Collection

2021 ASEE St. Lawrence Section Conference

Authors

Kathryn Dimiduk, Cornell University; Hadas Ritz, Cornell University; Orlay Santa, Cornell University

Tagged Topics

Diversity

morecourse specific. One use of technology was an online collaboration assessment. Students, insmall groups, were requested to use Google Docs, an online tool which allows students tointeractively respond to the evaluations. All students were able to view each other’s commentsand respond to the comments. Google Docs is familiar to many students and requires nosoftware purchase [13]. This study was successful with many students. Despite this successusing Google Docs, there remains questions of anonymity and the willingness of some studentsto share information when peers have visible access to their responses.Many studies [12] [14] recognize the importance of teaching center or facilitator intervention inthe mid-semester evaluative process. Diamond’s

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Chelsea Q Linvill, United States Military Academy Department of Geography & Environmental Engineering; Benjamin Michael Wallen P.E., United States Military Academy; Andrew Ross Pfluger, United States Military Academy; Michael A. Butkus P.E., United States Military Academy

learning pedagogies in STEMcourses [4] [5]. Wieman (2014) describes the goal of active learning as “Stop Lecturing Me” andgetting students to engage through problem solving, discussion with peers, and immediateinstructor feedback [4].This manuscript focuses on five pedagogical improvements made to thedelivery of course material, methods to enhance student engagement, improvement of the overalllearning experience, and increase instructor efficiency in the virtual environment. Pedagogicalimprovements included prerecording lectures, implementation of a system of instructor points,recording in class discussion, flipped classroom set up, and implementing a variety oftechnologies to improve student engagement.Course ModificationsDuring the Spring of