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Distance learning over the past several years has gained in popularity not only as a way to offer instruction in locations without local expertise, but also as a cost effective method where limited enrollment at one location would not nonnally warrant offering the course. In engineering technology programs, where most courses have a laboratory component, distance leaming offers many new challenges in course delivery. This paper will discuss the authors' experiences with distance learning in two electrical engineering technology courses, each with a laboratory component. One course offered via the Indiana Higher Education Telecommunication System (IHETS) used oneway video and two-way audio for the lecture. The professor lectured to sixteen students locally, and to two remote sites with three and five students, respectively. Each remote site had a laboratory instructor who was a member of the faculty at that campus, but neither were familiar with the subject matter prior to the course offering. Due to scheduling conflicts, the involvement of the coordinators was quite different. One instructor had another class to teach during the lecture broadcast, while the other attended the lectures and completed many of the assignments.A second scenario involving distance learning is using video taped lectures with remote laboratory instructors. We present two models here. In one case, the lab was taught by an instructor who had taught the lab at the originating site. In the other case, the instructor had some knowledge of the material, but no experience with the laboratory exercises.We will make several suggestions on ways to improve the delivery of both the lecture and local offering of the laboratory of a distance course.

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On November 17, 1992, an LP-gas explosion occurred in Mountain City, Tennessee. The explosion destroyed two city blocks, and caused property damage throughout the city. The investigation of large-loss accidents may pose problems for the investigator not normally encountered in small-loss accidents. For example, large-loss accidents usually include a number of independent investigations conducted simultaneously and coincidentally. The presence of the news media offers yet another dimension. This paper discusses the investigation of large-loss accidents using the Mountain City incident as a case study. The paper concludes with recommendations for preventing similar accidents in the future.

In April 1997, The President Of The National Academy Of Forensic Engineers (Nafe) Appointed The Nafe Forensic Engineering Curriculum Committee. The Committee Was Charged With Developing Guidelines For University Courses In Forensic Engineering. The Final Report Of The Committee Was - Approved By The Nafe Board Of Directors In January 2000. The Report Presented A Complete Master Of Science Curriculum In Forensic Engineering. This Paper Will Summarize The Results Of The Nafe Report. The Complete Curriculum, Which Includes Detailed Course Descriptions And Course Outlines In Abet Format, Is Published In The 2001 Frontiers In Education Conference Proceedings. Abet Is The Accreditation Board For Engineering And Technology, Inc.