The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student satisfaction. This exploratory study surveyed 171 faculty members from multiple institutions of higher education to learn about their experiences teaching online and to examine factors that might affect their satisfaction. Our study finds that higher education faculty who teach online are generally satisfied, and that satisfaction is more likely if there is appropriate training, and if teaching online allows for flexibility in their schedules. Although a weaker relationship, results also suggest that faculty are more satisfied teaching online when institutional support and organizational policies uphold online teaching efforts. Contrary to our expectations, however, our findings show that faculty who are more satisfied with support for technical elements of the online teaching environment, are less satisfied teaching online. Implications for research and practice are discerned through both the presence and absence of support for three sets of hypotheses, regarding faculty, institutional and technical factors.

Assessment is becoming important from many different perspectives. Universities are planning, developing, and testing various assessment models to satisfy stakeholders. Many accrediting agencies are also requiring assessment plans and their implementation from universities for reaccreditation. This article describes how assessment was used to continuously improve a database course in a Web MBA program, and combines Deming's Plan-Do-Check-Act (PDCA) cycle with Bloom's taxonomy to develop rubrics for problem solving learning objectives in an online course. Results from direct and indirect measurements are used to improve the course. Specifically, two semester results are compared for course assessment. Results show some improvement; however, the course requires continuous improvement to meet benchmarks. The model presented here is generic in nature and should be useful for all educators who plan to initiate or continue the assessment and continuous improvement process. Instead of reinventing the wheel, educators can learn from our experiences and use the results as a starting point for their own assessment programs.

We demonstrate the use of a mirror as a viewing diaphragm to generate a built-in diffracted reference beam in schlieren diffraction interferometry (SDI). The use of a mirror edge as a diffracting element instead of a conventional knife edge considerably enhances the contrast of the schlieren pattern, and it is shown to be equal to that of a phase knife edge. This increase in contrast is due to the fact that the otherwise unutilized diffracted beam in SDI is recombined in the described folding mirror geometry.

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In the digital age swift teams are becoming the new norm. These work groups are ad-hoc and have very little knowledge or previous interaction with other group members. Dynamics of these groups are complicated because of the group member's diversity and short duration of the projects. Diversity studies have focused on categorization such as ethnicity, gender, culture, sexuality differences on one hand and functional diversity which relates to task-related knowledge, skills, opinions and perspective on the other hand. This paper goes a step further and studies group productivity in term of social diversity of group members in the context of face-to-face groups. The members of a typical swift group are different in race, gender, nationality and backgrounds; different in relation to task-related expertise and initial familiarity with each other. Groups in faceto-face classes mimic diversity that is often related to real life swift teams. Instead of re-inventing the wheel, we can learn from groups used in face-toface courses and extend those experiences to swift groups. Our research revealed that diversity is associated with decision making in swift groups. We also found evidence that social diversity creates sub-groups which is associated with group decision making. Future research areas are also discussed.

A highly sensitive method is presented for noninvasive defect analysis on thin structures with a Q-switched double-pulsed ruby laser with frequency doubling (347 nm). In our research we feature an all-optical arrangement, where a focused laser pulse derived from the same ruby laser (694 nm) acts as a built-in synchronous excitation source for digital holographic interferometry. The recordings are made with a CCD camera for capturing two holograms (two states of the specimen) corresponding to the two UV laser pulses with a short time separation (10-50 mus). Subtraction of the phase distribution in two digital holograms gives a fringe phase map that shows the change in deformation of the specimen between the recordings. The advantage of the proposed method is two fold. First, the use of a shorter wavelength results in a higher sensitivity. Second, owing to the induced synchronous built-in optical excitation, the specimen is not subjected to any external physical excitation devices. Experimental results are presented on identification and evaluation of defects in thin metal sheets.