In this study, the recently developed CIRE (Communication, Initiation, Reduction, and Extension) pedagogical model was modified to generate an effective framework for a virtual, fast-paced summer engineering course in a private university in Texas. Transitioning to fully online courses in the wake of COVID-19 required rectifying traditional instructional methods to overcome challenges such as the lack of academic resources and established campus practices, while simultaneously ensuring the academic development of students. Thus, a pedagogical framework known as the CIRE model was recently designed and implemented in a Rigid Body Dynamics course, which according to the study, generated favorable results. To test its accurateness, the proposed CIRE model was adopted for a Statics-Strength of Materials summer [six-week] course taught in a slightly different timeframe. The implementation of the model was a proactive approach to the fast-paced structure of the summer course and allowed the students to enhance their academic preparation despite the virtual setting attempt. As such, a survey was conducted with a cohort of twenty-four students to gauge responses and understand their perspectives regarding the pedagogical framework. Results indicate that the implementation of the CIRE model, with its two modified components, allowed engineering students to have a holistic understanding of the course material despite the fast-paced timeframe. Students were further able to successfully complete assignments individually and correlate theoretical aspects with engineering applications.
Marquez, E., & Garcia, S. (2022, March), INNOVATIONS IN ENGINEERING EDUCATION FOR FAST-PACED VIRTUAL SUMMER COURSES Paper presented at 2022 ASEE Gulf Southwest Annual Conference, Prairie View, Texas. https://peer.asee.org/39187
2022 ASEE Gulf Southwest Annual Conference