Conference Session

ETD Design V: Classroom Delivery, Course Content, and Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis; Stephen Hundley, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

, which became a phenomenon in the twentieth century, havealways employed part-time faculty. When most of these colleges were small, administratorshired secondary school instructors to teach courses such as physics, chemistry, and biologyrather than have a single instructor present all the college courses in the sciences13. Universityprofessors also taught at community colleges on a part-time basis. Part-time faculty also offeredspecialized courses in which current faculty and staff did not have subject matter expertise. In1969 approximately 27% of faculty at community colleges were part-time and that grew to 52%in 198714.The use of part-time faculty shows no signs of slowing. The number of part-time facultyincreased by 133% from 1971 to 1986

Conference Session

Multimedia and Distance Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald H. Rockland, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

Engineering Technology

traditionally used for distance learning (DL) classes. In fact, the Moodle website(http://moodle.com/) states that “Moodle is a course management system designed to helpeducators who want to create quality online courses.” Instructional delivery and the use oftechnology have changed over the years. Faculty need to identify effective strategies that couldimprove and strengthen academic programs in order to meet the learning needs of all students,especially the Net Generation students1.While these systems have been used extensively for online courses, they can also provide atechnological means to develop more effective teaching in a face to face environment. Therehave been instances where these systems have been used with both simultaneous face to face

Conference Session

Multimedia and Distance Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie M. Little-Wiles, Purdue University, West Lafayette; Linda L. Naimi, Purdue University

Tagged Divisions

Engineering Technology

. Page 22.112.4Students were asked if their instructors posted the course syllabus on Blackboard. 39% ofstudents responded that all of their instructors posted the syllabus on Blackboard, while 57%answered that only some of their instructors had posted the syllabus online. Only 5% ofrespondents indicated that none of their instructors posted the syllabus on Blackboard.Students were asked if their instructors used the Messages or Mail tool in Blackboard as aprimary means of communication. 7% replied that all their instructors used the messaging tool,while 50% reported that some of their instructors used the communication tool. 43% replied thatnone of their instructors used the messages tool at all. These results are summarized in Table 3.The

Conference Session

Multimedia and Distance Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie M. Little-Wiles, Purdue University, West Lafayette; Linda L. Naimi, Purdue University

Tagged Divisions

Engineering Technology

”.Faculty PerceptionsWe wanted to gather information on faculty attitudes toward and perceptions of Blackboard as asupplement to classroom instruction. Faculty were asked how important they thought it was forstudents to monitor their course performance and grades online. 72% felt that it was “extremelyto very important”, 11% thought it was “somewhat important”, 16% considered it “neitherimportant or unimportant”, and only 2% reported it as being “unimportant”. Page 22.171.5We also wanted to know how important it was to post course materials (PowerPoint’s, lectures,assignments, syllabus, etc.) and a student roster on Blackboard. 75% of respondents felt

Conference Session

Unique Developments in Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie M. Little-Wiles, Purdue University, West Lafayette; Adrie Koehler, Purdue University; Stephen Hundley, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

may incorporate these into the LMS or atthe very least link them, but others may not, telling students to go to their websites and “not useOnCourse”, the LMS, for the course at all.Common tools that students see used in the LMS by faculty are the assignments, gradebook, messagesand announcements although the degree of use by faculty varies as mentioned before. Students alsoconfirm that the syllabus for the course is almost always loaded in the LMS, but that the location canvary. Students conveyed their desire to be able to download course materials; have a calendar tool withannouncements and assignments linked to it; and to have the ability to submit assignments online. Thegradebook feature is one students find particularly useful, but only

Conference Session

Assessment Methods and Learning Pedagogy I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Satyajit Verma, Texas A&M University, Corpus Christi

Tagged Divisions

Engineering Technology

assessments, but the method does not appear standardized across disciplines. Thepresented method also does not assemble or put together the information from all coursesautomatically. Essa et al. describe a web-based tool to assist with the course assessment processfor ABET accreditation.3 The authors give the details of the design process for such a tool. Thetool, though not yet fully complete by the time of publication3, incorporates the ABET criteriainto the online system to collect entries from individual instructors for their course evaluation.Although such a tool is very valuable in terms of assessing individual courses, it does notcombine the information from multiple courses for a single output. Gastli et al. lay out thedetails of a course

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shi Stan Lan, DeVry University, Tinley Park

Tagged Divisions

Engineering Technology

increased momentum. “Blended-learning systems combine face-to-face instruction with computer-mediated instructions” (Graham, 2005). As Shibley(2010) pointed out, “A blended course involves a mixture of face-to-face activities withonline activities,” and “Usually face-to-face time is reduced by 50% but reductions rangefrom 10% - 90%” (Shibley, 2010). One of the major advantages of blended-learning isto maximize student mobility in a vibrant technology and socio-economic environment.For traditional classroom teaching, there were abundant research studies revealing thatthe classroom attendance had a positive impact on academic performance. However,there have been less explorations of the correlation between online attendance andstudent learning

Conference Session

Electromechanical Capstone and Design Projects in Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

William C. Beston, Florence-Darlington Technical College; Elaine L. Craft, Florence-Darlington Technical College

Tagged Divisions

Engineering Technology

AC 2011-2791: ROBOKNOWLEDGE: ADAPTABLE, ON-LINE ROBOTICSPRODUCTION TECHNICIAN INSTRUCTIONAL COMPONENTS ADDRESS-ING MOBILE ROBOTIC DEVICESWilliam C. Beston, Florence-Darlington Technical College William C. Beston has been actively teaching Engineering, Mathematics, and Physics for the past 43 years. He is currently teaching Phys102- Explorations in Physics online for Embry-Riddle Aeronautical University and is developing three online Robotics courses for Florence-Darlington Technical College. From January, 2001-August, 2002, he served as Staff Associate for the National Science Foundation (NSF), Division of Undergraduate Education in Arlington, Virginia. He currently works as a consultant for NSF and serves on the

Conference Session

Recruiting, Retention, and Diversity in Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald C. Richter, Eastern Washington University; William R. Loendorf, Eastern Washington University; Romel W. Mackelprang, Eastern Washington University

Tagged Divisions

Engineering Technology

, mentoring program, andAccess For All training to determine if they have altered how they teach their courses to be moreinclusive for students with disabilities. These same faculty members will also be asked if theyhave noticed an increase in interest of students with disabilities in STEM fields.Assessment Method G: Syllabuses from Access For All training Professors’ CoursesThe faculty that are to attend the Access For All training will be required to submit their currentsyllabus for each course that they actively teach along with a description of the modes andmethods of instruction used. Six months after the training the faculty will again submit theircurrent syllabus for each course that they actively teach along with a description of the modesand