Conference Session

Issues in Computer Education

Collection

2002 Annual Conference

Authors

Joel Jackson; Ashraf Saad; Thomas Barnwell; Monson Hayes

faculty in southeast Georgiaand remotely by faculty on the main campus. This system is further complicated by the fact thatcourses are delivered to three partner institutions as well as the GTREP facilities.In order to effectively deliver course content in this situation, we have developed a combinedsynchronous and asynchronous system for content delivery. Asynchronous course contentcreation is based on the inFusion system we developed for rapid multimedia content generation.In order for faculty to become involved in the development of online or computer enhancedlecture materials, the production process must be easy and convenient. Faculty use a very simpleinterface to synchronize graphics, video, and audio into a coherent presentation viewable

Conference Session

Web Based Laboratories and Classes

Collection

2002 Annual Conference

Authors

Kamal Bichara; Raj Chowdhury

development program.Course DesignThe developed course in Information Systems & Automation in Industry (TECH64012) is agraduate course which may be taken by students following the Electronics, Manufacturing orComputer options of the Master of Technology degree program.The web-based course offers hyperlinks to access information on the course and its administration, theinstructor, course syllabus, laboratory experiments, lecture and lab notes, training modules, courseupdates, course calendar, grading policy, online quizzes and chat sessions.The training modules supporting the lecture, lab notes and the laboratory experiments includemodules that were developed using Macromedia Authorware Attain. The modules incorporatevarious multimedia

Conference Session

Computers in Education Poster Session

Collection

2002 Annual Conference

Authors

David Barker

asynchronous learning network (ALN) with traditionalHTML web pages separately providing the usual course information such as syllabus, bulletinboard, tutorials, laboratory guidelines, and homework samples. WebCHARLIE is a tool used todeliver individualized homework and exam exercises, receive students' numerical answers, giveinstantaneous feedback, encourage students to find and fix their errors, discourage homeworkprocrastination, enforce the college's policy of two hours of homework for each hour in class,and record usage log files which permit numerous assessments. Students learn more when theydo homework that is assigned, collected and graded every week. The continuous availability(24/7) of webCHARLIE is a significant feature. WebCHARLIE helps

Conference Session

Unique Lab Experiments

Collection

2002 Annual Conference

Authors

Michael Voon; F.C. Lai; Chean Chin Ngo

continuing effort to improve our lab teaching. It not only offers a quick alternativesolution to our problem, but also enhances the learning experience for our undergraduates.III. An Overview of the Web-based Measurement LabAs shown in Figure 1, the main page of Measurement Lab provides a menu for navigation. Inaddition, important announcements are displayed on the message board in the main page.Through the menu, students can find the general information about the course (e.g., syllabus andinstructor profile), lecture notes and lab assignments. The instructions for report preparation andwriting tips are also available. This lab courseware is currently available online and can beaccessed at the following URL, http://coecs.ou.edu/flai/www/Labweb

Conference Session

Current Issues in Computing

Collection

2002 Annual Conference

Authors

Leonid Preiser

ofsupporting and enhancing traditional classroom environment. The following recommendedmiddleware components would enhance effectiveness of the Mobile Education Model: · Interactive syllabus would allow students immediate access to the contents of the course with ongoing updates on the relevant data, video clips, recent findings, and supplement course materials with readings selected by the instructor. · Mobile Journal would allow the student to post messages that only this student and professor would be able to view. · Document sharing option would allow uploading a document to the course server or downloading a document from the same server or database. · The Webliography feature would allow student’s access to the

Conference Session

NSF Grantees Poster Session

Collection

2002 Annual Conference

Authors

Mark Iken; Mahima Ashok; J.C. Lu; Alexander Quinn; Amy Pritchett; George Nickles

more easily explored.The web-based software tools access a database containing the educational materials. Theeducational materials may be in any Internet readable form such as webpages, images,interactive demos, etc. The software tools can be used to create websites for traditional courses,inject specialized online course components, and provide exploration sites for students andrefresher sites for professionals as a means of continuing education (Figure 1). Users can accessthe educational materials in multiple ways, including concept maps, search techniques, and thestandard course structure. The database of references to the material is key in achieving multiplemeans of access to the educational content. Figure 1. Schematic of Integrated

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

David Torvi

University of Saskatchewan, the content will onlybe briefly described in this paper. The following overall objectives are communicated to thestudents in the course syllabus: “In general, students will learn the basics of fire science, including important theory from heat transfer, fluid mechanics, themodynamics and other fields. Students will learn how to use simple fire models to design fire protection systems for buildings, such as sprinklers, detectors and building construction features. They will also learn about the main fire test methods in use today, and how to analyze data from these tests.”The specific topics covered in the course are shown in Table 1. These topics have been chosen inorder to provide the

Conference Session

Freshman Design

Collection

2002 Annual Conference

Authors

John Lake; John Anderson; Charles Yarnoff; J. Edward Colgate; Barbara Shwom; Penny Hirsch

Copyright ©2002, American Society for Engineering Educationquarter sequence. In EDC, they study design and communication from an engineering perspective.Each sixteen-student section of EDC is jointly taught by a faculty member from Engineering and onefrom Arts and Sciences. All 380 freshmen take the course, which is taught by engineering facultyfrom five or six different disciplines. A small core group of faculty from each school work togetherto set goals, develop a syllabus, plan lectures, design assignments and activities, manage overallcourse assessment, and facilitate weekly faculty meetings.One goal of EDC is to communicate the excitement of engineering and thus motivate students tosucceed. EDC does this by having students work on real

Conference Session

Learning Styles of Engineers

Collection

2002 Annual Conference

Authors

Malgorzata Zywno

; talk” lecture format, and have small experiential components or none at all. By the fifthsemester students will have been exposed to simulation software packages (PSPICE andMATLAB), C programming and UNIX environment, and have access to the networkedcomputing environment, Internet and email. Yet none of the courses utilize asynchronous learningtools (email, WebCT) for e-counseling or course support, and their online presence is minimal,typically an information/course management page. These courses thus represent what is usuallyreferred to as a conventional, or traditional, learning environment 12, 13 . From the sixth semester on,the program emphasis is on engineering science and engineering design, and on more experientiallearning, with labs

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Stephen Williams; Robert Doty

projects, including specific project descriptions and samples of student work.This web page also provides access to current course materials, including the syllabus, calendar,evaluation forms, and the notebook specification. It may be viewed athttp://ecswww.baylor.edu/faculty/doty/EGR4390/EGR4390.html.III. Course RequirementsThe senior design class is scheduled as two hours of lecture and a three hours of laboratory perweek. The two lecture hours are used as staff meetings, with the faculty and the students sharingin the delivery of information. A weekly design milestone is the focus of these staff meetings.The three-hour laboratory concludes the week’s activities with an activity related to that week’sdesign milestone. Major milestones require

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Migri Prucz

Assessment of Engineering Education", ASEE's Joint Task Force on Engineering Education Assessment, Feb. 1996. 7. “Before It’s Too Late”, A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century, September 27, 2000. 8. G. McCandless, "Web Applications: Interactivity Arrives at the Virtual Campus", the SYLLABUS magazine, Vol. 13, No. 4, Nov/Dec. 1999, a 101 Communications Publication. 9. K. Frankola, “The e-Learning Taboo: High Dropout Rates in Online Courses”, the SYLLABUS magazine, Volume 14, No.11, June 2001, a 101 Communications Publication 10. W. Sean Chamberlin, “Face-to-Face vs. Cyberspace, Finding the Middle Ground”, the

Conference Session

Technology for Learning

Collection

2002 Annual Conference

Authors

Robert Ribando

Session 3430 Using Software with Visualization to Teach Heat Transfer Concepts Robert J. Ribando, Timothy C. Scott, Larry G. Richards, Gerald W. O’Leary University of VirginiaAbstractOver the past six years we have transformed our undergraduate heat transfer course froma strictly lecture format by adding a two-hour “studio” session held in a classroomequipped with a computer for each pair of students. Much of the studio work revolvesaround a set of locally developed, research-based numerical algorithms that solve in realtime the ordinary and partial-differential equations describing heat and fluid flow. Withthe complete

Conference Session

multim engr edu;dist.,servi&intern based

Collection

2002 Annual Conference

Authors

Kenny Fotouhi; Ali Eydgahi; Ibibia Dabipi

Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationCurriculumThe prerequisites, contents, and syllabus of courses in the collaborative electricalengineering program at UMES are exactly the same as their counterparts at UMCP. Thefollowing table shows the recommended course sequence of the program. FRESHMAN YEAR FIRST SEMESTER FRESHMAN YEAR SECOND SEMESTER CHEM 111H Chemistry I 4 CHEM 112H Chemistry II 4 MATH 112 Calculus I 4 MATH 211 Calculus II 4 ENES 100 Intro. to Engg. Design 3 PHYS 161 General Physics

Conference Session

Computers in Education Poster Session

Collection

2002 Annual Conference

Authors

Thomas Morel; Jerry Schumacher; Ed Mattison

brought their PDAs and those who did notbring their PDA was made clear. The first day of class is usually spent talking aboutadministrative matters related to the course, most of which, is available online via the coursewebsite. Students were also shown that the course website could be browsed wirelessly with aPalm or downloaded for offline viewing. One class during the semester was set aside for conducting a one hour hands-on lab usinghandheld computers. This lab was conducted midway through the semester. To lead up to thatlesson and to encourage students to explore handheld computing, instructors would periodicallydiscuss and demonstrate PDA applications or tasks during the first three to five minutes of class.Students were also

Conference Session

Instructional Technology--What Works

Collection

2002 Annual Conference

Authors

Vijay Kanabar; Rumen Stainov; Tanya Zlateva; Eric Braude

Session 2522Integrating Distance Learning with Traditional Delivery in a Graduate Certificate Program for IT Professionals Vijay Kanabar, Tanya Zlateva, Eric Braude, Rumen Stainov Computer Science Department, Metropolitan College, Boston UniversityAbstractIn this paper we compare our experience with two distance education models forteaching professional graduate students. The first is a synchronous video conferencingdelivery model and the second is a blended Web-based and traditional learning model.The former was used for beaming out graduate courses to the Foxboro Company, and thelatter was within the context of a graduate