Displaying all 4 results
- Conference Session
- Tools and Strategies for Teaching Online Courses
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- John Alexander Mendoza-Garcia, University of Florida
- Tagged Divisions
- New Engineering Educators
Paper ID #34860Re-designing a Large Enrollment Online Course Using a Learner-CenteredApproachDr. John Alexander Mendoza-Garcia, University of Florida John Mendoza Garcia is an Instructional Assistant Professor in the Department of Engineering Education in the Herbert Wertheim College of Engineering at the University of Florida. He received his Ph.D. in Engineering Education at Purdue University, and his Master’s and a Bachelor’s in Systems and Comput- ing Engineering from Universidad de Los Andes, in Colombia, and Universidad Nacional de Colombia respectively. He teaches professional skills like systems thinking, design
- Conference Session
- Tools and Strategies for Teaching Online Courses
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
like syllabus,announcements was retained because administrators and department heads were interested inknowing when these items were posted in the course. The institution adopted specificinformation and requirements to be included in all syllabi. New information included equipmentnecessary for remote instruction while some requirements were that students will keep theircameras on.4. Near-term ImpactsBoth mentors and mentees were surveyed in their usage of the QM dashboard, and surveyanalysis is ongoing. Mentors who underwent QM training agree that the QM dashboard is useful,and they will use it to guide their own online course design efforts. Mentors and mentees alikeappreciated that the tool was visual and allows for immediate recognition of
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tawfik Elshehabi, University of Wyoming
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
evaluation and the online discussionboard, in addition to my classroom observations.Results and DiscussionAfter presenting my visual teaching and assessment philosophy, students were asked to completea three-question survey and engage in an online discussion about teaching philosophy andsyllabus. Overall, the results show my students’ satisfaction with my teaching philosophy. Figure3 depicts that 82.8% of the students strongly agree that the course syllabus, including myteaching and assessment philosophy, is clear, helpful, and matches student expectations. Notably,98.9% of the students agree and strongly agree with this course syllabus statement. Figure 3 The results of the first survey Likert question about the course syllabus and the clear
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
simple activity, the IM, to be implemented. Theeducator scaffolded conversation around inclusion in multiple ways. She was also aware of herlimitations, as someone who was interested in promoting inclusion in her course, but did nothave enough previous experience with creating inclusive spaces. From here on, we will refer tothe educator as Dr. YH.Scaffolding a DEI InterventionIn an effort to virtually build a community in Fall of 2020 that addressed issues in diversity,equity and inclusion, the Dr. YH took the following actions in an Engineering Design course: 1. Included a DEI statement in the syllabus. This statement was discussed in the first class session. This action was a part of a new department wide effort to