Engineering by Remote Online Learning During COVID-19

Abstract Living with the Covid-19 pandemic has been a challenge. The decision in March 2020 to flatten the curve and control the transmission of the SARS Covid-19 virus by lockdown, forced educators across all levels to aggressive consider, evaluate, and incorporate Learning Management System LMS and collaboration platforms for virtual classroom instruction. For engineering educators, the LMS is often utilized as a complement to in person classroom instruction. Platforms choices included, but were not limited to Canvas, Blackboard, Microsoft Teams and Google Classroom. The adaptation and integration of video conferencing software also became increasing significant. Educators had to quickly overcome the learning curve and effectively utilize Google Meets, Zoom, Slack or Skype to satisfy their classroom needs. The challenge becomes not only how to get proficient with these tools, but in short order, figure out how best use them for effective pedagogy. These tools had to be integrated without having them become an ineffective distraction. All this while content was retooled for the transition to a fully online teaching modality. How do you satisfy the required learning outcomes, and still maintain effective academic rigor. This paper will look at some of these questions. Studies in several STEM related disciplines have shown that it is possible for remote instruction to preserve academic rigor, satisfy the programs required learning outcomes all while maintaining academic integrity . Still many issues are at play that affect how to realistically and efficiently engage remote students. We will look at some of these remote learning challenges encountered at Engineering Technology program at Queensborough Community College of the City University of New York CUNY. We present here some of the techniques and strategies employed to overcoming the difficulties of remote learning at a minority serving institution. Some of the complexities included how to engage learners with limited or inconsistent internet access, the strategies and decisions in using synchronous versus asynchronous delivery. One of our particular concern was how would instructors to be able to teach and conduct laboratory experiments in this remote mindset. Instructors were also mindful of the social isolation of our students and the need to create a community like environment as we isolated physically. We will also look at how our assessment strategies had to evolve, from the traditional multiple-choice exam, to other methods all while still preserving the academic integrity.