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2016 ASEE Rocky Mountain Section Conference
focus on teaching, the full-time instructor carries a typical workload of four courses/per quarter.
Consequently, each instructor has taught between thirty to forty different engineering courses,
including math and physics during their stretch at CTU. However, with this recent online
initiative, the instructors have been downloaded to 2-3 classes for one year to focus on content
creation and instructional delivery.
To gain experience for developing and delivering of online courses, four instructors (which
includes the Engineering Department Chair and the authors) were all involved in creating content
for an introductory course during the Summer Quarter and Fall Quarter of 2015. Professor Guo
was the lead professor integrating the content from other instructors. The planned rollout of the
first course was intended to refine the content during these three quarters before delivering the
polished version of the first course fully online in 2016.
During this development
cycle, the department created
a YouTube channel entitled,
‘STEM Videos for the
Flipped Classroom’ and
gained valuable skills and
insights when creating and
testing the content for online
delivery. Figure 1 is a
screenshot of the
department’s channel.
Throughout this development,
integrating the engineering
content in support of the
flipped classroom philosophy by CTU with CEC’s learning management system (LMS) and its
adaptive learning (AL) software1 at Chicago, required frequent coordination to ensure a
rewarding learning experience for the student. Results of CEC’s AL software with trigonometry
and pre-calculus courses for the blended learning model appeared in the 2016 ASEE
Conference1. The Engineering Department intends to use the AL software to provide more
practice in solving problems by automating and generating homework problems in future
development of engineering courses. For example, random values of circuit components in
various network configurations are generated for each student. Here, students can solve a variety
of circuit analysis problems that are different and not repeated for each student using different
solution methods.
During the 2016 Winter Quarter, CTU held a Pilot Focus meeting that served as an end-of-course
feedback in March. Face-to-face student group interviews about the effectiveness of the piloted
course was discussed. The course instructor, Professor Guo, was not present during the group
interview in order to promote more honest feedback and a less threatening environment. The
interview was conducted by the College of Engineering Dean and Engineering Department
Chair. Table 1 are meeting notes summarizing the results from student comments. In general,
the overall content and instructional delivery was well received. The content was further refined
© American Society for Engineering Education, 2016
focus on teaching, the full-time instructor carries a typical workload of four courses/per quarter.
Consequently, each instructor has taught between thirty to forty different engineering courses,
including math and physics during their stretch at CTU. However, with this recent online
initiative, the instructors have been downloaded to 2-3 classes for one year to focus on content
creation and instructional delivery.
To gain experience for developing and delivering of online courses, four instructors (which
includes the Engineering Department Chair and the authors) were all involved in creating content
for an introductory course during the Summer Quarter and Fall Quarter of 2015. Professor Guo
was the lead professor integrating the content from other instructors. The planned rollout of the
first course was intended to refine the content during these three quarters before delivering the
polished version of the first course fully online in 2016.
During this development
cycle, the department created
a YouTube channel entitled,
‘STEM Videos for the
Flipped Classroom’ and
gained valuable skills and
insights when creating and
testing the content for online
delivery. Figure 1 is a
screenshot of the
department’s channel.
Throughout this development,
integrating the engineering
content in support of the
flipped classroom philosophy by CTU with CEC’s learning management system (LMS) and its
adaptive learning (AL) software1 at Chicago, required frequent coordination to ensure a
rewarding learning experience for the student. Results of CEC’s AL software with trigonometry
and pre-calculus courses for the blended learning model appeared in the 2016 ASEE
Conference1. The Engineering Department intends to use the AL software to provide more
practice in solving problems by automating and generating homework problems in future
development of engineering courses. For example, random values of circuit components in
various network configurations are generated for each student. Here, students can solve a variety
of circuit analysis problems that are different and not repeated for each student using different
solution methods.
During the 2016 Winter Quarter, CTU held a Pilot Focus meeting that served as an end-of-course
feedback in March. Face-to-face student group interviews about the effectiveness of the piloted
course was discussed. The course instructor, Professor Guo, was not present during the group
interview in order to promote more honest feedback and a less threatening environment. The
interview was conducted by the College of Engineering Dean and Engineering Department
Chair. Table 1 are meeting notes summarizing the results from student comments. In general,
the overall content and instructional delivery was well received. The content was further refined
© American Society for Engineering Education, 2016
