Electric Vehicle and Electrical Engineering Teaching Experience During Pandemic Disease

During the three years of Pandemic Disease, the world of academic teaching has had a substantial change. The usual in-person or face-to-face teaching has been transformed into online teaching. For electrical engineering, the instruction usually includes heavyweight experiments or practical tests;therefore, online teaching faces challenges. A recent electric vehicle course has been proposed in the Master level and the challenge of the course is reported in this paper. The experience that has been encountered is discussed and the proposed method of teaching is described in the paper. Useful experience and learning outcomes are listed. Data are collected before and after the Covid-19 teaching. It is found that online education did not deteriorate the learning outcome. © 2022 IEEE.

'Socially Distanced Community Engagement' -Teaching GIS Site-Analysis during COVID

In the era of COVID, project-based classes that incorporate community engagement (i.e., interacting with both a physical site and members of the community) as part of their learning approach, have taken a significant blow. When connecting with people becomes an unhealthy practice, how can site-based learning remain embedded in engineering teaching and practice while accommodating virtual education instruction? Within civil and environmental engineering (CEE), GIS mapping has allowed students to step outside the classroom and engage with site-based work while focusing on spatial learning technologies. The open-ended processes of spatial data gathering can be used to draw students into community observation, inviting a focus on ecological and social interactions of infrastructure, site, community, and equity. However, in the era of COVID, the full range of site-based learning processes, including community engagement, are impossible to implement. This paper describes two amended processes for site-based learning through GIS data practices during the post-COVID shutdown period. Pre-COVID versions of the exercises asked student teams to explore a single site by observing and mapping infrastructure. This involved documenting community use of space and interacting with the local community to obtain multi-layered data on social equity, economic, and physical aspects of the site. However, two primary changes were made: in one class students were asked to explore their own local environment rather than travel to a shared site of focus. In the other, student teams collected only visual site-data foregoing the community engagement component. These students then connected electronically with community partners to gather social data. The study draws on data from student participation in two different classes: a large introductory class and a smaller advanced class. Data includes a qualitative analysis of exit interviews with a sub-set of both undergraduate and graduate student participants. This paper examines to what extent the site-based practices retain value given the limits imposed by social distancing, and whether these workarounds reveal unexpected strategies which might be applicable to future remote learning, and to community-based learning even when physical reconnection is allowed. © American Society for Engineering Education, 2022.

Implementing Digital Learning to Enhance Post-Pandemic Civil Engineering Teaching

Civil engineering education needs to be adapted to accommodate the technological innovations and promote a culture of innovation. Future civil engineers should learn new knowledge and skill to use the emerging technologies, such as online learning tools, smart devices, remote control technology and so on. Current research suggests that replacing the traditional lecture-type instruction with interactive technological tools may enhance students' learning. The rapid transition to online learning during the COVID-19 lockdown triggered a boost of technology adoption among higher education instructors. For more than two years into the pandemic, the effect of digital learning on higher education has been remarkably profound. We are going through a change that has not happened for decades in traditional classrooms and a new digital world is forming. The pandemic has dramatically accelerated the adoption of digitized learning modes, such as live-streaming videos, recorded videos, video conferences, screen sharing, 3D graphics, online chatting, cloud file storage and transfer. Both instructors and students are getting used to technology adoption in the classroom instruction. The advantages of technology use in teaching, such as time flexibility, accessibility and convenience, are evident. As we expect a light at the end of tunnel for the pandemic, it is of tremendous interest to know how digital learning will impact post-pandemic classroom instruction. In this paper, the effect of digital learning on civil engineering classroom instructions during the pandemic time are studied, and surveys were conducted in three civil engineering courses over the four consecutive semesters from Spring 2020 to Fall 2021, and the quantitative survey results are analyzed and compared. Effective strategies to improve the post-pandemic civil engineering classroom instructions are proposed according to the survey results and classroom observations. The digital learning approaches are proven very effective and preferred by the students and the instructors to supplement the in-person lectures. © American Society for Engineering Education, 2022

VIRTUAL PARADE GAME FOR LEAN TEACHING AND LEARNING IN STUDENTS FROM BRAZIL AND CHILE

The use of games in engineering teaching is common practice in classes with lecturers all over the world. However, due to the COVID-19 pandemic, undergraduate civil engineering education became virtual and remote. In this context, many games traditionally played in person among students have undergone adaptations to the digital environment. The game "Parade of Trades" or "Parade Game" is used worldwide to teach the effects of variability in construction workflows in linear, dependent and sequential production systems. An adapted version of the game to the virtual environment was proposed by ASKM & Associates LLC and Navilean LLC. It was presented at the International Group for Lean Construction Congress (IGLC 2020). This version of the Parade Game was applied in three different high education institutions in Brazil and Chile. The game's effectiveness for teaching the variability concept was tested by administering a questionnaire before and after the game with the Production Planning and Control course's students in Civil Engineering. The main contribution of this study is the evaluation of learning brought by the game. Results show an increase of 20% in the correct answers in the post-game questionnaire, demonstrating that the students captured the game's main concepts. © Prof. Luis F. Alarcón and Assoc. Prof. Vicente González, IGL2021 All rights reserved.

A report on the fifth workshop on software engineering education (SEED 2022)

The 5th International Workshop on Software Engineering Education (SEED 2022), co-located with the 15th Innovations in Software Engineering Conference (ISEC 2022), aims to provide a unique forum to bring together researchers, educators, students, and practitioners to report on their experiences and their ongoing efforts in meeting the recent demands of remote teaching and learning in Software Engineering. The theme of SEED 2022 is Software Engineering Education amid a global pandemic - How can software engineering teaching meet the challenge of the sudden shift to online education triggered by the COVID-19 pandemic? Strategies for project-based learning, hybrid learning, blended learning, use of tools in teaching and learning are specifically targeted in this workshop. Further, it aims to provide a unique opportunity to Software Engineering educators and practitioners to come together and build collaborations for Software Engineering education research and practice. © 2022 Owner/Author.

How we turned fully digital due to covid-19: Two control engineering teaching experiences

While living in a digital era, both teachers and students of Engineering Courses were not ready for the drastic change associated with the Covid-19 first confinement (March 2020). This forced change from a presential mode to a fully online mode provided teaching/leaning difficulties as well as new opportunities. Moreover, as most engineering courses require laboratory practice, on-line teaching raised additional challenges. This paper reports two different experiences in two different Control Engineering university courses in the North of Portugal. The goal is to share some learning tools that are particularly relevant in the pandemic time we are living: pocket-sized laboratory kits that students can easily take home and experience real-world control contents;an open Mural that can serve as an exchange of knowledge. Perceptions received both from students and lecturers regarding these two experiments are presented. © 2021 IEEE.