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Strategic Design of an Introductory Engineering Management Course for Active and Flexible Hybrid Delivery

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2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Engineering Management Division Technical Session 1

Tagged Division

Engineering Management

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Paper Authors


Kellie Grasman Missouri University of Science and Technology

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Kellie Grasman serves as an instructor in Engineering Management and Systems Engineering at Missouri University of Science and Technology. She holds graduate degrees in engineering and business administration from the University of Michigan, and began teaching in 2001 after spending several years in industry positions. She was named the 2011-2012 Robert B. Koplar Professor of Engineering Management for her achievements in online learning. She serves as an eMentor for the University of Missouri System and earned a Faculty Achievement Award for teaching.

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Suzanna Long Missouri University of Science and Technology Orcid 16x16

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Dr. Suzanna Long is Professor and Department Chair of Engineering Management and Systems Engineering (EMSE) at Missouri S&T and holds a Ph.D. and M.S. in engineering management, B.S. in physics and in history (University of Missouri-Rolla) and an M.A. in history (University of Missouri-St. Louis). Her research focuses on critical infrastructure systems, including sustainability in global supply chains, energy, and transportation systems. She is a recognized expert in sociotechnical systems. She is a Fellow of the IISE and the ASEM

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Strategic Design of Management for Active and Flexible Hybrid Delivery Given the ongoing need to deliver high quality instruction during a period of great disruption and uncertainty, an undergraduate management course for engineers was strategically redesigned. The course reaches nearly 100 students per semester, and is traditionally delivered in a classroom based lecture format. In an effort to accommodate student participation preferences, mandatory classroom capacity limitations, extended health-related absences, and other considerations unique to delivery in a pandemic, the course was redesigned for hybrid delivery. Course redesign was informed by a SWOT analysis of the instructional environment, student surveys of participation and leaning design preferences, early findings from studies of Spring 2020 emergency remote teaching, proven active learning strategies, and quality online/hybrid design standards. The resultant design offers students a choice of classroom or virtual participation based on their needs and preferences, and an opportunity to shift participation mode if circumstances require. Course activities include content presented in multiple, accessible modes, active practice with concepts and terms, cases completed in teams, activities linking fundamental concepts to practical applications, and frequent summative assessment. Initial course delivery offered an opportunity to refine the course design throughout the semester based on instructor observations, formal and informal student feedback, and changing environmental conditions. End of course surveys and assessment data will be used to evaluate instructional effectiveness and inform future iterations of the course design.

Grasman, K., & Long, S. (2021, July), Strategic Design of an Introductory Engineering Management Course for Active and Flexible Hybrid Delivery Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.

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