Engineering by Remote Online Learning During COVID-19

Marvin Gayle; Danny Mangra

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Conference: 2021 Fall ASEE Middle Atlantic Section Meeting
Location: Virtually Hosted by the section
Publication Date: November 12, 2021
Start Date: November 12, 2021
End Date: November 13, 2021
Tagged Topic: Diversity
Page Count: 10
DOI: 10.18260/1-2--38430
Permanent URL: https://strategy.asee.org/38430
Download Count: 280

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Paper Authors

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Marvin Gayle

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Marvin Gayle is an Associate Professor in Engineering Technology Department at Queensborough Community College. He received an M.S.E.E. and a B.E.E.E. degree from The Grove School of Engineering at The City College of New York [C.U.NY]. Professor Gayle has a background in telecommunication and VHDL design. Professor Gayle teaches Electronics and Computer Engineering Technology courses. He is a Licensed Professional Engineer [P.E] registered in New York State

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Danny Mangra

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Danny Mangra is an Associate Professor in Engineering Technology Department at Queensborough Community College. He received M.S.E.E. degree from NYU Tandon School of Engineering. In the field, as a System Engineering provide consulting service for global network that includes planning design, architecture, and integration operations and to implement solutions to complex network. Professor Mangra teaches Electronics and Computer Engineering Technology courses. His research interest includes Cybersecurity, Networks, Operating systems, (Digital and Analog) circuits and IT technology. He is a Licensed Professional Engineer [P.E] registered in New York State.

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Abstract

Living with the Covid-19 pandemic has been a challenge. The decision in March 2020 to flatten the curve and control the transmission of the SARS Covid-19 virus by lockdown, forced educators across all levels to aggressive consider, evaluate, and incorporate Learning Management System [LMS] and collaboration platforms for virtual classroom instruction. For engineering educators, the LMS is often utilized as a complement to in person classroom instruction. Platforms choices included, but were not limited to Canvas, Blackboard, Microsoft Teams and Google Classroom. The adaptation and integration of video conferencing software also became increasing significant. Educators had to quickly overcome the learning curve and effectively utilize Google Meets, Zoom, Slack or Skype to satisfy their classroom needs. The challenge becomes not only how to get proficient with these tools, but in short order, figure out how best use them for effective pedagogy. These tools had to be integrated without having them become an ineffective distraction. All this while content was retooled for the transition to a fully online teaching modality. How do you satisfy the required learning outcomes, and still maintain effective academic rigor.

This paper will look at some of these questions. Studies in several STEM related disciplines have shown that it is possible for remote instruction to preserve academic rigor, satisfy the programs required learning outcomes all while maintaining academic integrity . Still many issues are at play that affect how to realistically and efficiently engage remote students. We will look at some of these remote learning challenges encountered at Engineering Technology program at Queensborough Community College of the City University of New York [CUNY]. We present here some of the techniques and strategies employed to overcoming the difficulties of remote learning at a minority serving institution. Some of the complexities included how to engage learners with limited or inconsistent internet access, the strategies and decisions in using synchronous versus asynchronous delivery. One of our particular concern was how would instructors to be able to teach and conduct laboratory experiments in this remote mindset. Instructors were also mindful of the social isolation of our students and the need to create a community like environment as we isolated physically. We will also look at how our assessment strategies had to evolve, from the traditional multiple-choice exam, to other methods all while still preserving the academic integrity.

Citation
Format

Gayle, M., & Mangra, D. (2021, November), Engineering by Remote Online Learning During COVID-19 Paper presented at 2021 Fall ASEE Middle Atlantic Section Meeting, Virtually Hosted by the section. 10.18260/1-2--38430

TY - CPAPER
AB - Living with the Covid-19 pandemic has been a challenge. The decision in March 2020 to flatten the curve and control the transmission of the SARS Covid-19 virus by lockdown, forced educators across all levels to aggressive consider, evaluate, and incorporate Learning Management System [LMS] and collaboration platforms for virtual classroom instruction. For engineering educators, the LMS is often utilized as a complement to in person classroom instruction. Platforms choices included, but were not limited to Canvas, Blackboard, Microsoft Teams and Google Classroom. The adaptation and integration of video conferencing software also became increasing significant. Educators had to quickly overcome the learning curve and effectively utilize Google Meets, Zoom, Slack or Skype to satisfy their classroom needs. The challenge becomes not only how to get proficient with these tools, but in short order, figure out how best use them for effective pedagogy. These tools had to be integrated without having them become an ineffective distraction. All this while content was retooled for the transition to a fully online teaching modality. How do you satisfy the required learning outcomes, and still maintain effective academic rigor.

This paper will look at some of these questions. Studies in several STEM related disciplines have shown that it is possible for remote instruction to preserve academic rigor, satisfy the programs required learning outcomes all while maintaining academic integrity . Still many issues are at play that affect how to realistically and efficiently engage remote students. We will look at some of these remote learning challenges encountered at Engineering Technology program at Queensborough Community College of the City University of New York [CUNY]. We present here some of the techniques and strategies employed to overcoming the difficulties of remote learning at a minority serving institution. Some of the complexities included how to engage learners with limited or inconsistent internet access, the strategies and decisions in using synchronous versus asynchronous delivery. One of our particular concern was how would instructors to be able to teach and conduct laboratory experiments in this remote mindset. Instructors were also mindful of the social isolation of our students and the need to create a community like environment as we isolated physically. We will also look at how our assessment strategies had to evolve, from the traditional multiple-choice exam, to other methods all while still preserving the academic integrity.

AU - Marvin Gayle
AU - Danny Mangra
CY - Virtually Hosted by the section
DA - 2021/11/12
PB - ASEE Conferences
TI - Engineering by Remote Online Learning During COVID-19
UR - https://strategy.asee.org/38430
DO - 10.18260/1-2--38430
ER -