How Implicit Assumptions about Engineering Impacted Teaching and Learning during COVID-19

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...

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Bibliographic Details
Published inAdvances in engineering education Vol. 8; no. 4
Main Authors Deters, Jessica R, Paretti, Marie C, Case, Jennifer M
Format Journal Article
LanguageEnglish
Published American Society for Engineering Education 01.12.2020
Subjects
Beliefs
Cheating
College Faculty
COVID-19
Distance Education
Engineering Education
Pandemics
Student Attitudes
Teacher Attitudes
Undergraduate Students
Online AccessGet full text
ISSN1941-1766
1941-1766

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Summary: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.
ISSN:1941-1766
1941-1766