Advancing Engineering Education Beyond COVID: A Guide for Educators

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Foreword
Preface
Acknowledgements
Notes on the Editors
Notes on the Contributors
Theme 1: COVID-19: Disruption in Context
Chapter 1: Changes in Student Demographics, Behaviour, and Expectations in Higher Education
Introduction
Changing Student Demographics in Higher Education
Pre-World War 2
Post-World War 2
Recent Decades (2000+)
Engineering
Changes in Student Attendance Rates and the On-Campus Experience
Impact of Attendance on Student Performance
Why Students Skip Class
Effect of Online Content on Attendance Rates and Student Performance
Class and Campus Attendance – Conclusions
The Changing Preferences and Expectations of Students and Faculty
Faculty Expectations
Discussion
Conclusions
References
Theme 2: General Strategies, Approaches, and Practices for Online and Blended Learning Post-COVID-19
Chapter 2: Engagement in the Blended Learning Model of a Post-COVID University
Introduction
Elements of an Ideal Blended Learning Environment
Welcome and Expectations
Welcome Students to the Unit
Introduce Teaching Staff
Establish Communication Channels
Provide Assessment Task Details
Encourage Web Cameras during Web Conferencing
Establishing and Maintaining Social Presence in an Online Environment
Actively Contribute in Online Discussion
Prompt Online Responses
Building Rapport by Adding a Human Component to Online Interactions
Online Student-Lecturer Communication
Class Announcements
Online Discussion Forums (ODF)
Online Chat Apps
Pre-Recorded Video Lectures
Content Chunking
Interactive Videos
Existing Videos Resources
Other Video Types
General Video Production Tips
Other Asynchronous Learning Activities
Asynchronous Consultation
Embedded Activities
Live-Online Sessions
Lecturer’s Performance
Student Participation
Relevance
Technology
Enhancing Face-to-Face Sessions (Practicals, Tutorials, Workshops)
Hybrid Synchronous Sessions
Sharing Work on a Whiteboard
Assessment Tasks
Online Workshop-Based Assessment
Online Discussion and Reflection-Based Assessment
Dependency Links between Assessments and Learning Material
Video Assessments
Online Group Presentation
Peer-Review Assessments
Online Peer Assessment
Weekly Contribution to an Assessment
Feedback
Written Feedback
Audio or Video Feedback
Student–Teacher Feedback
Techniques for Improving Student–Teacher Engagement
Quick to Introduce
Moderate Effort Required
Additional Effort Required
Strategies for Encouraging Colleagues to Engage
Barriers
Motivators
Positive Actions to Facilitate Engagement of Colleagues
Conclusions
References
Chapter 3: Developing Video Resources in Engineering Education: Evidence-Based Principles for Effective Practice
Introduction
Background
Learning and Teaching Context for Videos in Engineering
Types of Videos Suited to Engineering Courses
Evidence-Based Principles for Developing Educational Videos
Managing Cognitive Processing Load
Facilitating Student Engagement
Encouraging Active Learning
Practical Process for Implementing Videos in Learning Designs
Design
Produce
Video and Audio Equipment
Recording Software
Editing
Disseminate
Evaluate
Conclusions
References
Chapter 4: The Effective Learning Strategies for Teaching in COVID and Beyond: Connecting and Aligning Content with Context
Introduction
Challenges of the First Year – A Perspective from Biochemistry
Pre-COVID Course Improvements
Online Quizzes – Multiple Attempts to Support Learning
Personal Study Plans – Performance Evaluation, Reflection and Creation of Study Plans
COVID Course Improvements
Building a Sense of Community in an Online Learning Environment
Weekly Biochemistry Problem-Solving
Digital Biochemistry Learning Journal for COVID-19
Post-COVID Teaching
Embedded Laboratories in the First Year
Student-Staff Partnerships in Teaching and Learning
Conclusions
Acknowledgements
References
Chapter 5: Replacing Laboratory Work with Online Activities: Does It Work?
Introduction
Engineering Mechanics Course
Results and Discussion
Soil Mechanics Course
Results and Discussion
Conclusions
References
Chapter 6: The Return to the Classroom after the Lockdown: New Challenges and New Education for a New Society
Introduction
Socially-Oriented Education (SOE)
The Acquisition of Digital and Other Skills Required by Employers
Creation of New Programmes and New Evaluation Systems
Conclusions
References
Chapter 7: Experiences of Fully-Remote Instruction for a Laboratory Course in Microwave Engineering
Introduction
Description of the Labs
Lab #1: Introduction to the Vector Network Analyser and One-Port Calibration
Lab #2: Design, Fabrication, and Test of Microstrip Lines
Lab #3: Design, Fabrication, and Test of a 2-Way Wilkinson Power Divider
Lab #4: Design, Fabrication, and Test of a Low-Pass Filter through the Insertion Loss Method Employing Stubs
Lab #5: Design, Fabrication, and Test of a Stepped-Impedance Low-Pass Filter
Outcomes
General Challenges and Observations
Results from Lab Feedback
Conclusions
References
Chapter 8: Geo-Engineering Teaching and Learning during the COVID-19 Lockdown: The University of Auckland Experience
Introduction
Department of Civil & Environmental Engineering Teaching
Degree Programme
Geomechanics Courses: Usual Delivery
Geomechanics Courses: Adaptation to Online Teaching
Lectures
Laboratory Sessions
School of Environment Engineering Geology Teaching
Degree Programmes
Engineering Geology Courses: Usual Delivery
Engineering Geology Courses: Adaptation to Online Teaching
Lectures
Laboratories
Field Trips/Site Visits
Lessons from Civil Engineering & Engineering Geology Adaptations
Conclusions
References
Theme 3: Student-Centred Teaching Post-COVID-19: Approaches, Reflections, and Wellbeing
Chapter 9: Engineering Students’ Stress and Mental Health: An Essential Piece in the Retention Puzzle
Introduction
Part 1: What Is Stress?
Stressors: The Initiators of the Stress Process
Stressors Relating to High Demands
Stressors Relating to Lack-of-Fit
Stressors Relating to Study-Life Conflict
Insufficient Recovery Intensifies Students’ Experience of Stress
High-Stress Engineering Cultures Intensify Students’ Demands and Perceived Lack-of-Fit
The Effect of COVID-19 on Students’ Experience of Stress
Strain: The Consequences of Unresolved Stress
Part 2: Principles and Strategies for Addressing Students’ Stress and Mental Health
Educators’ Leadership Role in Students’ Experience of Stress and Mental Health
Aligning Resources with Engineering-Specific Stressors
Supporting Students’ Stress and Retention by Creating Psychologically Safe and Inclusive Learning Cultures
Promoting Psychologically Safe Learning Environments
Creating a Learning Environment that Supports Students’ Sense of Belonging
Conclusions
References
Chapter 10: Evaluating the Impact of COVID-19 Pandemic on Students’ Learning Experiences
Introduction
Methods
Survey Design and Data Collection
Data Preparation and Analysis
Results and Discussions
Personal Circumstances
Learning Experiences
Students’ Main Difficulties during the Pandemic
Students’ Preferences of Communication Tools and Teaching Methods
Overall Impact of the Pandemic on Students’ Performance
Wellbeing
Conclusions
References
Chapter 11: Reflections on Engineering Course Delivery: A Student Perspective
Introduction and Authors
Methods
Survey Dissemination
Survey Design
Results and Analysis
Learning Activities
Lectures
Tutorials and Workshops
Laboratories
Authors’ Comments
Platform and Course Resources
Authors’ Comments
Assessment
Authors’ Comments
Collaboration and Group Work
Other
Conclusion and Suggestions to Improve Course Delivery
Lectures
Laboratories and Tutorials
Assessment
Authors’ Final Comments
Notes
References
Theme 4: Insights on the Future of Engineering Education
Chapter 12: Beyond COVID-19: Insights on the Future of Engineering Education
Introduction
Post-COVID-19 Challenges Faced by Universities, Educators, and Students
Learning and Engagement
Challenge #1 – Educator-Learner Interaction in a Virtual Classroom
Challenge #2 – The Concept of University Campus
Challenge #3 – Reduced Student Engagement in Collaborative Learning, Teamwork, and in Communication with the Institution
Challenge #4 – Core Professional Qualities, such as Interpersonal and Practical Skills
Challenge #5 – Offering Hands-on Experience in a Laboratory Setting
Assessment Quality and Academic Integrity
Challenge #6 – Contract Cheating and Other Forms of Academic Misconduct in the Absence of Invigilation
Challenge #7 – Verification of Knowledge Acquisition
Teaching and Pedagogy
Challenge #8 – Teaching Staff Training and Support
Research and Industry
Challenge #9 – Alumni Engagement
Challenge #10 – Student Retention
Digital Technologies
Challenge #11 – ICT Infrastructure
Challenge #12 – Digital Skills
Active Learning and Sustainable Development Goals (SDGs)
Innovation in the Virtual Classroom
Conclusions
Notes
References
Index