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Effectively Deploying Distance Education (De) Laboratory Components In An Engineering Technology Set Up

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Distance and Web-Based Learning in ET: Remote and Virtual Laboratories

Tagged Division

Engineering Technology

Page Count

14

Page Numbers

14.519.1 - 14.519.14

Permanent URL

https://peer.asee.org/5208

Download Count

31

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Paper Authors

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Ranjeet Agarwala East Carolina University

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Andrew Jackson East Carolina University

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Jackson Sherion East Carolina University

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

Effectively Deploying Distance Education (DE) Laboratory Components in an Engineering Technology Environment

Abstract

The goal of the Department of Technology Systems at East Carolina University is to support the economic development requirements of Eastern North Carolina by creating professionals to meet the general engineering and technology needs of its private and public sectors. The various programs in the department emphasize the application of engineering and technology theories to solve real world problems. For this reason students are engaged in hands-on activities beginning with their first semester and do not wait for several semesters or years to experience real engineering activities. During the last three years tremendous efforts have been made to modify and update the curricula of all the department’s programs.

Due to the rapid growth of the department in the last few years, the department has embarked on a mission to include distance education (DE) capabilities in its various courses. To accommodate this, various components of the courses have been devised as stand alone modules woven together through a distributed environment. This helps sustain and strengthen the enrollment of the department by offering lab-centric courses remotely. The model will also minimize the burden of purchasing, support and maintaining lab equipment and will help reallocate excessive resources from face-to-face laboratory instruction. This paper will describe various strategies for integrating a DE lab model into the existing curriculum. The model, which we will call ECU-DE Prototype model, will be realized through leveraging exiting DE resources with the proposed model, creating a scalable DE enrollment model (96, 48 students, etc,), integrating existing college and university computer hardware and software capabilities with the proposed model.

Background

East Carolina University

For nearly a century, East Carolina University1 has served the people of North Carolina and the nation. From modest beginnings as a teacher training school, ECU has grown into an emerging, national research university with an enrollment of more than 23,000. Today, East Carolina is a constituent institution of the University of North Carolina and offers 106 bachelor’s degree programs, 71 master’s degree programs, 4 specialist degree programs, 1 first-professional MD program, and 16 doctoral programs in its professional colleges and schools.

With a mission of teaching, research, and service, East Carolina University is a dynamic institution connecting people and ideas, finding solutions to problems, and seeking the challenges of the future.

1

Agarwala, R., & Jackson, A., & Sherion, J. (2009, June), Effectively Deploying Distance Education (De) Laboratory Components In An Engineering Technology Set Up Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5208

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