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Optimizing Quality and Resources for Worldwide Online Delivery of Engineering Education

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Professional Development from a Distance

Tagged Division

Continuing Professional Development

Page Count


Page Numbers

22.1128.1 - 22.1128.10



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Paper Authors


Pamela L. Dickrell University of Florida

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Dr. Pamela Dickrell is the Director of the UF EDGE (Electronic Delivery of Gator Engineering) Program at the University of Florida. The UF EDGE program delivers courses, certificates and graduate degrees in Civil, Computer Science, Electrical, Environmental, Industrial, Materials Science, and Mechanical & Aerospace Engineering to a worldwide audience of working professionals. Dr. Dickrell received her B.S., M.S., and Ph.D. in Mechanical Engineering from the University of Florida, specializing in Tribology.

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Optimizing Quality and Resources for Worldwide Online Delivery of Engineering EducationUniversity based distance learning programs can be designed to provide high quality onlinecontinuing engineering education while leveraging a number of existing campus resources. Thiswork examines one university’s asynchronous combined classroom approach for worldwideonline delivery of graduate engineering courses and master’s degree programs in Civil,Computer Science, Electrical, Environmental, Industrial, Materials, and Mechanical &Aerospace Engineering.The structure of the asynchronous combined classroom format is designed to optimizecurriculum quality, resources, time, and student interaction. In the combined classroom format,materials are delivered asynchronously to campus and worldwide distance students, with bothgroups receiving the same curriculum, lectures, assignments, and assessments on a regularsemester schedule. Faculty are only required to instruct each lecture live once, which is capturedin a studio classroom and delivered online for worldwide distance students to view one hour afterthe campus lecture is complete. Faculty are provided the academic freedom to use the method ofinstruction they believe best fits the particular curriculum of their course; including standardchalk boards, electronic stylus boards, computer based presentations, and demonstrational propareas. Students located on-campus and students participating online engage in the sameasynchronous course discussion boards, all receive the same supplemental materials through astandard university course management system, and all are assessed using the same assignmentsand exams.Items incorporated in this body of work include: infrastructure used for online delivery, standardcourse management tools that can leverage resources, structure of engineering curriculumdelivered online, exam and proctoring methods used for a global student audience, facultyperspectives on teaching to combined classes of distance and campus students, and distancestudents perspectives on their educational experience and professional development.

Dickrell, P. L. (2011, June), Optimizing Quality and Resources for Worldwide Online Delivery of Engineering Education Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18445

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