Developing Resources to Support Comprehensive Transfer Engineering Curricula: Assessing the Effectiveness of a Hybrid Materials Science Course

Dunmire, Erik N; Enriquez, Amelito G; Langhoff, Nicholas; Rebold, Thomas; Schiorring, Eva

doi:10.18260/p.26769

Cited by 4 publications

(6 citation statements)

References 4 publications

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“…Research also shows more satisfactory results for institutions that have mandated online teaching training for their faculty as an opportunity for change (McQuiggan, 2012; Wingo et al ., 2017). Although designing and presenting online workshops and laboratories might be challenging, Dunmire et al . (2017) developed content and materials for online laboratories, including PowerPoint lectures, lecture videos, video tutorials, laboratory exercises and homework assignments.…”

Section: Resultsmentioning

confidence: 99%

“…Cheung and Cable (2017) emphasised that online courses, including readings, short quizzes, lectures and concept videos, video conferences and weekly reflective essays and case studies, allow students to enhance their comprehension of the materials. However, taking recent research into account, satisfactory academic outcomes in the context of construction management are obtained when quality learning resources are designed and online courses, workshops and laboratories are established by incorporating the AEC digital tools and pedagogy (Cheung and Cable, 2017; Dunmire et al ., 2017; Sepasgozar, 2020).…”

Section: Implications Of Findings For the Construction Management Edu...mentioning

confidence: 99%

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A systematic review of online learning and teaching strategies during the COVID-19 pandemic: implications for the construction management sector

Abbasnejad

Soltani

Wong

2023

SASBE

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PurposeMost educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.Design/methodology/approachThe research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.FindingsIn addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.Originality/valueThe study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

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Section: Resultsmentioning

confidence: 99%

Section: Implications Of Findings For the Construction Management Edu...mentioning

confidence: 99%

A systematic review of online learning and teaching strategies during the COVID-19 pandemic: implications for the construction management sector

Abbasnejad

Soltani

Wong

2023

SASBE

View full text Add to dashboard Cite

show abstract

“…This approach can be used to create a completely online version of the class for students who wish to, or are only able to, study remotely, while retaining a hybrid version for students who are on-campus. For the students who are on campus, the hybrid teaching approach could also enrich their learning experience. − …”

Section: Resultsmentioning

confidence: 99%

Designing a Hybrid Biopharmaceutical Laboratory Course to Enhance Content Flexibility and Access

et al. 2020

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Herein we report the design of an upper-level hybrid laboratory course in the area of applied biopharmaceuticals, which has high scheduling flexibility, and utilizes both virtual and in-person educational elements to enhance students’ learning experience. This newly developed course applies chemical engineering knowledge, practical and theoretical, in the bioprocess and pharmaceutical industry, including crystallization, chromatography, and mass transport. During the COVID-19 pandemic, we transferred this lab course to a completely virtual mode during midsemester of Spring 2020. Despite the lack of in-person experiments during the second half of the semester, we introduced various additional elements including modeling, simulation, literature review, and added lectures to the virtual version of the course to improve students’ learning experience. These additional elements introduced during the virtual period enriched the course content and exposed students to more advanced applications of the knowledge in this course, which can be implemented in future hybrid modes. Although the student performance on quizzes and lab reports remained consistent after the transition to online format, the instructors noticed students struggling with data mined from previous groups. The root cause of this was not being able to create and observe their own data in real time, which could be improved by developing better remote data collection methods. Another lesson we learned during this experience is the value of keeping an experimental video archive for all of our laboratory modules, regardless of plans for remote learning.

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“…Yet, the lack of ability to take prerequisites at community colleges and the complexity of engineering curricula at 4‐year universities are known challenges for students (Glynn, 2019). For example, some community colleges are unable to offer all the prerequisites necessary for transfer in engineering due to limited resources, expertise, or budget constraints (Dunmire et al, 2016; Enriquez et al, 2013). When students are not able to complete prerequisite courses at a community college, they are less likely to pursue engineering degrees at the 4‐year university (Glynn, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Through their eyes: Understanding institutional factors that impact the transfer processes of Black engineering students

Berhane,

Buenaflor,

Lee

et al. 2024

J of Engineering Edu

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BackgroundThe potential for broadening participation in engineering among Black undergraduates via transfer pathways is considerable, given their large share of the community college population. By understanding the opportunities and challenges presented within the context of transfer, this potential can be realized.Purpose/hypothesisThe goal of this study is to explore ways in which Black students who transitioned from a community college to a 4‐year engineering program describe the institutional factors affecting their transfer processes.Design/methodDrawing from a 3‐year qualitative research study involving approximately 27 Black engineering transfer students at a large, predominantly White, institution, we present data derived through interviews and focus groups with these undergraduates.ResultsParticipants expressed that they benefited from supportive institutional agents who offered engineering transfer‐related resources. These included both faculty and advisors in their mostly Minority Serving Community Colleges (MSCCs) as well as advisors from the engineering college at the 4‐year institution. In addition, respondents described being part of a number of community college programs, including some for Black collegians, that offered resources for transfer. Nonetheless, some participants shared problems that emerged during the transfer process, including having to self‐navigate confusing transfer websites or self‐advocate to resolve erroneous admissions decisions.ConclusionsWe suggest a need to elevate MSCCs as learning environments that can produce future Black engineers. We also recommend a systems‐level approach that brings together community colleges and 4‐year institutions while also accounting for issues related to resources as well as power dynamics that students may encounter.

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Developing Resources to Support Comprehensive Transfer Engineering Curricula: Assessing the Effectiveness of a Hybrid Materials Science Course

Cited by 4 publications

References 4 publications

A systematic review of online learning and teaching strategies during the COVID-19 pandemic: implications for the construction management sector

A systematic review of online learning and teaching strategies during the COVID-19 pandemic: implications for the construction management sector

Designing a Hybrid Biopharmaceutical Laboratory Course to Enhance Content Flexibility and Access

Through their eyes: Understanding institutional factors that impact the transfer processes of Black engineering students

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