June 15, 2019
June 15, 2019
June 19, 2019
At our University, the School of Engineering Education offers a Graduate Certificate in Teaching and Learning Engineering. Several engineering graduate students and faculty members at other universities have asked whether the certificate could be offered online. Four courses (10 credit hours) are required for the certificate. During the 2018-2019 academic year, all of those courses are being adapted for online delivery. Our university has offered engineering graduate courses and degrees online for decades in many of the traditional disciplines. However, engineering education courses are quite different from traditional engineering courses because they involve a great deal of reading, class discussion, and writing. One of the strengths of the face-to-face engineering education courses is spontaneous class discussion with students from many different backgrounds contributing comments from their perspectives. Another strength is the opportunity to work in small groups and periodically share ideas among groups. Preserving these strengths in an online setting is an important goal of the teams preparing the graduate certificate courses for online delivery.
A separate team is working to adapt each of the four courses for online delivery, but the four teams are meeting together regularly. The teams typically consist of the faculty member responsible for the course, a graduate student familiar with the course, an instructional designer, and a technologist familiar with the equipment to be used. Each team is taking a slightly different approach to preserving the strengths of these discussion-based courses, and all teams will be assessing their success in accomplishing that goal. One course was prepared for online delivery in fall 2018, and lessons learned were documented. The other courses will be ready online delivery in spring 2019. Some courses will be delivered asynchronously while the others will have varying levels of synchronous delivery involving both on-campus and online students.
This paper will describe the different approaches to preserving the strengths of the face-to-face courses and the quality of the student experience. Observations will be provided on designing, preparing, and teaching the online version of these courses. Advantages and disadvantages of each approach, preliminary assessment results, lessons learned, and suggestions for modifications will be discussed.
Fentiman, A. W., & Siverling, E. A., & Soto Perez, R. A., & Streveler, R. A., & Loui, M. C., & Douglas, K. A. (2019, June), Putting Discussion-Based Engineering Education Courses Online Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33217
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: © 2019 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