July 26, 2021
July 26, 2021
July 19, 2022
This article shares experiences from different disciplines at **** during the COVID-19 crisis. This pandemic hit us hard, posing enormous challenge on the educators as the majority were switching to virtual and hybrid modes of instructions by adjusting teaching methodology, lab strategies and even grading criteria. A series of roundtable discussions took place regarding course delivery experience of the authors of this paper. We believe, sharing our experience will benefit other educators and can help them adopt alternative instructional approaches in other institutions. The roundtable participants represented various disciplines such as Electrical and Computer Engineering Technology, Mechanical Engineering Technology, Computer Science, Public Health, and Economics. After the spring break of 2020 the **** campus shifted to completely online teaching. Courses like Digital Electronics, Programmable Logic Controller, Engineering Statics, Material Handling and Plant Layout, Software Engineering, System Modeling and Simulation needed lab components. Public health courses such as Epidemiology and Environmental Health had exercises to provide hands on experiences to the students via case study discussions, simulation of primary data collection followed by analysis and field observations. Intermediate Business Analysis is a course designed to introduce the use of statistical analysis in business. As COVID-19 situation continued to evolve and get worse, the laboratory-based teaching was shifted into a digital environment. We used Amatrol’s web-based emulator for the PLC labs, video recorded labs for Engineering Statics, AutoCAD Architecture based plant layout in the course Material Handling and Plant Layout. In the Software Engineering, expected collaboration with small group members via weekly meetings and brainstorming sessions moved to online. In System Modeling and Simulation, course contents were changed to very detailed explanation for complex mathematical equations. The pandemic had other impacts that affected both instructors and students in their ability to deliver and absorb the course content respectively. While individuals with children struggled to cope up due to school and day care closures, individuals living alone suffered depression and anxiety due to limited in-person interactions as stay at home orders were instated. The struggle was exacerbated for students who were COVID positive themselves or those taking care of a family member who got infected. The pandemic also had major psychological impact on individuals in academia who lost their loved ones or became unemployed. Therefore, both students and instructors have not been able to perform with their full potential. The Fall semester saw drastic changes in course syllabus with more emphasis on virtual and hybrid modes of learning. The instructors needed to make sure social distancing is maintained, and at the same time the students can come in campus, whenever necessary only and complete the labs/seminars etc in person. Whenever possible, the instructors transformed face-to-face courses into fully online or hybrid courses with the help of technology. We hope our experiences from the Spring/Fall semester instructions will help other educators design online/hybrid delivery models in future.
Basith, I. I., & Sara, R., & Islam, A. R., & Khan, K. M., & Sultana, R. R. (2021, July), A Faculty Roundtable on Instructional Challenges during the Pandemic Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36578
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