Developing a Comprehensive Online Transfer Engineering Curriculum: Assessing the Effectiveness of an Online Engineering Graphics Course

Amelito G Enriquez; Erik N Dunmire; Nicholas P. Langhoff; Thomas Rebold; Eva Schiorring; Tracy Huang

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Conference: 2016 ASEE Annual Conference & Exposition
Location: New Orleans, Louisiana
Publication Date: June 26, 2016
Start Date: June 26, 2016
End Date: June 29, 2016
ISBN: 978-0-692-68565-5
ISSN: 2153-5965
Conference Session: Curriculum Development in Two-Year Engineering and Engineering Technology Programs
Tagged Division: Two Year College Division
Tagged Topic: Diversity
Page Count: 19
DOI: 10.18260/p.26713
Permanent URL: https://peer.asee.org/26713
Download Count: 450

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Paper Authors

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Amelito G Enriquez Canada College orcid.org/0000-0002-1259-0680

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Amelito Enriquez is a professor of Engineering and Mathematics at Cañada College in Redwood City, CA. He received a BS in Geodetic Engineering from the University of the Philippines, his MS in Geodetic Science from the Ohio State University, and his PhD in Mechanical Engineering from the University of California, Irvine. His research interests include technology-enhanced instruction and increasing the representation of female, minority and other underrepresented groups in mathematics, science and engineering.

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Erik N Dunmire College of Marin

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Erik Dunmire is a professor of engineering and chemistry at College of Marin. He received his Ph.D. in Chemical Engineering from University of California, Davis. His research interests include broadening access to and improving success in lower-division STEM education.

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Nicholas P. Langhoff Skyline College

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Nicholas Langhoff is an associate professor of engineering and computer science at Skyline College in San Bruno, California. He is also a co-investigator for multiple grant projects at Cañada College in Redwood City, California. He received his M.S. degree from San Francisco State University in embedded electrical engineering and computer systems. His research interests include technology-enhanced instruction, online engineering education, metacognitive teaching and learning strategies, reading apprenticeship in STEM, and the development of novel instructional equipment and curricula for enhancing academic success in science and engineering.

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Thomas Rebold Monterey Peninsula College orcid.org/0000-0003-4346-6938

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Tom Rebold has chaired the Engineering department at Monterey Peninsula College since 2004. He holds a bachelor’s and master’s degree in electrical engineering from MIT, and has been teaching online engineering classes since attending the Summer Engineering Teaching Institute at Cañada College in 2012.

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Eva Schiorring

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Eva Schiorring has almost two decades of experience in research and evaluation and special knowledge about STEM education in community colleges and four-year institutions. Ms. Schiorring presently serves as the external evaluator for three NSF-funded projects that range in scope and focus from leadership development to service learning and experimentation with alternative delivery, including online lab courses. Ms. Schiorring is also evaluating a project that is part of the California State University system’s new initiative to increase first year persistence in STEM. In 2014, Ms. Schiorring was one of the first participants in the NSF’s Innovation-CORPS (I-CORPS), a two-month intensive training that uses an entrepreneurship model to teach participants to achieve scalable sustainability in NSF-funded projects. Past projects include evaluation of an NSF-funded project to improve advising for engineering students at a major state university in California. Ms. Schiorring is the author and co-author of numerous papers and served as project lead on a major study of transfer in engineering. Ms. Schiorring holds a Master’s Degree in Public Policy from Harvard University.

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Tracy Huang Canada College

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Tracy Huang is an educational researcher in STEM at Cañada College. Her research interests include understanding how students become involved, stayed involved, and complete their major in engineering and STEM majors in general, particularly for students in underrepresented populations.

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Abstract

Community colleges play an important role in educating future scientists and engineers, especially among students from groups that are traditionally underrepresented in science, technology, engineering, and mathematics. Community college transfer programs offer lower-division courses that students can take in preparation for transfer to a four-year program. For many small community colleges, however, developing a comprehensive transfer engineering program that prepares students to be competitive for transfer can be challenging due to a lack of facilities, resources, and local expertise. As a result, engineering education becomes inaccessible to many community college students. Through a grant from the National Science Foundation Improving Undergraduate STEM Education program (NSF IUSE), three community colleges from Northern California collaborated to develop resources and teaching strategies to enable small-to-medium community college engineering programs to support a comprehensive set of lower-division engineering courses that are delivered either completely online, or with limited face-to-face interactions. This paper focuses on the development and testing of the teaching and learning resources for Engineering Graphics, which is a four-unit course (three units of lecture and one unit of lab) covering the principles of engineering drawings, computer-aided design (using both AutoCAD and SolidWorks), and the engineering design process. The paper also presents the results of the pilot implementation of the curriculum, as well as a comparison of the outcomes of the online course with those from a regular, face-to-face course. Student performance on labs and tests in the two parallel sections of the course are compared. Additionally student surveys and interviews, conducted in both the online and face-to-face course are used to document and compare students’ perceptions of their learning experience, the effectiveness of the course resources, their use of these resources, and their overall satisfaction with the course.

Citation
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Enriquez, A. G., & Dunmire, E. N., & Langhoff, N. P., & Rebold, T., & Schiorring, E., & Huang, T. (2016, June), Developing a Comprehensive Online Transfer Engineering Curriculum: Assessing the Effectiveness of an Online Engineering Graphics Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26713

TY  - CPAPER
AB  - Community colleges play an important role in educating future scientists and engineers, especially among students from groups that are traditionally underrepresented in science, technology, engineering, and mathematics. Community college transfer programs offer lower-division courses that students can take in preparation for transfer to a four-year program. For many small community colleges, however, developing a comprehensive transfer engineering program that prepares students to be competitive for transfer can be challenging due to a lack of facilities, resources, and local expertise. As a result, engineering education becomes inaccessible to many community college students. Through a grant from the National Science Foundation Improving Undergraduate STEM Education program (NSF IUSE), three community colleges from Northern California collaborated to develop resources and teaching strategies to enable small-to-medium community college engineering programs to support a comprehensive set of lower-division engineering courses that are delivered either completely online, or with limited face-to-face interactions. This paper focuses on the development and testing of the teaching and learning resources for Engineering Graphics, which is a four-unit course (three units of lecture and one unit of lab) covering the principles of engineering drawings, computer-aided design (using both AutoCAD and SolidWorks), and the engineering design process. The paper also presents the results of the pilot implementation of the curriculum, as well as a comparison of the outcomes of the online course with those from a regular, face-to-face course. Student performance on labs and tests in the two parallel sections of the course are compared. Additionally student surveys and interviews, conducted in both the online and face-to-face course are used to document and compare students’ perceptions of their learning experience, the effectiveness of the course resources, their use of these resources, and their overall satisfaction with the course.
AU  - Amelito G Enriquez
AU  - Erik N Dunmire
AU  - Nicholas P. Langhoff
AU  - Thomas Rebold
AU  - Eva Schiorring
AU  - Tracy Huang
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Developing a Comprehensive Online Transfer Engineering Curriculum: Assessing the Effectiveness of an Online Engineering Graphics Course
UR  - https://peer.asee.org/26713
DO  - 10.18260/p.26713
ER  -