Frinzi, P. S., & Larisch, S. (2012, June), Implementation of Low-residency Delivery of a BSEET Articulation Program  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21488

\bibitem{asee_peer_21488}
  Frinzi, P. S., \& Larisch, S. (2012, June), \emph{Implementation of Low-residency Delivery of a BSEET Articulation Program}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21488

Pamela S. Frinzi and Scott Larisch.  "Implementation of Low-residency Delivery of a BSEET Articulation Program".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21488 Internet.  24 Apr, 2024

\bibitem{asee_peer_21488}
  Pamela S. Frinzi and Scott Larisch.
  "Implementation of Low-residency Delivery of a BSEET Articulation Program".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21488 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_21488
author = "Pamela S. Frinzi and Scott Larisch"
title = "Implementation of Low-residency Delivery of a BSEET Articulation Program"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21488}
number = {10.18260/1-2--21488}
}

TY  - CPAPER
AB  -             Implementation of Low-Residency Delivery of a BSEET                           Articulation ProgramAbstractOur University has implemented a system-wide articulation with our state’s Technical CollegeSystem (TCS). This articulation will provide the opportunity for our University to offer a BSEETon a statewide basis, with the TCS institutions as our partners. The TCS institutions will offerroughly the first two years of the program, including some of the general core. Our departmentwill offer the last two years of the program online.One of the goals of the articulation agreement was to reach the non-traditional students whowould be unable to attend our University due to reasons such as living too far from campus, jobs,family, etc. This required the development of on-line versions of the courses in the last twoyears of our program, including both lecture materials and laboratories.Initially, the courses offered at our University will be in a format in which most of the content isoffered online, with laboratories being offered in a ‘low-residency’ format. A low-residencyformat will require students to complete a group of laboratory assignments on two or threeSaturdays during the semester. We anticipate future efforts to offer both the lectures andlaboratories completely online.The University’s approach, in collaboration with the TCS, to the development of these courseswas to require consistency in the format of each of our courses by implementing a standardtemplate. This will facilitate courses to have the same look, feel, tools, and structure. Facultydeveloping these courses must have completed our Teaching Academy for Distance Learning(TADL) training course prior to writing courses. To ensure quality course development andstructure, each course is submitted to a third-party instructional evaluation team and assessed to ahigh standard rubric.This paper will focus on the actual tools used in developing the instructional materials for thelecture portion of the courses, including the instructional technologies used – Vista, Echo 360,Camtasia, and Podcasting. We will also describe many of the teaching and learning strategiesnecessary for successful remote delivery, including innovative ways to engage online students.These include question and answer components, discussion postings, collaboration amoungstudents, and opportunities for further study.The paper concludes with an assessment and future plans for development.
AU  - Pamela S. Frinzi
AU  - Scott Larisch
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Implementation of Low-residency Delivery of a BSEET Articulation Program
UR  - https://peer.asee.org/21488
DO  - 10.18260/1-2--21488
ER  -