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This paper examines the distance learning process by providing an informed student's perspective as well as the instructor's perspective on an Internet-based synchronous distance learning experience. Throughout the semester, the student maintained a class-by-class journal on his experiences and reactions to the Internet-based course. This journal served as a crucial resource in the subsequent evaluation of the virtual classroom experience. The analysis provided in this paper, informed by current research on traditional and distance education, suggests that community, interaction, pedagogy, attention, and feedback play important roles in the success of an Internet-based learning experience. Specific comments by the course instructor, as well as survey results from both students and other instructors for a number of synchronous Internet-based courses, are also presented. This data further illuminates the student synchronous distance education experience and contributes additional insight into the delivery method and its ongoing evolution. The unique observations and conclusions provided here are useful for both instructors and students interested in participating in synchronous as well as asynchronous computer-mediated education. [ABSTRACT FROM AUTHOR]

BACKGROUND Engineering graduate education, particularly at the doctoral level, relies heavily on mentored research experiences often conducted in a research group. PURPOSE (HYPOTHESIS) The purpose of this study is to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. DESIGN/METHOD This study utilizes a sequential exploratory mixed methods design, with nine months of ethnographically guided observations and interviews used to develop an online survey instrument. Data reported in this paper include results from the ethnographic analysis and survey responses from over 800 students at four institutions. RESULTS Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning. Survey results confirm the prevalence of engineering graduate research groups, as well as several elements common across research groups from different universities and academic departments, including: interactions and communication, access to resources, and role of the advisor. CONCLUSIONS An understanding of the mechanisms for learning in research groups can be used by engineering administrators, faculty members, and graduate students to create an environment that fosters successful learning and professional development. We also recommend practices for ensuring positive experiences for all graduate students, which may ultimately reduce attrition from engineering graduate programs. [ABSTRACT FROM AUTHOR]

In the summer Research Experience for Undergraduates offered by the NSF-sponsored VaNTH Engineering Research Center in Bioengineering, core competency instruction in ethics and communication was integrated into students' research experiences outside of formal courses. This paper describes our instructional approach and presents an initial evaluation of its effectiveness. A simple concept mapping assessment used at the beginning and end of the summer suggests that students made gains in both areas. In ethics, students developed greater awareness of key concepts, such as respect for persons (informed consent), beneficence, justice, and integrity. Gains in communication were more modest, but the maps revealed growth in understanding the importance of audience and the multifaceted nature of technical communication. Overall, the study suggests that students can make measurable strides in core competencies without taking formal courses. Future research should consider integrating components of our intervention into other non-credit experiences for engineering undergraduates. [ABSTRACT FROM AUTHOR]