Hoang, S., & Rasmussen, E. G., & Obenaus, A. M. (2023, June), Best Practices in an Undergraduate Engineering Course from Analyzing a Decade of Data from In-Class, Hybrid, and Online Environments  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44621

\bibitem{asee_peer_44621}
  Hoang, S., \& Rasmussen, E. G., \& Obenaus, A. M. (2023, June), \emph{Best Practices in an Undergraduate Engineering Course from Analyzing a Decade of Data from In-Class, Hybrid, and Online Environments}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--44621

Samantha Hoang, Elizabeth G. Rasmussen, and Ava Marie Obenaus.  "Best Practices in an Undergraduate Engineering Course from Analyzing a Decade of Data from In-Class, Hybrid, and Online Environments".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/44621 Internet.  18 Dec, 2024

\bibitem{asee_peer_44621}
  Samantha Hoang, Elizabeth G. Rasmussen, and Ava Marie Obenaus.
  "Best Practices in an Undergraduate Engineering Course from Analyzing a Decade of Data from In-Class, Hybrid, and Online Environments".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44621 Internet.  18 Dec, 2024

@INPROCEEDINGS{asee_peer_44621
author = "Samantha Hoang, Elizabeth G. Rasmussen, and Ava Marie Obenaus"
title = "Best Practices in an Undergraduate Engineering Course from Analyzing a Decade of Data from In-Class, Hybrid, and Online Environments"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44621}
number = {10.18260/1-2--44621}
}

TY  - CPAPER
AB  - The rise of online learning during the COVID-19 pandemic has presented new challenges in engineering education but has also provided a testing ground for alternate teaching techniques. There is currently no standardized approach for in-person, online, or hybrid learning and many new teaching methods have not been properly evaluated. Additionally, students have identified certain practices they would like to continue during the transition from fully online back to hybrid or in-person learning. Herein, we present research that outlines some best teaching practices and strategies for each learning environment. The information analyzed to reach conclusions came from two sources: first, course evaluation database spanning ten years, five instructors, three teaching environments, and over 600 students for an interdisciplinary undergraduate engineering Kinematics and Dynamics course, and second, five in-depth interviews of professors who collectively instructed over 400 hours of the course. In all learning environments, students found example problems most effective for enhancing their learning. Prior to 2020, students valued the instructor’s ability to present material effectively and an efficient use of class time. From 2020-2022, students placed exceptional emphasis on instructor accommodations, deadline flexibility, instructor availability, and clear course structure. Returning to in-person learning, students expressed that they wanted many teaching practices implemented during remote learning to remain in place. Additionally, students were more willing to provide specific suggestions about how to improve course structure. This analysis provides useful tips for teaching multidisciplinary courses, and increasing student success, engagement, and development, specifically related to diversity and inclusion efforts.
AU  - Samantha Hoang
AU  - Elizabeth G. Rasmussen
AU  - Ava Marie Obenaus
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Best Practices in an Undergraduate Engineering Course from Analyzing a Decade of Data from In-Class, Hybrid, and Online Environments
UR  - https://peer.asee.org/44621
DO  - 10.18260/1-2--44621
ER  -