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1999 Annual Conference

Authors

Kurt C. Gramoll

and examples. That material was available separatelyon the course CD-ROM. This paper is meant to give the reader a complete overview of a typicalonline course whether for distance students or on-campus students that cannot or do not want toattend normal classes. The paper will address five main parts of the online course, electroniccontent, lectures, discussion groups, quizzes, and homework. General course information, suchas syllabus, is not discussed since it is assumed that all courses have these basic information Page 4.491.2posted for all courses. Fig. 1. Web Site main pageCD-Based coursewareAlthough

Collection

1999 Annual Conference

Authors

Gulser Kosal; Hasan Nadir Derin

performance, and facilitating theteam’s course improvement. One semester’s conduct of the course is evaluated, andthe results are discussed.I. IntroductionIn this study, a graduate course of the Industrial Engineering (IE) program of theMiddle East Technical University (METU) is designed as a partially online course.The course title is Total Quality Management (TQM). It has been thought for twoyears in a classical in-class format before its online design. Since there has been aconsiderably high demand for the course from various other departments, and outsideof the university, it has been selected as one of the courses to be offered online by theuniversity. The design is developed as a part of a research project supported by theTurkish State Planning

Collection

1999 Annual Conference

Authors

George W. Garrison; Garry D. Coleman

, editing HTML files, creating tables, creating a web-based syllabus, introduction toonline course management systems, and tips on incorporating the web into your teaching. Theparticipants in the course had very limited to no prior experience with HTML.Completing the basic HTML class provided enough knowledge and skills to create a moderatelysophisticated course web page. The EM 535 Management of Technology course web page wasmore than just an online syllabus. The core of the page was a site directory with supporting Page 4.147.3hyperlinks, illustrated in Table 1. Each cell in the table represents a link to a web page ordocument. Assignments and

Collection

1999 Annual Conference

Authors

David Alexander; Ronald Smelser

research was to develop a hands-on Mechanics of Materials Laboratory coursefor distance education. The resulting course was taught entirely over the Internet usingcomputer-simulated experiments, online remote control software, email, and discussion groupswith a focus on creating a student-centered learning environment. Students also conductedhands-on experiments using small scale testing equipment and participated in an on-campusactivity in which larger more sophisticated testing equipment was used. The students’understanding of the material and hands-on skills were as good as and in some areas better thantraditional on-campus students. This research indicates that a distance laboratory course thatincorporates multi-media computer experiments with

Collection

1999 Annual Conference

Authors

Matthew Y. Lee; Jiang Li

Session 1668 TEACHING MECHANICS WITH MULTIMEDIA TOOLS Jiang Li, Matthew Y. Lee Morgan State University/Amherst CollegeAbstractIn the present paper, teaching Engineering Mechanics with multimedia tools is emphasized. Theweb site design for online teaching has been discussed. The combination of the traditional andInternet teaching is featured. Namely, the traditional teaching is combined with the Internetteaching. Two engineering courses are currently being taught with such combination. Acomparison for teaching engineering courses with and without the Internet has been

Collection

1999 Annual Conference

Authors

Jeff Goldberg

using the URL Page 4.231.2http://www.sie.arizona.edu/sie265The course material starts with a course homepage that has links to the major sections in the site: • latest news and announcements • syllabus and class topics • learning tools • downloads • class email listing • links to related sitesNews and announcements - The students use the site as a means of communication and as acourse calendar. This section contains a history of all announcements made in class or broadcastto the class through e-mail. The section is particularly useful for students that miss class andstudents that don’t have

Collection

1999 Annual Conference

Authors

William M. Maalouf; Fazil Najafi

willcertainly vanish with improving technologies.Distance learning on the Internet usually takes one of the following forms: electronic mail(for delivery of course materials, sending in assignments, getting/giving feedback, using acourse listserv, i.e., electronic discussion group), bulletin boards/newsgroups (for discussionof special topics), downloading of course materials or tutorials, interactive tutorials on theweb, real-time interactive conferencing (using Multiuser Object Oriented (MOO) systems orInternet Relay Chat (IRC)), “intranets” (corporate websites protected from outside access), orinformatics (use of online databases, gopher, websites, and library catalogs) 4.Emails could be used to send graphic and textual information to learners

Collection

1999 Annual Conference

Authors

William B. Hudson; Donald M. Gruenbacher

easy. The effort required to implement a server and electronic homework hasbeen extensive. Was the change worth it - without a doubt. Students feel good about the course,faculty time is saved, the students completing the course receive consistent material coverage.An unexpected side benefit is that changing of course material to keep up with technology hasbecome easier. With one faculty member coordinating the course a desire to change or modifycourse content requires only a consensus of other involved faculty members and not areeducation of all involved faculty members.Course Web PagesOne of the most recent changes in the course is the use of a course web site for distribution ofinformation. The web site includes the traditional syllabus

Collection

1999 Annual Conference

Authors

Christopher Ibeh

” type instructions are satisfied that it is an effectivemethod. Paulsen et al cite students’ satisfaction as an indication of higher level of teaching andlearning. This paper describes one approach that incorporates the term project in undergraduatecourses, and explores the role of the term project concept in critical thinking, creativity,performance, communication, and teamwork skills.IV. The Term (Project) Paper ProcessThe term paper process begins on the first class meeting of the semester. Each student receives acurrent copy of the course syllabus with the lecture and laboratory sections contents andrequirements. The first page of the syllabus has the course evaluation (Table I). The studentsare apprised of the term paper as a requirement

Collection

1999 Annual Conference

Authors

John E. Nydahl; Colin K. Keeney; Ann Peck

Level Engineering Courses,” Universityof Colorado, Rocky Mountain Section Meeting, April 1996, Laramie, WY.11. University of Wisconsin, web site. Available online at http://newtraditions.chem.wisc.edu, 1998.12. Hake, Richard, “Interactive-Engagement vs. Traditional Methods: A Six-thousand Student Survey of MechanicsTest Data for Introductory Physics Students,” American Journal of Physics, Vol. 66, pp.64-74, 1998.13. Felder, Richard M., Steven W. Peretti, “A Learning Theory-Based Approach to the Undergraduate Laboratory,”1998 Annual Conference Proceedings, American Society of Engineering Education, Seattle, WA, June 1998.14. Bean, J. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learningin the

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1999 Annual Conference

Authors

Juan Lucena; Gary Lee Downey

own discipline. An unintended consequence ofsuch learning is that engineering education also trains students to devalue perspectives born andliving in other fields and locations. If, for example, I define my own discipline-based work asthe rational production of factual accounts, it is easy for me to reject other accounts as untrue,irrational, and, hence, unworthy of serious engagement.IV. Engineering Cultures in the engineering curriculum?Accordingly, we have concentrated our attention on enabling students to become better observersof their own experiences by developing a course that focuses on the relationship betweenengineering students and their own curricula. The syllabus for Engineering Cultures(www.cyber.vt.edu/hst/2054) describes its

Collection

1999 Annual Conference

Authors

Naseem Ishaq; Salahuddin Qazi

instructional content in the form of a course text, the syllabus and day to day reading and schedule.• Interactive audio or video conferencing can provide real time face-to-face or voice-to-voice interaction. This is also an excellent way to provide guest speakers and other expertise.• Computer conferencing or electronic mail can be used to send assignments, messages and other targeted communications to the students. It can also help to increase interaction among students.• Pre-recorded video tapes can be used to present class lectures and visually oriented content of the instruction.• Fax can be used to distribute assignments to and from the student, last minute announcements and provide timely feedback.IX. Educator TaskThe