Hedges, K. E. (2021, July), The COVID-19 Pandemic: The Hallmarks of Online and Hybrid Teaching in the Engineering Classroom  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37845

\bibitem{asee_peer_37845}
  Hedges, K. E. (2021, July), \emph{The COVID-19 Pandemic: The Hallmarks of Online and Hybrid Teaching in the Engineering Classroom}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37845

Keith E. Hedges.  "The COVID-19 Pandemic: The Hallmarks of Online and Hybrid Teaching in the Engineering Classroom".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37845 Internet.  25 Apr, 2024

\bibitem{asee_peer_37845}
  Keith E. Hedges.
  "The COVID-19 Pandemic: The Hallmarks of Online and Hybrid Teaching in the Engineering Classroom".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37845 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_37845
author = "Keith E. Hedges"
title = "The COVID-19 Pandemic: The Hallmarks of Online and Hybrid Teaching in the Engineering Classroom"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37845}
number = {10.18260/1-2--37845}
}

TY  - CPAPER
AB  - The coronavirus disease has caused a worldwide pandemic impacting higher education. Scientists are gaining an understanding that the virus has a propensity to travel via a person’s respiratory droplets and is more likely to spread when people are nearby. As a result, the U.S. government issued a stay-at-home order during the spring semester of 2020. The institution was one of the few schools that reopened its doors for the 2020-2021 calendar year. The shutdown and reopening drastically altered course pedagogies as the traditional seated classrooms morphed into online and hybrid or blended courses. The problem was that the transition did not align with the original instructional design. The instructional strategy became uncoupled and was no longer compatible with the learning objectives and student outcomes. A personal experience narrative was performed to describe the nature of the teaching experience as the pandemic intervened in the classroom. This paper provides the hallmarks of best practices and lessons learned when implementing online education into the structural engineering courses at a small, Midwestern liberal arts, private institution.
AU  - Keith E. Hedges
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - The COVID-19 Pandemic: The Hallmarks of Online and Hybrid Teaching in the Engineering Classroom
UR  - https://peer.asee.org/37845
DO  - 10.18260/1-2--37845
ER  -