Technology is widely recognized as a tool students must master to compete in the global marketplace. Today’s schools are struggling to deliver technology skills that are essential for today’s students. Many of today’s leaders in technology integration identify the lack of quality professional development as a key factor in the poor integration of technology into the curriculum.

There is a wealth of literature that clearly details key characteristics and design elements of professional development. There is relatively little literature describing the effectiveness of various aspects of professional development on student achievement (Fishman, Marx, Best, & Revital, 2003; Guskey, 2000; Jeanpierre, 2005; Schacter, 1999; Shaha, Lewis, O'Donnell, & Brown, 2004). One method of delivering professional development is the train-the-trainer model often employed in education, businesses and the military. Although it is widely used, there is little literature documenting the success of this model in transferring knowledge from the expert, to the trainers to the next group and finally to students.

This program was designed to provide the Warwick elementary teachers and students with the training necessary to learn spreadsheet skills. Moreover, the evaluation results may contribute some insight into how the train-the-trainer model works in practice and how teachers make sense of professional development.

This Executive Position Paper (EPP) consists of four chapters. Chapter one describes the situation at Warwick School District, discusses the need and purpose for this work, addresses barriers, and contains a rationale for the selection and modification of the Train-the-Trainer model as the primary vehicle for delivering a professional development program in the domain of spreadsheets.

Chapter two describes the data collection tools and procedures used to collect relevant data. This chapter also describes the participants their roles in this project. Chapter three provides an in-depth description of the program design including the rationale for including key characteristics identified in prominent literature on professional development. This chapter delineates the program implementation, highlights the delivery of this modified train-the-trainer professional development program and describes the results of the evaluations.

Chapter four discusses the findings of this program, draws conclusions, and offers recommendations for Warwick School District. In addition, this chapter suggests areas for future study.

As distance education evolved from correspondence courses to the World Wide Web, standards and recommendations for best practices developed. The American Distance Education Consortium (ADEC) created its Guiding Principles for Distance Teaching and Learning (2003); Chickering and Gamson’s Seven “Principles of Good Practice for Undergraduate Education” (1987) were adapted to include “Technology as Lever” (1996). One important recommendation frequently associated with successful learning online is student interaction.

Faculty who adopt the innovation of online teaching usually begin by converting a classroom-based course to delivery on the Web. One of the greatest challenges in creating online versions of former classroom-based courses is designing instruction that engages students and fosters interaction. Courses can be redesigned to take advantage of the interactive capabilities of computer-based media but the challenge for faculty is how to accomplish this in their courses. This EPP project addresses this issue by developing an online tool for faculty that guides them through the process of developing interactive learning activities that align with the learning objectives of their course and are delivered via the World Wide Web. The tool is piloted by a faculty member and the resultant activities are implemented in his online course.

This Executive Position Paper (EPP) is comprised of three chapters. Chapter One reviews literature on interaction as it relates to improving instruction in asynchronous online courses. Themes include characteristics of learning environments conducive to student interaction and interactive learning activities as they relate to instructional design models. Also included is pertinent historical information on distance education at Old Dominion University, which is the context for this project.

Chapter Two describes the development of the multi-level interactivity tool and its relationship to learning domains and instructional design models. The author develops a multi-level instructional design tool for creating interactive learning activities and pilots its use with a faculty member who uses the tool to create an interactive learning activity in his online course, ARTH435W Modern Architecture. This course was selected as the pilot because the content is largely visual and lacked interactivity.

Chapter Three evaluates the Interactivity Tool regarding its instructional design, interface, and faculty use. Data collected from the students in the online course which received the intervention is compared with students (control group) in another ARTH435W course who did not. This project concludes by making appropriate changes to the Interactivity Tool and describing its continued development, evaluation and implementation as a faculty support tool available online for use in other course redesign projects at Old Dominion University.

Technology-assisted instruction is changing how faculty and students interact. This is resulting in dramatic changes in the way instruction is designed and delivered. Many universities offer both face-to-face and online courses. In addition, universities are experimenting with an alternative delivery modality, referred to as hybrid or blended courses. A hybrid course is one in which a significant portion of the learning activities have been moved online. Universities are discovering that when faculty members convert a course to the hybrid format using proper instructional design methodology, not only does their redesigned course improve but their traditional courses also improve. When considering this new delivery modality, faculty need to recognize that teaching online is qualitatively different from teaching face-to-face.

The Hybrid Professional Development Program described in this paper focuses on offering faculty a situated experience in which they can gain the perspective of an online instructor. This professional-development program consists of five stages: orientation to hybrid instruction; design course; develop course; teach course; evaluate, revise, and improve course.

The overall goal is to provide participants with knowledge of hybrid instruction and the skills necessary to design or teach a hybrid course. Today’s technologies offer faculty an opportunity to transform their teaching from presenting information to facilitating a learning experience for their students. The program challenges faculty at the University of Delaware to reflect on how they are teaching and whether it is the best way to deliver content. The experience of this program should result in greater student, faculty, and university satisfaction with the teaching/learning process.

Recent New Jersey standardized test scores indicate that the students of the Cranbury School are not achieving the same high level of success in language arts literacy as they are in math and science. Research suggests that there is a positive link between Internet research skills and language arts literacy. Therefore, a mechanism for helping teachers integrate Internet research skills into the Cranbury School curriculum may help students build a foundation of literacy skills which will ultimately produce better prepared students with higher test scores.

A workshop to deliver information literacy skills to the teachers of the Cranbury School was conceptualized in paper one and designed in paper two. In the third and final paper, an analysis of quantitative and qualitative data collected during a pilot study, examines the effectiveness of the newly designed course. Furthermore, this evaluation serves as a basis for determining what changes, if any, should be made to the workshop.

As the evaluation reveals, teachers who participated in the information literacy pilot gained a high level of knowledge of the subject. A comparison of pre- and post-test results indicated that the teachers performed significantly better after taking the course. Survey responses confirmed that the teachers had highly favorable impressions of the course. Therefore, this action researcher concludes that the workshop should be recommended as a professional development activity for all the teachers of the Cranbury School.

Electronic portfolios have received a great deal of attention in teacher education in the past ten to fifteen years. Commensurate with this attention has been the great deal of change in technologies that have contributed to electronic portfolio development. Throughout this evolution, three themes have emerged in the literature related to e-portfolios in teacher education. These themes include e-portfolios for learning, e-portfolios for evaluation and assessment, and e-portfolios for employment.

This Executive Position Paper explores the themes in the literature along with a sampling of e-portfolio models to inform the creation of an electronic framework and e-portfolio model that integrates the components of learning, evaluation, assessment, and employment into one integrated tool. This paper focuses specifically on the developmental process for creating an integrated e-portfolio system for teacher education, and provides a plan to evaluate e-portfolios that result from the e-portfolio development process presented in this Executive Position Paper.

Across the United States, dropout rates for online distance education courses are reported to be higher than classroom-based courses (Lynch, 2001; Terry, 2001). Because of the widely differing dropout rates, there is no national benchmark against which to compare dropout rates. It seems prudent, therefore, to review the University of Delaware’s dropout rate in online distance education courses. In light of the fact that no benchmarks exist, the goal of this review is to develop strategies to reduce the dropout rate much as possible and identify areas for further study. The key questions of this study are:

1. What are the trends in the success and withdrawal rates for online distance education courses?
2. How do the quality, type, and frequency of interaction with the instructor affect student satisfaction and success with online distance education courses?
3. How do the quality, type, and frequency of interaction with the Instructional Management System affect student satisfaction and success with online distance education courses?

This study uses the framework of interaction, student-teacher and student-interface, to investigate the effect on student satisfaction and success. The quality, quantity, and frequency of each interaction are the focal points. This study also uses student enrollment data to study trends historically and during the study period.

Enrollment in online distance education courses offered by UD is rising. More traditional, on-campus students are taking advantage of the offerings. The typical at-risk student appears to be part-time, out-of-state, and not yet matriculated. Interaction with the instructor, quality of the course materials, improved evaluation methods, delivery methods and disciplines all factor into a studennt’s satisfaction and success in the online distance education environment.

This study leads to the following recommendations:

1. Focus faculty support on increased interaction evaluation techniques
2. Engage and acclimate students early in the semester
3. Refine mission, goal, and audience of the online distance education courses
4. Implement a quality review process for online course development

The number of online discussion groups has grown tremendously in the past ten years, as has the overall number of people in those groups. Recognizing the value in helping people learn together despite separation in time and distance, educational and corporate institutions support discussion groups for their students and employees. Adults who come together online to spend time reading and responding to messages not only gain knowledge, but also form personal and business networks. Purely social interaction occurs in these venues, too. This networking and interaction among people can be defined as a community, not unlike its counterparts in the physical world. Informal online learning communities outside of work and school are not well documented.

ASCFG-List (an email discussion group) and ASCFG Forum (a Web-based discussion forum) were two online services sponsored by the Association of Specialty Cut Flower Growers (ASCFG)—a dispersed international body of cut flower producers, suppliers, educators, researchers, and distributors—as a member benefit to encourage networking and information exchange. The List’s susceptibility to computer virus transmission and inability to archive information were two major factors that spurred the development of the Forum and eventual discontinuation of the List. This period of transition afforded a unique opportunity to observe and analyze the relative strengths and weaknesses of each system. Member surveys, online communications, and interviews provided information regarding 1) subscriber activity levels, 2) the types of messages posted, and 3) online community development.

As the ASCFG-supported communication medium migrated from the List to the Forum, subscription rates decreased and lurking rates increased. People posted proportionately fewer messages on the Forum than on the List. Proportions of Forum message types and topics declined most noticeably in areas related to social interaction and leadership/membership communications. Communications regarding growing flowers and controlling pests remained proportionately high across both platforms. Users described the List’s email format as being more convenient to use and better at supporting interactive discourse that enhanced learning. Concerns about the persistence of the Forum’s archival information also influenced how subscribers participated.

Recommendations for the maintenance of ASCFG’s online community include 1) finding a more email-like communications medium that could also support archiving and protection from computer viruses, 2)improving the archive organization, 3) providing enhanced search functions, 4) ensuring online security for site access and privacy, 5) exploring ways to provide online social interaction among members wishing to participate, and 6) developing online tutorials, FAQ’s and other documentation to assist users in proper and efficient use of the Forum.

United States Figure Skating Association (USFSA) judges are subject to ever-increasing scrutiny to be fair and precise as they rate high-stakes performances. In response, the USFSA is exploring the potential of electronic learning (e-learning) to improve technical judging accuracy.

E-learning provides specific advantages to judges and to USFSA’s educational programming. For judges, e-learning’s web-based, self-study format means they can access training topics for review at their convenience. For the USFSA, e-learning presents a convenient way to have judges view video-based models of pair lift techniques. The videotaped pair lifts models help judges form a model reference point to which actual performances may be compared.

The following papers examine the theoretical nature of accuracy in the judging process, and present the development process of an e-learning system with the goal of improving the judging of technical aspects of pair lifts. The work concludes with an experimental study of e-learning’s impact on judging ability. The results show that subjects who used e-learning performed, overall, about 24% more accurately than those in the comparison condition, when asked to identify technical aspects of pair lifts in a videotaped pair skating performance.

Practical recommendations are presented for continued development of an e-learning curriculum. In particular, the USFSA should be aware of technological problems judges face with e-learning. The USFSA might also consider making comparisons between the formal presentation of pair skating judging skills and the judges’ existing knowledge of those skills as a way to engage judges that are more experienced. Learning outcomes, moreover, should be attributed to how well e-learning presents and checks for mastery of skills. As it continues to develop this new form of education for judges, the USFSA should maintain its focus on the quality of interaction between e-learning and the learner and on improvements in the technical accuracy of the learner.

The study had several limitations, including a possible unintended treatment diffusion, the subject selection method, environmental and technical distractions during subjects’ participation, and subjects’ time-on-task differences. Nevertheless, the findings provide valuable information that can guide the USFSA’s continued use of e-learning to educate its judges.

Delaware Technical & Community College provides students with four different distance education opportunities: telecourses, online, CD-ROM and interactive television. All but telecourses have a built-in interactivity, either with supplemental material on the World Wide Web or with the instructor and other students through the various communication tools available.

The problem is that students taking Delaware Tech telecourses are not as successful as students taking other Delaware Tech distance education courses. Success is defined as whether a student earned an A, B or C as the final course grade.

An increasing number of reports state that students are more likely to find success in distance education courses if, along with other variables, they feel connected to the instructor and to other students. These reports suggest the use of communication tools such as Web-based chat rooms, discussion forums and email as means of providing interactivity.

The current study consists of three papers. Paper One is a review of the literature on distance education as it relates to telecourses. This literature review provides a taxonomy of strategies that can be used to increase student performance in telecourses at Delaware Tech. Themes include learner characteristics and instructional design as they relate to successful completion of a distance education course. Also included is historical information on distance education at Delaware Tech. The strategies collected as a result of the literature review serve as the road map for the creation of a distributed learning model at Delaware Tech.

Paper Two creates a distributed learning model that provides a Web-based component for telecourses at Delaware Tech. The model sets up guidelines for distributed learning courses at Delaware Tech and provides components that need to be incorporated into every approved distributed learning course at the college. Also included in this paper are the results of a first-ever college-wide survey of students about their telecourse experience. This survey is the result of a request from Delaware Tech’s President’s Council to survey telecourse, online and on-campus students to determine the use of technology. The outcomes from the surveys will be used to support development of a new Distance Education Plan.

Paper Three recommends to Delaware Tech a plan to incorporate an online component into telecourses and examines a means of training faculty to redesign telecourses. Included in this paper is the introduction of a self-scoring rubric and guidelines faculty can used to incorporate various online components into their telecourses.

Considerable research shows that parental involvement in a child's education improves student achievement. Technology has enormous potential for improving communication between home and school, thereby increasing parental involvement and increasing student achievement. There is a great need for more effective technology-based communication between schools and homes in Christina School District. Without using technology effectively for school-home communication, the District may be overlooking a valuable set of resources that can help improve student achievement.

The author reviewed professional literature to understand the links between technology, school-home communication, parent involvement, and student achievement. The author also conducted parent and teacher surveys, and assessed teacher voice mail prompts. The recommendations include a plan for Christina School District based on the literature review and survey results. Asynchronous technologies such as autodialers, voice mail, e-mail and Web pages hold the most promise for enhancing school-home communication because they can help overcome barriers of time and distance. However, technology access and literacy affect the potential effectiveness of these tools.

The plan includes a timeline and cost estimates for implementing an autodialer, improving Web pages, maintaining voice mail systems, improving student information system features, and training teachers and administrators. The plan will be integrated into Christina School District’s family and community engagement efforts. Elements of the plan will be useful to other schools and districts seeking to improve school-home communication.

Educational institutions currently struggle to apply traditional paradigms with media-saturated youth who find schools increasingly irrelevant to their lives (Gerstein, 1999; Hobbs). In response, states have developed curriculum content standards to improve the effectiveness of instructional programs, focusing in part on higher order cognitive skills. Over the past several years, New Jersey has been gradually implementing evolving Core Curriculum Content Standards, including Visual and Performing Arts Standards which impose stringent graduation requirements for high school seniors (New Jersey Department of Education, 1996).

Some vocational schools have addressed these requirements through comprehensive visual and performing arts curricula, especially larger schools in wealthier regions. Others that cannot afford complete arts curricula utilize media arts programs that focus on the production of visual arts. Unfortunately, many smaller school districts currently lack a visual and performing arts curriculum and do not have sufficient resources to develop a suitable program (Roellke, 1992). Cumberland County Technical Education Center (CCTEC), located in the poorest county in the state, lacks such a program and has focused on the more traditional goal of preparing students for immediate employment (Lankard, 1996).

These and other issues have led to debate over the relative value of these curriculum standards. The traditional solution to this problem has been to give vocational and technical schools the option to substitute traditional ‘practical arts’ for the visual and performing arts (D’Amico, 2001). This compromise allows vocational-technical schools to continue providing important training in skills that are central to their tradition within the bounds of a limited curriculum (Malone, 2001). A weakness of many of the programs currently employed is that they focus primarily on production-oriented facet of the arts, depriving vocational and technical students of the high academic standards and higher order thinking skills promoted by the Core Content Standards. The New Jersey Constitution guarantees a “thorough and efficient” education for all children as emphasized in the preface to the New Jersey Core Curriculum Content Standards (http://www.state.nj.us/njded/cccs/).

This proposal and the project it envisions will explore these issues, informing a tentative plan for the development of a novel technology-intensive communications curriculum to address these concerns. The goal of this proposed project is to allow students in smaller vocational-technical school settings to work toward high academic standards in the visual and performing arts through a hands on curriculum which engages higher order thinking skills and calls upon the production oriented craftsmanship tradition of the technical trades.

The overarching value of the curriculum outlined in this proposal is the transformation of the student from a naive end user who easily falls victim to the increasingly refined overtures of the American culture into a more sophisticated consumer and producer of visual media, aware of the aesthetic, historical, social and cultural functions of the arts in society. After participation in such a program, students will be able to learn from and respond effectively to the contemporary media culture as intended by the visual and performing arts standards. The program will also provide a useful format for other schools attempting to achieve higher academic standards, especially in the difficult areas of the visual and performing arts, as well as a model of technology integration in support of higher order thinking skills.

U.S. middle school students have difficulty understanding and solving mathematics word problems. Literature shows that U.S. students' mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves.

To put this research into practice, this researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy. Scaffolding Tools, developed by this researcher and based on research in the field, are used in the Strategy. The Tools, reviewed and critiqued by mathematics experts, are a Protocol for analyzing and solving a mathematics word problem and a Worksheet for creating authentic mathematics word problems. Thse tools provide an organized approach, insight into misconceptions, and can be used to track student performance improvements. Rubrics were created to assess progress in student performance as a result of using the Scaffolding Tools.

The PDM is a 5-day Summer Institute with Technology and Mathematics workshops. Its design is based on this researcher's assumptions that what is learned in the workshops will be transferred to practice if mathematics, science, language arts, and technology teachers (who teach the same students) work together in groups, and if teachers take on the role of their students. This researcher further assumes that urban middle school students can use technology to demonstrate an understanding of mathematics concepts, and that student mathematics performance may improve by learning to solve mathematics word problems and create authentic mathematics word problems. Design of the PDM was based on the Darling-Hammond and Ball five premises.

A Summer Institute Pilot was conducted, to test the Scaffolding Tools and evaluate this researcher's assumptions and the Darling-Hammond and Ball five premises adapted for the PDM. Teacher work products, prepared while using a student persona, are examined. Feedback from the Pilot informed development of the PDM and refinement of the Scaffolding Tools.

My reading of research indicates that vocabulary learning is the building block of overall language proficiency. Successful L2 learning hinges very much on target vocabulary acquisition. Vocabulary knowledge is multi-dimensional. It requires multiple encounters with the target vocabulary in various contexts to fully obtain the word knowledge. The process of learning words is accumulative and recursive. A supportive learning environment and direct instruction are necessary for effective vocabulary acquisition. However, Taiwanese EFL students are not situated in an environment that fosters vocabulary learning. They are not learning the target vocabulary under ideal conditions. To make things worse, the linguistic distance between Chinese and English makes it even more difficult for Chinese-speaking students to learn English words.

A survey of vocabulary learning among Taiwanese EFL learners was distributed to four hundred and sixty-nine vocational college students. The findings of the survey indicated that many of the respondents regarded learning English vocabulary as rather difficult. The results of the survey also identified the major difficulties and obstacles for learning English words: (1) technical terms, (2) short-lived memory of the newly learned vocabulary, (3) learning words that do not have equivalences in their native language, (4) word forms, and (5) words that are similar in spelling. In addition, most of the survey respondents favored an interactive, supplemental course Web site aiming to support vocabulary learning. This study proposes that a supplemental Web site would be useful in supporting EFL students’ vocabulary learning. However, it should be designed under the theoretical framework of L2 vocabulary acquisition following pedagogically sound approaches. The theoretical framework for building a course Web site that aims to support L2 vocabulary learning is established through incorporating (1) the SLA model, (2) proper conditions for successful L2 vocabulary acquisition, (3) learning theories, (4) pedagogical approaches to techniques for vocabulary teaching and learning, and (5) student needs.

Relevant literature reviews and the findings of the survey lead to the recommended guidelines for designing and constructing such a supplemental Web site: (1) The Web site should offer EFL students with multiple exposures to meaningful, contextual input of English words; (2) The Web site should offer detailed vocabulary information; (3) The Web site should provide learners with opportunities to use their L2 word knowledge; (4) The Web site should address the difficulties EFL students experience in learning the target vocabulary; (5) The Web site should provide timely and informative feedback to students’ L2 vocabulary output; (6) The Web site should promote higher motivation to learn the target vocabulary; (7) The Web site should generate more interactions among the teacher and the class; and (8) The Web should promote active, self-directed learning. Although the primary target of this study is EFL learners attending vocational colleges in Taiwan, the guidelines may be generalizable to other educational settings. This paper also recommends the tool for authoring the Web site and outlines the steps for implementing and evaluating the proposed project. A model Web site using the Active Server Pages (ASP) and relational database technology was also constructed following the recommended guidelines to demonstrate the feasibility of the recommendations.

Veteran classroom teachers in the elementary school are expected, and often required by various state and local initiatives, to integrate technology into their teaching; however, teachers receive little, if any, professional development in technology unless they invest their own time. Even if teachers do spend their time to initially learn technology, they often lack the additional time and support that is necessary to integrate technology into their teaching. Lacking these critical elements, the technology learned does not transfer to classroom practices or increased use of technology. This study was undertaken to see if education interns and college faculty in a professional development school (PDS) partnership could train and support elementary school teachers in the use and integration of technology for teaching and learning. Data were collected to document the teachers’ and interns’ experiences as they worked together on technology. Recommendations are made to further advance the use and integration of technology in this PDS.

Small advances in the use and integration of technology were documented in this study. Seventeen recommendations were made to continue this growth and sustain the incremental changes that occurred. The recommendations targeted three areas: the College, the School, and the PDS partnership. Because funding for professional development is always a problem, these recommendations took resources into consideration and continued to focus on small changes that have a better chance of being implemented.

Today's medical laboratories are dealing with cost containment health care policies and unfilled laboratory positions. Because there may be fewer experienced clinical laboratory scientists, students graduating from clinical laboratory science (CLS) programs are expected by their employers to perform accurately in entry-level positions with minimal training. Information in the CLS field is increasing at a dramatic rate, and instructors are expected to teach more content in the same amount of time with the same resources. With this increase in teaching obligations, instructors could use a tool to facilitate grading. The research question was, "Can computer-assisted assessment evaluate students in an accurate and time efficient way?"

A computer program was developed to assess CLS students' ability to evaluate peripheral blood smears. Automated grading permits students to get results quicker and allows the laboratory instructor to devote less time to grading. This computer program could improve instruction by providing more time to students and instructors for other activities. To be valuable, the program should provide the same quality of grading as the instructor. These benefits must outweigh potential problems such as the time necessary to develop and maintain the program, monitoring of student progress by the instructor, and the financial cost of the computer software and hardware.

In this study, surveys of students and an interview with the laboratory instructor were performed to provide a formative evaluation of the computer program. In addition, the grading accuracy of the computer program was examined. These results will be used to improve the program for use in future courses.

An increasing number of reports reveal that the majority of K-12 teachers are not yet integrating technology into instruction, even when there is sufficient access. Several of these reports have concluded that the missing link is professional development. To address this concern, Salisbury University proposed a graduate program in instructional technology. The problem that developed was one of program design and evaluation. What type of graduate program would meet the needs of K-12 educators and prepare them to use effectively computer-based technology for personal productively and instruction and enable them to provide leadership for their peers through technical support and professional development?

Various methods were used to examine the topic. The author surveyed the professional literature, interviewed K-12 technology coordinators and directors of graduate programs in instructional technology, conducted action research in a ninth grade science class, reviewed existing graduate programs in the field, and examined national and state technology standards for teachers.

The final program proposal consisted of a 15-hour track within a Masters in Education program. Five three-credit specialization courses were developed: Telecommunications in Education, Tech Tools for Teaching and Learning, Multimedia in the Classroom, Current Issues in Educational Technology, and Technology for School Improvement. In addition to the specialization courses, the program includes requirements for an action research project and a programmatic portfolio. A conceptual framework was developed and guided the content of the program. The conceptual framework included specific assessable outcomes expected of program graduates. These outcomes were addressed in the five program courses.

A final component of this project was program evaluation. Through formative and summative activities, the faculty of Salisbury University will determine future program modifications. Evaluation components include student and faculty questionnaires as well as evaluations of student products.