Tions standards these included linking back to the

This preview shows page 5 - 7 out of 15 pages.

tions standards. These included linkingback to the main University home page,application of a standard font scheme,and University contact information atthe bottom of every page.The navigation scheme for the POLEsite was updated to follow a standardand consistent design; the previous ver-sion had significantly different layouts,even on similar pages.The site wasupdated from a table-based design toa more standards compliant Cascad-ing Style Sheet (CSS) backed layout.This ensured that the POLE site wouldbe viewed correctly across multiplebrowser platforms.The redesign of thePOLE site came at a time when the twoleading Web browsers released signifi-cantly new versions of their software.Internet Explorer 7 and Mozilla Firefox2 allowed POLE to be compatibilitychecked against the browsers thatwould be in use for years to come.In addition to improving the look andfeel of the site, POLE also met theAmericans with Disabilities Act stan-dards.Some of the more notable stan-dards included: providing an instructionpage to visitors and a way to com-municate any problems encountered,“Alt” tags for images and graphics, andavoiding non-standard site documents,such as PDF’s (Waddell, 1998).Site StructureThe structure of the site was modifiedto account for the numerous pages thatshared common files. Therefore manyfiles were combined into one folder, forinstance having a common “includes”directory rather than separate direc-tories containing the same files. Also,unused files were deleted and brokenlinks were eliminated.Figure 1. The original interface was outdated and did not represent the university.Figure 2. The navigation was in lists and not consistent across the entire site.Evaluation QuestionsPOLE originally had a default set oflecture and laboratory questions thatwere utilized by faculty for their cours-es; however, they were not updateableby each faculty member. These includ-ed the two university core questionsrequired for all courses. POLE also had“Custom Questions” allowing faculty toadd up to three of their own evaluationquestions; however, each faculty mem-ber had to request the change througha central administrator. IDP expressedthe importance of allowing faculty tomodify questions upon request. In orderto have POLE appeal to different de-partments, the evaluation questions foreach course needed to be customizableto support flexibility. Figure 4(page6)shows an example screen listing thechosen questions for a course.The PICES system had 646 questionsthat the faculty could choose from to
6Journal of Industrial TechnologyVolume 24, Number 4October 2008 through December 2008create course evaluations. These PICESquestions were added to POLE as aquestion bank for faculty to search andselect to customize their evaluations.

Upload your study docs or become a

Course Hero member to access this document

Upload your study docs or become a

Course Hero member to access this document

End of preview. Want to read all 15 pages?

Upload your study docs or become a

Course Hero member to access this document

Term
Fall
Professor
NoProfessor
Tags
Pole

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture