Collection

2010 ASEE Zone 1 Conference

Authors

Vijay Kanabar; Virginia Greiman; Jim Cormier

Communication and Collaboration in an Online Masters Degree Vijay Kanabar, Associate Professor, Boston University Virginia Greiman, Assistant Professor, Boston University Jim Cormier, Lecturer, Boston UniversityAbstract Communicating with students and encouraging collaboration poses a major challenge in distanceeducation. In this paper, the authors present lessons learned from an online master’s degree program; eachhad successfully developed courses to teach engineers and managers project management at a distance.The first section introduces online learning and illustrates the tools and interactive technologies used tocommunicate with students. The second

Collection

2010 ASEE Zone 1 Conference

Authors

Salah Badjou

Integrating Online Learning to Junior-Level Electromechanical Design Salah Badjou, Ph.D. Department of Electronics and Mechanical Wentworth Institute of Technology, Boston, MA 02115 Session Topic: online and distance learning for engineering and technology AbstractThe following paper reports on the results of efforts at integrating online learning to the currentJunior-level Electromechanical Design course at Wentworth Institute of Technology. This is anintense course where in one semester students are expected to complete an original design and aprototype. Project and time management are critical. Groups are

Collection

2010 ASEE Zone 1 Conference

Authors

Chiara Silvestri; Adriana Hera; Malcolm H. Ray; Siamak Najafi

Incorporating Software Usage in Teaching Structural Analysis Courses in Civil Engineering Chiara Silvestri, Worcester Polytechnic Institute, Worcester Adriana Hera, Worcester Polytechnic Institute, Worcester Malcolm H. Ray, Worcester Polytechnic Institute, Worcester Siamak Najafi, Worcester Polytechnic Institute, Worcester Session 2: Tools, techniques, and best practices of engineering education for the digital generation.Abstract This paper illustrates an approach of software integration in teaching structural analysiscourses in civil engineering. The authors describe key facets of their methodology to

Collection

2010 ASEE Zone 1 Conference

Authors

Vijay Kanabar; Robert Schudy

collaboration tools.Framework for Online EducationOur online courses are developed and taught by full-time PhD-level faculty, and a dedicated onlinefaculty coordinator oversees the program. Our online course development begins with peer reviews of theproposed course map, syllabus and development plan. The lectures, quizzes and other course content aredeveloped by the full time faculty who teach the courses. Our courses are then implemented byprofessional instructional designers, videographers and web animators. When the faculty member andinstructional designer are satisfied that the course has been developed well, we begin our post-development quality processes.Professional technical editors skilled in online course editing review all course content

Collection

2010 ASEE Zone 1 Conference

Authors

Alva L. Couch

), SoftwareEngineering (Fall 2009), and preliminary results from Cloud Computing (Spring 2010).Software Engineering (Fall 2009; Tufts Comp180) is a senior capstone course required of allstudents in the “Bachelor of Science in Computer Science” degree in the school of Engineering.The student population included all seniors in the BSCS, plus several seniors in related programsand two graduate students from Electrical Engineering. In this course the in-class exercises wererequired, graded like homework, and listed in the syllabus as 10% of each student’s grade. Classparticipation has always been required in this course, but the instructor was teaching it for thefirst time in many years, and the exercises represented a change in participation format fromprevious

Collection

2010 ASEE Zone 1 Conference

Authors

Andrea Baruzzi; Theresa M Calcagno

instill a desire for lifelong learning ensuring they will be valuedemployees and citizens in the future. Incorporating information literacy skills into a curriculumor specific course, in an organized manner, is difficult. The ABET standards for informationliteracy highlight the importance of including this instruction in the engineering curriculum. Atnumerous institutions, the individual instructor determines how and when this is accomplished.For many instructors, there is not enough time in the academic calendar to do all that is required.Consequently, information literacy skills maybe mentioned in passing or completely eliminatedto make room for other topics in the syllabus. Academic libraries have developed tools to helpstudents learn basic

Collection

2010 ASEE Zone 1 Conference

Authors

Charles R. Sullivan; Mark J. Franklin

. The course is designed to be accessible to students withexpertise in different engineering disciplines. The learning objectives we chose are listed inTable 1, and the syllabus is outlined in Table 2. Technical issues in efficient systems for energyutilization are analyzed across major uses, with in-depth technical analysis of critical factors 5determining possible, practical, and economical Table 1. Course Learning Objectivesefficiency improvements in both present technology Students, upon completing this course, areand potential future developments. Areas addressed expected to be able to