ABSTRACT
Universities face the challenges of an integrated, globalized world and new competencies required in the job market. In recent years, our institution, a large private multi-campus Mexican university, has been preparing for these new challenges by migrating its educational model from a traditional lecture modality to challenge-based learning, emphasizing competencies instead of educational objectives. Students take the Exploration Elective course during the third semester, a course outside their discipline, to explore another field. The School of Engineering and Sciences offers various Exploration Elective courses based on four avenues: Bioengineering and Chemical Process, Innovation and Transformation, Computer Science and Information Technologies, and Applied Sciences. In this contribution, we present the design of the Exploration Elective course and its implementation with large classes during the Covid-19 pandemic through synchronous distance education. We surveyed 649 students after they completed the class. They were enrolled in eight different courses at all 25 campuses. We report an overview of students' satisfaction with their achievement of the course's objectives, the implementation, the coordination among the professors, and the students' perceptions of the time and difficulty demands. The survey results showed a high level of student satisfaction with the exploration elective courses offered by the School of Engineering and Sciences. The course provided students from vastly different academic backgrounds the opportunity to learn about Science and Engineering through challenge-solving. © American Society for Engineering Education, 2021
ABSTRACT
Our institution, a private multi-campus Mexican university, is changing its educational model from traditional lecture instruction to challenge-based learning that emphasizes the development of specific competencies. Entering the School of Engineering and Sciences, students take the Engineering and Science Modeling course to introduce students to the university and its educational model by exploring four avenues: Bioengineering and Chemical Process, Innovation and Transformation, Computer Science and Information Technologies, and Applied Sciences. In this contribution, we report an overview of student satisfaction toward achieving the course's specific objectives, the students' perception of the importance of each avenue, and their perceptions of difficulty and time demands. We surveyed 1,499 students enrolled in programs in all four avenues of the School of Engineering and Sciences after completing the introductory course. The overall results of the survey showed a high level of student satisfaction. The students perceived that the course effectively conveyed the avenue contents and how the educational model works to develop and assess competencies. They valued having explored the different avenues of the school. The results also highlighted areas to improve to save students time in implemented activities. The latter could be due to the course's implementation during the COVID-19 pandemic, i.e., through synchronous distance education. Finally, the course also helped students reflect on their degree choices by making them solve problems they would not have faced if they did not take the course. © American Society for Engineering Education, 2021
ABSTRACT
The Covid-19 pandemic forced Higher Education classes to shift to online education. This sudden change required universities to respond rapidly, adapting their classes to remote courses maintaining quality educational delivery. In this context, our university implemented the Digital Flexible Model (DFM) to continue with its academic offer. The challenge involved moving 55, 000 classes per week to the DFM, attending 90, 000 students with 9, 400 professors, all in one week. At the end of the semester, a strategic survey was applied to a statistical sample of professors and students from the Engineering School to get feedback about their experience with the DFM. The results highlight takeaways to improve the instructional model and offer interesting reflections by gender from the experience of faculty and students. © 2021 IEEE.