ABSTRACT
As engineering and technology continue to evolve, so should the use of such innovations in engineering pedagogy. Standard course learning modules have not often utilized technology to assist in learning of engineering principles and concepts;that is, until the COVID-19 pandemic required teachers and students to use technology more frequently in a virtual teaching/learning environment. Therefore, it is even more critical now that engineering pedagogy be adapted to incorporate technology in the classroom to enhance student learning of complex engineering concepts. In this study, a team of Civil Engineering professors has set out to incorporate technology into their classrooms to help students gain a stronger understanding of the fundamental building blocks of Civil Engineering. A series of comprehensive educational video and simulation-based learning modules were created for the Civil Engineering subdisciplines of environmental, geotechnical, transportation, and structural engineering. The development and implementation of such technology-based learning modules offer new opportunities to teach students the complex concepts of Civil Engineering through visual means. The efficacy of the learning modules were evaluated through student assessment surveys for: (1) the appropriateness of the module in aiding the introduction of course content, (2) the effectiveness of the module in enhancing student understanding of course content, and (3) the overall perception of students of the module. Implementation of the modules into the classroom has shown that students responded positively to the modules, referencing the modules as both engaging and comprehensive in aiding their understanding of course content. © American Society for Engineering Education, 2021
ABSTRACT
The Civil and Environmental Engineering (CEE) Department at Midsized Northeastern University was awarded The National Science Foundation's Revolutionizing Engineering and computer science Departments (RED) grant in 2016 with the hopes of allowing engineering programs to improve the inclusion of minorities over the course of five years. The CEE Department used this opportunity to create a research group called Revolutionizing Engineering Diversity (RevED) that focuses on all underrepresented and underserved groups. The researchers used the grant to help change admissions as well as incorporate inclusive pedagogical practices. Currently, RevED is in the fifth year of the grant and has since spread out to utilize the Engineering Education Department and the Faculty Development Center to help broaden the impact of the grant to other students outside of the CEE Department. The RevED researchers were successful in helping develop a certification program for faculty and staff members to participate in. While there have been positive developments, the research group had to look at the effects of COVID-19 on the lives of students. RevED has utilized data regarding the impacts of the pandemic and will be looking to further develop insight on student experiences. While the poster will feature information on the changing student demographics and student perception of the climate of diversity, the impact of the pandemic will also be shown to see how students are affected and how to better address the needs of underrepresented and underserved students. © American Society for Engineering Education, 2021