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Web-Based Engineering
Education:
Critical Design and Effective
Tools

Donna L. Russell
University of Missouri, USA

A.K. Haghi
University of Guilan, Iran

EnginEEring sciEncE rEfErEncE

Hershey • New York
Director of Editorial Content: Kristin Klinger
Director of Book Publications: Julia Mosemann
Acquisitions Editor: Lindsay Johnston
Development Editor: Joel Gamon
Publishing Assistant: Tom Foley
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Published in the United States of America by

Engineering Science Reference (an imprint of IGI Global)
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Copyright © 2010 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in
any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or com-
panies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.

Library of Congress Cataloging-in-Publication Data

Web-based engineering education : critical design and effective tools / Donna L. Russell and A.K. Haghi, editors.
p. cm.
Includes bibliographical references and index.
Summary: "This book evaluates the usefulness of advanced learning systems in delivering instructions in a virtual academic
environment for different engineering sectors. The learning process discussed in each chapter will include a walk-through of
a case problem-solving exercise in the virtual company environment"--Provided by publisher.
ISBN 978-1-61520-659-9 (hardcover) -- ISBN 978-1-61520-660-5 (ebook)
1. Engineering--Study and teaching (Higher) 2. Web-based instruction. 3. Educational Web sites. 4. Distance education. 5.
Engineers--In-service training. I.Russell, Donna II. Haghi, A. K.
T65.5.C65W43 2010
620.0078'5--dc22
2009053465
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the
authors, but not necessarily of the publisher.
Editorial Advisory Board
M. Ciocoiu, Technical University of Asachi, Romania
A. Hamrang, Education Consulting, UK
R. Janardhanam, University of North Carolina, USA
V. Mottaghitalab, University of Guilan, Iran
F. Naghiyev, Azerbaijan State Oil Academy, Azerbaijan
S. Thomas, Mahatma Gandhi University, India
H. Ghanadzadeh, University of Guilan, Iran
J. Kamm, University of Toledo, USA
Eduardo A. Castro, Research Institute of Theoretical and Applied Physical-Chemistry (INIFTA), Argentina
L. A. Pothan, Bishop Moore College, India
G. E. Zaikov, Russian Academy of Sciences, Russia
Table of Contents

Preface ................................................................................................................................................. xiv

Acknowledgment ........................................................................................................................... xxxvii

Chapter 1
Designing of E-Learning for Engineering Education in Developing Countries:
Key Issues and Success Factors .............................................................................................................. 1
B. Noroozi, University of Guilan, Iran & University of Cincinnati, USA
M. Valizadeh, University of Guilan, Iran
G. A. Sorial, University of Cincinnati, USA

Chapter 2
Architectural Web Portal and Interactive CAD Learning in Hungary ................................................. 20
Attila Somfai, “Széchenyi István” University, Hungary

Chapter 3
Adapting Engineering Education to the New Century ......................................................................... 30
A.K. Haghi, University of Guilan, Iran
B. Noroozi, University of Guilan, Iran & University of Cincinnati, USA

Chapter 4
3D Virtual Learning Environment for Engineering Students ............................................................... 42
M. Valizadeh, University of Guilan, Iran
B. Noroozi, University of Guilan, Iran & University of Cincinnati, USA
G. A. Sorial, University of Cincinnati, USA

Chapter 5
Online Automated Essay Grading System as a Web Based Learning (WBL) Tool in Engineering
Education .............................................................................................................................................. 53
Siddhartha Ghosh, G. Narayanamma Institute of Technology and Science, India
Chapter 6
Future Challenges of Mobile Learning in Web-Based Instruction ....................................................... 63
Rochelle Jones, Lockheed Martin Corporation, USA
Chandre Butler, ,University of Central Florida, USA
Pamela McCauley-Bush, University of Central Florida, USA

Chapter 7
Designing Animated Simulations and Web-Based Assessments to Improve Electrical
Engineering Education .......................................................................................................................... 77
Doug Holton, Utah State University, USA
Amit Verma, Texas A&M – Kingsville, USA

Chapter 8
Use of Living Systems to Teach Basic Engineering Concepts ............................................................. 96
Kauser Jahan, Rowan University, USA
Jess W. Everett, Rowan University, USA
Gina Tang, Rowan University, USA
Stephanie Farrell, Rowan University, USA
Hong Zhang, Rowan University, USA
Angela Wenger, New Jersey Academic for Aquatic Sciences, USA
Majid Noori, Cumberland County College, USA

Chapter 9
The Use of Applets in an Engineering Chemistry Course: Advantages and New Ideas .................... 108
B.M. Trigo, Polytechnic School of the University of São Paulo, Brazil
G.S. Olguin, Polytechnic School of the University of São Paulo, Brazil
P.H.L.S. Matai, Polytechnic School of the University of São Paulo, Brazil

Chapter 10
Competitive Design of Web-Based Courses in Engineering Education ............................................. 119
Stelian Brad, Technical University of Cluj-Napoca, Romania

Chapter 11
WIRE: A Highly Interactive Blended Learning for Engineering Education ...................................... 149
Yih-Ruey Juang, Jinwen University of Science and Technology, Taiwan

Chapter 12
Sights Inside the Virtual Engineering Education ............................................................................... 160
Giancarlo Anzelotti, University of Parma, Italy
Masuomeh Valizadeh, University of Guilan, Iran

Chapter 13
Effective Design and Delivery of Learning Materials in Learning Management Systems ............... 175
Mehregan Mahdavi, University of Guilan, Iran
Mohammad H. Khoobkar, Islamic Azad University of Lahijan, Iran
Chapter 14
Web-Based Training: An Applicable Tool for Engineering Education ............................................... 186
Masoumeh Valizadeh, University of Guilan, Iran
Giancarlo Anzelotti, University of Parma, Italy
Salesi Sedigheh, Bekaert, Kortrijk, Belgium

Chapter 15
A Diagnostic System Created for Evaluation and Maintenance of Building Constructions .............. 199
Attila Koppány, Széchenyi István University, Hungary

Compilation of References ............................................................................................................... 207

About the Contributors .................................................................................................................... 224

Index ................................................................................................................................................... 231

Detailed Table of Contents

Preface ................................................................................................................................................. xiv

Acknowledgment ........................................................................................................................... xxxvii

Chapter 1
Designing of E-Learning for Engineering Education in Developing Countries:
Key Issues and Success Factors .............................................................................................................. 1
B. Noroozi, University of Guilan, Iran & University of Cincinnati, USA
M. Valizadeh, University of Guilan, Iran
G. A. Sorial, University of Cincinnati, USA

Traditional education for engineers has shifted towards new methods of teaching and learning through
the proliferation of Information and Communication Technologies (ICT). The continuous advances in
technology enable the realization of a more distributed structure of knowledge transfer. This becomes
critically important for developing countries that lack the resources and infrastructure for implement-
ing engineering education practices. The two main themes of technology in designing e-Learning for
engineering education in developing countries focus either on aspects of technological support for
traditional methods and localized processes, or on the investigation of how such technologies may as-
sist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment
and provision of feedback. This chapter is based on the authors ten years’ experience in e-Learning,
and reviews the most important key issues and success factors regarding the design of e-Learning for
engineering education in developing countries.

Chapter 2
Architectural Web Portal and Interactive CAD Learning in Hungary ................................................. 20
Attila Somfai, “Széchenyi István” University, Hungary

This chapter describes the use of a teaching web portal at a university in Hungary. The Internet has cre-
ated potential new and effective ways of cooperation between lecturers and students of the university
and other institutions of higher education. The teaching web portal of the Faculty of Architecture at
Széchenyi István University (www.arc.sze.hu/indexen.html) realizes the diversity and complexity of
architecture with efficient grouping of information and being attentive to high professional standards.
Computer Aided Architectural Modelling (www.arc.sze.hu/cad) is one of the new types of online lec-
ture notes, where many narrated screen capture videos show the proper usage of CAD software instead
of texts and figures. This interactive type of learning assists students to become more independent
learners. This type of teaching modality provides the opportunity for students who need more time to
acquire subject matter by viewing video examples again. Additionally, the success of our departments’
common web initiations can be measured through internet statistics and feedback of the students and
external professionals.

Chapter 3
Adapting Engineering Education to the New Century ......................................................................... 30
A.K. Haghi, University of Guilan, Iran
B. Noroozi, University of Guilan, Iran & University of Cincinnati, USA

In this book chapter, the authors summarize their retrospections as an engineering educator for more
than 20 years. Consideration is given to a number of educational developments to which the authors has
contributed during their career in academia and the contribution made to engineering and technological
education. Increasing emphasis is being placed on establishing teaching and learning centers at the in-
stitutional level with the stated objective of improving the quality of teaching and education. The results
of this study provide information for the revision of engineering curricula, the pedagogical training of
engineering faculty and the preparation of engineering students for the academic challenges of higher
education in the field. The book chapter provides an in-depth review of a range of critical factors liable
to have a significant effect and impact on the sustainability of engineering as a discipline. Issues such
as learning and teaching methodologies and the effect of E-development and the importance of com-
munications are discussed.

Chapter 4
3D Virtual Learning Environment for Engineering Students ............................................................... 42
M. Valizadeh, University of Guilan, Iran
B. Noroozi, University of Guilan, Iran & University of Cincinnati, USA
G. A. Sorial, University of Cincinnati, USA

Virtual Reality and Virtual Learning Environments have become increasingly ambiguous terms in re-
cent years because of changes in essential elements facilitating a consistent environment for learners.
Three-dimensional (3D) environments have the potential to position the learner within a meaningful
context to a much greater extent than traditional interactive multimedia environments. The term 3D
environment has been chosen to focus on a particular type of virtual environment that makes use of a
3D model. 3D models are very useful to make acquainted students with features of different shapes and
objects, and can be particularly useful in teaching younger students different procedures and mecha-
nisms for carrying out specific tasks. This chapter explains that the 3D Virtual Reality is mature enough
to be used for enhancing communication of ideas and concepts and stimulate the interest of students
when compared to 2D education.
Chapter 5
Online Automated Essay Grading System as a Web Based Learning (WBL) Tool in Engineering
Education .............................................................................................................................................. 53
Siddhartha Ghosh, G. Narayanamma Institute of Technology and Science, India

Automated Essay Grading (AEG) or Scoring (AES) systems are more a myth they are reality. Today
the human written (not hand written) essays are corrected not only by examiners and teachers but also
by machines. The TOEFL exam is one of the best examples of this application. The students’ essays
are evaluated both by human & web based automated essay grading system. Then the average is taken.
Many researchers consider essays as the most useful tool to assess learning outcomes, implying the
ability to recall, organize and integrate ideas, the ability to supply merely than identify interpretation
and application of data. Automated Writing Evaluation Systems, also known as Automated Essay As-
sessors, might provide precisely the platform we need to explicate many of the features those charac-
terize good and bad writing and many of the linguistic, cognitive and other skills those underline the
human capability for both reading and writing. This chapter focuses on the existing automated essay
grading systems, the basic technologies behind them and proposes a new framework to show that how
best these AEG systems can be used for Engineering Education.

Chapter 6
Future Challenges of Mobile Learning in Web-Based Instruction ....................................................... 63
Rochelle Jones, Lockheed Martin Corporation, USA
Chandre Butler, ,University of Central Florida, USA
Pamela McCauley-Bush, University of Central Florida, USA

Mobile learning is becoming an extension of distance learning, providing a channel for students to
learn, communicate, and access educational material outside of the traditional classroom environment.
Because students are becoming more digitally mobile, understanding how mobile devices can be inte-
grated into existing learning environments is advantageous however, the lack of social cues between
professors and students may be an issue. Understanding metrics of usability that address the concern
of student connectedness as well as defining and measuring human engagement in mobile learning stu-
dents is needed to promote the use of mobile devices in educational environments. The purpose of this
chapter is to introduce contemporary topics of applied mobile learning in distance education and the
viability of mobile learning (m-learning) as an effective instructional approach.

Chapter 7
Designing Animated Simulations and Web-Based Assessments to Improve Electrical
Engineering Education .......................................................................................................................... 77
Doug Holton, Utah State University, USA
Amit Verma, Texas A&M – Kingsville, USA

Over the past decade, our research group has uncovered more evidence about the difficulties under-
graduate students have understanding electrical circuit behavior. This led to the development of an
AC/DC Concept Inventory instrument to assess student understanding of these concepts, and various
software tools have been developed to address the identified difficulties students have when learning
about electrical circuits. In this chapter two software tools in particular are discussed, a web-based
dynamic assessment environment (Inductor) and an animated circuit simulation (Nodicity). Students
showed gains over time when using Inductor, and students using the simulation showed significant
improvements on half of the questions in the AC/DC Concept Inventory. The chapter concludes by
discussing current and future work focused on creating a more complete, well-rounded circuits learning
environment suitable for supplementing traditional circuits instruction. This work includes the use of a
contrasting cases strategy that presents pairs of simulated circuit problems, as well as the design of an
online learning community in which teachers and students can share their work.

Chapter 8
Use of Living Systems to Teach Basic Engineering Concepts ............................................................. 96
Kauser Jahan, Rowan University, USA
Jess W. Everett, Rowan University, USA
Gina Tang, Rowan University, USA
Stephanie Farrell, Rowan University, USA
Hong Zhang, Rowan University, USA
Angela Wenger, New Jersey Academic for Aquatic Sciences, USA
Majid Noori, Cumberland County College, USA

Engineering educators have typically used non-living systems or products to demonstrate engineering
principles. Each traditional engineering discipline has its own products or processes that they use to
demonstrate concepts and principles relevant to the discipline. In recent years engineering education
has undergone major changes with a drive to incorporate sustainability and green engineering concepts
into the curriculum. As such an innovative initiative has been undertaken to use a living system such
as an aquarium to teach basic engineering principles. Activities and course content were developed
for a freshman engineering class at Rowan University and the Cumberland County College and K-12
outreach for the New Jersey Academy for Aquatic Sciences. All developed materials are available on a
dynamic website for rapid dissemination and adoption.

Chapter 9
The Use of Applets in an Engineering Chemistry Course: Advantages and New Ideas .................... 108
B.M. Trigo, Polytechnic School of the University of São Paulo, Brazil
G.S. Olguin, Polytechnic School of the University of São Paulo, Brazil
P.H.L.S. Matai, Polytechnic School of the University of São Paulo, Brazil

Since the sprouting of the personal computers, around 1980, computer science has been gaining im-
portance, becoming a supporting instrument for other daily activities of ours. With the introduction of
computing in a certain area or activity, barriers and difficulties can be overcome. Consequently, new
paradigms, possibilities and challenges are created. In education it is not different, computing is more
and more present, assisting the learning process in a variety of ways, creating new challenges that com-
pel us to re-think the way education is performed, considering new delivery methods instead of only
the traditional chalk-and-talk method. “While we may feel comfortable with traditional approaches,
the new technologies provide us with the tools to challenge these positions, and open up the teaching/
learning questions for some rethinking” (Roy & Lee, 1999). With the sprouting of the Internet, it was
created what we today understand as the web-based teaching, a method that brings innumerable ben-
efits and challenges for the educators. This chapter describes the development of Applets in a General
Technological Chemistry (QTG) course covering the topics of the discipline and joining them in a main
“host” Applet, creating a virtual chemistry laboratory, which would be available for the students in the
discipline’s website.

Chapter 10
Competitive Design of Web-Based Courses in Engineering Education ............................................. 119
Stelian Brad, Technical University of Cluj-Napoca, Romania

Developing engineering study programs of high quality, able to satisfy customized needs, with flexible
paths of study, with easy and rapid access to the most appropriate educational facilities and lecturers
is a critical and challenging issue for the future of engineering education. The latest developments in
communication and information technologies facilitate the creation of reliable solutions in this respect.
Provision of web-based courses in engineering education represents one of these solutions. However,
the absence of physical interactions with the training facilities and the specificity of remote collabora-
tion with lecturers rise up additional challenges in designing a high-quality web-based engineering
course. In order to define superior solutions to the complex set of requirements expressed by several
stakeholders (e.g. students, lecturers, educational institutions and companies), a comprehensive plan-
ning of quality and an innovative approach of potential conflicting problems are required during the
design process of web-based engineering courses. In this context, the present chapter introduces a ge-
neric roadmap for optimizing the design process of web-based engineering courses when a multitude
of requirements and constrains are brought into equation. Advanced tools of quality planning and in-
novation are considered to handle the complexity of this process. The application of this methodology
demonstrates that no unique, best-of-the-world solution exists in developing a web-based engineering
course; therefore customized approaches should be considered for each course category to maximize
the impact of the web-based educational process.

Chapter 11
WIRE: A Highly Interactive Blended Learning for Engineering Education ...................................... 149
Yih-Ruey Juang, Jinwen University of Science and Technology, Taiwan

Many researchers have shown that blended learning can more effectively enhance motivation, com-
munication skills, and learning achievement compared to single-form teaching methods. However,
the crucial issue that needs to be addressed in blended learning is the question of how to integrate the
selected blended format, technology, and teaching strategy into a coherent learning model, and while
maintaining interaction between the teacher and students both inside and outside the classroom. Most
useful functions of e-learning tools have not been meaningfully integrated into teaching and learning
strategies, or into the course management systems that have been used in most campuses. This chapter
introduces a highly interactive strategy, the WIRE model, for blended learning that incorporates web-
based and face-to-face learning environments into a course by linking the Warm-up before class, Inter-
active teaching in class, and Review and Exercise after class, creating a sustained learning experience
through meaningful use of technology in engineering curricula.
Chapter 12
Sights Inside Virtual Engineering Education ..................................................................................... 160
Giancarlo Anzelotti, University of Parma, Italy
Masuomeh Valizadeh, University of Guilan, Iran

The critical tenet of engineering education reform is the integral role of virtual environment capabili-
ties that is provided by fabulous advances in information technology. Current technological progresses
combined with changes in engineering content and instructional method require engineering instructors
to be able to design intensive and concentrated lessons for exploration and discovery of the engineer-
ing concepts through appropriate computer applications. In actual practice, however, most computer
applications provided for engineering education consist of software designed for a specific educational
purpose. Furthermore, economical constraints often stand in the way of incorporating such special
purpose software into an instructional setting. This chapter discusses an alternative to the traditional
approach that shifts the instructional focus from specific computer applications to more sophisticated
uses of general purpose software. In particular, educational uses of purpose-oriented small software
that can be implemented in multi purpose software are exampled as an introduction to this approach.

Chapter 13
Effective Design and Delivery of Learning Materials in Learning Management Systems ............... 175
Mehregan Mahdavi, University of Guilan, Iran
Mohammad H. Khoobkar, Islamic Azad University of Lahijan, Iran

Learning Management Systems (LMS) enable effective design and delivery of learning materials. They
are Web-based software applications used to plan, implement, and assess a specific learning process.
LMSs allow learners to connect to and interact with the educational material through the Internet. They
enable tools for authors (instructors) to design learning materials that include text, html, audio, video,
etc. They also enable learner activity management in the learning process. Moreover, they provide
tools for effective and efficient assessment of the learners. This chapter explores learning management
systems and their key components that enable instructors organize and monitor learning activities of
the learners. It also introduces the authoring features provided by such systems for preparing learning
material. Moreover, it presents assessment methods and tools that enable evaluation of the learners in
the learning process. Furthermore, existing challenges and issues in this field are explored.

Chapter 14
Web-Based Training: An Applicable Tool for Engineering Education ............................................... 186
Masoumeh Valizadeh, University of Guilan, Iran
Giancarlo Anzelotti, University of Parma, Italy
Salesi Sedigheh, Bekaert, Kortrijk, Belgium

Due to its singular capabilities, web-based learning has entered and is widely used in every field of sci-
ence and technology. It is not only warmly welcomed at schools and universities, but also in factories
and houses. However utilization of web-based learning technique requires tender and comprehensive
attentions in designing, applying and assessing configurations, directed by when, where and for which
purpose it is being employed. Among different branches of human knowledge and sciences, engineer-
ing as well as medicine is more involved in practical and daily-life aspects, where the virtual utilities
and educational software can be utilized to consummate the practical features of engineering education.
Furthermore the virtual environment of e-learning courses can provide cheaper, safer, more compre-
hensive and more inclusive approaches to engineering educational material. What usually the students
need to learn in laboratories and workshops and it is costive and demanding for the universities and the
schools. The aim of this chapter is to count the requirements of engineering education and to accord the
facilities and inadequacies of e-learning as training technique in engineering instruction.

Chapter 15
A Diagnostic System Created for Evaluation and Maintenance of Building Constructions .............. 199
Attila Koppány, Széchenyi István University, Hungary

The successful diagnostic activity has an important role in the changes of the repair costs and the ef-
ficient elimination of the damages. The aim of the general building diagnostics is to determine the
various visible or instrumentally observable alterations, to qualify the constructions from the suitability
and personal safety (accidence) points of view. Our diagnostic system is primarily based on a visual
examination on the spot; its method is suitable for the examination of almost all-important structures
and structure changes of the buildings. During the operation of the diagnostic system a large number of
data – valuable for the professional practice – was collected and will be collected also in the future, the
analysis of which data set is specially suitable for revaluing construction and the practical application
of the experiences later during the building maintenance and reconstruction work. For using the system
a so-called “morphological box” has been created, that contains the hierarchic system of constructions,
which is connected with the construction components’ thesaurus appointed by the correct structure
codes of these constructions’ place in the hierarchy. The thesaurus was not only necessary because of
the easy surveillance of the system, but to exclude the usage of structure-name synonyms in the inter-
est of unified handling. The analysis of which data set is specially suitable for revaluing earlier built
constructions and which data can help to create knowledge based new constructions for the future is
the topic of this chapter.

Compilation of References ............................................................................................................... 207

About the Contributors .................................................................................................................... 224

Index ................................................................................................................................................... 231

xiv

Preface

IntroductIon

In recent years the interest in applying information technology (IT) for teaching and learning in a
wide range of subject areas at all levels has grown rapidly. This development has been accelerated by
the significant reduction in cost of the Internet infrastructure and the easy accessibility of the World-
Wide-Web. Rapid advances in computer technology and the Internet have created new opportunities
for delivering instruction and have revolutionized the learning environment. It is anticipated that these
technologies will dramatically change the way instruction will be imparted throughout the educational
system. For example, in a digital environment an engineering student would be able to participate in
the interactive problem solving process. A virtual industrial sector could be designed for engineering
students to consult the personnel in any department, to listen to the comments given by the employees
through the Voice Lists, and to browse available online company documents in the form of hypertext
and video presentations. Engineering students would be able to work in virtual engineering laboratory
systems on the Internet enabling them to adjust to employment and conditions of the world of work and
preparing them for productive employment after training. As these emerging technologies impact the
design and implementation of web-based engineering education programs at the university level, it is
also important to consider the multifaceted interrelated aspects of the educational system that will be
impacted, for example how k-12 educators can respond to the potential of these technologies. In this
preface I will give a review of an engineering education program in a Midwestern USA city that identi-
fies some of the issues facing recruitment and retention of students in university engineering programs
followed by overviews of the fifteen chapters in the book.

ArroWS: Achieving recruitment, retention & outreach with StEP

This description will review the professional development aspect of the ARROWS (Achieving Re-
cruitment, Retention and Outreach With STEP) program. ARROWS is a program that provides high
school students, especially under-represented groups such as women and minorities, career mentoring
opportunities. This project is funded by a US National Science Foundation grant and designed to de-
velop new understandings about educational opportunities in the science fields for urban high school
students. ARROWS provides urban students in a Midwestern USA city with an overview of the varied
careers computer scientists and engineers can pursue and connects their high school curriculum with
engineering applications. This grant is a collaborative program between the School of Education and
the School of Computing and Engineering at the University of Missouri-Kansas City (UMKC). The goal
of this program is to develop student understanding of the varied careers of engineers by providing this
 xv

information in an engaging and relevant manner that increases student interest in pursuing engineering
and computer science degrees.
This grant tries to address the need to increase the number of minority students interested in STEM
areas in the university. Student attitude and perception about the field of engineering does impact retention
in the university (Besterfield-Sacre, Atman & Shuman, 1997). Many urban high school students do not
conceptualize engineering as career and therefore do not consider it when they examine career options
(Yates, Vos, & Tsai, 1999). Only 25% of high school students surveyed could name five engineering
disciplines (Hirsch, Gibbons, Kimmel, Rockland & Bloom, 2003). However, 65% of high school students
who completed an introductory engineering course offered by the Infinity Project said they wanted to
be engineers (Delissio, 2006). The ARROW project exposes students to the career possibilities from a
computer science or engineering undergraduate degree.
A lack of role models is a serious psychological barrier for minority students and is a significant
factor in minority student recruitment and retention (May & Chubin, 2003). 41% of females attending
Discover Engineering, a summer program designed to expose females to careers in engineering, stated
that direct exposure to female role models had a impact on their choice to study engineering (Anderson
& Gilbride, 2006). Frequent feedback and interaction with mentors has been shown to increase student
self-confidence and expectations of success in engineering (Colbeck, Cabrera, & Terenzini, 2001). Self-
esteem and self-confidence, for both males and females, is improved when students become involved in
student leadership activities (Astin & Kent, 1983). The ARROWS program’s focus on under-represented
groups such as women and minorities provides a positive contact and career mentoring opportunities
with role models including minority university students currently enrolled in engineering and computer
science programs.
The ARROWS project involves students in engineering and computer science projects that dem-
onstrate the relevance and application of their high school science and mathematics curriculum along
with exposing the students to the types of team work and design environments they would be likely to
work in should they choose a career in computer science or engineering. Introduction to Engineering,
a laboratory module experience at the University of Florida increased retention of women and minori-
ties in their undergraduate program (Hoit & Ohland, 1998). A University of Massachusetts Dartmouth
review of literature revealed consistent supporting evidence that collaborative learning techniques result
in better understanding of material and higher levels of response in an integrated engineering program
(Fortier, Fowler, Laoulach, Pendergrass, Sims-Knight & Upchurch, 2002). The ARROWS program
recreates the academic and social community by engaging students in collaborative modules in the
summer Engineering Essentials.

Engineering Essentials

The ARROWS program provides multiple forums for recruitment and outreach with urban students,
however, this description will focus on the summer program. The summer program, called Engineering
Essentials, consists of seven days where high school students and high school teachers come to the uni-
versity. The students engage in three activities 1) discussing careers with engineers, 2) working on the
problem-solving modules and 3) tours of the university and engineering firms in the city. The high school
teachers that attend the labs with the students in the morning go to a professional development program
focusing on the design of problem-based learning units in the afternoon. The School of Computing and
Engineering (SCE) faculty developed integrated laboratory modules for use in this pre-college program
xvi

summer program. After the laboratory module sessions, students attend sessions focusing on the intel-
lectual, social supports and campus life students have available at SCE. These modules are designed
around real-world science problem solving activities focused on four modules including: 1) Biometric
Personal Identification (Electrical Engineering), 2) Understanding and preventing ACL among athletes
(Mechanical) 3) Engineering), Building Structures to withstand Earthquakes (Civil and Mechanical)
and 4) Web Page Design

Biometric Personal Identification

Biometrics is the science of determining or verifying the identity of an individual based on her or his
unique physiological or behavioral traits. Fingerprints, face, hand geometry, iris, voice, signature, gait,
keystroke dynamics, and palm and eye vein patterns are examples of such traits utilized for Biometric
identification. Applications range from law enforcement, border control, and financial transactions to
computer login and building access. An ideal biometric trait must have the following characteristics,
universality, permanence, acceptability, uniqueness, practicality and must be spoof-proof. In this unit
the participants are introduced to the concept of Biometric identification. First, the participants are asked
to brainstorm different recipes for automated personal identification through observation and monitored
discussion. Then, the actual devices built upon such concepts and methods are presented. The Bio-
Identification lab, where four computers are set up running the following Biometric includes 1) a hand
geometry system; 2). Two fingerprint systems (one using optical and one using CMOS technology, 3).
an Iris-scan system, 4). a face-recognition system. The participants are divided into groups and will be
rotated across the aforementioned test platforms. They study and investigate each technology according
to the six required characteristic of a Biometric system. This module will conclude with a moderated
discussion on the pros and cons of Biometric systems in practice.

Multimedia and Web Page Design (Computer Science Module)

In this module they investigate how to create digital multimedia and integrate this media into a web
page to understand how multimedia is created and how web pages are designed. During the laboratory
component the students divide themselves into groups and use digital equipment (digital still cameras,
MP3 recorder, digital HDTV camcorder, lapel microphones and a green screen) to record multimedia.
Once a group has generated media, they then design web pages using that media.

Understanding and Building Structures to withstand Earthquakes (Civil Engineering

Module)

The energy released at the epicenter of an earthquake is transmitted to the surface of the earth in the form
of waves. This wave motion results in a ground motion that is oscillatory in nature. The response of a
building or a bridge to an earthquake depends on a number of factors. They include: a) the nature of the
ground motion, b) the stiffness of the structure, c) the mass of the structure, and d) the height and number
of stories (if it is a building). The response is in the form of predominantly horizontal accelerations. The
accelerations when multiplied by the mass results in forces in the buildings and bridges. Buildings are
designed to ensure that they are able to withstand these horizontal forces. The didactic portion of the
module is to explain these concepts in a simple manner. The laboratory component involves two types
 xvii

of small-scale building frames that have been built. These include a one story and a two-story building.
Accelerometers are attached to the base and each of the stories and measurements can be made using a
data acquisition system. The goal is give a certain ground motion and measure the input and response
accelerations. Different masses will be placed while performing the experiment in order to measure the
influence of the mass factor.

Understanding and Preventing ACL Injury Among Athletes (Bio-Mechanics

Engineering Module)

Female athletes have an eight-times-greater risk of tearing their anterior cruciate ligament (ACL), a
fibrous band that connects the shinbone (tibia) to the thighbone (femur), than males. Basketball, soccer
and other sports that require cutting moves or jumping put female athletes at risk for ACL injury. The
biomechanics lab will use the tools and techniques of mechanical engineering to explore possible causes
for the discrepancy in female to male ACL injury risk. Measurements will include the activation level of
the quadriceps and hamstring muscles using electromyography (EMG). Muscles are “activated” by an
electrical signal that is sent from the central nervous system to the muscle. This electrical signal in the
muscle can be measured with a sensor placed on the skin close to the activated muscle. In addition, knee
flexion angle and ground reaction forces will be simultaneously measured along with muscle activation
while the test subjects jump in the air. Drawing from knowledge of the anatomy and function of knee
joint tissues and from the lab measurements collected on both male and female volunteers, participants
in the lab will evaluate possible reasons for the eight-fold difference in ACL injury between male and
female athletes.

teacher Professional development

The ARROWS Engineering Essentials program includes high school teachers from participating school
districts in a professional development program that focuses on the design of a problem-based learning
curriculum. The professional development program and the supporting online forums were designed
and implemented by Donna Russell at the UMKC School of Education.

Problem-Based Learning

Problem-based learning units provide students with the opportunity to engage in simulations of real-
world computer science and engineering problems (Savery & Duffy, 1996). Problem-based learning
develops higher-order thinking abilities in students by asking them to respond to authentic issues from
the field (Jonassen, 2000). Additionally, studies have shown that in underrepresented and underserved
student populations inquiry-oriented strategies as part of a problem-based learning project enhanced
scientific ways of thinking, talking and writing for language learners and helped them acquire language
and reasoning skills (Rosebery, Warren, & Conant, 1992). In a problem-based learning unit students are
asked to develop new ideas and share knowledge by completing research on the problem space. These
types of inquiry-based projects can be used to illustrate concepts and connections in science (Anderson,
Reder, & Simon, 1997). During a problem-based unit students are asked to respond to simulations of a
real-world issue thus situating the learning in an authentic context (Lave & Wenger, 1991). This provides
the students with a meaningful, authentic, and collaborative learning environment that develops the
xviii

advanced cognitive processes, communicative skills and functional knowledge needed to be successful
in science and engineering careers.
The ARROWS program provides teachers with professional development that they can use in their
teaching practice. During the summer Engineering Essentials program teachers design a problem-based
unit. Since teachers come from both Kansas and Missouri the units develop science, technology and
engineering standards from both the Kansas science standards and Missouri Show-Me standards for
science as well as the local districts’ science and engineering objectives. These standards are part of
these state’s compliance with the Federally-mandated No Child Left Behind Act. All the units created
are shared on the ARROWS professional development website.
The high school teachers attend the modules with students in the morning and participate in profes-
sional development activities in the afternoon. The teachers receive a brief overview of the principle
characteristics of problem-based learning. The teachers use a Problem-Based Learning (PBL) Design
Template created by Dr. Russell to create their PBL units. The teachers create potential science and
technology units for their classrooms using the template. The teachers use a wiki site designed by Dr.
Russell to download and upload documents and communicate using a discussion board. The teachers
post their new units to the wiki. Dr. Russell designed a syllabus for a 3-credit Continuing Education
course from the School of Education that the teachers can enroll in as part of their participation in the
ARROWS program.
The teachers complete two pre and post surveys to identify changes in their ideas and beliefs about
problem-based learning and science instruction methods in their classroom. The teachers respond to
their interactions in the ARROWS lab activities in the morning by completing Reflection Notes each
afternoon using guiding questions. Additionally the teachers used the ARROWS Professional Develop-
ment Blog site to respond to surveys after each day’s workshops. The main ARROWS Professional
Development website is located at http://education.umkc.edu/arrows. The main teacher PD site is shown
below as Figure 1.
Additionally the blog site was used by the ARROWS teachers to dialog about important issues in
the design and implementation of advanced science programs in urban settings. The blog site is shown
below in Figure 2.
The ARROWS PD websites includes a wikispace. In this site ARROWS teachers can develop col-
laborative curriculum documents and access documents created in past workshops. The PBL Design
Template is accessible for use in the design of future curriculum. The curriculum loaded into this site in
the summer of 2009 included a collaborative curriculum where students in two classes would design
an interactive gaming environment using the core concepts of physics, and a curriculum that engages
students in designing robots. The main page of the wiki is shown below as Figure 3.
The purpose of the discussion forums is to identify major concepts and also issues that aid or detract
from the ability of these high school teachers from implementing PBL STEM-based units based on the
modules in their classrooms. Examples of the teachers’ dialogs and comments from the wiki and blogs
are shown below.
Why I Liked ARROWS

1. The use of technology – Using technology or information systems in any capacity is vital to the suc-
cess of students and teachers today. In ARROWS, we created web pages and we practiced using photo
editing software, voice analysis programs, and green screen technology. Teachers used a weblog to
write reflections. In addition, we all use computers to complete online assessments and surveys.
 xix

Figure 1. PD Website

Figure 2. PD Blog Site

xx

Figure 3. PD Wiki space

2. The emphasis on diversity – The ARROWS workshop supported a diverse group of students,
teachers, and professors. I think it is important to reach out to under-represented groups, and the
attitude of the staff is the same.
3. Hands-on learning – The constructivist approach to teaching leads to deeper learning because stu-
dents solve their own problems and attach personal meaning to their learning. Hands-on learning
promotes engagement, cooperation, and problem solving skills. At ARROWS, we built towers,
created web pages, wrote curriculum, and participated in several other activities during the modules.
4. The emphasis on partnerships – Most of the teaching workshops I attend involve teachers teach-
ing teachers. At ARROWS, teachers, students, and parents worked together to make new connec-
tions between like-minded people from the community, secondary schools, and university. The
presentation for parents on the last day was a wonderful, culminating event for all. Because of the
partnerships, ARROWS has a greater impact on the participants.
5. Climate - The UMKC staff, the food, and the way the activities were designed provided an atmo-
sphere conducive to learning and interacting. We never sat for too long and the trivia game was fun.
Students and teachers enjoyed the building contests. I think the climate and atmosphere created by
the leaders is fundamental to the success of any program.
6. Assessment – The pre and post tests provided measurable feedback for ARROWS. The web pages,
curriculum materials, and building contests provided an opportunity for participants to internalize
concepts. In addition, they provided evidence of learning and engagement in the program.
7. Feedback opportunities - We were given several opportunities to provide feedback and input for
future ARROWS programs. Clearly, the UMKC staff is flexible and willing to continuously improve
an already successful program.
 An example of another teacher’s comments on the blog are listed below.

So far, I have participated in 3 modules. I have enjoyed them all in terms of gaining new knowledge.
In earthquakes, I enjoyed the teamwork aspect of designing a building that could withstand the forces
of an earthquake. In biometrics, learning the evolution of the field and what is currently available was
interesting, and I liked seeing the actual devices. In web page design, we learned quite a few aspects of
design that I had not done before, so that was enjoyable to see a product after just a few hours. In terms
of what I can take to my students, I think a unit incorporating building structures would be something
to develop teamwork and problem solving skills. For biometrics, many of my students voice an interest
in CSI and crime, so I think they would be curious about biometrics and learning some of the technolo-
gies would be an interesting hands-on lab to kick off discussion of genetics in biology class. The web
page development module is also fascinating, and could serve to get students working on computers in
order to develop the communication aspect of all sciences. The bridge module was good in that there
was little lecture, a short demonstration, brief criterion, and then we were able to create and build. The
biometrics module was interesting and information heavy, but we did not create anything, or produce a
product. That probably would be hard based on the nature of the subject. A project where we identified
someone using the technology would be engaging. Perhaps two teams, one as criminals trying to enter,
the other as security.

Each afternoon the teachers were asked to respond to the engineering and technology modules form
the morning activities. The teachers were asked to identify the module, the module topic and are this
viable for your classroom in a daily discussion board. The teachers enjoyed the modules and found them
to be viable for their classrooms. The teachers also used the reflection discussion board to share resources
such as websites for their unit development. Some examples of their responses are below:

Module: Robotics
Topic: How to build a staccitto robot. This was over the top fun. I enjoyed this a lot and would love to
try this with my students.
Is this Viable
Yes!!!! Need more of this!!!!

Module: Mechanical Engineering

Topic: Human powered vechicles and biomechanics of the ACL of the knee. Very interesting presenta-
tion using the video’s of actual HPV projects showcased. We also were introduced to the gait lab to see
how pressure plates and video camera’s could capture human movement.
Is this Viable
Yes. Applied science at its best.

Module: Web/ Multimedia

Topic: How to implement Multimedia (webpages/ sound/ video) into the classroom. I will definitely
use this topic, since I am in a 1-1 laptop school and I need much assistance in this area. I will be using
multimedia for projects and presentations. I am interested in learning how to get this access for my
students to make projects for my classes.
Is this Viable
Yes!!!! Need more of this!!!!
xxii

Module: PBL
Topic: Discussion: What projects are being implemented?
I have changed my topic to roller coasters since this will address more standards and benchmarks for
my subject of physical science.I saw that another teacher was working on this topic for physics and after
thinking about it overnight I realized this would be a better fit for me.
Module: Biometrics
Topic: Measuring the physiology of human beings.
Very fascinating. I am trying to think of how to implementing this topic since I know it will generate
student interest.
Is this Viable
Yes
What didn’t work
N/A Everything was appropriate

Module: PBL
Topic: PBL Project and Using Second Life in the classroom I selected the unit sound and energy to work
on. So I can work on two benchmarks
standards at once.
Is this Viable
Second Life...I fear that my school will not allow this usage because of possible abuse by students.
(Cyberbullying, etc.) But if this is allowed I would like to learn how to use it. It sounds like fun.
Is this Viable
Yes!!!

The teacher’s feedback included responses to the surveys in the discussion board. Below are examples
of teacher responses to the daily surveys in the ARROWS PD discussion board.
In response to our discussions yesterday, I would like to get feedback on your ideas concerning STEM
(science, technology, engineering and math) areas.
Do you currently teach in a STEM area? If yes please briefly describe your area.

I teach Biology, Anatomy & Physiology, and an integrated science class that combines geology, astronomy,
physics and technology. I work with the students a great deal outside the school day on a FIRST robotics
team, helping them build and design a competitive, programmable mechanical device.

Are you more or less able to design your own course when compared to 5 years ago – or previous
years? Explain why yes or no.

I have been a high school teacher at the same small charter school for three years I was given the freedom
and responsibility to develop the science curriculum. I essentially framed it within the state standards,
implementing it using the constructivist learning principles I had learned during my graduate work.

What is the single most important reason that you do, or do not, design your own curriculum? Ex-
plain why.
 xxiii

I design my own curriculum because my school needed someone to do it and they felt I was qualified to
do it. We are expected to have it aligned to the state standards (the newly released “course level expec-
tations”) and help prepare students for the state test. While I respect the expectorations of the state and
I feel that most of their standards are valid/ relevant, it does limit our ability as teachers to create rich,
hands-on, integrated, cross-curricular projects.

If you wanted to develop integrated STEM courses, are you aware of any professional development
programs available to teach you how to design such a unit?

Yes. FORD PAS, Geoworlds and Project Lead the Way are some examples. These may or may not help
the schools meet the AYP they need to keep afloat.

Did the ARROWS modules and PD help you think about potential STEM activities or units in your
classroom? If yes, briefly describe your idea for a unit or activity?

For my integrated science class and robotics team, I could use much of the info presented in the mod-
ules. I could also implement a PD designed unit in my integrated class provided that I actually teach it
this coming year, which is still up in the air. My unit idea is actually for Biology, which I know I will
be teaching. It relates to biotechnology application in the “real world.”

An example of another teacher’s response is below.

Do you currently teach in a STEM area? Yes. If yes please briefly describe your area.

I teach biology and integrate both technology and mathematics.

Are you more or less able to design your own course when compared to 5 yearsago – or previous years?

Less likely.

Explain why yes or no.

I am no longer likely to design my own course due to the standards in the district as well as standardized
testing at the state and national levels that require students to learn particular information that five years
ago I would not have considered content of a biology class.

What is the single most important reason that you do, or do not, design your own curriculum. Explain
why.

From past experience I have seen teachers who do not teach to a standardized test fired or reprimanded
due to their students not performing well on state end of instruction tests.

If you wanted to develop integrated STEM courses, are you aware of any professional development
programs available to teach you how to design such a unit?
xxiv

No, I am not.

Did the ARROWS modules and PD help you think about potential STEM activities or units in your
classroom? If yes, briefly describe your idea for a unit or activity?

Yes, they did. Because I am no longer teaching environmental science and zoology, I will have honors
biology. Having my students realize the importance of biometrics and how it will affect their lives and
what exactly this technology is will challenge my students. They will need to understand its importance,
who should use this system, and the ethical dilemmas that come from using it.

Problem-Based Learning units

Each afternoon the teachers used the PBL Design Template to develop a PBL unit. PBL Design Template
is included in supplemental materials for this book. Only one teacher had previously written a PBL cur-
riculum. This teacher works in a gifted education program in the Rockwood School District, a suburban
district outside of St. Louis. She had heard about the ARROWS program and knew Dr. Russell. She
scheduled a long visit to Kansas City to coincide with the Engineering Essentials program and enrolled.
During discussions of problem-based learning characteristics and design, Dr. Russell emphasized the
importance of developing a project that involves resources, organizations and activities outside of the
classroom including guest speakers, presentations, and field trips. Most teachers are given standards as
well as goals and objectives for their content areas. In Missouri these are tested at the end of the year
in grade level exams. However Missouri is switching to course level exams that will be given at the end
of each course requiring a much more specific ‘fit’ between the student activities, the curriculum and
the testing process.
When asked to develop a unifying theme for the science, engineering and technology units all the
teachers were able to develop a concept based on these the state standards for science, technology
and math using the PBL Design Template. Some of the units created included a water quality unit,
an examination of bacteria and virus, a unit where the students design a new game in Second Life, an
amusement park unit to teach physics and an environmental awareness unit. The teacher working on the
Second Life game unit teaches in a one-on-one laptop program in Kansas City Kansas School District.
She wants her students to be able to work collaboratively to design a game in Second Life. She would
set them up in groups to develop the ideas for the educational games, such as teaching history to fourth
graders, and they would then design the interactions in Second Life using the open coding system in
Second Life. The students would interview the teachers and the students then write the code and create
the objects in Second Life. The bacteria and virus unit would develop the science concepts identifying
differences between the characteristics and functions of bacteria and viruses focusing on the issue of
human diseases and treatment for both.
Another unit that was developed was a water quality unit. The teacher teaches at an inner city high
school. The unit was developed to include interactions with a local water quality monitoring program
already in place in Kansas City metro area. In the PBL Design Template the teachers are asked to list
community organizations that can provide expertise and mentor the students. Below are examples of the
curriculum she developed during professional development with ARROWS. She contacted a local agency
via email during her professional development time and they responded that they would work with her
 xxv

to implement the unit during the next school year. Her response to the questions in the Problem-Based
Unit Design Template are listed below:
Why is this unit meaningful?

Water quality issues are continually being discussed in the community. These issues are easy to con-
ceptualize and the solutions are quickly experienced. Making this problem something that students can
easily relate to on many levels.
What is the nature of the problem students will tackle in this unit? Students will tackle a complex prob-
lem: water quality in the urban environment. They will learn background on water quality (causes of
pollution, how we know the water quality, etc.).

List the benchmarks/objectives/standards addressed in this project, based on my district goals relate
to the science and technology benchmark unit, see below:
Standard 5 Science and Technology, Benchmark 1, Indicator 1 (5.1.1)
The student understands technology is the application of scientific knowledge for functional purposes.

Benchmarks
• Technology is driven by the need to meet human needs and solve human problems.
• Engineering is the practical application of science to commerce and industry.
• Medicine is a practical application of science to human health.
• All technological advances contain a potential for both gains and risks for society.

Objectives
• I can …
○ Differentiate between science and technology.
○ Relate scientific discoveries to the development of a technology.
○ Describe the benefits or risks of a particular technology.
○ Read an article about technology, describe the technology and analyze the benefits and
risks of that technology.
Why do you think students will find the problem in this unit meaningful?

Students will find this meaningful because it is problem they see every day walking around and living in
their neighborhood. They may know someone that has been negatively affected by pollution in the form
health problems like asthma, cancer, or other health issues. In addition, they will learn how this pollution
can cycle into their own drinking water, even though it has been “treated”, for example, caffeine, oral
contraceptive hormones, and antibiotics are now found at trace levels in tap water.
In addition, work on this project has already begun. I will post the email I send to the EPA recently
regarding findings that a local creek is quite poor water quality. I am currently trying to follow up.

The teachers, in all cases, were able to design an overview of a PBL unit of study based on the de-
sign template given to them by Dr. Russell and using the morning modules as guides for an interactive
learning experience.
xxvi

Professional development research

The ARROWS program includes a research model designed to understand changes in the teachers’ con-
cepts about teaching and learning in science, technology and engineering areas. The goals of the research
program for the teachers was to 1) identify changes in the teachers’ attitudes about problem-based learn-
ing in STEM areas, 2) identify changes in the teachers’ attitudes about science teaching and learning in
their classroom, 3) define the issues that impact the development of PBL units in STEM areas in their
classrooms. The teachers participating in several online forums including uploading new curriculum
in the wiki site, a discussion board with daily questions, a reflection on their daily ARROWS activities
and two surveys. All of this information was reviewed in order to identify changes resulting from the
professional development activities and to analyze their responses for issues impacting the development
of STEM courses based on PBL principles. The professional development data has been collected since
2005 when the ARROWS program was funded.

Teacher Surveys

In order to understand changes of PBL design principles as a result of participation in the professional
development program and the design of a problem-based learning unit Dr. Russell designed the ARROWS
Teacher Survey of Attitudes and Beliefs based on six areas described in constructivist education research
as characteristic of PBL units. The areas assessed in the survey include 1) scaffolding, 2) mediation, 3)
goal-directed, 4) meaningful, 5) constructivist and 6) inquiry (Jonassen, 2000). The PBL Survey was
scaled form 1-5 to identify the teacher’s awareness of these key characteristics of PBL.
The mean answer to all the scaled questions in the pre test was 3.5. The mean answer to the scaled
questions in the posttest was 3.96. The sum of the averages for all scaled questions was 3.76. This in-
crease is a reflection of the teachers’ increased awareness of the terminology as well as the characteristics
of a constructivist-based learning response. The area that scored lowest on both the pre and posttest was
the area titled collaboration. In this area the scaled questions totaled only 3.4. The teachers expressed a
lack of comfort with the purpose and assessment of the collaborative processes built into a constructivist-
learning unit of study. The area that scored highest on both pre and post was mediation. The teachers
scored mediation as 4.0. Mediation, which entails the use of scientific tools and the development of the
scientific process, was rated highly by the teachers and included as a major influence in their new unit.
The survey included an open response at the end of each section. Some of their comments to the
open-ended sections are copied below:

How do you get students interested in learning that is outside their comfort zone. How do you encour-
age students to explore different levels of problem solving- how not to only explore the first solution
but to explore other options.

The idea of PBL is familiar to me, but the jargon is not. I come from a chemistry/biology background,
and worked in industry for 3 years before becoming a secondary science educator. One difficulty in my
district is that every teacher is required to teach the same 14+ units with the same 2 exams per unit, but
with relatively few resources both in terms of curriculum, money, and supplies. These benchmarks and
objectives do not necessary match the textbook, and the exams often involve vocabulary and concepts
beyond the scope of the current course. This is frustrating because our curriculum is becoming “a mile
 xxvii

wide and an inch deep”. We compartmentalize knowledge to the point that the big picture is hazy, fuzzy,
or not there. In addition, there is not enough time for the number of labs I would prefer to offer. Half of
the 28 exams from August to December or January to May (due to our college-like semester schedule)
are supposed to be Performance, but in reality this has not yet happened due to a variety of restraints
above. I think our district IS making progress, but many teachers now have their hands tied and cannot
teach to their strengths as much. It has some benefits, but I disagree with the fact that our students can
retake tests as many times as they want. This is not preparing them for reality.

Science in the Classroom Survey

The Science in the Classroom survey was designed to identify the teachers’ concepts about student inter-
est and abilities in a science classroom. These concepts included Learning to communicate, Learning
to learn, Learning to speak out, Learning about science, Teacher support in learning science, Interest
in learning science and Learning about the world. The responses are scaled 1-5 from almost always to
almost never. There are six responses in each of the seven categories with a total of 42. The teachers
were asked to respond as a student in their own class would respond. Of the seven categories the low-
est level of response was in the category of Interest in learning science with an overall mean response
of 3.3. Next was the Teacher support in learning with 3.9. Then Learning to learn with 4.0. Learning
to speak out with 4.0. Learning about science with 4.1 and finally Learning about the world with the
highest level of response at 4.3.
In some ways the results of the student perspective survey contradicts the teacher reflections and
discussions. In online and face-to-face discussions, the teachers expressed concern over the logistics
and assessment of group work and discussions but in this survey, responding from the perspective of
their students in their classrooms, they included talking about science as an important aspect of their
classroom. Additionally all the teachers except one had never developed a PBL science unit based on
a real world issue or problem but they scored this type of learning by the student, meaningful learning,
at the highest level because they felt that students would be making the connections between science
in their classrooms and the real-world of science and technology outside of their classroom. The teach-
ers noted the need to make science meaningful and important to students in their PBL design survey
but scored student interest in science as the lowest category of student science response. Perhaps this
denotes a disconnect between their ideas about the design of a meaningful learning environment by the
teacher and what they perceive as the students’ ability to pay attention, be motivated and engage col-
laboratively during these units.

Summary of teacher responses

The teachers responded to several daily forums and two surveys during their professional development
program. As a result they discussed several issues impacting the implementation of a PBL unit to develop
STEM concepts and knowledge in their classrooms.

Professional Development Issues

In summary, the teachers have good ideas about how science can be taught using PBL principles but
the lack of training on the design and implementation of these constructivist-based units inhibits their
xxviii

ability to implement them. The teachers described a high degree of frustration with the fragmentation of
the curriculum in their schools that is needed to prepare students for standardized testing. The isolation
of content for the standardized assessment decreased the potential to implement an integrated unit, like
a PBL unit, in their schools. The teachers wanted to be able to coalesce the curriculum standards into
meaningful units of study however only one teacher had received prior training in how to design an
integrated unit of study based on a unifying theme such as a PBL unit. In their discussions and surveys,
the teachers understood the importance in the type and quality of learning that is possible in a PBL unit,
but they were unsure how to design the interactions and the subsequent assessments that would develop
the learning. One teacher discussed her interest in using groups in her course but was afraid of the lack
of discipline that could result.

Assessment

The teachers identified assessment as a major issue. Assessment of problem-based learning is a core
issue that must be dealt with if teachers are asked to develop constructivist-based learning environ-
ments. They are unsure how to assess the group work, collaborative projects, inquiry processes and
other student responses in a PBL unit. Additionally, standardized testing makes it much more difficult
for teachers to implement these innovative units as teachers find it difficult to match the assessment of
the PBL processes possible with the traditional testing assessment model. Teachers noted that there are
penalties for themselves and their students if they do not raise test scores. Implementing innovative new
units are difficult in this atmosphere. Additionally, one state, Missouri, has changed assessment from
grade level evaluations to course level evaluations. This requires the teacher to teach specific content
during each course reducing the potential to integrate content.

Concepts of Learner Characteristics

The two surveys, one from the teacher’s perspective on the characteristics of PBL units and the other
from the perspective of a student in their classroom identified differences between their concepts of PBL
and their classroom. They identified a disconnect between their response to the need for collaborative
work but their lack of use of this instructional process. Although identifying student engagement as a
primary aspect of PBL, they were unsure how to manage this including questioning whether students
would be motivated to engage in these activities. The classroom management tasks of focusing group
work, identifying and assessing individual responses and managing behaviors were mentioned as dif-
ficulties that ultimately contradicted their responses in the PBL survey.

Lack of Resources

The teachers were concerned with the cost of a PBL or science unit. The modules that they participated
in during ARROWS Engineering Essentials program all used expensive equipment or software that
they and the district cannot afford. Another resource that is limited is their time. They are not given
a lot of professional development time and would have to develop a PBL unit on their own using their
own resources.
 xxix

Scheduling

The high school teachers also discussed their schedules at the school as an impediment to implementa-
tion. Because they are all departmentalized it is difficult to find the time to develop an interdisciplinary
topic in depth. Several were teaching in different science areas from year to year such as teaching biol-
ogy one year and earth science the next based on enrollment and other issues. This makes it difficult to
design large integrated PBL units.

concLuSIon

The ARROWS program is a long-term outreach program in an urban community with the goal of mo-
tivating more computer science and engineering undergraduate students to achieve the skills needed
for careers in computer science and engineering. The professional development aspect was designed to
develop new understanding and knowledge about problem-based learning as a model for teaching STEM
content knowledge. The teachers were asked to develop a PBL unit and respond to multiple forums for
discussion on the potential of these units to teach advanced STEM content knowledge to their students.
The analysis of the teachers’ responses identified several issues including the lack of professional devel-
opment, lack of resources, standardized testing, scheduling, and the teachers’ concepts of their students’
ability to engage in problem-based learning.
There is an urgent need for more minority students in science and engineering programs at the uni-
versity level. Problem-based learning units support the development of the advanced cognitive abilities
needed to be develop the STEM content knowledge needed to be successful in science and engineering
programs. It is important for urban high school teachers to be able to implement PBL units in the science
and engineering courses to develop these students’ capabilities to enter and be successful in university
programs. This research identified several important issues that impede the ability of urban high school
teachers to develop these units.
Ultimately, it is important to understand that both sides of the educational continuum in the US, the
k-12 educational system and the university system, need to focus on responding to this need by develop-
ing a coherent forum for dialog and the implementation of collaborative efforts, such as the ARROWS
program, that focus on increasing the number of minority students capable of successfully completing
a degree in STEM areas.

Overviews of the Chapters

This book was conceptualized to provide a comprehensive review of web-based engineering education
focusing on the development of real-world problem-based learning skills. The chapters provide in-depth
descriptions of multiple educational settings.
Chapter 1. Designing of E-Learning for Engineering Education in Developing Countries: Key Issues
and Success Factors by B. Noroozi, M. Valizadeh, & G. A. Sorial. Traditional education for engineers
has shifted towards new methods of teaching and learning through the proliferation of Information and
Communication Technologies (ICT). The continuous advances in technology enable the realization of
a more distributed structure of knowledge transfer. This becomes critically important for developing
countries that lack the resources and infrastructure for implementing engineering education practices.
xxx

The two main themes of technology in designing e-Learning for engineering education in developing
countries focus either on aspects of technological support for traditional methods and localized pro-
cesses, or on the investigation of how such technologies may assist distance learning. Commonly such
efforts are threefold, relating to content delivery, assessment and provision of feedback. This chapter is
based on the authors ten years’ experience in e-Learning, and reviews the most important key issues and
success factors regarding the design of e-Learning for engineering education in developing countries.
Chapter 2. Architectural Web Portal and Interactive CAD Learning in Hungary by Attila Somfai.
This chapter describes the use of a teaching web portal at a university in Hungary. The Internet has cre-
ated potential new and effective ways of cooperation between lecturers and students of the university
and other institutions of higher education. The teaching web portal of the Faculty of Architecture at
Széchenyi István University (www.arc.sze.hu/indexen.html) realizes the diversity and complexity of
architecture with efficient grouping of information and being attentive to high professional standards.
Computer Aided Architectural Modelling (www.arc.sze.hu/cad) is one of the new types of online lecture
notes, where many narrated screen capture videos show the proper usage of CAD software instead of
texts and figures. This interactive type of learning assists students to become more independent learners.
This type of teaching modality provides the opportunity for students who need more time to acquire
subject matter by viewing video examples again. Additionally, the success of our departments’ common
web initiations can be measured through Internet statistics and feedback of the students and external
professionals.
Chapter 3. Adapting Engineering Education to the New Century by A.K. Haghi, & B. Noroozi. In
this book chapter, the authors summarize their retrospections as an engineering educator for more than
20 years. Consideration is given to a number of educational developments to which the authors has
contributed during their career in academia and the contribution made to engineering and technological
education. Increasing emphasis is being placed on establishing teaching and learning centers at the in-
stitutional level with the stated objective of improving the quality of teaching and education. The results
of this study provide information for the revision of engineering curricula, the pedagogical training of
engineering faculty and the preparation of engineering students for the academic challenges of higher
education in the field. The book chapter provides an in-depth review of a range of critical factors liable
to have a significant effect and impact on the sustainability of engineering as a discipline. Issues such
as learning and teaching methodologies and the effect of E-development and the importance of com-
munications are discussed.
Chapter 4. 3D Virtual Learning Environment for Engineering Students by M. Valizadeh, B. Noroozi,
& G. A. Sorial. Virtual Reality and Virtual Learning Environments have become increasingly ambigu-
ous terms in recent years because of changes in essential elements facilitating a consistent environment
for learners. Three-dimensional (3D) environments have the potential to position the learner within a
meaningful context to a much greater extent than traditional interactive multimedia environments. The
term 3D environment has been chosen to focus on a particular type of virtual environment that makes
use of a 3D model. 3D models are very useful to make acquainted students with features of different
shapes and objects, and can be particularly useful in teaching younger students different procedures and
mechanisms for carrying out specific tasks. This chapter explains that the 3D Virtual Reality is mature
enough to be used for enhancing communication of ideas and concepts and stimulate the interest of
students when compared to 2D education.
Chapter 5. Online Automated Essay Grading System-As a Web Based Learning (WBL) Tool in En-
gineering Education by Siddhartha Ghosh. Automated Essay Grading (AEG) or Scoring (AES) systems
 xxxi

are more a myth they are reality. Today the human written (not hand written) essays are corrected not
only by examiners and teachers but also by machines. The TOEFL exam is one of the best examples
of this application. The students’ essays are evaluated both by human & web based automated essay
grading system. Then the average is taken. Many researchers consider essays as the most useful tool to
assess learning outcomes, implying the ability to recall, organize and integrate ideas, the ability to sup-
ply merely than identify interpretation and application of data. Automated Writing Evaluation Systems,
also known as Automated Essay Assessors, might provide precisely the platform we need to explicate
many of the features those characterize good and bad writing and many of the linguistic, cognitive and
other skills those underline the human capability for both reading and writing. This chapter focuses on
the existing automated essay grading systems, the basic technologies behind them and proposes a new
framework to show that how best these AEG systems can be used for Engineering Education.
Chapter 6. Future Challenges of Mobile Learning in Web-Based Instruction by Chandre Butler, Ro-
chelle Jones, & Pamela McCauley-Bush. Mobile learning is becoming an extension of distance learning,
providing a channel for students to learn, communicate, and access educational material outside of the
traditional classroom environment. Because students are becoming more digitally mobile, understanding
how mobile devices can be integrated into existing learning environments is advantageous however, the
lack of social cues between professors and students may be an issue. Understanding metrics of usability
that address the concern of student connectedness as well as defining and measuring human engagement
in mobile learning students is needed to promote the use of mobile devices in educational environments.
The purpose of this chapter is to introduce contemporary topics of applied mobile learning in distance
education and the viability of mobile learning (m-learning) as an effective instructional approach.
Chapter 7. Designing Animated Simulations and Web-Based Assessments to Improve Electrical
Engineering Education by Doug Holton, & Amit Verma. Over the past decade, our research group has
uncovered more evidence about the difficulties undergraduate students have understanding electrical
circuit behavior. This led to the development of an AC/DC Concept Inventory instrument to assess
student understanding of these concepts, and various software tools have been developed to address the
identified difficulties students have when learning about electrical circuits. In this chapter two software
tools in particular are discussed, a web-based dynamic assessment environment (Inductor) and an ani-
mated circuit simulation (Nodicity). Students showed gains over time when using Inductor, and students
using the simulation showed significant improvements on half of the questions in the AC/DC Concept
Inventory. The chapter concludes by discussing current and future work focused on creating a more
complete, well-rounded circuits learning environment suitable for supplementing traditional circuits
instruction. This work includes the use of a contrasting cases strategy that presents pairs of simulated
circuit problems, as well as the design of an online learning community in which teachers and students
can share their work.
Chapter 8. Use of Living Systems to Teach Basic Engineering Concepts by Kauser Jahan, Jess W.
Everett, Gina Tang, Stephanie Farrell, Hong Zhang, Angela Wenger & Majid Noori. Engineering edu-
cators have typically used non-living systems or products to demonstrate engineering principles. Each
traditional engineering discipline has its own products or processes that they use to demonstrate concepts
and principles relevant to the discipline. In recent years engineering education has undergone major
changes with a drive to incorporate sustainability and green engineering concepts into the curriculum.
As such an innovative initiative has been undertaken to use a living system such as an aquarium to teach
basic engineering principles. Activities and course content were developed for a freshman engineering
class at Rowan University and the Cumberland County College and K-12 outreach for the New Jersey
xxxii

Academy for Aquatic Sciences. All developed materials are available on a dynamic website for rapid
dissemination and adoption.
Chapter 9. The Use of Applets in an Engineering Chemistry Course: Advantages and New Ideas
by B.M. Trigo, G.S. Olguin, & P.H.L.S. Matai. Since the sprouting of the personal computers, around
1980, computer science has been gaining importance, becoming a supporting instrument for other daily
activities of ours. With the introduction of computing in a certain area or activity, barriers and difficulties
can be overcome. Consequently, new paradigms, possibilities and challenges are created. In education it
is not different, computing is more and more present, assisting the learning process in a variety of ways,
creating new challenges that compel us to re-think the way education is performed, considering new
delivery methods instead of only the traditional chalk-and-talk method. “While we may feel comfortable
with traditional approaches, the new technologies provide us with the tools to challenge these positions,
and open up the teaching/learning questions for some rethinking” (Roy & Lee, 1999). With the sprout-
ing of the Internet, it was created what we today understand as the web-based teaching, a method that
brings innumerable benefits and challenges for the educators. This chapter describes the development
of Applets in a General Technological Chemistry (QTG) course covering the topics of the discipline and
joining them in a main “host” Applet, creating a virtual chemistry laboratory, which would be available
for the students in the discipline’s website.
Chapter 10. Competitive Design of Web-Based Courses in Engineering Education by Stelian Brad.
Developing engineering study programs of high quality, able to satisfy customized needs, with flexible
paths of study, with easy and rapid access to the most appropriate educational facilities and lecturers
is a critical and challenging issue for the future of engineering education. The latest developments in
communication and information technologies facilitate the creation of reliable solutions in this respect.
Provision of web-based courses in engineering education represents one of these solutions. However,
the absence of physical interactions with the training facilities and the specificity of remote collaboration
with lecturers rise up additional challenges in designing a high-quality web-based engineering course. In
order to define superior solutions to the complex set of requirements expressed by several stakeholders
(e.g. students, lecturers, educational institutions and companies), a comprehensive planning of quality
and an innovative approach of potential conflicting problems are required during the design process of
web-based engineering courses. In this context, the present chapter introduces a generic roadmap for
optimizing the design process of web-based engineering courses when a multitude of requirements and
constrains are brought into equation. Advanced tools of quality planning and innovation are considered to
handle the complexity of this process. The application of this methodology demonstrates that no unique,
best-of-the-world solution exists in developing a web-based engineering course; therefore customized
approaches should be considered for each course category to maximize the impact of the web-based
educational process.
Chapter 11. WIRE: A Highly Interactive Blended Learning for Engineering Education by Yih-Ruey
Juang. Many researchers have shown that blended learning can more effectively enhance motivation,
communication skills, and learning achievement compared to single-form teaching methods. However,
the crucial issue that needs to be addressed in blended learning is the question of how to integrate the
selected blended format, technology, and teaching strategy into a coherent learning model, and while
maintaining interaction between the teacher and students both inside and outside the classroom. Most
useful functions of e-learning tools have not been meaningfully integrated into teaching and learning
strategies, or into the course management systems that have been used in most campuses. This chapter
introduces a highly interactive strategy, the WIRE model, for blended learning that incorporates web-based
 xxxiii

and face-to-face learning environments into a course by linking the Warm-up before class, Interactive
teaching in class, and Review and Exercise after class, creating a sustained learning experience through
meaningful use of technology in engineering curricula.
Chapter 12. Sights Inside Virtual Engineering Education by Giancarlo Anzelotti & Masuomeh
Valizadeh. The critical tenet of engineering education reform is the integral role of virtual environment
capabilities that is provided by fabulous advances in information technology. Current technological
progresses combined with changes in engineering content and instructional method require engineer-
ing instructors to be able to design intensive and concentrated lessons for exploration and discovery of
the engineering concepts through appropriate computer applications. In actual practice, however, most
computer applications provided for engineering education consist of software designed for a specific
educational purpose. Furthermore, economical constraints often stand in the way of incorporating such
special purpose software into an instructional setting. This chapter discusses an alternative to the traditional
approach that shifts the instructional focus from specific computer applications to more sophisticated
uses of general purpose software. In particular, educational uses of purpose-oriented small software that
can be implemented in multi purpose software are exampled as an introduction to this approach
Chapter 13. Effective Design and Delivery of Learning Materials in Learning Management Systems
by Mehregan Mahdavi , John Shepherd, & Mohammad H. Khoobkar. Learning Management Systems
(LMS) enable effective design and delivery of learning materials. They are Web-based software applica-
tions used to plan, implement, and assess a specific learning process. LMSs allow learners to connect to
and interact with the educational material through the Internet. They enable tools for authors (instructors)
to design learning materials that include text, html, audio, video, etc. They also enable learner activity
management in the learning process. Moreover, they provide tools for effective and efficient assessment
of the learners. This chapter explores learning management systems and their key components that en-
able instructors organize and monitor learning activities of the learners. It also introduces the authoring
features provided by such systems for preparing learning material. Moreover, it presents assessment
methods and tools that enable evaluation of the learners in the learning process. Furthermore, existing
challenges and issues in this field are explored.
Chapter 14. Web-Based Training: An Applicable Tool for Engineering Education by Masoumeh
Valizadeh, Giancarlo Anzelotti & Salesi Sedigheh. Due to its singular capabilities, web-based learning
has entered and is widely used in every field of science and technology. It is not only warmly welcomed
at schools and universities, but also in factories and houses. However utilization of web-based learning
technique requires tender and comprehensive attentions in designing, applying and assessing configura-
tions, directed by when, where and for which purpose it is being employed. Among different branches
of human knowledge and sciences, engineering as well as medicine is more involved in practical and
daily-life aspects, where the virtual utilities and educational software can be utilized to consummate the
practical features of engineering education. Furthermore the virtual environment of e-learning courses can
provide cheaper, safer, more comprehensive and more inclusive approaches to engineering educational
material. What usually the students need to learn in laboratories and workshops and it is costive and
demanding for the universities and the schools. The aim of this chapter is to count the requirements of
engineering education and to accord the facilities and inadequacies of e-learning as training technique
in engineering instruction.
Chapter 15. A Diagnostic System Created for Evaluation and Maintenance of Building Construc-
tions by Attila Koppány. The successful diagnostic activity has an important role in the changes of the
repair costs and the efficient elimination of the damages. The aim of the general building diagnostics is to
xxxiv

determine the various visible or instrumentally observable alterations, to qualify the constructions from the
suitability and personal safety (accidence) points of view. Our diagnostic system is primarily based on
a visual examination on the spot; its method is suitable for the examination of almost all-important
structures and structure changes of the buildings. During the operation of the diagnostic system a large
number of data – valuable for the professional practice – was collected and will be collected also in the
future, the analysis of which data set is specially suitable for revaluing construction and the practical
application of the experiences later during the building maintenance and reconstruction work. For us-
ing the system a so-called “morphological box” has been created, that contains the hierarchic system of
constructions, which is connected with the construction components’ thesaurus appointed by the cor-
rect structure codes of these constructions’ place in the hierarchy. The thesaurus was not only necessary
because of the easy surveillance of the system, but to exclude the usage of structure-name synonyms in
the interest of unified handling. The analysis of which data set is specially suitable for revaluing earlier
built constructions and which data can help to create knowledge based new constructions for the future
is the topic of this chapter.

SummAry

This book evaluates the usefulness of advanced learning systems in delivering instructions in a virtual
academic environment for different engineering sectors. The learning process discussed in each chapter
will include a walk-through of a case problem solving exercise in the virtual company environment.
This will enable the reader to adjust to conditions of the world of work. This volume will demonstrate
how to enter the virtual company module, select a company and a case problem of their choice. Each
chapter plays a key role in designing and producing workable solutions. Each chapter provides the reader
with opportunities to think critically and approach problems analytically. Hence, the reader will be able
to link diverse skills and knowledge to tackle problems and maximize productivity in the design and
implementation of web-based engineering education. Finally, this volume aims at providing a deep probe
into the most relevant issues in engineering education and digital learning and offers a comprehensive
survey of how digital engineering education has developed, where it stands now, how research in this
area has progressed, and what the prospects are for the future. As a result this volume will be of sig-
nificance to those interested in digital learning and teaching and training focusing on the university and
industrial context. This book is also a productive resource to industrial engineering professionals who
would like to see how digital learning works in practice. In addition, the book will be highly valuable
to those researchers in the field interested in keeping abreast of current developments in the confluence
of their fields of expertise and technological settings.

AcknoWLEdgmEnt

I would like to acknowledge the USA National Science Foundation for funding the ARROWS: Achieving
Recruitment, Retention & Outreach With STEP grant and the collaboration and support of the professors
and staff at the School of Computing and Engineering at the University of Missouri-Kansas City. I would
like to specifically thank Dr. Koshrow Shoraby and Dr. Mark Hieber for their collaborative efforts in
 xxxv

developing the ARROWS program to inform, engage and excite urban high school students about their
potential to work in engineering and computer science careers.

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Donna L. Russell
University of Missouri, USA
 xxxvii

Acknowledgment

We would like to express our deep appreciation to all the authors for their outstanding contribution to
this book and to express our sincere gratitude for their generosity. All the authors eagerly shared their
experiences and expertise in this new book. Special thanks go to the reviewers for their valuable works.

Donna L. Russell
University of Missouri, USA

A.K. Haghi
University of Guilan, Iran
 1

Chapter 1
Designing of E-Learning
for Engineering Education
in Developing Countries:
Key Issues and Success Factors
B. Noroozi
University of Guilan, Iran & University of Cincinnati, USA

M. Valizadeh
University of Guilan, Iran

G. A. Sorial
University of Cincinnati, USA

ABStrAct
Traditional education for engineers has shifted towards new methods of teaching and learning through
the proliferation of Information and Communication Technologies (ICT). The continuous advances in
technology enable the realization of a more distributed structure of knowledge transfer. This becomes
critically important for developing countries that lack the resources and infrastructure for implement-
ing engineering education practices. The two main themes of technology in designing e-Learning for
engineering education in developing countries focus either on aspects of technological support for
traditional methods and localized processes, or on the investigation of how such technologies may
assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment
and provision of feedback. This chapter is based on the authors ‘10 years’ experience in e-Learning,
and reviews themost important key issues and success factors regarding the design of e-Learning for
engineering education in developing countries.

DOI: 10.4018/978-1-61520-659-9.ch001

Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
 Designing of E-Learning for Engineering Education in Developing Countries

1. IntroductIon And Hence a great deal of effort has focused on the

BAckground integration of new technologies such as multime-
dia video, audio, animation, and computers, with
Recent years have seen dramatic changes in en- associated software, to achieve the improvement
gineering education in terms of increased access of traditional engineering education. The internet
to lifelong learning, increased choice in areas technologies have also been popularly applied
of study and the personalization of learning. To to web-based learning (Hung et al, 2007). The
advance across all domains seems to necessitate growth of the information society provides a way
incompatible changes to the learning process, for fast data access and information exchange all
as practitioners offer individualized learning to over the world. Computer technologies have been
a larger, more diverse engineering student base. significantly changing the content and practice
To achieve this cost effectively and without over- of engineering education (Gladun et al, 2008).
whelming practitioners requires new approaches Information and communication technologies
to teaching and learning coupled with access to a (ICT) are rightly recognized as tools that are
wide range of resources: practitioners need to be radically transforming the process of learning.
able to source and share engineering materials, Universities, institutions and industries are invest-
adapt and contextualize them to suit individual ing increasing resources to advance researches
needs, and use them across a variety of engineer- for providing better and more effective learning
ing educational models (Littlejohn et al, 2008). solutions (Campanella et al, 2007).

Figure 1. The most important and meaningful characteristics for engineering instruction

2
Designing of E-Learning for Engineering Education in Developing Countries

The most important aspects of a focused learn- orative work and it was used to support learning
ing for engineering students is shown in Figure 1. by means of desktop and video conferencing
The final objective of a learning object is to systems. Consequently, a new paradigm arose
realize three fundamental learning goals: around educational institutions which were de-
fined as computer-supported collaborative learn-
• To inform the engineering students to be ing (CSCL). This emerging system was based on
responsible of their learning, capable to the contributions of constructivist learning theories
manage processes to reach aims and to un- about the term collaborative learning, which fo-
derstand their learning needs; cus on social interdependence and maintain that
• To promote real and meaningful learning engineering students consolidate their learning by
environments and contexts, enabling the teaching one another. CSCL environments were
engineering students to retrieve informa- created for using technology as a mediation tool
tion and build knowledge by using differ- within collaborative learning methods of instruc-
ent learning ways; tion. Since then, and thanks to the great evolution
• To create stimulating situations and learn- of network technologies, engineering education is
ing dynamics that prelude to wider learn- moving out of traditional classrooms. These col-
ing tasks laborative e-Learning environments have caused a
revolution in the academic community, providing
Nowadays, the use of ICT has improved a great amount of advantages for using both the
learning, especially when coupled with more Internet and technologies for ‘any-time, any-place’
learner-centered instruction, or convenience, collaborative learning (Jara et al, 2008).
where learning and exchange with the instructor It should be noted that e-Learning is becom-
can take place asynchronously at the learners own ing one of the most popular solutions to meet
pace or on as-needed basis (Motiwalla, 2007). new needs especially in technical courses. In e-
The consequent applications of all multimedia Learning course development and management
and simulation technologies, computer-mediated for engineers the emphasis is often on technical
communication and communities, and Internet- aspects, whereas the relevance of learning products
based support for individual and distance learning for the actual process of learning is not considered
have the potential for revolutionary improvements in depth. Indeed the most important aspect of a
in education (Gladun et al, 2008). learning product is its aptitude to provide knowl-
Hence, electronic collaboration (e-collabora- edge and skill by stimulating in dept study, further
tion) technologies for engineers are technologies researches and close investigations (Campanella
that support e-collaboration. An operational defi- et al, 2007).
nition of e-collaboration is collaboration among The present chapter is a study on the growth of
different individuals using electronic technologies e-Learning in engineering education as the most
to accomplish a common task. These e-collabora- important objective area of science apart from
tion technologies include several Internet-based the medical science. Using the definitions and
technologies, such as e-mail, forums, chats, and aptitudes of e-Learning we tried to find a more
document repositories (Padilla et al, 2008). specialized way to develop e-Learning in engineer-
However the first computer-supported collabo- ing education. To this aim, we have investigated the
ration system emerged in 1984 from the need of progresses being made on engineering e-Learning,
sharing interests among product developers and and the benefits and difficulties of implementing
researchers in diverse fields. This revolutionary e-Learning in engineering education. The study has
approach was called computer-supported collab- focused on the importance of e-Learning design

3
 Designing of E-Learning for Engineering Education in Developing Countries

for engineering education; therefore, the concept (Shee & Wang, 2008). Simply, e-Learning for
of instructional design has been reviewed and ori- engineers is the use of technology to support the
ented for engineering e-Learning. In this regard, learning process. Fundamentally, it is about put-
application of ISS and ADDIE models parameters ting the learner first by placing resources at the
in engineering education has been introduced and learner’s fingertips. The engineering e-Learner is
analyzed. This study also presents an overview on able to dictate the pace and balance of learning
International potential for designing e-Learning, activities in a way that suits him/her. E-Learners
with selected case studies of developing countries. can absorb and develop knowledge and skills
in an environment that has been tailored to suit
them – and at their own pace. As opposed to online
2. E-LEArnIng, dEfInItIonS, courses in their strictest sense, e-Learning does
APPLIcAtIonS And not necessarily lead to an engineering certifica-
PErformAncE tion or an engineering degree programmer but
may be tailored, for example, to suit the needs of
The definition of e-Learning for engineers may a specific company (Magoha & Andrew, 2004).
vary significantly, but perhaps “… learning the It should be noted that technology has proved
engineering concept is aided by information and its value in engineering education and in applied
communication technologies…” is one of the areas such as engineering management. For ex-
definitions, which is very close to reality. However, ample, in Europe digital literacy is emerging as
some authors and users define e-Learning only a new key competence required by workers and
as “… the delivery of content via all electronic citizens in the new knowledge society. The inte-
media, including the internet, intranets, extranets, gration of IT supported learning helps workers
satellite, broadcast, video, interactive TV, and acquires the necessary skills and knowledge for
CD ROM…”. In this case the emphasis is only their job. IT use can also improve the effectiveness
at the delivery and many unworthy engineering of the learning process. Consequently, if the en-
courses have been “developed” by this way –just gineering student learns to use technology before
delivery to students of existing files with handouts. starting his/her job; this could be an advantage
This has the only advantage of reduced cost, but for both the future profession and the employer.
the educational results do not have significant Moreover, the use of the Web as an educational
value. Many authors support the first view that delivery medium (e-Learning) provides the engi-
e-Learning should develop materials, which will neering students with the opportunity to develop
increase the pedagogical effectiveness, and then an additional set of communication, technical,
deliver these to engineering students. Only in this teamwork and interpersonal skills that mirror the
case the full power of e-Learning can be utilized business environment in which they will work.
(Tabakov, 2008). Meanwhile, the statistics on e-Learning show a
E-Learning for engineering students, at its considerable use of these tools in recent years.
best, is the kind of learning that complements Universities are combining interactive technology
traditional methods and gives a more effective and active ways of learning, which require students
experience to the learner (Magoha & Andrew, to develop or hone their computing skills and to
2004). E-Learning refers to the use of electronic take more responsibility for their own learning.
devices for learning, including the delivery of Nevertheless, engineering students, contrary to the
content via electronic media such as Internet/ general idea that they can be considered digital
Intranet/Extranet, audio or video tape, satellite natives, do not all react positively to IT learning;
broadcast, interactive TV, CD-ROM, and so on some prefer the traditional process. Engineering

4
Designing of E-Learning for Engineering Education in Developing Countries

students may react differently to the online learn- and simulations can be applied at various stages
ing environment, depending on their own level (Tabakov, 2008) to provide five approaches for
and attitude. This is similar to the finding about using technology in learning (Motiwalla, 2007):
teachers working in public centers who have shown
some resistance towards IT implementation in a. Intelligent tutoring systems that have at-
engineering education. There is also the need to tempted to replace the teacher; these have
investigate the engineering students’ acceptance never been successful due to their limited
of an Internet-based learning medium in order knowledge domains
to understand the various drivers influencing ac- b. Simulation and modeling tools that serve as
ceptance (Padilla et al, 2008). learner’s assistants or pedagogical agents
E-Learning for engineering students is embedded in applications that act as mentors
important for building a technologically liter- providing advice;
ate workforce as well as for meeting societies c. Dictionaries, concept maps, learning orga-
continuous need for rapid life-long learning nizers, planners and other resource aids that
delivered in increasingly more convenient forms help learners to learn or organize knowledge
(Buzzetto-More, 2008). In spite of all efforts, in with system tools and resources;
the last years e-Learning has experienced slow d. Personalized communication aids that can
user growth involvement and high dropout rates present materials depending on user abilities
in many organizations: users become easily frus- and experience with the system;
trated or unenthusiastic about the material and do e. Simulated classrooms and labs that engage
not complete learning activities (Campanella et teachers and learners in an interaction similar
al, 2007).The development of e-Learning materi- to the real classrooms.
als can be presented as a multi-layered process,
including the following stages: The effect on e-Learning is measured with an
ISS model because it is also one of the information
• Programming specific simulations; systems. The e-Learning success model evaluates
• Building of e-Learning modules; e-Learning effectiveness based on the ISS model,
• Development of e-Learning programs. constructivism and self-regulatory efficacy. In
1992 one information systems success (ISS) model
These stages most often exist as separate has been suggested that is measured through six
entities, but the programs will include modules, dimensions as was presented in Figure 2.

Figure 2. ISS model parameters

5
 Designing of E-Learning for Engineering Education in Developing Countries

System quality implies an information process laboratories have already been developed and have
system quality based on production of produced been described elaborately. Most of these labo-
information. Information quality is defined as the ratories are based on standard hardware systems,
quality of system product outputs, and the usage such as those provided by National Instruments
and user satisfaction is defined as the recipients’ (NI), and are commercially available. However
interaction of information and information sys- they are costly and often require specialized train-
tem product. Also, individual and organizational ing. The solution is to develop low cost systems
effects are measured by the information system that rely partially on expensive hardware at the
which affects the users and the affiliated organiza- server and open software at the client (Magoha
tion of the users (Lee & Lee, 2008). & Andrew, 2004).
Numerous digital applications have been de-
veloped to demonstrate laboratory experiments,
3. E-LEArnIng for real-world landscape processes or microscopic
EngInEErIng EducAtIonS objects. Engineering students learned faster and
liked their classes more than students in traditional
Despite the dramatic expansion in e-Learning and on-campus classes. Cognitive scientists believe
distance education, e-Learning in engineering that to learn, the material must have meaning to
education still faces a number of setbacks that the learner. Cognitive science may be defined as a
prevent an equivalent expansion rate. For effec- multi-disciplinary approach to studying how men-
tive and complete learning in engineering, science tal representations enable an organism to produce
and technology, engineering education requires a adaptive behavior and cognition. The following
mixture of theoretical and practical sessions. In criteria have been considered for certain virtual
order to understand how theoretical knowledge field laboratory (Ramasundaram et al, 2005):
can apply to real world problems, practical ex-
ercises are essential. While it is relatively easy • Global access, i.e., web-based
to simulate experiments, performing practical implementation.
experiments online has continued to be a chal- • Stimulation of a variety of learning
lenge. Coupled with this, engineering software mechanisms.
is often very expensive and may not be easily • Interactivity to engage engineering
affordable by the ordinary e-Learner. Although students.
low cost alternatives that utilize freeware have • Compartmentalization and hierarchical or-
been successfully developed and tested, practical ganizational structure.
laboratories that support engineering education • Abstraction of 2D and 3D geographic ob-
are still difficult to implement online (Magoha jects (e.g. soils, terrain) and dynamic eco-
& Andrew, 2004). system processes (e.g. water flow) using
Engineering education relies heavily on capi- geostatistics and scientific visualization
tal-intensive laboratory equipment. Collaboration techniques.
with developed countries would, therefore, be one
path to enhance learning in engineering concepts Medical Physics and Engineering (MEP) is
for developing countries. A collaborative labora- another example among the first professions to
tory component can bridge the gap between regular develop and apply e-Learning. An indicator for
e-Learning and e-Learning in engineering. This this is the first international prize in the field (EU
can be achieved through an Internet laboratory, Leonardo da Vinci Award) presented to European
examples of which are several Internet-based Medical Imaging Technology (EMIT) Consortium

6
Other documents randomly have
different content
he was better now; so much better that Dr. Finlayson, an old friend
or Cissy’s, assured her he wanted nothing more but her nursing and
society. He had got sick leave for six months, and by the end of
March hoped to be able to be moved to a healthy neighbourhood,
not far from Simla, where by the autumn he had every prospect of
obtaining the staff appointment he had long been hoping for. So, as
far as climate was concerned, there was nothing to prevent Cissy’s
at once rejoining him, provided always her own health was
sufficiently re-established, which point, said Dr. Finlayson, Mrs.
Archer’s anxiety for her husband must not allow her to overlook, nor
must she omit to consult as to this both her physician at Altes, and
her former medical adviser in England.

Marion stood staring at the letter without speaking. Was it selfish

of her, that even at this moment of warm commiseration for her
cousin, the effect this sudden move might have on her own
prospects, rushed into her mind? She tried to drive it back, but
found it difficult to do so.

“Well, Marion,” said Cissy, peevishly, for, being in no small terror

of her cousin’s remonstrance as to so sudden and impulsive a step
as the immediate return to England, she was determined, woman-
like, to take the bull by the horns by constituting herself the
aggrieved party.

“Well, Marion, have you nothing to say? You stand there as if you
were asleep, instead of helping me, with all that must be done to let
us get away by Thursday.”

“But are you really determined to go at once, Cissy? Do you think

you are fit for the journey even to London, or Cheltenham rather? I
much doubt it. Have you seen Dr. Bailey? Dearest Cissy, I am so
sorry for you, but I fear you are not well enough to rejoin Colonel
Archer just yet.”
 “I am well enough to go to India to-day, but I am not well
enough to bear the anxiety of waiting for another mail’s rows. It
would kill me, Marion—kill me, simply,” repeated Cissy, emphatically,
“and neither you nor anyone else who wants to keep me alive, will
attempt to stop me. As for Bailey, he is an old woman and an old
fool to the bargain. All the same, I have sent for him and seen him.
He says I am as well able to go now as I am likely to be for the next
year or two, if ever. And whether it is so or not, Marion, I must go.
What is my health to George’s? What would I care for my life
without him? You don’t know what it is to love anyone, child, as I
love my husband. Some day you may, and then you will understand.
But now, I must ask you, beg of you, to harass me by no
remonstrance. I have done all I was told. I have seen Bailey, and will
also see Frobisher at Cheltenham.”

Marion felt indeed that any interference on her part would be

worse than useless, though a sad foreboding was at her heart, and
the tears filled her eyes, as she looked at poor Cissy’s rapidly
changing colour, the too great brilliance of her eyes, and the nervous
working of her thin, white hands.

“And Charlie?” was all she asked.

“He will go, too. George wishes it, and Simla is so healthy. You
have not read the postscript.”

Which accordingly Marion did; and then proceeded to give way to

a most silly and ill-timed burst of tears!

“How silly!” stronger-minded young ladies will exclaim. Just so;

but then I am telling all about it, as it happened, and I must not
make my heroine any stronger or wiser than she was, poor little girl.
Cissy should have scolded her, but she didn’t. Instead thereof, she
plumped herself down beside her on the floor, and for a good
quarter of an hour, they cried and sobbed in each other’s arms. Then
they sat up and wiped their eyes, like sensible young women, as in
the main they were, kissed each other, while they ejaculated
—“Dearest Cissy,” and “darling May,” and set to work to think what
they must do.

First of all there was Marion’s engagement with Lady Severn.

This, fortunately, was within a fortnight of expiring, and in answer to
a note of explanation which Marion dispatched, came a sufficiently
cordial reply from her pupils’ grandmother, enclosing a cheque for
the fifteen pounds (which had been all the little governess would
agree to accept for each quarter) owing to the end of the
engagement, expressing thanks for the kindness and attention she
had bestowed on her pupils, and begging her on no account to
distress herself at having to leave Altes before the quarter had fully
expired.

With this came a note for Cissy. It was couched in much heartier
language, and the anxiety expressed as to Colonel Archer’s state of
health was evidently genuine. Lady Severn, in conclusion said she
hoped to call to see Mrs. Archer the following afternoon, and that
she had forgotten to mention that her grand-daughters would be
disappointed not to say goodbye to Miss Freer in person. They would
be at home all the next morning, if “Mrs. Archer’s young friend”
could spare a few minutes to come to see them.

“How thoughtless of her to propose it,” exclaimed Cissy; “really

some ladies deserve to be governesses themselves for a while, to
see how they would fancy that sort or thing. As if the children could
not come to see you! Oh, May, I am so thankful for you to say
goodbye for ever to that odious Miss Freer.”

“Are you?” said Marion; “I can’t say if I am or not. Sometimes I

detest her, and then again I feel very grateful to her. Thanks to her I
am now out of debt, any way. This fifteen pounds will come in nicely
for the quarter’s rent.”
 “Very nicely,” said Cissy; “all the same, I’d like to make you eat
that of cat’s cheque!”

Marion did spare five minutes the following morning, and the
parting with Lotty and Sybil was really a most touching affair. There
had been a secret expedition the previous evening from the Rue des
Lauriers, under the escort of Thérèse’s sister, which resulted in the
presentation to Miss Freer or two original, though not strikingly
appropriate parting gifts. A mantel-piece ornament from Lotty of the
china, pottery rather, of’ the district, and from Sybil a gaily-bound
and profusely illustrated story book, more suited to her tender years
than to the maturer taste of the young governess.

“All fairy stories, dear Miss Freer,” said the child, trying her best to
keep back her tears, and bear the parting bravely. “All fairy stories,
and Beauty and the Beast is in I looked for the picture, and
Jeannette read me the name, ‘La Belle et la Bête.’ Won’t you like
reading it, Miss Freer?”

“Yes, indeed, my darlings,” said poor Marion, kissing them for the
twentieth and last time, with a strange wistful questioning in her
heart as to whether she should ever again kiss these sweet, fresh,
child faces, and if so, where and when! Then she ran away without
looking, back, to hide the fast dropping tears that, do what she
would, could not she entirely repressed; and carrying with her the
presents on which had been expended all the available resources of
the little girls. Poor little presents! There came a day when he hid
them out of sight, far away in a high cupboard. Not that she lived to
forget her little pupils, but sad unendurable memories came to
associated with them in her mind, and all she could do was to try to
forget.

She hurried home to the Rue St. Thomas, treading for the last
time the now familiar streets. Hurried home to find Cissy immersed,
and but prostrated, by the terrible business of packing and accounts
paying.
 “Leave as much as possible to me, Cissy, dear. I have said my
goodbyes, and am now free to work. You have to be ready for Lady
Severn, you know. The Berwicks, and others, we cannot attempt.
You might ask Lady Severn to explain to them and any one else the
reason of our sudden flight. One thing, Cissy, will you do to oblige
me? Give Lady Severn your address at Cheltenham. It is possible
there may be some message to send us through her. I did not like to
ask the children to write, but perhaps they may think of it.”

“I don’t suppose any one will help them to do so, poor little
things, even if they wish it,” replied Mrs. Archer. “However, I can
easily give her the address.”

She did so when Lady Severn and Miss Vyse called to as goodbye.
Lady Severn took the card on which it was written, and after
glancing at it, handed it to Florence, when they reseated themselves
in the carriage.

“You keep it, Florence, dear,” she said; “you have all my
addresses. Though, indeed, I shall not forget it. I have a capital
head for addresses—23, West Parade, Leamington. Yes. 23, West
Parade.”

And after a week’s bustle crowded into a few hours, the little
party set off again on their travels. Just the three, Mrs. Archer,
Marion, and Charlie, for poor Thérèse had to be left behind. Mr.
Chepstow sent two carriages to convey them to the place from
which the diligence started, and was there himself to see them off.
He was “really very kind,” they all agreed.

But it was sad, this sudden, hurried departure from the place they
had come to know so well. Hardly sad for Cissy, perhaps; her
thoughts were far away eastward, and she only lived in the hope of
soon following them thither. But for her young cousin! Ah, it was
very trying. Just a few short, days before “he” would be back again,
when all, she had hoped, would have been explained between them.
She had no hope of meeting him in London. In all probability he
would have left before their arrival, and even if not, the chances of
their meeting were of the most remote. She did not know his
address, and he!—he neither knew of her coming, nor, should he
even hear it from his mother, would he have the slightest notion
where to seek her. No, she must trust that he would write, as, she
felt satisfied he would be sure to do without delay, if he had
anything good to tell. In any case, indeed, she thought, considering
the circumstances, he would write. He was so thoughtful and
considerate, and must have a fair notion of the suspense she was
enduring.

She did what she could before Leaving Altes. Besides the address
given at her request to Lady Severn, she left with Mme. Poulin
several ready-stamped envelopes, similarly directed by herself to
Mrs. Archer’s Cheltenham address, and gave their obliging landlady
most particular injunctions to the forwarding immediately of all
letters and notes of any kind that might be sent after their
departure. How she wished she could have left some directed to her
own name and address! The going in the first place to Cheltenham
would add to the delay, but she dared not venture to do more, and
could only trust that a happy ending might compensate for the
present trying suspense.

It was a hurried and uncomfortable journey, and yet poor Marion

could hardly wish it over, for it was the last she could hope to see of
Cissy for many a long day to come.

They arrived in London very late in the evening of a chilly, rainy

March day. For this one night Marion accompanied her cousin to her
hotel, for though she had written from Altes to her father
announcing their sudden return to England, she felt more than
doubtful of his having received the letter, as he was much addicted
to eccentric flights from home of two or three days’ duration, and on
such occasions did not think it necessary to leave his address.
 How strange to be in London again, and oh, how dreary and ugly
it looked! How painfully “the national dread of colour” is felt by the
traveller returning home from the brightness and freshness across
the channel!

“Oh,” exclaimed Marion, “how could I ever have grumbled at Altes

sunshine and heat! I envy you, Cissy. I declare, I wish I were going,
to India with you.”

“I wish indeed you were, my darling,” quoth Cissy, whose tears in

these days were never far to seek. “But if we are to drop you on our
way to the station, May, it is truly time to go.”

For Mrs. Archer’s plans were to go straight on to her mother-in-

law’s at Cheltenham, the morning after their arrival in London.

So their goodbye had to be said in the cab!

If walls had tongues as well as their proverbial ears, we should

want no other story tellers; but what of the romances we might hear
from those wretchedest of conveyances, London cabs, were they
likewise endued with speech!

Oh, the broken hearts that, have been jogged along the dirty
London streets since the days when the first “Hackney” saw the
light! Oh, the bright hopes doomed to disappointment, the vows
made but to be broken, the agonies of anxiety, the “farewells” of
very utmost anguish, of which these grumbling, creaking, four-
wheelers, or rattling, springing Hansoms, might tell! For my part I
don’t think I should much fancy spending a night alone in one of l
hose dilapidated remains of a vehicle, “cast,” at last, as no longer
possible to use, which we now and then discern in some dingy
corner of a cab proprietors yard. I am quite sure I should not spend
the dark hours alone. Strange shadowy visitors would occupy the
other seats, and long forgotten scenes would be re-enacted within
the small compass of the four wooden walk! No, assuredly, I should
not fancy it at all!
 But to return to our special cab, or rather to its occupants.

“You will be sure to write to me, Cissy dear from Cheltenham, and
tell me when you really go,” said Marion.”

“Oh yes, dear, of course, I shall,” replied Mrs. Archer; “and you,
May,” she continued, “must let me know how you find Uncle Vere,
and Harry. For he will be with you soon, won’t, he? It is so easy for
him to run up to town now he is at Woolwich.”

“Yes, I hope so,” answered Marion somewhat absently; then she

added in a lower voice, while a slight shade of colour came over her
face, “Will you, Cissy dear, be careful to send me on at, once any
letters that may be forwarded to me—to Miss Freer, you know—
under cover to Cheltenham?”

“Certainly, I shall. But do you expect?” asked Mrs. Archer with

some surprise.

“I don’t know—perhaps,” replied Marion rather confusedly.

Something in her tone made Cissy turn so as to see her better.

Then she took the girl’s hand in hers, and said gently, very gently:

“My dearest, is there anything you are anxious about? Once or

twice lately I have half suspected something, but you are not like
most girls, silly and not to be trusted. Indeed I often fancy you are
much wiser than I, and I could not bear to pry into your confidence.
But now, darling, we shall not see each other for so long—perhaps
indeed—but no, I won’t he gloomy. Won’t you tell me if there is
anything? Any special letter you are expecting?”

“I can’t tell you just now, Cissy. Indeed I can hardly say there is
anything to tell. When, or if, there is I will write to you at once. I
promise you this, dear Cissy.”
 “Or if I can help you in any way?” suggested Cissy rather timidly.
“Yes, if you could, I would as you to do so sooner than any one.”

“Only one word more, May. You wouldn’t go on screening Harry at

the expense of your happiness? You know how I mean, dear. You
would not allow this idea of your being only a governess to remain in
any one’s mind so as to cause injury to your own prospects? Promise
me this, for if not I shall never forgive myself for having given in to
this scheme of yours at Altes.”

“Don’t be afraid, Cissy. I have no intention of keeping it up. The

very first opportunity I have, I mean to tell the whole truth to ——
you know whom, for if I ever see him again, he will have a right to
hear it.”

“Thank you for telling me this,” said Cissy, “I only wish he knew it
already! In any case, Marion, however things turn out, you will write
and tell me?”

“Yes, in any case. I promise you I will,” replied the girl. “But here
we are at my home! Oh, how unhomelike it looks, Cissy! Papa must
be away, but that I don’t mind. Oh, my dear, my darling Cissy, if only
you were not going so far! Whatever shall I do without you, my kind
sweet sister?”

And all her composure broken down, poor Marion clung to the
only near woman friend she had ever known. She had not thought
she would feel this parting so acutely; and when at last she had torn
herself away, and stood watching the cab drive off slowly, out of
sight round the corner of the square, it seemed indeed to her that
she had parted for ever with her dear, sweet friend.

It was a small comfort to remember that the faithful Foster, now

transformed into Mrs. Robinson, was to meet poor little Charlie and
his mother at the station, and not forsake them till she saw them off
on their long journey eastward; for Cissy was already half worn out
with fatigue and anxiety, and the parting with Marion had been
almost more than she could stand, poor loving little soul that she
was.

“How thankful I shall be to hear of her being safe with her

husband again! My dear, kind Cissy. But oh, how I shall miss her!”
thought Marion as she entered her gloomy home, with no one to
welcome her but the startled servants; whose faces however did
grow brighter when they saw who it was. Which even, to my
thinking, was better than no welcome at all.
 CHAPTER IV.
THE END OF SEPTEMBER.
“He comes, the herald of a noisy world;
News from all nations lumbering at his back.
. . . . . Messenger of grief
Perhaps to thousands, and of joy to some:
To him indifferent whether grief or joy.

THE TASK.

“Art than dead?

Dead? . . . . .
Could from earth’s ways that figure alight
Be lost and I not know ‘twas so?
Of that fresh voice the gay delight
Fade from earth’s air, and I not know!”

MATTHEW ARNOLD.

IT was not, certainly, a pleasant change from Altes to London, for

poor Marion. For a day or two she was perfectly alone, her father, as
she had expected, absent; and she herself too anxious and dispirited
to care to announce her return to the few friends, so-called, with
whom she was on anything like intimate terms.

On the third day Mr. Vere made his appearance. Marion was
sitting alone, late in the afternoon, in the same room in which we
first saw her, when he returned. She heard him enter the house, she
heard his step on the stair, and rose, half trembling, to greet him.
Oh, how she wished she could feel glad to see him! What she had of
late gone through had both softened and widened her heart. She
was very ready to love this father of hers, if only he would let her,
but alas, it was too late in the day for anything of this kind!

He came in. A tall, slightly bent, grizzled man. Looking older,

considerably so, than his age, and giving one, somehow, the
impression that he must always have appeared so.

He shook hands with his daughter in what he intended for a

cordial manner, and then in a jerky sort of way kissed her forehead,
as if he were half ashamed of what he was doing.

Still, for him, this was a good deal, and Marion tried her best to
respond to it heartily.

“So you’re back again, my dear,” he remarked by way of greeting.

“Yes, Papa,” she replied; “I arrived here on Tuesday morning.

Poor Cissy went on to Cheltenham at once to begin her preparations.
I have been so happy at Altes, dear Papa, so very happy. I shall
always be so grateful to you for having allowed me to go with Cissy.
And now that I have come back, I am so anxious to do what I can in
return for your kindness. You must let me be of use to you, Papa—
more than I have been hitherto.”

“Ah, yes, humph, just so!” half grunted, half muttered Mr. Vere.
“Very glad you have enjoyed yourself. I wish I could get a holiday
myself. I am more knocked up than I ever remember feeling before.”
 This was wonderfully communicative and gracious! “I am so sorry.
I thought you were not looking very well,” remarked Marion. But her
father didn’t encourage any further expression of filial solicitude. His
head already half hidden in a newspaper which he had brought into
the room with him, he appeared lost to the world outside its folds.

Suddenly he startled Marion by speaking again.

“What’s all this nonsense about Cecilia Archer setting of to India

just now?” he asked; “At this season it’s utter madness! She’ll kill
herself before she gets there. I thought she had more sense.”

“The doctors have given her leave,” replied Marion: “I believe

they thought the risk would be greater of detaining her at home,
when she is in such anxiety. And besides, she is going to Simla,
which is a very healthy place.”

“Anxiety, fiddlesticks!” growled Mr. Vere, “what good did anxiety

ever do any one? Simla, humbug! To get there she must pass
through the very worst and unhealthiest part of the whole continent
—at this season, that’s to say; as you might know if you would
speak less thoughtlessly.”

“I am very sorry,” began Marion, but the head had again retired
behind the newspaper, and she said no more.

In another moment it appeared again.

“There have been a lot of invitations for you. I did not think it
worth while to send them to Altes. You can look them over, and tell
me if there are any you wish to accept. What gaiety you wish for,
you must be content with early this year, for Lady Barnstaple is
going abroad in a few weeks to some German baths, and I don’t
care about your going out with any one else.”

“Thank you, Papa,” said Marion, really grateful for the unusual
interest he expressed in her concerns, “I shall look over the
invitations but I don’t think I care very much about going out this
year. A very few times before Lady Barnstaple leaves town, will quite
content me. I have a letter from Harry,” she went on, feeling
unusually bold, “he wants to know if he may come up from
Woolwich for next Saturday and Sunday to see me. It is so long
since we have seen each other,” she added deprecatingly, for
something in the way the newspaper rustled, frightened away her
newly found audacity.

“Harry wants to know if he may come for next Saturday and

Sunday, does he?” said Mr. Vere, very slowly, distinctly emphasizing
each word of the sentence, “then, you will perhaps be so good as to
tell him from me that most certainly he may not come here for
Saturday, Sunday, or any other day, fill I see fit to send for him. Idle
young idiot, that he is! I wonder he is not ashamed to propose such
a thing. Had he worked as he should have done years ago, he might
now have been at the head of the Woolwich academy, instead of
being, at seventeen, obliged to cram at a tutor’s to obtain even a
Line commission. And now, forsooth, he thinks he is to have it all his
own way and run up and down to town, whenever the fancy seizes
him! I tell you, Marion, you mean well, I believe, but if there is to be
peace among us, you must be careful what sort of influence you
exert over your brother. I give you fair warning of this. See that you
attend to it.” And so saying, he marched out of the room, newspaper
in hand, without giving his daughter time to reply.

It was well he did so, for the fast coming tears would have
choked her voice. Though by no means a woman of the lachrymose
order, Marion’s self-control had of late somewhat deserted her, and
she had so longed to see Harry! Not only this, she had come home,
though anxious and depressed, thoroughly determined to fulfil to the
best of her power, her daughter’s duty. The hope that no very long
time would elapse, before she might be taken to a more congenial
home, naturally encouraged her to the better performance of her
present duties, before they should be beyond her power—among the
things of the past: and joined to this, was a half superstitious, hardly
acknowledged belief, that according to her present earnestness in
well-doing, would be the measure of her future happiness.

Was she more of a heathen, poor little soul, for so thinking, than
many, in their own opinion, far wiser people? Doing good for good’s
own sake is a doctrine not often inculcated, even by those who think
themselves the most “orthodox” and spiritual-minded.

“Surely, surely,” cries the eager, anxious heart, “if I but bear this
patiently, and to the best of my poor power perform these hard and
uninviting duties, surely I shall at last meet with my reward? The
Father above ‘is not a man that he should lie,’ and has he not
promised ‘good things’ to the patient doer of present duty; ‘long
days and blessedness to such as honour his commandments?”

Such is the unexpressed, unacknowledged hope of many an

aching, longing heart. A hope which perhaps strengthens to do
bravely, and bear uncomplainingly, at times when higher motives
might be powerless.

Vain hopes, unwarranted expectations, are they? Nay, not so. The
“good things” are no dream, the “blessedness” no delusion, though
they may not indeed consist of the one thing craved for by the
anguished heart, that one gift, whatever it be, which at such
seasons seems to our dark and imperfect vision the only blessing
worth having, without which existence itself were no boon!

And now to poor Marion. Full, as I have said, of her ardent

resolutions, her self-administered incentive to exertion, the thought
that if she were not a good daughter at home, she would never
deserve to be placed in a happier sphere, where duty, become so
sweet and attractive, would no longer be a hard taskmaster, but a
smiling handmaiden—now, full of all these earnest thoughts and
aspirations, it was indeed hard upon her, very hard, to be thus
chilled and repelled by her father.
 And at first he had seemed so kind, so much gentler and less
reserved than usual! There was certainly some change in him, which
she could not understand. He was no longer so calm and unbending
as he had been—more impulsive in both ways—kinder, and yet so
much more irritable than she had ever known him. What could be
the meaning of it? He looked ill too, and confessed to not feeling as
well as usual. Marion felt anxious and concerned, and almost forgave
him the harshness of that last speech, though her eyes filled with
tears as she recalled it.

“Oh how sorry Ralph would be for me if he knew it!” she thought.
“Oh, if only I could see him and tell him all my troubles, and ask him
to take care of me for always!”

And she longed for him so intensely, that had he suddenly

entered the room and stood beside her she would not have been
surprised!

And had she only known it—ah! it tears me even to write it—after
all these years since that dreary March afternoon; and though long
since then, these hopes and sorrows of my poor child’s have faded
and softened into the faint shadows of the past; all, even now, I can
hardly bear to think of it—at that very moment Ralph was in a house
on the opposite side of that very square, closeted with Sir Archibald
Cunningham, while they discussed the business which had brought
the younger man to England, and of which the successful conclusion
was sending him back to Altes the next morning hopeful and elated,
feeling strong enough to face all the world in general, and his
mother in particular, now that no insurmountable obstacle stood
between him and the only woman he had ever loved.

But this Marion did not, could not, know.

So she stood by the window in a half dream of vague hope and

expectation. Something, she felt sure, was going to happen: a
sensation often the result of over-strained nerves, or excited
imagination, but for all that none the less consolatory in its way
while it lasts.

What happened was a ring at the bell! It was almost too dark to
distinguish the form of the visitor as he ran up the two or three
steps that separated the hall door from the pavement; in vain Marion
strained her eyes. She could perceive nothing clearly, so she took to
listening breathlessly.

The door was opened, but shut quickly.

“No visitor, then,” thought Marion, and her heart sank. But
another moment, and it rose again.

“Two letters for you, ma’am,” said the servant entering, but as
hastily retreating in search of a light. Letters; ah, yes, good news
often comes by the post, so what may not these contain?

One from Harry. A few rough, kindly words, begging her not to
take it to heart if her request for his Saturday’s visit was refused by
her father.

“He has been so queer lately,” wrote Harry, “so changeable and
irritable, I am afraid of putting him out, and almost sorry I
suggested it. “Never mind, if he won’t let me come. We are sure to
meet before long. It is a comfort to know you are near at hand.”

So much from Harry. The other was from Cissy, but it felt thick—
was there, could there be, an enclosure? Yes, sure enough, inside
Cissy’s few loving words of last farewell, it lay. A foreign letter, in an
unfamiliar hand, addressed to,

MISS FREER, care of Mrs. Archer,

23, West Parade,
Cheltenham.
 She tore it open. What a disappointment! A large sheet of thin
paper covered with the text-hand she knew so well. A child’s letter,
from poor little Sybil in fact, folded and directed by the new
governess already installed in place or her dear Miss Freer.

That was all! Ralph folded the letters. His own to Miss Fryer he
destroyed.

“Miss Brown is very kind,” wrote Sybil, “but I cry for you when I
am in bed. Uncle Ralph has not come home, but I think he will be
very sorry you have gone away.”

That was all!

There was, however, a certain amount of satisfaction in the fact of

the letter come safe to hand. It showed that she need fear no postal
delay or miscarriage, owing to the roundabout manner in which her
letters must come. For Cissy added in a postscript, “I forward the
only letter for Miss Freer that has come, and I am leaving with my
mother-in-law (a very careful and methodical person) most particular
directions to forward at once to you all letters that may arrive to my
care, for that same mysterious young lady.”

Marion would much have liked at once to reply to poor,

affectionate, little Sybil; but as things were, she thought it better
not.

This, and more important matters, would all be set straight soon
—or never. In the latter case it was better for the child to forget her;
in the former, a short delay in thanking her little friend would be
immaterial.

For the next few weeks the soul of Marion’s day was the post-
hour.

How she woke and rose early to be ready to hear the ring she
came to know so well.
 How she composed herself to sleep by the thought of what might
be coming in the morning!

But the weeks went on—the weeks, so easy to write of—but

each, alas with its appalling list of days, and hours, and minutes!
Looking back to the time of her return from Altes, six weeks later,
Marion could hardly believe that mouths, if not years, had not
passed since the evening she parted with Ralph. Her life at this time
was strangely solitary. She saw little of her father, though she had
forgotten none of her good resolutions, and in many hitherto
neglected ways, endeavoured to show him her daughterly affection
and anxiety for his comfort.

He was, on the whole, kinder in manner to her than had been his
wont, but still strangely irritable and uncertain in temper. The
change was remarked by others besides herself; and once or twice
commented upon by some of the more intimate of Mr. Vere’s friends
and allies, who now and then visited at his house.

“He is wearing himself out. Miss Vere,” said one or these

gentlemen to her, “mind and body. The amount of work he has gone
through in the last few years would have killed most men long ago.
He is wearing himself out.”

Poor Marion thought it only too probable, and more than ever
regretted the unnatural isolation from his children, in which her
father had chosen to live, which now utterly precluded her from
remonstrance or interference of any kind.

As the season advanced she went out a little more, under the
chaperonage of her god-mother, Lady Barnstaple. But it was weary
work—balls, concerts—whatever it was, weary and unenjoyable. She
had not, naturally, enough of what are called “animal spirits” to
throw off suffering, even temporarily, under excitement, as many, by
no means heartless, women are able to do. Her indifferent, almost
absent manner, came to be remarked by the few who knew her well
enough to notice her; and more than one desirable “parti,” who had
in former days been struck by the girl’s sweet brightness and gentle
gaiety, was frightened away by the indefinable change that had
come over her.

“Miss Vere looks as if she were going into a decline,” was

murmured on more than one occasion, when her slender figure and
pale, grave face were discerned among the crowd.

“Such a pity, is it not? And she promised to be so pretty last year.

Do you remember her mother—oh, no, it was long before your time,
of course—Constantia Percy, she was, the Merivale Percies, you
know, and such a lovely creature! They do say Mr. Vere bullied her to
death. I could believe it of him. Those very clever, ambitious men,
my dear, are not the best husbands. Have you heard that a
baronetcy is spoken of for him? No? Ah, then it may be mere
gossip,” and so on.

Not till May did Marion get a glimpse of Harry, and then but a
hurried one. Mr. Vere graciously permitted him to come up to town
on his sister’s birthday, which fell in “the pleasant month.”

His visit was really the first bright spot in her life since her return
to England. How well and happy he looked! And how sweet it was to
be thanked by his own lips for what she had done for him—done,
though she knew it not, at a priced that had cost her dear!

For she was still as far as ever from guessing the real nature of
the difficulty that Ralph had alluded to.

Still she imagined it to be connected with Florence Vyse, and in

this found the only reasonable solution of his continued silence—a
silence, she now began to fear, never likely to be broken or
explained.

A little incident led her to do at last what she had not hitherto felt
fit for,—to write to Cissy a full account of the whole from beginning
to end, and to ask her advice as to the propriety of disclosing to Sir
Ralph the secret of her assumed name and position while at Altes. A
disclosure which, were it to be made, could be done by no one so
well as by Cissy, and which, were it once clearly explained to Sir
Ralph, would satisfy her; even if the result destroyed her last
lingering hope that after all some mistake through her change of
name had occurred, that in some way the mysterious obstacle in the
way of his marrying Miss Freer, might be removed by her appearing
in her true colours as Marion Vere.

If indeed he could forgive the deception!

It was a few chance words overheard at a dinner party, that led

to her taking this step.

She had accompanied her father to one or the rare

entertainments he honoured with his presence, and finding herself
at dinner very “stupidly” placed—her neighbour on the right being a
discontented gourmand, (terrible conjunction! a good-natured
gourmand being barely endurable), and he on the left a “highest”
church curate, a class with whom she could never, unlike most
young ladies, succeed in “getting on” as it is called—she gave them
both up in despair, and amused herself by listening to the snatches
of conversation that reached her ears.

Suddenly a name caught her attention.

“Severn, did you say? Oh yes, I know whom you mean. He was
out there before; at A——, I mean. A peculiar person, is he not? A
great linguist, or philologist, I should say. So he is going out again,
you say?”

“So Sir Archibald told me just before he left. ‘I expect to have my

old vice out again in a few months, when Cameron returns,’ was
what he said. I take some interest in it, as my son and his wife are
thinking of spending next winter out there, for her health.”
 “Oh, indeed!” was the reply in the first voice, and then the
conversation diverged to other topics.

It was very strange! What could be the meaning of it? It must be

the same “Severn” they spoke of; the description suited, exactly.
This did not look like marrying Florence Vyse! Marion thought it over
till her brain was weary, looked at it first in one light, then in
another; the final result of her cogitations being the letter to Cissy
alluded to above. It was now about the middle of June. By the end
of the month she was hoping to hear of Cissy’s arrival in India; by
the end of September, at latest, she calculated she might receive an
answer to her present letter.

This done, she felt more at rest than had been the case with her
for many a day. It seemed to her she had acted wisely in allowing no
false dignity to stand between her and the man she loved and
trusted so entirely, and on the other hand the step she had taken in
no way infringed the delicate boundary of her maidenly reserve, in
after life need cause her no blush to look back upon.

Harry’s vacation was at hand, and he was looking forward with

eager delight to spending it in her society. Marion resolved that he
should not be disappointed of his anticipated pleasure. “The end of
September,” she set before herself as a sort of goal, till then
resolving to the utmost of her power to set aside her personal
anxieties, and enjoy the present. Nor were her endeavours vain.
Harry and she had never been happier together than during these
holidays, and she herself unconsciously regained much of her usual
health and elasticity both of mind and body.

A fortnight, by their father’s orders, was spent at Brighton. Here,

one day, Altes and its precious associations were suddenly brought
to her mind. Harry and she were strolling on the sands, when a
voice beside her made her start.
 “Could it be, is it then posseeble that I have the plaisir to look at
Mees Feere?” It could be none other than Monsieur de l’Orme. He
indeed it was, as large, or rather as small as life, got up in what he
considered a perfectly unexceptionable English costume, the details
of which can be better imagined than described. Poor little man! He
was so inexpressibly delighted with himself and every one else, that
his gaiety was infectious.

Marion greeted him cordially.

“For it is just possible,” thought she, “that through him I may hear
something, however little, of him who is never really absent from my
thoughts.”

But it was not so. The little Frenchman had left Altes soon after
Mrs. Archer’s departure, and since then had been wandering to and
fro, now at last finding himself at the summit or his desires, a visitor
in “le pays charmant d’Angleterre.”

His account of his travels was very amusing, only he was so

dreadfully polite about everything.

London he had found “manifique, tout ce qu’il y a de plus beau,”

but “triste, vairee triste, surtout le Dimanche.” “Laysteer Squarr,” had
not, he confessed, quite come up to his ideal of the much vaunted
comfort Anglais, and the cab fares had struck him as slightly
exorbitant, not being accustomed in France to pay something extra
to the driver over and above the five itself, as he found was always
expected by London cabbies.

“But my dear Monsieur,” broke in Harry at this point, “you must

have been regularly done. I declare it’s a national disgrace to treat
strangers so!”

M. de l’Orme looked puzzled.

 “Pardon,” he exclaimed, “I do not quite at all onderstand.
Monsieur say, I have been ‘donne.’ Donne? I request tousand
forgives. That I am then beast! Mais ‘donne.’ C’est bien ‘fini,’
‘achevé,’ que Monsieur veut dire?”

“Oh, no,” said Harry bluntly, “not that at all. Done means cheated,
taken in. You understand now? I meant that the cabbies had been
cheating you, in other words ‘doing you,’ and uncommonly brown
too,” he added in a lower voice.

“Harry!” said Marion in a tone of remonstrance.

But M. de l’Orme was really too irresistible, and Harry after all
only a schoolboy.

They took the little man a walk (Harry worse confounding his
confusion by offering to put him in the way of “doing” Brighton),
exhibiting to him the beauties of this London-super-mare, with which
kind attention he was so charmed, as to be rather at a loss for
sufficiently effusive expressions in English, and obliged consequently
to fall back upon his native tongue.

Then Harry took upon himself to invite him to dine with them, a
proposal which Marion could not but second; aghast though she was
at her brother’s audacity; for at no hour of the day, and on no day of
the week, were they secure from their father’s swooping down upon
them. Fortunately, however, M. de l’Orme was obliged to leave
Brighton at once, and could not therefore accept their invitation,
much to Marion’s relief, for besides her fear of Mr. Vere’s
appearance, she had been every moment in terror of the little
Frenchman coming, out with some allusion to her pupils at Altes.

But the Severn family was not mentioned till the last moment,
when M. de l’Orme observed casually that several of their Altes
acquaintances were spending the summer in Switzerland. The
Berwicks, he said, were a Lausanne, and “Miladi Sevèrne” had taken
a maison de champaigne at Vevey.
 “All’s well that ends well,” and Marion was thankful when their
friend had bidden them an overflowing farewell, and taken himself
off in an opposite direction.

By the middle of August Harry was off again, for what he trusted
would be his last half-year at the Woolwich tutor’s; and Marion
returned to her lonely life, brightened only by the hope that the end
of the following month would bring her an answer from Cissy.

No letter from her cousin had yet reached her; but from the elder
Mrs. Archer at Cheltenham she had heard of the traveller’s safe
arrival at their destination. These few weeks were not so bad as
those immediately succeeding her return home. To certain people,
weak-minded ones perhaps, in such circumstances, the looking
forward to a distinct goal is a great help! But still it was weary work.
All sorts of torturing fears would now and then rush into her mind—
that Ralph would have left for the East before any communication
from Cissy could reach him—that he would never forgive her
deception—that he was already married to Miss Vyse; these and a
hundred other “thick coming fancies” from time to time came to
torment her; above all, in the middle of the night, would they crowd
upon her, ten-fold deepened and magnified, by the strange power of
the all-surrounding darkness and silence.

It sometimes struck her as curious that she never dreamt of

Ralph; for naturally she was a great dreamer, and since infancy had
been accustomed to live over again in “mid-night fantasy,” the
pleasures and sorrows, the hopes and disappointments of the day.

The end of September came at last. The Indian mail was in, but
as yet no letters for her. Still she was not disheartened. Not
improbably Cissy might have enclosed hers in a budget to her
mother-in-law; or even supposing the worst, that her cousin had
been prevented writing at once, she must just extend a little further
her laboriously acquired patience, and hope for what the next mail
might bring.
 She rose early on the morning of the 30th, and sat at the dining
room window, watching for the postman, as had come to be a habit
with her. He came at last. Brown, the discreet, seemed to guess she
was eager to hear what he had brought. For before she asked any
question, he announced, “No letters for you, ma’am—all for my
master.”

She thought she had not expected any, but still ——. In another
minute a second ring at the front bell was explained by Brown’s re-
appearance, with the Times, which she took up, though hardly
caring to see it, and amused herself in the listless way people often
do, when perhaps their hears are well-nigh bursting with anxiety, by
glancing over the advertisement sheet.

“Births. No, no one that I care about I’m sure. I wonder what
people do with all these hosts of children! There are some names—
the wife of a somebody James., Esq., Notting Hill; and another, the
better half of a Rev. Mr. Watson, in the midland counties, who, I
really do believe, make their appearance here at least once a mouth!

“Marriages. Yes, I may happen to see some I know of. Ah, I

declare! Well I need not waste any more pity on you, my dear sir.”

“ ‘At Calcutta, on the so-and-so, by the Reverend, &c., Francis

Hunter Berwick, Captain 81st Bengal Native Infantry, and Acting
Commissioner in Oude, to Dora Isabella, eldest daughter of R. D.
Bailey, Esq., M. D.’ Poor little thing! I daresay she’ll be very happy!
But how strange it seems. So soon alter. Well, never mind. I’m very
glad.”

So Marion soliloquised. Having gone through the marriages, she

was on the point of throwing the paper aside, when it occurred to
her to look if among the deaths was announced that of a very old
gentleman, their next door neighbour, whose funeral had taken place
the previous day. A moment, and the paper fell from her hands, to
be clutched at again, and glared at by the stony, unbelieving eyes,
which one would hardly have recognised as the sweet, tender
Marion’s! Then a burst of wild, bitter sobbing—an abandonment of
grief, very piteous to see. Poor girl, poor solitary child! This was the
first time it had come so near her, the first time she had felt that
agonising grief—the wild cry of revolt against the awful law of our
nature, which, at such seasons, rends us with despair. God be
thanked, He Himself hears that terrible cry, “and pitieth.” His poor
children! This was what Marion saw in the death column of the
Times.

“On the 10th of August, at Landour, North West Provinces,

suddenly, Cecilia May Vere, aged 28, the beloved wife of Lieut.-
Colonel Archer, H.M.’s 101st Regiment, and only daughter of the late
Charles Hope-Lacy, Esq. of Wyesham, ——shire.”
CHAPTER V.
ORPHANED.
“Nothing in his life became him like the
leaving it.”

MACBETH.

“L’incertitude est vraiment le pire de tous les

maux parcequ’il est le seul qui suspend
nécessairement les ressorts de l’âme, et qui
ajourue le courage.”

OCTAVE FEUILLET.
MR. VERE breakfasted alone that morning. He was surprised at his
daughter’s absence, more particularly as he was considerably later
than usual, having had a sleepless night. In spite of himself he was
beginning insensibly to feel pleasure in Marion’s society. Of late he
had felt strangely weakened and unhinged, and when obliged by
utter weariness to rest from his usual occupations, he found it
soothing and refreshing to watch his gentle little daughter. She was
just the sort of woman one could imagine at home in a sick room.
Calm, cheerful, and with immense “tact” of the very best kind—that
which springs from no worldly notions of policy or expediency, but
from the habit of consideration for others—the quick instinctive
sympathy which may be cultivated, but hardly, I think, acquired.

So, as the breakfast was getting cold and no Marion appeared,

Mr. Vere fidgeted and fussed, and ended by ringing the bell, and
desiring Brown to enquire the reason of Miss Vere’s absence.

The servant soon reappeared.

“Mrs. Evans wished me to say, sir, that Miss Vere is rather upset
this morning. Indeed she thinks Miss Vere must have had some bad
news, and she would be glad, if so be as you could step up to her
room, sir, as before you go out.”

“Bad news!” exclaimed Mr. Vere, “nonsense. If there had been

any bad news I should have heard it.”

But his hand shook as he hastily emptied his coffee-cup; and

without further delay he hastened up to his daughter’s room. It was
the first time for years that he had been in it, and, as he entered, he
was struck by its plainness and simplicity. It was the same room she
had had as a child, and her innocent girl life might almost have been
read in a glance at its arrangements and contents. There were the
book-shelves on the wall, the upper ones filled with the child’s
treasures she had not liked to set aside; the lower ones with the
favourites of her later years. There were the plaster casts she had
saved her pence to buy many years ago, now somewhat yellowed
and disfigured by London fogs and smoke. The framed photograph
of Harry over the mantel-piece, and a little water-colour sketch of
the dear old cottage at Brackley, the only pictures on the walls.

Somehow it all came home to the father’s heart, and for almost
the first time a strange misgiving seized him. Had he after all done
wisely in the life he had marked out for himself? Had he not
deliberately put away from him treasures near at hand, which, now
that failing health of mind and body was creeping upon him, might
have been to him the sweetest of consolations—strength to his
weakness, comfort in his need?

Nor were his misgivings merely from this selfish point of view.
Something of fatherly yearning towards his child, pity for her
loneliness and admiration of the gentle, uncomplaining patience with
which, of late especially, she had borne his coldness and irritability,
caused him to speak very kindly, and touch her very softly, as he
stood beside the bed on which, in her paroxysm of grief, she had
thrown herself, her face buried in the pillows.

“Marion, my dear,” he said, “you alarm me. What can be the

matter, my poor child? Surely, surely,” he went on hurriedly, as for
the first time a dreadful possibility occurred to him, “there can be
nothing wrong with Harry?”

She sat up, mechanically pushing back from her temples the hair,
usually so neat and smooth, which had fallen loose as she lay. Her
father caught her upraised hand, and held it gently in his. But she
seemed hardly conscious of the unusual kindness of his manner.

“No, not Harry,” she replied, “but, oh, Papa, look here,” and as
she spoke, with her other hand she pointed to those dreadful four
lines in the newspaper lying on the pillow beside her, “it is Cissy, my
dear Cissy—the only sister I ever had—my own dear, kind Cissy.” And
the sobs burst out again as violently as at first. Mr. Vere, hardly
understanding what she said, stared at the place she pointed out,
but for a minute or two could not decipher the words.

When their meaning at last broke upon him, he staggered and

almost fell.

“This is very dreadful,” he said, “very sad and dreadful. So young

and bright and happy! My poor little Cissy! It is like her mother over
again. Marion, my dearest child, you can hardly feel this more than I
do. You don’t know all it brings back to me.”

And Marion, now glancing at her father, saw his face pale with
deep emotion, while one or two large tears gathered in his eyes.

It was the best thing to bring her back to herself.

“My poor father,” she thought, “how I have misjudged you!” And
with a sudden loving impulse, she threw her arms round his neck,
and clung to him as she had hardly, even in her confiding infancy,
ever clung to him before. Nor was she repulsed.

In a little while her father spoke to her; kindly and gently, in a

way she would hardly have believed it possible for him to speak; he,
in general, so cold and satirical, so unbending and severe.

He left her in a short time, promising to write at once to

Cheltenham for details of this sad news; and volunteering also to
send for Harry for a day or two, that she might feel less solitary in
her grief.

This kindness soothed and calmed her, and in an hour or two she
crept down stairs, and tried to employ herself as usual. But it would
not do. Ever and anon it rushed upon her with overwhelming force,
the remembrance of those dreadful printed words:—
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