Doing Design Differently: Hybrid Teaching in the age of Covid-19

ABSTRACT

Somewhat uniquely, in our department, we teach a version of engineering design to each of 4 year groups registered for the M.Eng (masters in engineering) in chemical engineering. These design projects culminate with a final-year group design, but students are introduced to group design in their second week of their first year of study. The first-year design project deliverables are assessed, but equally the design project serves as an opportunity for students to get to know one another through organised group work and serves as an introduction to the concept of design in a chemical engineering context. The first-year design project has traditionally been taught face-to-face (F2F), with the design project taught in 2 cohorts of ~75 students to accommodate the students enrolled in the first year of the programme (approximately 150-160 in total). Lockdown restrictions last year due to the COVID-19 pandemic (COVID) meant that the design project was redesigned as a remote teaching model which was delivered very successfully using Microsoft TEAMS. This academic year, some restrictions have lifted and as a result of which a hybrid model for teaching the first-year design project has been adopted. In this paper, this hybrid model of teaching is discussed along with the challenges faced in designing and delivering it. For example, one of the main challenges we faced was how to keep students and staff safe when they were on campus, which was not a concern pre-pandemic. Important decisions have been made about how to vary assessment measures [1] for example by having students give a pre-recorded, non-assessed group presentation, and to then use the constructive feedback to prepare a live, assessed, group presentation. Similarly, we were obliged to re-consider how best to support peer-to-peer collaboration [2] with students being set collective goals, and meeting face-to-face on a group rotational basis once a week with contribution and attendance being periodically monitored. Furthermore, students were encouraged to make use of sanitised study space in the department, and to actively converse through TEAMS as and when appropriate. Additionally, challenges arose with managing academic support effectively with most of the support offered face-to-face through team teaching in blocks. Other challenges faced included ensuring the available teaching space could be kept safe [3], and that time could be managed effectively. The disadvantages and benefits of adopting a hybrid model of teaching are explored from both staff and student viewpoints, by critically reflecting on student evaluations for the module and the perceptions of staff retrospectively. © American Society for Engineering Education, 2022