Developing a Comprehensive Online Transfer Engineering Curriculum: Assessing the Effectiveness of an Online Engineering Graphics Course Article Swipe
Amelito Enriquez
,
Erik Dunmire
,
Nicholas Langhoff
,
Thomas Rebold
,
Eva Schiorring
,
Tracy Huang
·
YOU?
·
· 2016
· Open Access
·
· DOI: https://doi.org/10.18260/p.26713
YOU?
·
· 2016
· Open Access
·
· DOI: https://doi.org/10.18260/p.26713
Community colleges play an important role in educating future scientists and engineers, especially among students from groups that are traditionally underrepresented in science, technology, engineering, and mathematics. Community college transfer programs offer lower-division courses that students can take in preparation for transfer to a four-year program. For many small community colleges, however, developing a comprehensive transfer engineering program that prepares students to be competitive for transfer can be challenging due to a lack of facilities, resources, and local expertise. As a result, engineering education becomes inaccessible to many community college students. Through a grant from the National Science Foundation Improving Undergraduate STEM Education program (NSF IUSE), three community colleges from Northern California collaborated to develop resources and teaching strategies to enable small-to-medium community college engineering programs to support a comprehensive set of lower-division engineering courses that are delivered either completely online, or with limited face-to-face interactions. This paper focuses on the development and testing of the teaching and learning resources for Engineering Graphics, which is a four-unit course (three units of lecture and one unit of lab) covering the principles of engineering drawings, computer-aided design (using both AutoCAD and SolidWorks), and the engineering design process. The paper also presents the results of the pilot implementation of the curriculum, as well as a comparison of the outcomes of the online course with those from a regular, face-to-face course. Student performance on labs and tests in the two parallel sections of the course are compared. Additionally student surveys and interviews, conducted in both the online and face-to-face course are used to document and compare students’ perceptions of their learning experience, the effectiveness of the course resources, their use of these resources, and their overall satisfaction with the course.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.18260/p.26713
- https://peer.asee.org/26713.pdf
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- gold
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All OpenAlex metadata
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https://openalex.org/W2599116048Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.18260/p.26713Digital Object Identifier
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Developing a Comprehensive Online Transfer Engineering Curriculum: Assessing the Effectiveness of an Online Engineering Graphics CourseWork title
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articleOpenAlex work type
- Language
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enPrimary language
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2016Year of publication
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2016-07-07Full publication date if available
- Authors
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Amelito Enriquez, Erik Dunmire, Nicholas Langhoff, Thomas Rebold, Eva Schiorring, Tracy HuangList of authors in order
- Landing page
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https://doi.org/10.18260/p.26713Publisher landing page
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https://peer.asee.org/26713.pdfDirect link to full text PDF
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YesWhether a free full text is available
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goldOpen access status per OpenAlex
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https://peer.asee.org/26713.pdfDirect OA link when available
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Curriculum, Engineering education, Community college, Computer science, Unit (ring theory), Set (abstract data type), Engineering management, Mathematics education, Engineering, Medical education, Pedagogy, Psychology, Programming language, MedicineTop concepts (fields/topics) attached by OpenAlex
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2Total citation count in OpenAlex
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2024: 1, 2020: 1Per-year citation counts (last 5 years)
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.online, | 141 |
| abstract_inverted_index.overall | 282 |
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| abstract_inverted_index.support | 128 |
| abstract_inverted_index.surveys | 246 |
| abstract_inverted_index.testing | 154 |
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| abstract_inverted_index.Northern | 111 |
| abstract_inverted_index.colleges | 2, 109 |
| abstract_inverted_index.covering | 178 |
| abstract_inverted_index.document | 260 |
| abstract_inverted_index.however, | 52 |
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| abstract_inverted_index.parallel | 237 |
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| abstract_inverted_index.programs | 31, 126 |
| abstract_inverted_index.regular, | 225 |
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| abstract_inverted_index.sections | 238 |
| abstract_inverted_index.students | 15, 36, 61 |
| abstract_inverted_index.teaching | 118, 157 |
| abstract_inverted_index.transfer | 30, 42, 56, 66 |
| abstract_inverted_index.Community | 1, 28 |
| abstract_inverted_index.Education | 103 |
| abstract_inverted_index.Graphics, | 163 |
| abstract_inverted_index.Improving | 100 |
| abstract_inverted_index.colleges, | 51 |
| abstract_inverted_index.community | 50, 89, 108, 123 |
| abstract_inverted_index.compared. | 243 |
| abstract_inverted_index.conducted | 249 |
| abstract_inverted_index.delivered | 138 |
| abstract_inverted_index.drawings, | 183 |
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| abstract_inverted_index.education | 84 |
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| abstract_inverted_index.resources | 116, 160 |
| abstract_inverted_index.students. | 91 |
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| abstract_inverted_index.Foundation | 99 |
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| abstract_inverted_index.competitive | 64 |
| abstract_inverted_index.curriculum, | 208 |
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| abstract_inverted_index.interviews, | 248 |
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| abstract_inverted_index.preparation | 40 |
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| abstract_inverted_index.Additionally | 244 |
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| abstract_inverted_index.engineering, | 25 |
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| abstract_inverted_index.mathematics. | 27 |
| abstract_inverted_index.satisfaction | 283 |
| abstract_inverted_index.Undergraduate | 101 |
| abstract_inverted_index.comprehensive | 55, 130 |
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| abstract_inverted_index.interactions. | 146 |
| abstract_inverted_index.traditionally | 20 |
| abstract_inverted_index.computer-aided | 184 |
| abstract_inverted_index.implementation | 205 |
| abstract_inverted_index.lower-division | 33, 133 |
| abstract_inverted_index.small-to-medium | 122 |
| abstract_inverted_index.underrepresented | 21 |
| cited_by_percentile_year.max | 94 |
| cited_by_percentile_year.min | 89 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 6 |
| citation_normalized_percentile.value | 0.25838394 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |