Learning in Transition: Developing and Employing Pedagogical Supports to Enhance Student Learning in Engineering Education

Eleazar Marquez; Samuel Garcia

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Faculty Development Division (FDD) Technical Session 12
Tagged Division: Faculty Development Division (FDD)
Page Count: 17
DOI: 10.18260/1-2--43397
Permanent URL: https://strategy.asee.org/43397
Download Count: 127

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Paper Authors

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Eleazar Marquez The University of Texas, Rio Grande Valley

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Dr. Marquez is a Lecturer in the Department of Mechanical Engineering at The University of Texas Rio Grande Valley. His research efforts focus on dynamics and vibrations of mechanical systems under various loads. The mathematical models developed include deterministic and stochastic differential equations that incorporate finite element methods. Additionally, Dr. Marquez research efforts focus on developing and implementing pedagogical methods in engineering education.

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Samuel Garcia Jr. Texas State University

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Dr. Samuel García Jr. serves as an Educator Professional Development Specialist at Kennedy Space Center. Prior to his position at Kennedy Space Center, Dr. García worked at NASA’s Jet Propulsion Laboratory in Pasadena, CA. As an education specialist, Dr. García is deeply committed to developing STEM educational mindsets, tools, and resources and facilitate educational experiences for educators and students. Prior to working as an education specialist, Dr. García served as secondary school educator in Rio Grande Valley in Texas for seven years. Dr. García, a first-generation college student, earned both his bachelor’s and master’s degrees from the University of Texas Río Grande Valley, formerly University of Texas Rio Grande Valley. He also holds a doctorate degree in School Improvement from Texas State University.

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Abstract

Scholarly research indicates that classroom environment and conditions influence the degree of student learning, levels of engagement, and overall success in engineering education. In the wake of COVID-19, educational institutions transitioned to fully online delivery that disrupted traditional and effective channels of communication enacted in classroom contexts. For a substantial number of faculty members, this rapid transition to a fully remote instructional context marked the start a novel style of teaching and learning environment, a grand departure from the traditional, direct face-to-face setting. Such rapid and disruptive change required creative solutions to routinized instructional practices and compelling faculty to adjust and/or adopt various communication strategies to address challenges such as the lack of academic resources, and established campus practices that promote effective learning. Over the last two years, researchers have engaged in numerous studies to learn more about how this transition has impacted both teaching and learning in higher education. In this study, students enrolled two engineering courses in a public, minority-serving institution in Texas, were surveyed to understand their academic experiences during the period of remote instruction and provide valuable insight and assistance to identify pedagogical strengths as well as areas of opportunities for faculty members who are or will be offering online courses. The survey particularly focused on capturing various instructional and pedagogical supports and approaches such as course expectations, lecture format, assignments, office hours, and student accommodations. Results indicate that faculty members were effectively able to encourage students to contact them if they had questions regarding coursework and assignments. Similarly, a large percentage of students reported that their instructors were receptive to their learning needs. At a microlevel, however, the data revealed certain areas in which instructors can make efforts to enhance current communication and instructional practices. One was the consistency for faculty to effectively communicate course expectations, while half of the students were not able to remain engaged during lecture sessions due to the absence of faculty-student interaction.

Citation
Format

Marquez, E., & Garcia, S. (2023, June), Learning in Transition: Developing and Employing Pedagogical Supports to Enhance Student Learning in Engineering Education Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43397

TY  - CPAPER
AB  - Scholarly research indicates that classroom environment and conditions influence the degree of student learning, levels of engagement, and overall success in engineering education. In the wake of COVID-19, educational institutions transitioned to fully online delivery that disrupted traditional and effective channels of communication enacted in classroom contexts. For a substantial number of faculty members, this rapid transition to a fully remote instructional context marked the start a novel style of teaching and learning environment, a grand departure from the traditional, direct face-to-face setting. Such rapid and disruptive change required creative solutions to routinized instructional practices and compelling faculty to adjust and/or adopt various communication strategies to address challenges such as the lack of academic resources, and established campus practices that promote effective learning. Over the last two years, researchers have engaged in numerous studies to learn more about how this transition has impacted both teaching and learning in higher education. In this study, students enrolled two engineering courses in a public, minority-serving institution in Texas, were surveyed to understand their academic experiences during the period of remote instruction and provide valuable insight and assistance to identify pedagogical strengths as well as areas of opportunities for faculty members who are or will be offering online courses. The survey particularly focused on capturing various instructional and pedagogical supports and approaches such as course expectations, lecture format, assignments, office hours, and student accommodations. Results indicate that faculty members were effectively able to encourage students to contact them if they had questions regarding coursework and assignments. Similarly, a large percentage of students reported that their instructors were receptive to their learning needs. At a microlevel, however, the data revealed certain areas in which instructors can make efforts to enhance current communication and instructional practices. One was the consistency for faculty to effectively communicate course expectations, while half of the students were not able to remain engaged during lecture sessions due to the absence of faculty-student interaction.
AU  - Eleazar Marquez
AU  - Samuel Garcia Jr. 
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Learning in Transition: Developing and Employing Pedagogical Supports to Enhance Student Learning in Engineering Education 
UR  - https://strategy.asee.org/43397
DO  - 10.18260/1-2--43397
ER  -