Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Harly Ramsey, University of Southern California

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Diversity

shift of instructional delivery to an alternate delivery mode due tocrisis circumstances” whereas “online learning” draws upon an established body of best practicesscholarship and includes an intentional design structure that requires time for planning.Independently and with varying degrees of support from university instructional designers, manyfaculty turned to existing established best practices for online teaching and implemented whatthey could in a limited timeframe.2, 3 However, pre-pandemic online learning scholarshipsituates online learning in a particular educational space, one created for a distinct sub-set oflearners who intentionally chose to learn through an online delivery system, oftenasynchronously and self-paced.The COVID-19

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Arthur Densmore, California State University, Long Beach; Hen-Geul Yeh, Cal State University, Long Beach

Tagged Topics

Diversity

-0002-5351-0341.5. Pintarič Z.N., Kravanja Z., 2020, The Impact of the COVID-19 Pandemic in 2020 on the Quality of STEM Higher Education, Chemical Engineering Transactions, 81, 1315-1320 DOI:10.3303/CET2081220.6. Vutukuru, M., "Faulty Assumptions About Lab Teaching During COVID," https://www.insidehighered.com/advice/2020/08/05/engineering-instructor-disagrees-notion-lab-courses- cant-be-taught-effectively.7. Thai, N.T.T.; De Wever, B.; Valcke, M. “The impact of a flipped classroom design on learning performance in higher education: Looking for the best ‘blend’ of lectures and guiding questions with feedback”, Comput. Educ. 2017, 107, 113–126.8. Zhang, Z., et al., "Teaching Power Electronics With a Design-Oriented

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Jenna Wong P.E., San Francisco State University

Tagged Topics

Diversity

minimized due to the adjustment.However, the core material was maintained with the breadth of the course still covered. As thiscourse serves as a core prerequisite, the removal of topics would impact follow-on courses and thefoundation for practice in engineering. The intent of reduced course material is to humanize thecourse by acknowledging that students do not comprehend the material online in the same waythey do in-person. However, this is countered by the requirements for students to have exposureto certain topics and skills. There is no right or wrong answer to this issue as both sides are equallysupported. SFSU’s CEETL has encouraged reasonable course adjustments such as changes inactivities, methods of student interactions and class topic