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Developing Virtual And Remote Undergraduate Laboratory For Engineering Technology

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session

Page Count

8

Page Numbers

15.390.1 - 15.390.8

DOI

10.18260/1-2--16609

Permanent URL

https://peer.asee.org/16609

Download Count

161

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Paper Authors

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Xuemin Chen Texas Southern University

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Yongpeng Zhang Prairie View A&M University

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Lawrence Kehinde Texas Southern University

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David Olowokere Texas Southern University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Developing Virtual and Remote Undergraduate Laboratory for Engineering Technology

Abstract

In this paper, the development of virtual and remote laboratory (VR-Lab) for the enhancement of Engineering Technology (ET) program is presented. By utilizing the latest Information Technology, the VR-Lab is established through the setting up of an Internet-based laboratory for interactive learning. Faculties from two Historically Black Colleges and Universities (HBCU) collaborate on this project, with the aim of revamping some existing laboratories with virtual and remote functionalities. The objectives of this effort are to improve the learning of under- represented student population in the ET program; provide a platform to publish the VR-Lab courseware developed in senior projects; promote inter-institutional collaboration by developing and sharing VR-Lab courseware; develop faculty expertise through research and teaching initiatives; and disseminate results and findings of the project to other universities and colleges. In this paper, the authors intend to demonstrate their research plans as well as their latest progress in the NSF Course, Curriculum, and Laboratory Improvement (CCLI) Type 1 project.

Introduction

The following definition of Engineering Technology was established by the Accreditation Board for Engineering and Technology (ABET), and was approved by the Engineering Technology Council of American Society for Engineering Education (ASEE)1. Engineering technology is the profession in which a knowledge of mathematics and natural sciences gained by higher education, experience, and practice is devoted primarily to the implementation and extension of existing technology for the benefit of humanity. Engineering technology education focuses primarily on the applied aspects of science and engineering aimed at preparing graduates for practice in that portion of the technological spectrum closest to product improvement, manufacturing, construction, and engineering operational functions.

As a relatively new discipline, emerging between traditional college engineering program and technical or vocational school, Engineering Technology (ET) is the application of engineering principles and modern technology to help solve or prevent technical problems. The programs are designed to meet the growing need created by the technology revolution for college-educated problem solvers who can support the engineering process1.

ET graduates usually work as technologists in industry. Among the 511,000 engineering technologist/technician jobs currently in the United States, 170,000 are electrical and electronic engineering technologists/technicians2. Therefore, the demands in job market for ET graduates are tremendous. Particularly in recent years, due to the aging workforce3, 4, 5, and emerging

Chen, X., & Zhang, Y., & Kehinde, L., & Olowokere, D. (2010, June), Developing Virtual And Remote Undergraduate Laboratory For Engineering Technology Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16609

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