Charlotte, North Carolina
June 20, 1999
June 20, 1999
June 23, 1999
4.502.1 - 4.502.9
Technology in Engineering Education: What Do the Faculty Know (and Want) Anyway?
John C. Chen1Á, Michael Ellis2, Jason Lockhart3, Sameer Hamoush2, Catherine E. Brawner4 1 Department of Mechanical Engineering, Rowan University, Glassboro, NJ 08028/ 2Department of Architectural Engineering, North Carolina A&T State University, Greensboro, NC 27411/ 3The Multimedia Lab, Virginia Polytechnic Institute and State University, Blacksburg, VA 24060/ 4Research Triangle Educational Consultants, Raleigh, NC 27612
We have conducted a survey of engineering faculty at the eight SUCCEED coalition universities to identify the training needs and present levels of experience with various technologies. The results of that survey are presented in this paper.
The most surprising finding from the survey is that, despite the wide differences in the Coalition’s colleges of engineering (in size, student demographics, and research-teaching emphasis, for example), the survey results are similar for all campuses. This is important in that it implies that the survey results may be widely applicable to other universities, even given the disparate state of technology integration and availability across campuses today.
Generally, the survey found a high correlation between interest in attending a workshop with a low skill level with the workshop topic, as expected. Of the ten potential workshop topics, those in highest demand include: • Developing multimedia courseware or modules. • Developing Java applets to enhance courses. • Creating Web pages for a course to provide information and distribute course materials. • Creating, editing and incorporating multimedia into course materials. • Developing a course delivered entirely via the World Wide Web. • Holding electronic help-sessions or office hours. • Presenting lectures or class demonstrations from a computer.
Information technology holds great promise for enhancing the teaching and learning processes. Correctly designed and implemented, it promotes active learning, addresses the various learning styles of students, and is more accessible to students via the Internet or on portable media, either synchronously or asynchronously [1, 2, 3]. While examples of successful technology-based learning environments aimed at specific courses or topics abound, a large proportion of faculty
Hamoush, S., & Lockhart, J., & Brawner, C. E., & Chen, J., & Ellis, M. (1999, June), Technology In Engineering Education: What Do The Faculty Know (And Want) Anyway? Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7989
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 1999 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015