Trends and Developments in Online Education

1. Trends and Developments in Online Education Moderators: Jeffrey Russell, University of Wisconsin- Madison Mark Meyers, University of Wisconsin- Platteville

2. Harvey Gullicks, Ph.D., P.E.University of North Dakota • Assoc. Prof. of Civil Engr. (1993-Present), Chair of Civil Engr. (2010-Present) • BSCE, University of North Dakota (1976) • Master of Engr. in Civil Engr. (Environmental emphasis), University of North Dakota (1979) • Ph.D. of Civil Engr. (Environmental with Chemical Engr. Minor), Iowa State University (1987) • 20 years of consulting engineering experience in the water, wastewater, hydraulics, construction, expert witness, and environmental management/remediation fields [Union Pacific Railroad (1976-77), STS Ltd. (1979-83), Veenstra & Kimm Inc. (1987-89), UniField Engr. (1989-93), AE2S Inc. (1993-present)]

3. Jared Reigstad, MCENorwich University • Project Manager/Engineer Reigstad and Associates (2003-Present), Responsibilities Include: • Marketing, Business Strategy • Forensic Analysis, Structural Design, Document Prep, Construction Administration • Analysis Experience in High Winds, High Seismic, Heavy Snow, Water • Design Experience in Shallow and Deep Foundations, Wood, Steel, Reinforced and Post-Tension Concrete, Masonry, Tension Structures, Barge Structures • BSCE Rensselaer Polytechnic Institute (2000) • MCE Structural Engineering, Norwich University (2006) • Norwich University MCE Instructor (2006-Present)

4. Linda Krute, Ph.D. North Carolina State University • Ph.D. with specialization in the administration of adult and continuing education programs, Oklahoma State University • Director of Distance Education Program for College of Engineering at North Carolina State University • Responsible for administration of undergraduate and graduate distance education programs in engineering and computer science • Online graduate program is among the largest engineering distance education programs in the nation • Currently offering 14 online graduate engineering programs and two Bachelor of Science in Engineering programs • Active in the American Society for Engineering Education (ASEE) and the International Association for Continuing Engineering Education (IACEE)

5. Mark Meyers, Ph.D., P.E.University of Wisconsin- Platteville • Civil Engineering Faculty Member (2000-Present) • Chair, Dept of Civil & Environmental Engineering (2007-Present) • BSCE, University of Wisconsin-Platteville (1981) • MS, University of Cincinnati (1984) (Water Resources) • PhD, University of Cincinnati (1994) (Geotechnical) • Geotechnical Engineer, US Army Corps of Engineers, St. Paul District, St. Paul, MN (1988-2000) • Geotechnical Engineering Consultant (WI, ND, MN)

6. Philip R. O’Leary, Ph.D., P.E. University of Wisconsin - Madison • Chair of the Department of Engineering Professional Development (EPD). • B.S. and M.S., University of Wisconsin – Madison (Agricultural Engineering) • Ph.D., University of Wisconsin – Madison (Land Resources with a specialization in energy and environmental issues) • Conducts professional development courses in the areas of solid waste management, hazardous waste control, groundwater quality protection and related environmental topics • Prior to joining the university, worked for the Wisconsin Department of Natural Resources developing guidelines and issued permits for industrial pollution control systems, land application of effluent systems, and the application of sludge on agricultural land

7. Program Descriptions

8. University of North DakotaBSCE Program Summary • Six Faculty: 2 Environmental, 2 Structural, 1 Water Resources, 1 Geotechnical/ Transportation • Seventh Faculty Hire in Process: Geotechnical/Transportation • 125 On-campus Undergraduate Students • 115 Distance Undergraduate Students Taking UND Courses • >100 Distance Advisees Not Currently Taking UND Courses, Taking Courses Elsewhere for Transfer to UND

9. Norwich UniversityMaster of Civil Engineering Program • 100% asynchronous online, with the exception of a one week required on-campus residency at the end of program • 36 credit, 18 months • Cohort system • 18 credit core with 18 credit concentration (four choices: structural, environmental/water resources, geotechnical, or construction management)

10. North Carolina StateMaster of Civil Engineering Program • Online MCE degree program began in 2002 • 30 credit hour program • Two-thirds of course work must be in an area of civil engineering; one-third from other engineering offerings • No on-campus residency required • Non-thesis program • Five areas of specialization available for online degree • Transportation Systems and Materials • Structural Engineering and Mechanics • Geotechnical/Geoenvironmental Engineering • Construction Engineering and Management • Water Resources and Environmental Engineering

11. University of Wisconsin- PlattevilleMaster of Science in Engineering • Program approval Spring 2000; Courses started Fall 2000. • 240 Students; 375 Enrollments • Growth Target: 80 Enrollments/yr • Basic Requirements • Core Competencies • Mathematics • Computer Applications • Engineering Communications • Engineering Management • Emphasis Areas • Applications in Engineering Management • Engineering Control Systems • Engineering Design • Structural/ Geotechnical Engineering

12. University of Wisconsin-MadisonMaster of Engineering in Professional Practice (MEPP) • Alternative to MBA for experienced, mid-career engineers • Fixed, two-year curriculum • Cohort model: students progress through program as a stable, supportive learning community • Limited size: 30 students admitted per year • Residency: only time on campus is 4-6 day residency each year • Emphasizes project-based, collaborative learning • 300+ alumni from first 11 graduating classes

13. Attributes of Online Education Jared Reigstad Norwich University

14. Attributes of Online EducationDisadvantages • Better suited to adult learners: • The independence of online education requires a discipline that many of today’s “traditional age” college students lack. • Synergy of F2F conversations more difficult to achieve: • Lacks benefit of facial expression, body language, voice inflection, etc. • Instructor/student before and after class moments missing. • Student/student “snack bar chat” missing. • Lack of in-class “storytelling” or experience sharing time. Can be done online but more difficult.

15. Attributes of Online EducationAdvantages • Location independent – students can engage from anywhere they have Internet access. No need to pull up roots and relocate. • Computer provides capabilities that traditional delivery cannot: • For decades traditional chalk-on-board instruction has attempted to model dynamic, three-dimensional systems on a static, two-dimensional surface (i.e., the blackboard). The computer solves this problem. • Allows smaller schools to provide access to a more diverse, eclectic group of faculty through use of adjuncts.

16. Attributes of Online EducationAdvantages • Quality control of course content: • No more throwing lectures together the night before. Pre-development of content improves quality. • Predevelopment allows instructor to focus on improving instruction/delivery techniques. • Consistent content across sections. • Difficult for introverted students to “hide in the back of the room.” Everyone’s in the front row.

17. Attributes of Online EducationAdvantages • Allows students more thought time before contributing to group interactions (i.e., “posting”). • Time efficient: • No lost commuting time. • Pace of learning can be accelerated. Strong students don’t waste time in class listening to instructor repeat topic for weaker students. • Students write a lot more.

18. Attributes of Online EducationAdvantages • Energy level – students choose when to learn (i.e., time of day), when they’re at their peak. • Seamless interjection of multi-media. Troubleshooting done in advance by IT staff.

19. Online Bachelor of Science Program Harvey A. Gullicks, Ph.D., P.E. University of North Dakota

20. Online Delivery • Began Advising Prospective Distance Students 1999 • Began Math/Physics/Chem & General ENGR Course Access 2000 • Began CE Department Course Delivery in 2001 • Initially 3-year course rotation • Began annual course rotation in 2007 • Typical Distance Student Circumstances: • Employed full-time or in military • Technical or Associates Degree or non-Engr Degree • Significant work experience in design & construction industry • Considered Transfer Student at UND • Need PE licensure for career advancement • Limited access to Higher Education Institutions • Location or Work Schedule

21. Transfer Student Graduation Requirements • Minimum 125 College/University Cr. Hrs. Completed. (UND BSCE is 134 Cr. Hrs.) • Minimum 60 Cr. Hrs. Completed from 4-year Degree Granting Institution. • Minimum 30 Cr. Hrs. Completed from UND. • Minimum 22 Cr. Hrs. of 300 & 400 level Civil Engineering Courses Completed from UND, Including CIEN 482/483 Civil Engineering Design I/II Sequence.

22. Program Growth

23. Distance Student Graduates

24. Distance Student Experience Credit • ENGR 102 Professional Assessment & Evaluation: Opportunity for Work Experience Credit • Intro to Civil Engineering • Laboratories • Graphical Communication/AutoCAD • Digital Terrain Modeling (Civil 3D) • Computer Applications in Engineering • Surveying • 6 Cr.Hrs. Technical Electives/Internship

25. Effect on On-Campus Students • Design Project Teams in Courses and CE 482/483 Capstone Design Sequence – Mixture of On-Campus & Distance Students • 1/3 of students in CE 482/483 course are distance students • Real-world Project Communication/Coordination • Benefit from Distance Student Experience • On-line lectures available if missed • Improved course access when on-campus course scheduling conflicts exist/lecture times overlap.

26. Lecture Delivery • Initially used Screenwatch to record lectures for online streaming. • In 2010, switched to using Tegrity to record lectures for online streaming. • Distance students can download lectures for viewing at their convenience & repetition viewing. • Instructors make heavy use of PowerPoint presentations & MimioSoftware/Wacom Tablets/Smart Boards. • Instructors post notes/PowerPoint slides on Blackboard prior to lecture for student access.

27. Homework/Project& Exams • Same homework/project assignments & deadlines for On-campus & Distance Students. • Exams posted on Blackboard for Password-Protected, Limited Time Window Access by PROCTORS only. • Sitting time for exams same as for on-campus students. • Immediate, multiple means completed exam submittal by PROCTOR: • Scanning & Blackboard pdf posting • Facsimile or Instructor email & postal delivery of original exam

28. Laboratories Delivery • Laboratories required in Chemistry 2 cr.hr., Physics 2 cr.hr., Surveying 1 cr.hr., CE 301Civil Engr. Lab I (1 cr.hr. Soils & 1 cr.hr. Materials), CE 302 Civil Engr. Lab II (1 cr.hr. Hydraulics & 1 cr.hr. Environmental). • If laboratories of acceptable equivalency have not been transferred into UND, the UND labs are required & must be taken on the UND campus. • Each 1-credit hour full semester lab experience is condensed into a 40-hr week summer session lab experience for distance students.

29. Transfer Credit Evaluation • Registrar evaluates courses for acceptability by UND. • SEM Undergraduate Experience Coordinator does initial evaluation of courses for UND Essential Studies & BSCE curriculum using status sheet. • CE Faculty Advisor reviews status sheet & clarifies any questions or corrections required. • Appropriate petitions filed by student.

30. Transfer Credit • CE Faculty Advisors have authority to accept Math, Physics, Chemistry & Engineering transfer courses from other institutions in lieuof UND Math, Physics, Chemistry & Engineering courses. • Calculus-based Physics & Engineering is critical requirement in review • NOT AS EQUIVALENT courses (courses petitioned to UND Math, Physics, Chemistry departments for equivalency review/ determination).

31. University Residency • University requirements for last 30 credit hours in residency are waived by petition to allow transfer of credit from other institutions. • This is critical for effective advising, student progress & access to some courses.

32. Accreditation of Online BS Programs Harvey A. Gullicks University of North Dakota

33. ABET Accreditation • UND does not approach accreditation of on-campus & distance deliveries as separate programs. • Rather, the UND BSCE program is accredited as one program, which utilizes multiple modes of education delivery. • It is critical that advising of distance students protects the rigor of your program. • Ensure that credit is not given for algebra- based physics, statics, mechanics of materials, & engineering transfer courses. • Do not waive course prerequisites without very good rationale.

34. ABET Accreditation • Prepare for extra ABET distance delivery scrutiny: • Proctor concerns • Good proctors: library, church, community college, university, human resource personnel • Delayed exam taking concerns • Keep proctor access window short as reasonable • Impress on students: ethical issues, importance for maintaining program accreditation for their graduation & future graduates, student consequences of cheating • Restrict materials & technological devices during testing: cameras, cell phones, calculators, notes, books, etc.

35. ABET Accreditation • Advising Concerns: Email Documentation • Distance students = transfer students: Rigorous transfer credits & work experience waivers review. • Enforce course prerequisites with academic advisement registration holds & course registration permission numbers system. • Work & course load: <6 cr.hr. if working full time • Advising must present options to take courses from other institutions for later transfer. Frequent requests to review courses for transfer acceptability. • Faculty advising load: Distance students take 3 times longer to advise than on-campus students. Financial aid

36. ABET Accreditation • Student Education Experience Equivalency • UND’s experience: Distance students are your best advocates to speak to the rigor of your program & value of your program. Include them in most if not all program assessment tools. • Faculty Buy-In • Distribute the advising load uniformly • Provide faculty overload pay opportunities from distance student course access fees • Need summer advising compensation • Encourage faculty-distance student interaction • Prompt response to distance students

37. ABET Accreditation • Admission: Expect many more applications for admission than will enroll in classes. • Enrollment: Expect only about 30 to 40% of distance student admissions to actually take courses from campus distance delivery • Biggest factor: math preparation of the student • Successful calculus series transfer students typically do well. (No prior calculus often = no success.) • Retention: Expect about 20-25% of admissions to continue after 1st or 2nd semester. • Graduation: Variable 3-9 years to graduate

38. CE 482/483 SeniorDesign Course Sequence • The senior design courses contribute to achieving many of the civil engineering program outcomes. However, these courses are particularly important for documenting the following outcomes: • Designing a system or component • Working in teams • Communicating Effectively

39. Designing a Systemor Component • Distance students can contribute good ideas for realistic design projects based on their work experience. • Because of their work experience, distance students often bring important leadership and organizational skills to the design team.

40. Designing a Systemor Component • Distance students can obtain useful background data for the project such as site survey data, soils data, traffic data, etc. • Distance students may have specialized computer analysis skills and access to specialized software that they can share with the on-campus students.

41. Designing a Systemor Component • Distance students often have practical experience with the design process that they can share with the on-campus students.

42. Working in Teams • In order to utilize the experience and skills of the distance students, we try to include both distance and on-campus students on the senior design project teams. • Our experience has shown that distance students often bring valuable team working skills such as leadership, in-depth knowledge of the topic, and good work habits.

43. Working in Teams • Our experience has shown that on-campus students appreciate the team working skills of the distance students.

44. CommunicatingEffectively • Our experience has shown that having distance students on design teams can greatly enhance the communication learning experience. • We rely on Blackboard to provide the necessary communcation tools for the senior design projects.

45. Communicating Effectively • Each team is organized as a separate group on Blackboard. This facilitates emailing among team members and file sharing. • Blackboard has other tools such as the Wimba Classroom, Wikis, and server access that can enhance team communication.

46. Communicating Effectively • Generally, design teams with distance students make the best use of the communication tools available on Blackboard. • The Wimba Classroom is particularly useful because it allows teams to share voice, PowerPoint slides, and software applications in a web conference.

47. Communicating Effectively • The Wiki feature on Blackboard provides a way for teams to post text on the web in a secure location that can be accessed by the other team members. This feature is useful for posting team journal entries. • We can also make software programs available to distance students using the Citrix server which they can link to with Blackboard.

48. Communicating Effectively • In general, we have found that more distance students on a design team, the more use is made of the various communication tools on Blackboard.

49. Graduate Online Engineering Programs Linda Krute North Carolina State University Jared Reigstad Norwich University

50. Master of CivilEngineering Program • Four concentrations: • Structural Engineering • Environmental/Water Resources Engineering • Geotechnical Engineering • Construction Management • Approximately 90 students progressing through program on a cohort system • Maximum class size = 17 • Cohort system reduces advising burden