Lo, J. L., & Hodges, K. J., & Butler, W. M., & Knott, T. (2016, June), Expanded Advice from Coordinators of Large-enrollment First-year Engineering Courses  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26801

\bibitem{asee_peer_26801}
  Lo, J. L., \& Hodges, K. J., \& Butler, W. M., \& Knott, T. (2016, June), \emph{Expanded Advice from Coordinators of Large-enrollment First-year Engineering Courses}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26801

Jenny L Lo, Kacie J. Hodges PE, Wm. Michael Butler, and Tamara Knott.  "Expanded Advice from Coordinators of Large-enrollment First-year Engineering Courses".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26801 Internet.  14 Mar, 2025

\bibitem{asee_peer_26801}
  Jenny L Lo, Kacie J. Hodges PE, Wm. Michael Butler, and Tamara Knott.
  "Expanded Advice from Coordinators of Large-enrollment First-year Engineering Courses".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26801 Internet.  14 Mar, 2025

@INPROCEEDINGS{asee_peer_26801
author = "Jenny L Lo, Kacie J. Hodges PE, Wm. Michael Butler, and Tamara Knott"
title = "Expanded Advice from Coordinators of Large-enrollment First-year Engineering Courses"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26801}
number = {10.18260/p.26801}
}

TY  - CPAPER
AB  - Coordinators of common courses often are looking for strategies to enhance the quality and efficiency of the management of curricular content, training of personnel, and overall logistics.  This paper aims to expand upon the coordination experiences and best practices of faculty coordinators at <state institution>, some of whom have been managing a large enrollment introductory engineering course for several years [1].   Since 2012, enrollment has increased from 1200+ to 1700+ first-year students.  In fall 2013, the course underwent a significant change in curriculum and the format of the delivery to students.  This current model means greater teaching responsibilities for both faculty and graduate teaching assistants.  New challenges for coordination based on increasing enrollment, format of delivery, technology-related modifications, significant alterations to the curriculum, assessment for university and departmental initiatives, availability of lab resources for prototyping and testing, and personnel changes are revealed.  These include, but are not limited to, replacement of the online learning management system, hiring of a large number of instructors, and administration of pre and post surveys for internal feedback and external research studies.   In addition, the department is considering how coordination fits in with increased instructor autonomy.
While this paper will address some of the basic issues that those teaching common courses have, such as fairness across sections [2] and orientation of new instructional staff, the focus is on experiences and practices that address the more recent changes to the course.  The authors aim to provide new and useful ideas for course coordinators. 

References
[1] <conference proceeding by some of the authors>
[2] http://academia.stackexchange.com/questions/2994/coordination-of-a-class-taught-by-different-professors-how-to-be-fair-to-the-st


AU  - Jenny L Lo
AU  - Kacie J. Hodges PE
AU  - Wm. Michael Butler
AU  - Tamara Knott
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Expanded Advice from Coordinators of Large-enrollment First-year Engineering Courses
UR  - https://peer.asee.org/26801
DO  - 10.18260/p.26801
ER  -