1 / 12

Enhancing Engineering Education through Distance Learning Collaboration

This proposal aims to link community college engineering students with engineering schools through synchronous and asynchronous distance learning modes. The project targets offering graduate programs, continuing education, and undergraduate preparation courses for community college students aspiring to join engineering schools. With a focus on collaborative effort, the proposal seeks to develop partnership with faculty to provide additional engineering courses, create a support structure for remote students, and establish a sense of community among engineering learners. Faculty incentives, course content development, network support, and funding are key challenges addressed. For collaboration or funding recommendations, please contact mantey@cse.ucsc.edu or callon@cse.ucsc.edu.

juliet
Télécharger la présentation

Enhancing Engineering Education through Distance Learning Collaboration

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Distance Learning:Linking Community College Engineering Students with Engineering Schools(A Proposal) Jack Baskin School of EngineeringUniversity of CaliforniaSanta CruzJack Callon& Patrick Mantey October 19, 2000

  2. Distance Learning Modes • Synchronous • Asynchronous • Quasi-synchronous

  3. Roles for Distance Learning • Graduate Degree Programs • Continuing Education • Undergraduate Preparation for Graduate Programs (change of field / career) • Lower-division Undergraduate Courses for Community College Students

  4. Distance Learning Distance Learning Architecture Systems Architecture Course Material Targeted Use Instructional Support System Graduate Courses Network Graduate Course Prerequisites Undergraduate Courses Community College Articulated Courses Industry training and technical updates Industry Collaboration Content Structure Client Features and Functions Server Features and Functions Content Guidelines

  5. Community College Motivation • California needs more engineers, especially in “high-tech” • UC cannot accommodate all qualified students desiring UC engineering education • UC is committed to increasing community college transfers • UCSC’s School of Engineering students coming from community colleges are excellent (and about 50% of our graduates)

  6. Community College / UC Challenge • Engineering programs at community colleges have different capabilities • Community Colleges need to attract more students into Engineering • Transfer students into Engineering Schools could graduate in two years if they had the necessary courses in their Community Colleges

  7. Distance Learning Objectives • Develop partnership / collaboration with faculty in community colleges to provide additional Engineering courses via Distance Learning • Give Distance-Learning Students a sense of community with other Engineering students • Create support structure for delivery of courses to small classes / remote students

  8. Collaborative Effort • Engineering school faculty develop course content with community college partners • Community colleges own and administer courses • Engineering school faculty provide support for community college instructors, and interact with community college students

  9. Proposed Courses • Applied Discrete Mathematics (CMPE 16) • Computer Organization (CMPE 12C) • Probability Statistics (CMPE 107) • Introduction to High-tech Engineering

  10. Establishing a Community • Interactive Sessions with (co) instructors • Scheduled on-line “office hours” • Course web pages • Bulletin boards / multimedia servers • Student web pages • Joint projects

  11. Challenges • Faculty incentives, compensation, credit • Culture, teaching styles • Course content, development, coordination • Intellectual property ownership • Network and computer system support • Funding

  12. Input Solicited If you have suggestions and recommendations, If you would like to collaborate in this, or If you have suggestions for funding, Please contact mantey@cse.ucsc.edu or callon@cse.ucsc.edu

More Related