Presenters From the University of Toledo :

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

2. 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

3. Karen Rhoda, Ph.D.Director, Distance Learning

4. 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

5. 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

6. DL Grant Funding Collaborated with UT's Colleges and Other Colleges:$3.03 million

7. The DL Team

8. 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

9. UT Distance Learning – Course Enrollment by Year *Enrollment as of 10/10/2003

10. UT Distance & eLearning – Course Enrollment by Year *Enrollment as of 10/10/2003

11. UT Distance Learning – Number of Courses by Year *Number of courses as of 10/10/2003

12. 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

14. Dan Solarek, M.S.E.E. Chair/ProfessorEngineering Technology

15. One-third of the College undergraduate enrollment CSET program started in January of 1999. Engineering Technology at UT • 1,100 Undergraduates Fall 2002

16. Collaboration • University, community college, state agency collaboration.

17. Degree Completion Partners • Central Ohio • Cincinnati State • Columbus State • Cuyahoga • Jefferson • Lakeland • Rhodes • Lorain County • Northwest State • Sinclair • Stark State

18. 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

19. Current Enrollment • The distribution of these students between upper division and lower division is shown below.

20. 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.

21. 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.

22. 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 …

23. 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

24. 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

25. 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.

26. 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

27. 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

28. 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

29. Ella Fridman, Ph.D.Associate ProfessorEngineering Technology

30. Professional Master’s Degree in Engineering and Engineering Technology

31. 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

32. 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

33. 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

34. 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…

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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)

41. MET option • Practical FEA • Engineering Material Science • Advanced CAD/CAM Systems • Computerized Heat Transfer Analysis • Computerized Machine Design • Computational Fluid Dynamics (CFD)

42. 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

43. 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

44. 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

45. Questions and Discussion Q? Your questions and comments are welcome. A!

46. The University of Toledo Contact Information Karen Rhoda, Ph.D. Email: karen.rhoda@utoledo.edu Phone: 419.321.5130 Dan Solarek, M.S.E.E. Email: daniel.solarek@utoledo.edu Phone: 419.530.3377 Ella Fridman, Ph.D. Email: ella.fridman@utoledo.edu Phone: 419.530.3273