Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Briana Lowe Wellman, University of the District of Columbia; Ludwig C. Nitsche, University of the District of Columbia; Dong Hyun Jeong, University of the District of Columbia

Online Course and Program Assessment Strategies Leading to Effective Continuous ImprovementAbstractDue to the COVID-19 pandemic, many universities quickly adapted by switching learning,teaching, and assessment activities from face-to-face to an online environment to enforce socialdistancing. Faculty had to develop new ways of presenting course content, engaging withstudents, and providing academic support. Concurrently, administrators had to ensure thataccredited programs remain in compliance with their accreditation criteria and policies while inan online teaching/learning environment. As faculty adapted their mode of instruction, they weretasked with ensuring that course learning activities and assessments remain

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Kate D. Abel, Stevens Institute of Technology (School of Engineering and Science)

suggestions the same for large and small course sizes? These andother topics will be explored as we delve into the new (yet old) environment of online learningduring Covid.BackgroundThroughout the early 2000’s, education over the internet was debated. Some felt it would be atransformative power that would equalize education across time, space, gender, income andnation. Others felt that nothing could take the place of in-person education and anything elsewas inferior. Some universities jumped on the MOOC bandwagon (Massive Open OnlineCourses). Others saw no merit in offering massive courses for little or no credit to multitudes ofpeople for free.There were also many interpretations of online learning throughout the early 2000’s. To thepoint that some

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College

,simulations, and games. Popular teaching methods appeal to different levels of studentparticipation such as listening to lectures and participating in group discussions or practicalwork.Teaching Engineering courses always evolve with changes and innovations from year to yearwith different perspectives of pedagogy. Covid-19 virus accelerated the position of colleges anduniversities to move towards online learning for the past year. Besides, it created a situationwherein the new online teaching methods and technologies are developing with a great frenzy.Currently, the use of the internet is increasing, and it is making a tremendous influence on thelives of people. Many of the educational institutions started offering 100 % online courses. Someof the

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Mike Simard PE, Villanova University

programs actively promote project management. In an online reviewof the top 50 undergraduate engineering programs [5], only 31% of mechanical engineeringprograms listed “project management” or “project planning” in their capstone course description,see Table 2. That is not to say that some project management is not included in these coursecurriculums, but it suggests the relative importance given to the topic and its extent ofimplementation. Some may argue that managing a project simply requires organization and timemanagement skills and that students invariably develop these skills throughout their studies, butthe reality is that project management fundamentals need to be learned and practiced just likeany other skillset. Table 2: Online

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Aaron P. Wemhoff, Villanova University

, specifically junior faculty, to learn pedagogical conceptsalongside the rest of the class when a different instructor was used for each course offering.Finally, the posted online materials provide an opportunity for other faculty to learn pedagogicalconcepts on their own time. Collaboration with experts in diversity, equity and inclusion enabledadditional materials for the course to promote the growth of underrepresented groups inengineering. Successes and lessons learned in the restructuring effort are outlined.IntroductionRichard Felder famously stated that traditionally “college teaching may be the only skilledprofession for which no preparation or training is provided or required.” [1]. As a result,universities have addressed this issue through

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Edward Z Moore, Central Connecticut State University

Tagged Topics

Diversity

because of constraints on timeand technology access, and because not all students require it. At CCSU, student participation ina voluntary online screening test paired with an optional, ten-hour, non-credit seminar wasdisappointing, with only a small fraction of the students deemed eligible for the seminarselecting to participate. In the Fall of 2020 the students in an Introduction to Engineering course(ENGR 150), were screened for weakness in spatial visualization using the Purdue SpatialVisualization Test: Rotations (PSVT:R). Those students in need of remediation were providedinstruction during break-out sessions during regular class time over the course of ten classmeetings. The breakout sessions lasted about ten minutes each, resulting in two