Architectural and Manufacturing Sciences Faculty Publications

Medical Technology: Contexts and Content in Science and Technology

Michael A. De Miranda et al. — Wed, 14 Apr 2010 11:01:21 PDT

Learning Styles and Entrance Requirements for Online Master's Programs

Dr. Stanley L. Lightner et al. — Wed, 14 Apr 2010 10:41:02 PDT

As more online graduate programs are created and traditional programs shift to an online format, the need to identify and understand skill sets necessary for students’ success becomes more apparent. Typically, graduate programs rely on entrance requirements such as the GRE, undergraduate GPA, and a writing sample to evaluate an applicant’s potential success. Is it reasonable to expect that other entrance requirements might be needed for student success in online graduate degree programs?
Research comparing learning and personality styles of online learners exists; however, application of this information as part of the admissions process for online graduate programs is sporadic. How important is the identification and understanding of the skill sets necessary for success of the online learners? Should the entrance requirements be different for online graduate programs; and if so, what should be included?
Students currently enrolled in an online masters program were measured for personality and learning styles. The survey results were compared with data from previously published research. A survey of the Engineering Technology Listserve also gathered data from online programs to identify entrance requirements and perceptions of faculty regarding learning styles.

The Videoconferencing Classroom: What Do Students Think?

Dr. Anthony Mark Doggett — Wed, 14 Apr 2010 10:22:34 PDT

The advantages of video conferencing in educational institutions are well documented. Scholarly literature has indicated that videoconferencing technology reduces time and costs between remote locations, fill gaps in teaching services, increases training productivity, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning (Martin, 2005; Rose, Furner, Hall, Montgomery, Katsavras, & Clarke, 2000; Townes-Young & Ewing, 2005; West, 1999). However, there are few studies that analyze the effectiveness of videoconferencing from the student’s perspective. Videoconferencing technology is often touted as a method to connect with previously inaccessible student populations, but does it adequately serve the needs of the students? If given a choice, would students select videoconferencing over face-to-face instructional methods?

A Statistical Comparison of Three Root Cause Analysis Tools

Dr. Anthony Mark Doggett — Wed, 14 Apr 2010 10:07:35 PDT

Selected Collaborative Problem-Solving Methods for Industry

Dr. Anthony Mark Doggett — Wed, 14 Apr 2010 10:07:34 PDT

Despite the availability of a wide range of problem solving methods, individuals continue to struggle with problems. Scientists attempt to address recurring economic, social, political, and organizational problems through the expansion of knowledge and theory. ... Cause-effect relationships advance logical explanations, predict future events,and forecast consequences. Theories and thinking based on cause-effect findings become recognized science (Goldratt, 1990) and move the field of inquiry from "art" to that of disciplined examination. In problem solving, the root cause of the problem produces an undesirable effect. Any pursuit that does not seek the root cause leads only to the symptom of the problem and, by definition, solving a symptom will not solve a problem. Problem solvers identify root causes of problems to be able to predict future cause and effect relationships. The purposeful application of an analysis method can address complex problems using a structured approach rather than emotion or intuition.