July 26, 2021
July 26, 2021
July 19, 2022
This work in progress describes the study of a Mechanical Engineering Technology Program’s experiences in the immediate aftermath of Covid-19. Covid-19 and the effects of social distancing as a precaution has had widespread and significant effects in all aspects of life, including education. As with many institutions, the Mechanical Engineering (MET) department at ___ University, has undergone a wide range of adjustments and accommodations since the campus’s abrupt closure in the spring of 2020 to try and continue to deliver quality education under the given circumstances. One of the commonly identified differences between engineering technology (ET) and engineering is the focus on application. To put it in layperson’s terms, ET tends towards the “hands on” approach of engineering concepts. However, Covid-19 preventative measures forced campus closures and limited access to many of the resources that made an ET education unique. Distance learning was thrust upon a population whose pedagogy was largely founded on the idea of in-person participation: No more could a student select materials after conducting material property tests; machines were not run by students learning how to carry out design instructions; FEA and CAD were not done at proper workstations but instead through balky remote access, and 3D printed models were simulated and assessed virtually. A field whose educators regularly instructed students “you try this”, were all instead asking them “you watch this”. The effects of Covid-19 upon various institutions are likely to be longstanding, as returning to what once was considered normal will unforeseeably never happen in totality. As part of the engineering technology community, it is important to contribute to the knowledge base regarding the collective experience. Just as novel observations may serve to identify opportunities for advancement or disparities between populations, recurring observations can add to literature validating pedagogical phenomena. This study will utilize explorative qualitative methods to gain preliminary insight into the experiences at a particular setting. A grounded theory approach to faculty and student interviews will serve as the foundation to develop hypotheses regarding effects of Covid19 on the MET program, as well as responses to said effects. Findings can be used to inform practice as society tries to move forward in the new normalcies of engineering education.
Nozaki, S., & Clippinger, D., & Liao, Y., & Study, N. E., & Jones, P. A., & Sweeney, S. K., & Daigle, S., & Wielobob, A. J., & Sun, L. (2021, July), Educational Experiences of a Mechanical Engineering Technology Program During COVID-19 Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37003
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015