadership development activities and networking. He is currently one of two Western Region liaisons for the program. Boyd was also selected to be a part of the

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sara Hooshangi, George Washington University

Tagged Divisions

Continuing Professional Development

series of foundation courses in mathematics, computing, writingand communication. This is equivalent to the junior year of a traditional undergraduate degree.During the second year, students have the opportunity to choose one of the program tracks andspecialize in their area of interest. This is equivalent to the senior year of an undergraduatedegree. A capstone project (senior thesis) provides the students with the opportunity to tackle areal world problem and work on an independent project for an entire year. Table 1 provides anoverview of the structure of this program and how the courses are distributed over the two years. First year Foundation courses in: Mathematics and statistics

Conference Session

Emerging Technologies / Pedagogies

Collection

2008 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Chris Collins, University of Cincinnati; Mani Mina, Iowa State University

Tagged Divisions

Continuing Professional Development

services that integrate emerging technologies into existing and future curricula for distance learning, hybrid, and traditional courses, including the introduction of an online course management system, podcasting, use of wikis and blogs in education, and virtual world technologies. She currently manages the campus-wide podcasting and Second Life projects at the University of Cincinnati, and serves as the Second Life Ambassador for the Ohio Learning Network, a consortium of 80 colleges and universities in Ohio.Mani Mina, Iowa State University Mani Mina (SM’98) received the B.S. degree, the M.S. degree in physics, and the M.S. and Ph.D. degrees in electrical engineering from Iowa State

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 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

University. He is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR & SHRM-SCP), in Alternate Dispute Resolution (ADR), and, in civil and domestic mediation. He is a State of Indiana Registered domestic mediator.Mr. Mark T. Schuver, Purdue University - West Lafayette Mark Schuver is the Director for the Center for Professional Studies in Technology and Applied Research (ProSTAR) in the Polytechnic Institute at Purdue University in West Lafayette, Indiana. He is responsible for the administration/operations of the Center with Program Management oversight of the Rolls-Royce Master of Science Degree, the Construction Management Master of Science Degree and Product Lifecy

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

Management and Human Resources. He sits on many university and community boards and advisory committees. Dr. Springer is internationally recognized, has authored numerous books and articles, and lectured on software development methodologies, management prac- tices and program management. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Exec- utive Development from Ball State University. He is certified as both a Project Management Professional (PMP) and a Senior Professional in Human Resources (SPHR).Dr. Gary R. Bertoline, Purdue University, West LafayetteMr. Mark T Schuver, Purdue University, West Lafayette

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Continuing Professional Development

committees. Dr. Springer is internationally recognized, has authored numerous books and articles, and lectured on software development methodologies, management prac- tices and program management. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Exec- utive Development from Ball State University. He is certified as both a Project Management Professional (PMP) and a Senior Professional in Human Resources (SPHR).Gary R. Bertoline, Purdue University, West LafayetteMark T Schuver, Purdue University, College of Technology, West Lafayette, IN Mark Schuver is the Associate Director of the Center for Professional Studies

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

staff. We found that people have strengths in - a. Strategy (leadership, communication) b. People (leadership) c. Projects (program management) d. Processes (business and financial operations, compliance issues) 2. Group similar programs and projects, and processes together. 3. Self-assign each category of task to a specific person depending on his or her SWKSA. 4. Provide professional development to staff. 5. Meet quarterly to measure progress. 6. Plan to self-assess again using IQMBT to see how far we advanced.As people played their strengths in operating processes to achieve success in projects andprograms, the levels in each criterion were higher in the self-assessment process. At thebeginning

Conference Session

Pedagogical Considerations for Teaching Engineering Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Floyd B. Ausburn, Oklahoma State University; Lynna J. Ausburn, Oklahoma State University

Tagged Divisions

Continuing Professional Development

potentialareas for future research.IntroductionThe use of multiple images simultaneously on one or more screens in presentations is referred toas multi-image (multiple image) presentations [1]. Biere defined it as “an audio-visualpresentation utilizing a synchronized soundtrack and multiple projection devices that displayimages over one or more screens” [2]. This means there may be more projectors than screens,with multiple projectors per screen where there may be images dissolving in and out orprojectors focused only on a particular section of a screen [3]. Some define multiple imagespecifically to mean multiple projectors [4]. Using multiple screens was popular some time agobut does not appear to be as popular today, except in large rooms where

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University

Tagged Divisions

Continuing Professional Development

Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per

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

the roles and responsibilities of individuals [9]. If a courseredesign only requires minor revisions, task-oriented collaboration is prominent and less focus isspent on relationship building as compared with course design projects involving new courses orcourses requiring major revisions [4]. The foundation of a strong relationship can help withavoiding or minimizing conflict, as well as resolution when conflicts do arise [9], [10]. Inaddition, developing a shared vision involves creating shared images of the future that fostergenuine commitment to the project instead of simply compliance [11].As discussed by Parsloe and Leedham [11], members of a learning organization will recognizeand accept the need to move toward higher levels of

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

organizational context.From a situative perspective, however, such misalignments are not unexpected (Johri & Olds,2011; Paretti, 2008). The situative perspective posits that learning – or any activity - is intimatelytied to the context (Brown, Collins, & Duguid, 1989). The context both constrains and enablesdifferent kinds of learning. Importantly, context applies to not only the physical setting, but alsothe culture, time, people involved, goals, and related factors. For example, in a typical academiccontext, the goal is often acquiring knowledge to demonstrate proficiency for an evaluator (e.g.,on a test or homework assignment). In contrast, at work, the goal of any particular activity mightbe to advance a project, finalize a design decision

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

Paper ID #12194Accessibility, Usability, and Universal Design in Online Engineering Educa-tionSheng-peng Wu, University of Wisconsin at Madison Sheng-peng (Hank) Wu is an Instructional Support Project Assistant in Department of Engineering Pro- fessional Development, and also a PhD candidate in Digital Media program in Department of Curriculum and Instruction, UW-Madison. Wu’s current projects focus on dynamic web design, qualitative and quan- titative data analysis, computer language acquisition, and gamified learning management systems

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric Paul Pearson, Northrop Grumman, Electronic Systems; Timothy Boyd, Northrop Grumman Corporation; Noah Miller, Northrop Grumman, Electronic Systems

Tagged Divisions

Continuing Professional Development

-orbit sensor characterization but has also managed technical teams as a technical team lead and a deputy Integrated Project Team lead within the SEIT (Systems Engineering Integration and Test) organi- zation. Boyd has presented his work at both academic and industry conferences. Furthermore, to address his passion for leadership development and community building, he kickstarted a chapter of Connect1NG; a professionally recognized yet non-traditional development program focused on engaging and assimilat- ing new employees to the workplace through leadership development activities and networking. He is currently one of two Western Region liaisons for the program. Boyd was also selected to be a part of the company’s

Conference Session

Successful Professional Development Programs

Collection

2007 Annual Conference & Exposition

Authors

Rogelio Rodriguez, UC Irvine

Tagged Divisions

Continuing Professional Development

need for life sciences are growing population andchanging demographics. The global patient base is currently estimated to be 6 billion people andexpected to grow to approximately 8 billion people by 2025. The aging population is growingwith the 60+ group as the fastest growing group. Changing disease burdens add to the globalneed for life sciences by 2020 and 75% of all projected deaths are age-related, chronicconditions. As economies improve, global governments are placing more resources intohealthcare.1 In the United States, there are approximately 6,000 medical technology companiesgenerating an estimated $77 billion in revenue. These companies develop pharmaceuticals,biologics, or devices.2 California has one of the largest percentages of

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

Continuing Professional Development

course from project / process management and one course from interpersonal skill development  Elective courses allowing students to pursue broader interests  Capstone project requiring student to demonstrate application of principles learned through the programSeveral options are available to satisfy the capstone requirement: it can be completed as a projectunder the guidance of a faculty member or industry partner, a paper developed under theguidance of a faculty, or as an internship in industry. Depending on which capstone option ischosen the MEng can be completed in one academic year of full-time study or one year plus anadditional semester.The College has offered the MEng degree in all the same disciplines as the traditional

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

the New York State Education Department Office of Higher Education for several Institutional Capability Reviews for distance learning programs. Over the past five years, she has participated in an E.U.-U.S. project to develop international quality standards for continuing education centers. She is also a co-creator of the Bray-Scalzo Partnership Model for creating and sustaining successful partnerships. Scalzo is currently serving as a member of the Faculty Advisory Council for Teaching and Technology at SUNY and as Chair-elect for the Continuing Professional Devel- opment Division of the American Society for Engineering Education (ASEE). She is also a member of the International Association of Continuing

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gonca Altuger-Genc, University of Massachusetts, Lowell

Tagged Divisions

Continuing Professional Development

students wereenrolled in the course. The course covered topics such as, instrumentation, signal conditioning,data acquisition, feedback control, process monitoring, DOE, SPC/SQC, and Taguchi methods.The course meets twice a week for two 75-minute sessions. Students have two homeworkassignments per week and two project assignments per semester. While the homeworkassignments are individual effort, both of the projects are group effort. Even though there is nolab component attached to the course, the projects require students to perform hands-onmeasurements with thermocouples and DAQ data loggers. The homework assignments, projects,mid term and final exam are each worth 25% weight of the final grade. During the Fall 2011semester a new component

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

several education-related papers for engineering faculty and gives faculty development workshops on active learning. He is currently participating in Project Catalyst, an NSF- funded initiative to help faculty re-envision their role in the learning process.Cynthia Finelli, University of Michigan Dr. Cynthia Finelli, Ph.D., is Director of the Center for Research and Learning North and associate research scientist in the College of Engineering at the University of Michigan. In addition, she actively pursues research in engineering education and assists other faculty in their scholarly projects. She also is past Chair of the Educational Research and Methods Division of American Society of

Conference Session

CPDD Session 1 - Generating Intellectual Excitement for Professional Learners

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Bernard, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Continuing Professional Development

cohort of twelve to twenty per boot camp.The student cohort is led by one or two instructors who alternate between lecture, labs,individual and group assignments, and problem-based learning eight to ten hours per day, five orsix days per week. Over the course of the boot camp, the cohort becomes self-sufficient andworks on projects that emulate a professional cybersecurity environment. At the end of the bootcamp, students receive technical interview training and career coaching.This research begins to answer the question of how educators can best meet the growing demandfor cybersecurity professionals. It compares the learning outcomes of a cybersecurity courseoffered in traditional three credit hour classroom lecture setting over one academic

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Continuing Professional Development

which informationpresented matches his or her learning style. (Barbe & Milone 1980 and 1981). In thispresentation, the author describes how he has implemented Barbe’s ideas into hisclassroom activities and has created different learning environments for engineeringstudents. The author also outlines how interactive projects can help the instructor inpromoting a learning environment filled with exercises that promote intellectual curiosity.Furthermore, he also provides initial results of his assessment data.IntroductionIn order to motivate students and generate Intellectual Curiosity, one can follow theguidelines provided by Gardner. Quarter of a Century ago, in 1983, Harvard University

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida

Tagged Divisions

Continuing Professional Development

the same generalschedule for assignments and exams as campus students, with a few day window of flexibilityfor large project due dates and scheduling times to proctor their course exams where they live orwork. Distance students are not required to travel to campus to participate in any courses; allmaterials can be submitted electronically for course participation. Any course supplementalmaterials (handouts, web links, software, electronic library access, etc.) are made available toboth distance and campus students through the same online environment using the University ofFlorida implemented course management system, Sakai. Implementing the same curriculum,assessments and supplemental materials for distance and campus students, ensures the