June 14, 2015
June 14, 2015
June 17, 2015
College Industry Partnerships
26.922.1 - 26.922.20
Improving Online STEM Education through Direct Industry Classroom EngagementState governments continue to push state funded intuitions of higher education to be morefocused on providing students with the skills and knowledge sought after by prospectiveemployers. Employers increasingly seek graduates from higher education programs who haveapplied their academic knowledge to real-world scenarios. To meet these demands, academiamust get closer to industry and work directly with professional practitioners to fully understandtheir specific needs and to adjust curriculum and coursework accordingly. Industry advisoryboards, guest speaker events, student internships, and capstone projects each fulfills its ownniche of engagement. What is missing from these forms of industry /academia collaboration isthe direct engagement of the industry professional within the classroom. This direct engagementhas the benefit of bringing academic instruction and state-of-the-art industry practices into closeralignment. Additionally, industry professionals can use direct engagement as a source of newand/or non-conventional ideas from the next generation of STEM graduates. Thus, developing amodel of direct industry engagement can enhance the mutually beneficial relationship betweenstudents, industry, and academia.This paper presents a case study of three information and computer technology (ICT) coursesdelivered 100% on-line in a distance education format. The case studies explore and expandupon the “Industry Fellow” model presented at the ASEE 2011 Annual Conference. In eachcourse, industry professionals acted as “co-teachers”, actively involved with the course instructorin designing and developing student projects, interacting directly with students, and evaluatingand providing feedback on student progress. Each course was in itself a unique case studyinvolving professionals from different industries and involved student projects that were specificto the curriculum requirements of the course.Discussed in detail for each course are the processes used to recruit industry professionals, themethods used to jointly develop assignments and student projects, the modes of communicationand collaboration between students, faculty, and industry professionals, and the assessmentmethods used to evaluate student outcomes. The results of post-course interviews with theindustry professionals, surveys completed by students, and self-assessment by the instructor arealso shared.
Angolia, M., & Pickard, J., & Pagliari, L. (2015, June), Improving Online STEM Education through Direct Industry Classroom Engagement Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24259
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