July 26, 2021
July 26, 2021
July 19, 2022
Background This complete evidence-based practice paper presents an update of analysis and lessons learned in a required first-year engineering curriculum at a medium sized private urban university. Over the last two years, Research & Instruction librarians at U University partnered with the First Year Engineering program to develop and refine an interactive in-person workshop series designed to introduce new engineering students to key research resources at the start of their degree programs. The program has grown rapidly, serving more than 500 first year engineering students in fall 2019 with positive outcomes including high perceived value by students, high participation rates, and faculty noting improvement in the quality of students’ research. When the COVID-19 pandemic forced U University to adopt a hybrid learning model, the team redesigned the workshop for remote delivery with the goal of maintaining high participation rates and positive student outcomes.
Purpose/Hypothesis The purpose of this paper is to (1) Describe how we redesigned the workshop, including the process and new workshop format which included an asynchronous module delivered via Canvas, followed by a live Zoom class meeting. (2) Compare the outcomes of the online workshops delivered in fall 2020 with the outcomes of the previous in-person workshops to assess impact of the new delivery mode (3) Share lessons learned and consider opportunities to improve remote design and delivery of such workshops in the future.
Design/Scope/Method In order to compare outcomes, data collection will mirror that of the 2019 study, including attendance, student performance on in-class quizzes, and end of semester surveys for both students and faculty to evaluate perceived value, impact on students’ research, and suggestions for improvement. Additionally for fall 2020, we will measure students’ perceived value of the redesigned workshop’s asynchronous and synchronous elements with a post-session survey, as well as metrics for completion of the asynchronous module in Canvas. We’ll also consider this in context of other efforts to flip or redesign similar programs to be delivered remotely.
Results Early findings show that students see high value in both the asynchronous and synchronous components of the redesigned workshop. Of the 103 students we’ve taught so far this semester, 63 completed the post-session survey (61%). The majority of respondents rated both components highly, with students finding slightly more overall value in the synchronous Zoom session (88.9% extremely or very useful) than the asynchronous Canvas module (77.8%). This roughly mirrors the 2019 result of 82.4% of students rating the overall workshop as extremely or very useful. However, the librarians have observed students missing slightly more questions in the interactive quiz during the synchronous session, potentially due to the ability to deliver less individualized, just-in-time support in the online class environment.
Conclusions Early findings indicate that we are delivering the workshop remotely with reasonable success, but that there may be more we can do to engage students and personalize instruction in the online environment, and/or to use remote delivery to our advantage in scaling up the program. Significant data collection and analysis will take place after the majority of the workshops are delivered and will no doubt impact our conclusions and future plans.
Bolognese, J. A., & Whalen, R., & Cordell, E. D., & Link Cilfone, A. P., & Williams, B. D. (2021, July), A First Year Engineering Information Literacy Workshop: Redesigned for Remote Delivery Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36579
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