INNOVATIONS IN ENGINEERING EDUCATION FOR FAST-PACED VIRTUAL SUMMER COURSES
- Conference
- Location
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Prairie View, Texas
- Publication Date
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March 16, 2022
- Start Date
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March 16, 2022
- End Date
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March 18, 2022
- Page Count
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12
- DOI
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10.18260/1-2--39187
- Permanent URL
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https://peer.asee.org/39187
- Download Count
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396
Paper Authors
Eleazar Marquez The University of Texas Rio Grande Valley
Eleazar Marquez is a Lecturer in the Department of Mechanical Engineering at The University of Texas Rio Grande Valley.
Samuel Garcia Jr. NASA EPDC
Dr. Samuel García Jr. serves as a NASA Educator Professional Development Specialist at Kennedy Space Center. Dr. García helps facilitate professional development for both formal and informal STEM educators utilizing NASA resources with a specific focus on Culturally Responsive Pedagogy. He also works with faculty serving in Minority Serving Institutions in developing STEM educational tools and resources for teachers to implement in their classrooms. Dr. García’s research agenda is geared towards community and educational change by creating healthy, equitable, and culturally responsive learning environments for traditionally underserved populations. Dr. García. earned both his bachelor’s and master’s degrees from the University of Texas Río Grande Valley, formerly University of Texas Pan American and holds a doctorate degree in School Improvement from Texas State University.
Abstract
In this study, the recently developed CIRE (Communication, Initiation, Reduction, and Extension) pedagogical model was modified to generate an effective framework for a virtual, fast-paced summer engineering course in a private university in Texas. Transitioning to fully online courses in the wake of COVID-19 required rectifying traditional instructional methods to overcome challenges such as the lack of academic resources and established campus practices, while simultaneously ensuring the academic development of students. Thus, a pedagogical framework known as the CIRE model was recently designed and implemented in a Rigid Body Dynamics course, which according to the study, generated favorable results. To test its accurateness, the proposed CIRE model was adopted for a Statics-Strength of Materials summer [six-week] course taught in a slightly different timeframe. The implementation of the model was a proactive approach to the fast-paced structure of the summer course and allowed the students to enhance their academic preparation despite the virtual setting attempt. As such, a survey was conducted with a cohort of twenty-four students to gauge responses and understand their perspectives regarding the pedagogical framework. Results indicate that the implementation of the CIRE model, with its two modified components, allowed engineering students to have a holistic understanding of the course material despite the fast-paced timeframe. Students were further able to successfully complete assignments individually and correlate theoretical aspects with engineering applications.
Marquez, E., & Garcia, S. (2022, March), INNOVATIONS IN ENGINEERING EDUCATION FOR FAST-PACED VIRTUAL SUMMER COURSES Paper presented at 2022 ASEE Gulf Southwest Annual Conference, Prairie View, Texas. 10.18260/1-2--39187
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