E-learning has become a mainstream educational opportunity, as noted in U.S. News & World Report.  Further, differences among college students have been documented in various disciplines.  An experiment was conducted to determine the effects of network latency on pedagogical efficacy based on the students who were classified as in either humanities programs or engineering and science programs.  The findings indicate that tolerances to screen update latencies are discipline-dependent and that students in engineering and science have a lower tolerance for screen update latency than students in the humanities.

Our purpose was to advance the current academic discussion on how to most effectively teach managerial ethics at the undergraduate level.  We argued that undergraduate ethics education should be comprehensive, multi-dimensional and woven into the fabric of each student’s experience.  In particular, we hypothesized that the inclusion of service-learning experiences and a rigorous honor system would lead to better identification and resolution of ethical dilemmas.  A survey of 304 undergraduates from four colleges and universities yielded modest support for our hypotheses.  In conclusion, we discuss possible explanations for the results and avenues for future studies.

We examine the history of VMI's use of the Major Field Test as an assessment tool for its Department of Economics and Business. Further, we chronicle how the information gathered from a decade and a half of use has shaped the curriculum, faculty composition and policies within the Department. There is evidence that the policies surrounding how and when the Major Field Test is administered influences student performance on the test and that it can be a valuable component of a comprehensive assessment program.

In a climate of shrinking educational budgets, online learning courses offer many advantages; however there are several possible problems associated with electronic learning. There may be problems associated with learning style preferences, student apathy, instructional support, accessibility, and problems with technology. This paper examines a technological problem associated with the effects of screen-update-delay and student enjoyment, student self-reported comprehension, and student objective comprehension. In particular, this paper attempts to identify the point at which longer screen updates will be detrimental to the students enjoyment and/or have a significant negative impact on the students self-reported comprehension and retention of material.

United States Military Academy in West Point, NY and served in the army as a Military Intelligence officer during Desert Storm. Although his PhD is in electrical engineering, he completed his doctoral work in a biomedical engineering laboratory at MIT and has interests in analog and digital instrumentation, signal processing, biomechanics, patent litigation, and cardiology. At VMI he teaches analog circuitry, continuous time and discrete time signal processing, and advises a variety of independent study projects.