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Television Show Format For Presentation Of Engineering Management Theories

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2000 Annual Conference


St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000



Page Count


Page Numbers

5.608.1 - 5.608.8



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Paper Authors

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Sally A. Szydlo

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Paul R. McCright

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Laurence Sibilly

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Eric Marshall

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Anita L. Callahan

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

Session 2642

Television Show Format for Presentation of Engineering Management Theories

Paul R. McCright, Anita L. Callahan, Sally A. Szydlo, Eric Marshall, Laurence Sibilly University of South Florida

I. Introduction

For about fifteen years, a degree called a Master’s of Science in Engineering Management (MSEM) has been offered by the Industrial and Management Systems Engineering Department at the University of South Florida (Callahan and McCright, 1994). This degree is offered through traditional on-campus instruction and, through the studios of the Florida Engineering Education Delivery System (FEEDS), it is also offered via live closed-circuit television broadcasts and via tape-delayed instruction. The first and second authors have collectively taught over forty courses via FEEDS. This extensive experience with televised courses has led to the understanding that the learning process in such an environment may be somewhat more delicate than in a traditional classroom environment.

II. Background

Experts have long noted that individuals may have several ways of learning, but that in most cases one style predominates for a given person. Agogino and Hsi (1995), for example, suggest that instructors should use a variety of teaching materials (from lectures to experiments to demonstrations to case studies, etc.) in order to meet the needs of individual students who may have differing preferences for how they learn. Schroeder (1996) points out that the range of learning styles on campuses is expanding. This is likely due to a combination of influences including increasing diversity, increasing exposure to different people, places, and cultures, and increasing experience with new technologies.

Collegiate instruction (especially at the master’s and doctoral levels) falls into the realm of adult education. Cantor (1992) notes that adult learners have different characteristics from youthful learners. Adult learners tend to be autonomous and self-directed, rather than passive and submissive. Adult learners are generally goal oriented and seeking the relevancy of new knowledge. Adult learners have accumulated life experiences that strongly influence their beliefs, ideas, and interests. Adult learners generally want to be able to apply

Szydlo, S. A., & McCright, P. R., & Sibilly, L., & Marshall, E., & Callahan, A. L. (2000, June), Television Show Format For Presentation Of Engineering Management Theories Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8769

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