Conference Session

Aerospace Teaching and Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Maxwell Stuart Reid, Auckland University of Technology

Tagged Divisions

Aerospace

sustainability inrelation to engineering. The reviewed literature revealed many options, and changes weremade to the inaugural curriculum design as the module evolved over a four-year period. Thisongoing development is described as action research. McNiff promotes the action researchmethod for use by individual educators to improve their own practice in teaching as a regularcycle of self-reflection and course appraisal.17 Consequently, the stages of action researchcycle – observation, review, plan and activate – involved lecturer observation and reflection,coupled with a combination informal feedback, and the more formal formative andsummative student appraisal.Project GoalThe project goal was to design and assess a curriculum relevant to an

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Frank, Queen's University; David S. Strong, Queen's University; Rick Sellens, Queen's University

Tagged Divisions

Design in Engineering Education

differ from experts not only by the amount ofknowledge, but in how the knowledge is organized and utilized. This development includeshelping students progress in their epistemological assumptions, described by King and Kitcheneras being three primary phases:13 ● Pre-reflective thinking: do not acknowledge or perceive that knowledge is uncertain. Do not understand that some real problems have no absolutely correct answer. ● Quasi-reflective thinking: recognize that some problems are ill structured and that some issues are problematic. Do not understand how evidence leads to conclusions - have difficulty drawing reasoned conclusions ● Reflective thinking - knowledge must be actively constructed and understood in relation to

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas F. Wolff, Michigan State University; Steven M. Cramer, University of Wisconsin, Madison; Barbara A. Masi, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods

all majors defined as ‘non-S.M.E.’ (including those who enter as‘undecided’) is modest (6.2%)” and “ Engineering gains 13.1 percent of switchers from thecomputer and technical fields.” As the book title reflects the emphasis on the broad group of allSTEM majors, it also does not provide a detailed accounting of multiple entry paths toengineering. However, when the focus switches to the dynamics of entry and exit to and from anengineering program, the numbers of those who switch to engineering from the sciences orelsewhere requires consideration, as will be discussed later.An exception to the practice of assuming that migration into an engineering major is negligible isnoted by Donaldson and Sheppard6, who found a 25% rate of inward migration

Conference Session

Special Session: Discovering implications of the Academic Pathways Study for YOUR Campus

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Sheri Sheppard, P.E., Stanford University; Samantha Brunhaver, Stanford University; Debbie Chachra, Franklin W. Olin College of Engineering; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University; Deborah Kilgore, University of Washington; Micah Lande, Stanford University; Gary Lichtenstein, Quality Evaluation Designs; Dennis Lund, University of Washington; Karl A. Smith, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

Metallurgical Engineering from Michigan Technological University and he holds a Ph.D. in Educational Psychology from the University of MinnesotaJennifer A Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design and Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education.Ken Yasuhara, University of Washington Ken Yasuhara is a research scientist at the University of Washington’s

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

, lesson plans, and reflections.6 During this phase, we focused onidentifying indicators of concepts and categories that fit the data. Repeatedly appearing Page 22.551.3categories, concepts, and events helped us construct themes based on the events leading up to theteachers‟ attempts in implementing engineering design-based learning tasks. The viability of theconstruction of themes was then tested against other relevant data sets (e.g. field notes fromclassroom observations and other supporting documents). To ensure trustworthiness of the data,we informally conducted member checks with each teacher by sharing analytic notes frominterviews

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University

Tagged Divisions

Chemical Engineering

American Society for Engineering Education, 2011 Collecting Programmatic Assessment Data with No “Extra” Effort: Consolidated Evaluation Rubrics for Chemical Plant DesignAbstractIn order to gain accreditation, engineering programs must define goals and objectives,assess whether their graduates are meeting these objectives, and “close the loop” by usingthe assessment data to inform continuous improvement of the program. In ABET’sjargon, program “objectives” describe capabilities that graduates are expected to possess,e.g., “Graduates of the Chemical Engineering program at Rowan University will be ableto….” Thus, the true success of the program in meeting its objectives is reflected in thefirst few years of graduates’ careers. Practically

Collection

2011 ASEE Midwest Section Conference

Authors

Marwan Abumahaimed; Joseph J. Rencis

problems.The VAR/VARK method measures four perceptual preferences (visual, auditory, read/write, andkinesthetic) since the same teaching technique will not be effective for all learners. Researchershave found that studying the tools and theories pertinent to each learning style will aid bothteachers and learners in understanding and modifying the different learning environments.The Kolb learning cycle model maintains that the learning process cannot be accomplishedwithout experience. The cycle is categorized into four stages, namely concert experience,reflective observation, abstract hypothesis and conceptualization, and active experimentation.The Kolb cycle is capable of reaching students of all learning styles. Sharp and Terry35 stressedthe

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Tufts University; Elsa Head, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

,technical support and instruction empowering them to work at their own pace. This supportalleviates some of the load on the teacher to address technical or troubleshooting issues freeinghim/her up to focus on teaching and learning.The interactive environment of the curriculum tool integrates text, graphs, tables, pictures,movies, and LEGO MINDSTORMS programming that can be used to design lessons thatscaffold engineering design challenges and investigations (see Figures 1-4). Students link thevirtual (computer) world with the physical world (robotics creations) in the curriculumenvironment allowing them to collect all their data, ideas, reflections, and artifacts (throughpictures and video) into one place. In this curriculum environment, students

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

aboutengineering design, and engineering design pedagogical content knowledge, or a amalgamateknowledge of engineering design, students and how the two interact, was measured using ahands-on think-aloud interview tasks that asked teachers to reflect on a hypothetical studentdesign and observations of a STOMP classroom. To examine self-efficacy, an online engineeringdesign self-efficacy survey was administered to teachers enrolled in STOMP and to teachers notenrolled in STOMP as a comparison group for analysis.With the support of STOMP, it is possible that teachers develop knowledge of engineeringdesign and feel more comfortable using engineering design in the classroom. Preliminaryevaluation of this program shows that teachers feel STOMP helps them learn

Conference Session

Information Literacy: Preparing Students for the Real World

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Barsky, University of British Columbia; Annette Berndt, University of British Columbia; Aleteia Greenwood, University of British Columbia; Carla S Paterson, University of British Columbia

Tagged Divisions

Engineering Libraries

projects but also for their professionallives.While the majority of science and engineering students favour GS, students are also initiated intoinformation-seeking behaviour specific to their discipline through textbooks and lecture notes6,which in turn reflect epistemological values. Because the study of engineering is directlyinfluenced by industry standards, we look to Anderson et al’s 3 work on the information sourcesused by engineering professionals, specifically those in the aerospace industry, as an example ofthe professional behaviour that both undergirds the information seeking of engineering studentsand may serve as a model for students when they are on coop work-terms or complete theireducation and enter the work force.Information

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

K-12 & Pre-College Engineering

survey questions challenged them to reflect on the system-level effectiveness of these brief project activities. Each project activity lasted about 55minutes. In this short duration, the objective was to have the students observe and relateto the STEM aspects of electrical and computer engineering by directly engaging inproject assembly and validation. The survey consisted of mostly broad questions for thestudents to reflect on the experience in the ECE laboratories and the effectiveness of ECEprojects to relate to or reinforce some of their STEM learning at school.Quantitative sectionThe quantitative section required graded responses (on a scale from 0 to 5) to thefollowing questions. The score of 0 indicates that the student found no evidence

Conference Session

TAC/ABET Related Outcome Based Assessment Methods and Models

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nripendra N. Sarker, Prairie View A&M University; Mohan Ketkar, Prairie View A&M University; Cajetan M. Akujuobi, Alabama State University

Tagged Divisions

Engineering Technology

outcomes. Each instructor of a course is thenentrusted to measure the mapped outcomes. However, the major hurdle may be in the design ofappropriate assessment rubrics and developing assignments to reflect the specific outcomemeasures. Assessment itself is considered as an extra burden on the shoulders of instructors. Asa result, the instructors may find less time and energy in improving the quality of teaching. Inaddition, a fatigue condition may prevail resulting in obscure documentation which may causedissatisfaction to the evaluators. For easy and successful accreditation, the assessment processmay be designed with two objectives in mind, such that i) it does not exhaust the instructors, andii) the evaluators find the assessment process

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University, Beirut; Mohamad K. Naja, The Lebanese University

Tagged Divisions

College Industry Partnerships

’ demographics and information related to their process of locating a job.Participants were requested to use a 5-point Likert scale to rate five factors that may have helped Page 22.317.3them in the transition process such as an internship, final project, or career centers. Participantswere also asked to rate 10 factors on a 5-point Likert scale reflecting the challenges they mayhave faced when they started their career.Five open-ended questions were included at the end of the survey asking participants to share theparticular aspects that would have facilitated a smoother transition process. For example, theywere asked to describe if their summer school

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

Programs In a review of the development and characteristics of future faculty preparationprograms2, it is pointed out that they can provide a smooth transition between graduate schooland faculty positions. These programs evolved from TA training programs that proliferatedbetween 1960 and 1990. Establishment of the Preparing Future Faculty (PFF) program in 1993formed a base for a sustained national initiative to transform doctoral education. The PFFprogram has three core features3 of 1) addressing the full scope of faculty roles andresponsibilities, 2) students have multiple mentors and receive reflective feedback and 3) bothare addressed in the context of a cluster of institutions typically involving a doctoral degree-granting institution

Conference Session

Emerging Areas: Biotechnology, Microtechnology, and Energy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arthur Felse, Northwestern University

Tagged Divisions

Chemical Engineering

thought, several aspects ofhuman body function, particularly those relating to physiology can be treated as transportphenomena problems. In fact in the last fifty years chemical engineers have contributedsignificantly to various innovations in physiology such as characterization of vascular fluidtransport, kidney dialysis machines, drug delivery vehicles, and artificial tissue constructs toname a few.Major reasons for applying transport phenomena principles to physiological systems are: (i) Tobetter understand the physiological functions of the human body, (ii) to diagnose pathologicalconditions which are typically reflected by changes in transport processes, and (iii) to developinstrumentation and intervention technologies for therapies. Due to

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Benjamin Mertz, University of Notre Dame

Tagged Divisions

First-Year Programs

study. In particular, the motivational factors that have previously beenidentified were found to be quite relevant to the current study. Prior work has primarily focusedon individual student interviews at a certain time in their academic career but has never linkedmotivations to persistence directly. The current study took a differing approach to prior work byreviewing individual student reflections from students entering an engineering program in thefall of 2007, as the class prepares to graduate this year (2011) their initial motivations werelinked to their educational persistence (or non-persistence).Methods:The primary source of data in the current study was student essays written for a class assignment.These qualitative reflections were

Collection

2011 Spring ASEE Middle Atlantic Section Conference

Authors

Carlos D. Barreiro; John L. Schmalzel

technologies and its importance in energyassurance planning. The Smart Grid is considered a key technology to improve the reliability,quality and resiliency of power systems. These technologies bring numerous benefits such ascontinuous monitoring of power system and energy efficiency among others. Hence, it representsan important tool for supervising and assessing vulnerable or unsafe situations that couldjeopardize the reliability of the power system8.At the conclusion of the semester, a draft EAP was finalized and delivered to the NJBPU. Itaddressed significant portions of the NASEO guideline requirements and included a substantialnumber of supporting appendices.Future WorkThe EAP is a living document that requires frequent updating to reflect

Conference Session

Developing Young MINDS in Engineering: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University; Kelly A. Rusch P.E., Louisiana State University; Del H. Dugas, ExxonMobil

Tagged Divisions

Minorities in Engineering

ofmentors and protégés was added during Phase 2. The 62-item survey results showed that theprotégés rated overall mentoring experience a 4.5 on a scale of 1(low) to 5 (high), and they havereported several positive outcomes including “Better understanding of skills used by engineering,science or math professionals.” Likewise, the mentors rated the experience 3.9, and reportedseveral positive outcomes such as “Self reflection on my own career.”The partnership and program has succeeded in increasing the engineering retention and degreecompletion rate for the minority scholars. Fourteen of the Phase 1 participants graduated inengineering with an overall mean GPA of 3.005 (s.d. = 0.505), and the remaining Phase 1scholar is on track to graduate May 2011

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Vanderbilt University; Amber C. Spolarich, North Carolina State University

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

, sketches, and an explanation of its suitability to the desert environment. We evaluated the effectiveness of the curricula developed through the RET programbased on the following research question: Does the use of this challenge-based instructionincrease the motivational impact of teaching units? We developed the hypothesis that studentswould find science and engineering more exciting, interesting, and applicable to their daily livesbecause of their teacher’s participation in the RET program. This would be reflected in higherstudent motivational levels during the instruction of the RET teacher’s research-based module ascompared to a control teacher’s instruction.Student Motivation Survey In order to gauge student motivation, an

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Sagar V. Kamarthi, Northeastern University; Claire Duggan, Northeastern University; Jessica Chin, Northeastern University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

appreciate the EDP and the thinking framework it provides, we use aninnovative approach in Day 1 of Week 1 by giving the teachers a design challenge before wediscuss the EDP with them. We asked teachers to design a 3-legged chair that is stable and safeand that can carry the maximum amount of weight. We divide the teachers into teams of 3.After they finish and test their designs, we ask them to reflect on their experience and use theirreflection to discuss the EDP and its value. Such experience and discussion help them in theirdesign activities of Day 4 and 5. Figure 1 shows some teacher activities during the designchallenge. Page 22.824.5

Conference Session

Incorporating Innovative Technologies into the Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph Chen, Iowa State University; Ye Li, Bradley University

Tagged Divisions

Manufacturing

building customers’ needs into product designs. This paperdiscussed the implementation of QFD in an educational scenario, where the principles ofQFD are applied to systematically improve the design of Manufacturing Engineeringcurriculum in a Midwest private institution. The incorporation of QFD is aimed atintegrating the voices of various stake holders into curriculum development; the voices ofacademicians, students and companies that hire students are recognized and reflected inthe curriculum quality improvement process. Fifty companies, current students, alumni,and all departmental faculty members become customers in the construction of QFDhouse. The outcome and process roadmap of this QFD-based curriculum improvementproject may serve as an

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

communication." - Henry Petroski, To Engineer Is Human, 2005iIntroductionBullet lists are a common—many would say ―ubiquitous‖—feature of written and oralcommunication in business, government, academia, the military, and civil society. They areparticularly important in technical communication, as illustrated by a 2009 study that revealedthat bullets appear on more than two-thirds of the slides in engineering presentations, includingpresentations at engineering education conferences.ii Their pervasiveness suggests that theyserve important functions. The plentiful and vociferous critiques of bullet lists as commonly usedin PowerPoint presentations reflect a growing sense that bullet lists used

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

William David Schlecht, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; Robert F. Richards, Washington State University; Jennifer C. Adam, Washington State University; Ashley Ater Kranov, Washington State University; Marc Compere, Embry-Riddle Aeronautical University, Daytona Beach; Edwin Maurer P.E., Santa Clara University; Denny C. Davis, Washington State University; Olusola O. Adesope, Washington State University, Pullman; Joseph D. Law, University of Idaho, Moscow; Gary Robert Brown, AAC&U; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Baba Abdul, Washington State University

Tagged Topics

NSF Grantees

students could gain concrete experience by seeing the processin action, reflect on how this related to the problems given to them in the form of worksheets, useor derive “abstract” equations that relate process variables to the desired answer and finallyperform active experimentation to examine if changes made to the system are adequatelypredicted by the abstract models.The bulky modules used originally were phased out in favor of compact modules that couldeasily sit on a desk in a standard class room. These modules were produced internal to WSUbecause no other module of this compact size existed, and commercial laboratory modules ofreduced size (still too large for a standard classroom) cost up to $30,00014. These were the firstdesktop learning

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mrinal C. Saha, University of Oklahoma; Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Bipul Barua, University of Oklahoma; Christof Heisser, MAGMA Foundry Technologies, Inc.; Shaiful M. Arif, University of Oklahoma

Tagged Topics

NSF Grantees

solve open-ended problems, and (iv) serveas a natural link to subsequent courses in the STEM disciplines. The CSI module has beendeveloped based on the theory of Experiential Learning proposed by Kolb [17]. According toKolb, learning is the process of creating knowledge and takes place in four stages in cognitivedomain (Figure 1). The learner must be willing and be actively involved in the experience(Concrete Experience); the learner must be able to reflect on the experience (ReflectiveObservation); the learner must possess and use analytical skills to conceptualize the experience(Abstract Conceptualization); and the learner must possess decision making and problem solvingskills in order to use the new ideas gained from the experience (Active

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ron Scozzari, University of Wisconsin, Stout; Jennifer Astwood, University of Wisconsin, Stout

Tagged Divisions

New Engineering Educators

, depending on the skillset of those participating in the course. Page 22.945.7AssessmentsThere currently is one assessment which will be incorporated into the research, reflecting studentfeedback of the course, provided by the Office of International Education. The synopsis providedis from students in the second year (2010). Assessments from the first year are in the process ofbeing extracted, as the assessment software provider has changed, and system support isunavailable. Content areas are: a. Academic Quality (overall mean: 4.0 out of 5.0) 1. Relevant content 2. Engagement with host country culture and people 3. Quality of

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Augusto Z. Macalalag Jr., Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

states thatalthough there were more than 56 million pre-K-12 students enrolled in U.S. public and privateschools in 2008, no more than 6 million students have had any kind of formal K-12 engineeringeducation since the early 1990s.2 The famous quote attributed to Albert Einstein, that thedefinition of insanity is doing the same thing repeatedly and expecting different results, appearsquite relevant to this problem. Continuing the status quo in developing America’s futuretechnical workforce will not result in the increased human resource talent pool that is needed tosustain and grow the U.S. economy and that reflects the diversity of the U.S. population.At CIESE, we have waged a multi-front campaign since 2004 to infuse engineering into

Conference Session

Technology in the ECE Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Frederick C Berry, Milwaukee School of Engineering; Mohamed F. Chouikha, Howard University; Dianna Newman, University at Albany/SUNY; Meghan Morris Deyoe, The Evaluation Consortium; Gavin Anaya; William Brubaker, Rensselaer Polytechnic Institute

Tagged Divisions

Electrical and Computer

. 61 29 50 36Develop attitudes of self-direction 57 32 49 37and self-responsibility. * Numbers represents percentages of RPI participants who responded “Strongly Agree” or “Agree” on a 6-point Likert-type scale. Analysis of cognitive data19 evidence outcomes related to use; students who received integrated IO board instruction at higher levels of practice and knowledge generation presented greater long term learning. Student scores on final exams were greater for items that reflected use of the Mobile Studio as part of instruction than were their scores on items that reflected content covered in

Conference Session

International Experience, Effective Instruction, and Student Exchange Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Fanyu F. Zeng, Indiana Wesleyan University

Tagged Divisions

International

. Everyonereceives the same credit for success or same penalty due to failure no matter how much their Page 22.1503.8responsibility and contributions are. The benefits of team work are to work with people withdifferent personalities and develop student’s interpersonal relationship management, a key skillto motivate people and receive support. Students learn how to create an environment and compelto them to work and think individually. Participants in a team can help leverage unique insights,foster collaboration, and build momentum for change. They may generate productivediscussions and thoughtful reflection, share guidelines for continuing the conversation

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

” or “loose it” brain. Activities designed to engage the brain canhelp grow dendrites, which is the wiring that connects brain cells. The more ways we find toprocess information the stronger learning (i.e., neural connections between brain cells) becomes.Research is proving that to enhance learning, we should be involving students in lessons by Page 22.500.2providing a non-threatening environment which allows them time to ask questions, seek solutions,reflect, share thinking about a theme or topic, and respond to other's viewpoints.In short, as teachers, we need to be able to accomplish learning by doing. Action helps to growthe brain. The

Conference Session

Best of Computers in Education Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carole E. Goodson, University of Houston; Susan L. Miertschin, University of Houston; Barbara L. Stewart, University of Houston

Tagged Divisions

Computers in Education

instruction has grown as a strong and viable instructionalapproach. In higher education, on-line enrollments doubled from 2002 to 20071, and the 2007-08academic year saw 1.03 million K-12 public school students engaged in some form of on-lineclass.2 The phenomenal growth focused the attention of researchers and practitioners to theproblem of understanding issues that reflect quality in on-line education. Progress in the area ismarked by the emergence of quality frameworks, best practices, and benchmarks that have beenestablished to support quality assessment and improvement efforts for on-line education.3 Theframeworks provide guidelines that an institution can use to build their own quality managementsystem.Without a reference framework, localized