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Expanded Advice from Coordinators of Large-enrollment First-year Engineering Courses

机译：扩大了大招生第一年工程课程协调员的建议

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This paper expands upon the coordination experiences and best practices of faculty coordinators within the Department of Engineering Education at Virginia Tech, some of whom have been managing large enrollment introductory engineering courses for several years. Since 2012, enrollment has increased from 1200+ to 1700+ students. In fall 2013, the courses underwent a significant change in curriculum and the format of the delivery to students. New challenges for coordination arose due to increasing enrollment, technology-related modifications, significant alterations to the curriculum, and availability of lab resources for prototyping and testing. Also, the department piloted a way to increase instructor autonomy while considering the role of coordination. This paper addresses some of the basic issues that those teaching common courses have such as fairness across sections and orientation of new instructional staff; the focus is on experiences and practices that address more recent changes to the course. The authors aim to describe strategies to enhance the quality and efficiency of the management of curricular content, training of personnel, and overall logistics that other course coordinators may find useful.
机译：本文扩大了弗吉尼亚科技工程教育部内部教师协调员的协调经验和最佳实践，其中一些人在几年内管理大型入学介绍工程课程。自2012年以来，入学人数从1200 +增加到1700多名学生。 2013年秋季，该课程在课程中经历了重大变化和向学生提供的方式。由于增加的注册，技术相关的修改，课程的显着改变以及用于原型测试和测试的实验室资源的可用性而导致的新挑战。此外，该部门试图在考虑协调作用的同时提高教练自治的方法。本文涉及教学普通课程的一些基本问题，如新教学人员的部分和方向的公平;重点是解决了对课程更新变化的经验和实践。作者旨在描述提高课程内容管理质量和效率，人员培训以及其他课程协调员可能会发现有用的策略。

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