| Title: |
How Implicit Assumptions about Engineering Impacted Teaching and Learning during COVID-19 |
| Language: |
English |
| Authors: |
Deters, Jessica R. (ORCID 0000-0001-8766-9548); Paretti, Marie C. (ORCID 0000-0002-2202-6928); Case, Jennifer M. (ORCID 0000-0002-0186-9803) |
| Source: |
Advances in Engineering Education. Fall 2020 8(4). |
| Availability: |
American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Peer Reviewed: |
Y |
| Page Count: |
5 |
| Publication Date: |
2020 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
1735139 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Engineering Education; COVID-19; Pandemics; Distance Education; Teacher Attitudes; Beliefs; Undergraduate Students; College Faculty; Student Attitudes; Cheating |
| ISSN: |
1941-1766 |
| Abstract: |
The COVID-19 crisis has challenged engineering educators with unplanned moves to remote delivery, providing an opportunity to examine the implicit beliefs that drive pedagogical practices in engineering. Drawing on Godfrey's (2015) framework for engineering education culture, core beliefs about engineering as a way of doing emerged, including fear of cheating, valuing of hardness, and views on flexibility. Concerns around cheating and hardness raise critical questions about the beliefs driving engineering pedagogy. In contrast, practices that prioritize flexibility such as providing recordings of lectures and slides and holding virtual office hours and review sessions allowed students more easily to participate. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1287294 |
| Database: |
ERIC |