Page 3 - Abstract_Content_Development_15_Page
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2016 ASEE Rocky Mountain Section Conference
and developed during the quarter correcting minor errors identified by student feedback. Four
students were able to make the focus group meeting when usually 7-8 students out of 11 are in
attendance during class.
Several months before the focus meeting, one adjunct professor who taught the introductory
course (Fall 2015) and quality-checked the course material mentioned earlier reinforced
comment 3 of Table 1. The adjunct approached Professor Santiago saying that student feedback
on the videos and course content were very good and much appreciated by them
Due to workload and resource constraints, CEC decided to change its strategy and implement its
near-term plan to deliver the graduate engineering programs online since they are relatively
easier and have fewer courses to develop than the undergraduate ones.
Although the undergraduate plans were temporarily placed “on-hold”, the Engineering
Department wanted to leverage the success thus far from the piloted program. The full-time
faculty are continuing to investigate and refine its online delivery methods as well as producing
engaging content for future courses. For example, Professor Guo while teaching a second course
in circuit analysis, is modifying the existing labs for the myDAQ hardware in preparation for the
next round of content development. The ongoing challenge remains to carry on translating the
ground teaching style and active learning approach described in the next section and making it
suitable for online delivery of engineering courses. The paper will elaborate on comments 3 and
6 explaining the engineering department’s teaching philosophy and explaining how content was
generated. The video creation software ranged from simple screen capture to use of green-screen
techniques for producing more engaging content.
Before CEC presented its 2015 strategic plan to deliver engineering courses online in 2016,
Professor Santiago’s initial interest was already focused on developing and experimenting with
interactive and multimedia textbooks (or ebooks) in 2003, shortly after his retirement from the
U.S. Air Force that same year. Ideally, he would like multimedia textbooks consisting of videos
© American Society for Engineering Education, 2016
and developed during the quarter correcting minor errors identified by student feedback. Four
students were able to make the focus group meeting when usually 7-8 students out of 11 are in
attendance during class.
Several months before the focus meeting, one adjunct professor who taught the introductory
course (Fall 2015) and quality-checked the course material mentioned earlier reinforced
comment 3 of Table 1. The adjunct approached Professor Santiago saying that student feedback
on the videos and course content were very good and much appreciated by them
Due to workload and resource constraints, CEC decided to change its strategy and implement its
near-term plan to deliver the graduate engineering programs online since they are relatively
easier and have fewer courses to develop than the undergraduate ones.
Although the undergraduate plans were temporarily placed “on-hold”, the Engineering
Department wanted to leverage the success thus far from the piloted program. The full-time
faculty are continuing to investigate and refine its online delivery methods as well as producing
engaging content for future courses. For example, Professor Guo while teaching a second course
in circuit analysis, is modifying the existing labs for the myDAQ hardware in preparation for the
next round of content development. The ongoing challenge remains to carry on translating the
ground teaching style and active learning approach described in the next section and making it
suitable for online delivery of engineering courses. The paper will elaborate on comments 3 and
6 explaining the engineering department’s teaching philosophy and explaining how content was
generated. The video creation software ranged from simple screen capture to use of green-screen
techniques for producing more engaging content.
Before CEC presented its 2015 strategic plan to deliver engineering courses online in 2016,
Professor Santiago’s initial interest was already focused on developing and experimenting with
interactive and multimedia textbooks (or ebooks) in 2003, shortly after his retirement from the
U.S. Air Force that same year. Ideally, he would like multimedia textbooks consisting of videos
© American Society for Engineering Education, 2016
