Eva Schiorring

Case study: using MOOCs for conventional college coursework

In Spring 2013 San José State University (SJSU) launched SJSU Plus: three college courses required for most students to graduate, which used massive open online course provider Udacity’s platform, attracting over 15,000 students. Retention and success (pass/fail) and online support were tested using an augmented online learning environment (AOLE) on a subset of 213 students; about one-half matriculated. SJSU faculty created the course content, collaborating with Udacity to develop video instruction, quizzes, and interactive elements. Course log-ins and progression data were combined with surveys and focus groups, with students, faculty, support staff, coordinators, and program leaders as subjects. Logit models used contingency table-tested potential success predictors on all students and five subgroups. Student effort was the strongest success indicator, suggesting criticality of early and consistent student engagement. No statistically significant relationships with student characteristics were found. AOLE support effectiveness was compromised with staff time consumed by the least prepared students.

Patterns of persistence: what engages students in a remedial english writing MOOC?

MOOCs have the potential to help institutions and students needing remedial English language instruction in two ways. First, with their capacity to use a wide range of instructional approaches and to emphasize contextualized and visual learning, MOOCS can offer potentially more effective pedagogical approaches for remedial students. Second, if students increase success meeting college-level English competencies, MOOCS can help institutions and students conserve their limited resources. Similarly, MOOCs offer domestically and international employers opportunities to provide professional development to workers both in ways that are flexible, affordable and interactive.

Starting a new conversation: An engineering faculty advisor development program

This work addresses a gap in the professional development of engineering faculty: student advising. The development and assessment of the Designated Faculty Advisor program is described, including training components, student and faculty responses, and future plans.

Development of an ocean-themed introduction to engineering & technology course for freshmen students

The paper provides an overview of the development of a new Introduction to Engineering and Technology course for freshmen students. The course provides an opportunity to introduce engineering students early on to the field of ocean engineering and opportunities in the Navy STEM field. The course relies heavily on a hands-on laboratory component that builds on technical content introduced in the lecture. The centerpiece of the class is the design and build of a mini-ROV by student teams. The results of a survey indicate that the ROV activity had the highest impact on increasing student understanding of what it means to be an engineer or technologist. More than three quarters of the students indicated that they were interested in considering ocean engineering/technology career opportunities. Almost half of the students indicated that they were interested or very interested in considering career opportunities in a Naval STEM field.