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Establishing Online Degree Programs in Engineering Technology The Ninth Sloan-C International Conference on Asynchronous Learning Network (ALN) November 15, 2003. Presenters From the University of Toledo :.

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Establishing Online Degree Programs in Engineering TechnologyThe Ninth Sloan-C International Conference on Asynchronous Learning Network (ALN)November 15, 2003

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Presenters From the University of Toledo:

Karen Rhoda, Ph.D.Director, Distance LearningDan Solarek, M.S.E.E. Chair/ProfessorEngineering TechnologyElla Fridman, Ph.D.Associate ProfessorEngineering Technology

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The Mainstreaming of Distance Learning at UT: The evolution

Centralized structure

  • Cost effectiveness
  • Comprehensive faculty support and technical services
  • Comprehensive Student Services
  • Adherence to NCA Best Practices
  • Network Infrastructure
  • Marketing Strategic plan
  • DL Advisory Committee
  • Change of reporting line
the importance of collaborations with ut colleges and other institutions
The Importance of Collaborations with UT Colleges and other Institutions
  • Faculty – control of curricula, quality control
  • Fellowships: $129,000 since 1999
  • Fellows: 8 since 1995
  • Ohio Learning Network (OLN)
  • USDLA
  • Conferences
  • WebCT
  • UT Offices - support
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Undergraduate & Graduate Programs

Online Programs and Degrees

  • Associate degrees in Business Management Technology, Marketing & Sales Technology, and Technical Studies
  • B.A. in Adult Liberal Studies
  • CSET Program (Computer Science and Engineering Technology degree completion)
  • Masters in Liberal Studies
  • M.S. in Engineering
  • M. Ed., Curriculum & Instruction
  • B.S. in Pharmacy and Pharm D Programs
  • B.S. in Health Information Management
  • Certificate Programs
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UT Distance Learning – Number of Courses by Year

*Number of courses as of 10/10/2003

distance learning at ut serving the goals of students in an urban metropolitan university
Distance Learning at UT: serving the goals of students in an urban, metropolitan university

DL meets the needs of all students

  • 50% of DL students work full-time
  • 36% have children
  • 69% are female

As is typical of urban universities serving students of all ages and those who cannot engage in a traditional academic program or whose schedules must be flexible in order to pursue higher education

engineering technology at ut

One-third of the College undergraduate enrollment

CSET program started in January of 1999.

Engineering Technology at UT
  • 1,100 Undergraduates Fall 2002
collaboration
Collaboration
  • University, community college, state agency collaboration.
degree completion partners
Degree Completion Partners
  • Central Ohio
  • Cincinnati State
  • Columbus State
  • Cuyahoga
  • Jefferson
  • Lakeland
  • Rhodes
  • Lorain County
  • Northwest State
  • Sinclair
  • Stark State
program structure
Program Structure

On-Site

BS Degree Requires

128 Semester Hours

20

2/3rds of the coursework for the BS degree is taken at community college tuition rates.

20

Web

62

26

Associate Degree

Core

current enrollment
Current Enrollment
  • The distribution of these students between upper division and lower division is shown below.
some realities
Some Realities
  • Dual admission helps to connect students with both UT and the partner community college.
    • Students can confused about which institution to ask for advice about a particular problem.
    • Students need advising on a continuing basis
    • Advising should begin at the partner CC but be coordinated between the institutions
  • Clearly identified points of contact for both institutions need to be available to students.
some realities1
Some Realities
  • Despite careful articulation agreements, students may find that they need to take additional “bridge” courses because of the differences between programs.
  • Programs at both institutions change constantly, forcing frequent review and revision of articulation agreements.
some realities2
Some Realities
  • Financial aid needs to be coordinated with a consortium agreement between the institutions.
  • Scholarships should be available for students in this program at both institutions.
  • All partners need to invest in the program …
some realities3
Some Realities
  • From a faculty perspective, the immediacy and limitations of email can be a problem.
    • Students come to expect instant responses to messages that they send at all hours of the day or night. Students complain about lack of responsiveness.
    • Students/faculty can easily read a message in a negative light when nothing negative was intended.
  • Need for Teaching Assistants, especially in larger classes
marketing
Marketing
  • Obviously, to be successful the program must be marketed.
    • Partner institutions must take the lead in their own service areas
    • Direct mailings need to come from a familiar institution
    • Program should be advertised in the local media
    • Information sessions with UT and CC participants for parents and high school students have proven effective
building partnerships
Building Partnerships
  • To state the obvious …
    • There is a correlation between effort extended in nurturing the partnership and the enrollment in the program.
  • Our desire is to maintain ‘real” partnerships.
    • Appointed a faculty member to pay attention to partner relationships.
    • Sponsor an annual meeting.
    • Need to see each partner at their location 1-2 times per academic year as a minimum.
funding model
Funding Model
  • Distance learning courses offered in cooperation with UT’s centralized Division of Distance Learning
  • DL Division began as a self-supporting unit
    • Tuition monies to Division as income source
    • After expenses, “profit” is split between the Division and the College/Department offering the course
    • University retains all subsidy
  • Model is currently under revision
faculty participation
Faculty Participation
  • Faculty are encouraged to develop “web assisted” courses
    • Putting syllabus on web
    • Putting handouts on web
  • Transition to web-based courses is easier
  • Proceeds from departmental share go to support participating faculty
faculty participation1
Faculty Participation
  • Faculty normally teach distance learning courses for extra compensation
    • Courses can be taught as part of normal workload
  • Compensation is based on enrollment
  • ET department and College of Engineering view faculty efforts in distance learning as meritorious
rationale for the program
Rationale for the Program
  • Responds to the needs of corporations for a practical MS degree that better prepares students for the modern and future workforce
  • New work environment requires to form cross-disciplinary programs that complement traditional engineering education with
    • Business Management
    • Leadership Education
    • Entrepreneurship Education
  • Alternative to traditional MBA or research-oriented technical MS degree
rationale for the program1
Rationale for the Program
  • The program fills a critical niche for intellectual growth for working professionals who seek advanced training
  • Unlimited potential growth for the program given the pace of technological change and a trend in the higher education to make the first professional degree at Master’s level
program background
Program Background
  • Created in 1999 within the scope of the existing Master of Science in Engineering (MSE) degree
  • The Project option of MSE degree is used as the template for the program
  • Part time (PT MSE) program: students normally take 2 courses per semester
  • Can be started in Fall, Spring, or Summer semesters and follows the academic calendar
  • Courses are taught by faculty
who are our students
Who are our students?
  • 65% are UT graduates
    • 12 other universities are represented
  • 57% are from Engineering programs
  • 36% are from Engineering Technology programs
  • 7% from related programs
  • BS degrees awarded from as far back as 1967
  • 98% of current students are domestic
  • Employed by:
    • Cooper Tire, Whirlpool, Eaton, GM, Ford, Daimler Chrysler, Sunoco, and many more…
program structure1
Program Structure
  • 30 semester hours required:
    • 6 semester hours Core Courses
    • 9 semester hours Management of Technology Sequence
    • 9 semester hours Engineering Electives Sequence
    • 6 semester hours work-related project
curriculum
Curriculum
  • Core Courses
    • Applications of Engineering Analysis
    • Applied Probability and Statistics in Engineering and Management Science
  • Management of Technology Sequence
    • Management of Projects and Technological Innovation
    • Introduction to Financial and Managerial Accounting
    • Business, Government and Society
engineering electives sequence in the area of concentration
Engineering Electives Sequencein the Area of Concentration
  • The Engineering Elective Sequence designed to include 3 courses in a specific area of engineering (area of student’s concentration) such as Mechanical Engineering , Information Technology/Computer Science, Civil/Construction Engineering, Chemical/Environmental Engineering, etc.
  • Currently graduate offerings in all departments of the College of Engineering are eligible for selection as engineering elective courses, not necessarily in a sequence
project requirement
Project Requirement
  • The six-credit work-related project is accomplished under the College of Engineering faculty supervision and in coordination with the student\'s employer
  • Recent projects completed by our graduates:
    • Reducing Variation in a Structural Support Assembly” , M. Faught, Whirlpool Corp, Advisor Dr. Olson, Summer 2002
    • “Laundry Technologies and Innovations” , S. Ahmed, Whirlpool Corp, Advisor Dr. Abraham, Summer 2002
    • “The Problems Customers Face with New Technology” , A.Campbell, Monarch Labs, Advisor Dr. Dismukes, Spring 2002
challenges
Challenges
  • The program “owned” by the College of Engineering and only administered by the Engineering Technology department
  • Currently the Engineering Technology department does not have it’s own Graduate program
  • The PT MSE is only the Part time program
  • There are not enough elective courses offered on line that can satisfy the Engineering Electives Sequence requirements
proposed changes
Proposed Changes
  • Expand the existing PT MSE program to create a full time online Professional Master’s degree in Engineering Technology
    • This program will not be just administered but also owned by the Department of Engineering Technology
    • There is no similar program in the state of Ohio that awards Master’s level degree in Engineering Technology and there are very few in the nation
    • The program will have several options (areas of concentration)
met option
MET option
  • Practical FEA
  • Engineering Material Science
  • Advanced CAD/CAM Systems
  • Computerized Heat Transfer Analysis
  • Computerized Machine Design
  • Computational Fluid Dynamics (CFD)
eet it option
EET/IT option
  • Unified Modeling Language
  • Advanced Visual Basic. Net
  • Wireless and Cellular Communication Systems
  • Computer Vision/Digital Imaging
  • Neural Network/Artificial Intelligence
  • Advanced Programmable Logic Devices
  • Testing Digital Circuits
civil cet option
Civil/CET option
  • Indoor Air Quality
  • Outdoor Air Quality
  • Green Engineering
  • Dispersion and Risk Modeling
  • Practical Structure Analysis
  • Practical Traffic Analysis and Design
  • Building Industry Regulation & Mitigation
  • Advanced Engineering Cost Decision Analysis
benefiting groups
Benefiting Groups
  • Four population groups will benefit from the Professional Master’s degree in Engineering Technology
    • Professionals in the engineering workforce
    • Recent graduates from engineering and technological degree-granting institutions
    • Students from the Degree Completion program
    • Faculty members in two-year institutions and technology education teachers
questions and discussion
Questions and Discussion

Q?

Your questions and comments are welcome.

A!

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The University of Toledo Contact Information

Karen Rhoda, Ph.D.

Email: [email protected]

Phone: 419.321.5130

Dan Solarek, M.S.E.E.

Email: [email protected]

Phone: 419.530.3377

Ella Fridman, Ph.D.

Email: [email protected]

Phone: 419.530.3273

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