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Technology In Engineering Education: What Do The Faculty Know (And Want) Anyway?

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1999 Annual Conference


Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999



Page Count


Page Numbers

4.502.1 - 4.502.9



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Paper Authors

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Sameer Hamoush

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Jason Lockhart

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Catherine E. Brawner

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John Chen

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Mike Ellis

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

Session 3630

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. 10.18260/1-2--7989

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