Combining distance learning and in-class teaching into one course for graduate-level engineering management students has some distinct advantages and challenges. The course is not presented in an online teaching arrangement conducted via the internet while sitting at computers. Rather, it is a combination of in-class teaching and internet contact. For in-class students, it is a normal lecture course. For distance learning (DLN) students, lectures are recorded and posted the next day and are accessible online.
The Course
Engineering Management 545 is a graduate-level course for students engaged in the Engineering Management Program at the University of Michigan–Dearborn. It is primarily about managing people—oneself, others, and groups. It is taught one evening per week and consists of two segments: Organizational Behavior (OB) and Human Resource Management (HRM). Enrollment is typically eight to 10 in-class students and upwards of 20 DLN students, covering two 300-page textbooks. As a social science overview course, it exposes engineers to the concepts of OB, theories of leadership, and practices of management.
Advantages of This Arrangement
For DLN students, this arrangement has a triple learning advantage. First, it allows them to view lectures and accompanying power point slides. Second, it makes class materials available to them at any time. Lastly, materials can be viewed from anywhere they have an internet connection.
For me, as the instructor, there are further advantages. Many students work for companies with which I am acquainted—Ford, Chrysler, General Motors, John Deer, parts suppliers, and the military. Thus, I can give students feedback on their papers from an informed perspective. Also, having an undergraduate degree in science and having been in their situation, I can engage them in meaningful discussions. This is especially true when:
- Students are mature with up to 10 years of work experience.
- I can communicate with them like colleagues.
- I can relate to and provide flexibility for their travel schedules.
- I ask them about the merits of exercises and assignments to their careers.
Challenges of This Arrangement
One major challenge for me is that I am limited to the podium—in front of the camera and in front of the microphone. I cannot wander around the classroom and engage students one-on-one. Another is that while in-class students take exams normally, DLN students are required to have a proctor to whom tests can be sent electronically. The proctor administers the test and returns it to the distance learning office. A third challenge is that DLN students cannot participate in face to face group exercises and discussions.
Frequent Reminders
I remind students that as engineering managers they will be managing people who have individual differences, quirks, and eccentricities. I tell them, “Some will be like you but most of them will not, even if they are engineers.” My most frequent reminder is that when students become managers, they will do more people stuff and less engineering stuff. “If management is your goal,” I say, “you cannot escape doing HR related things, such as hiring, communication, motivation, training, team building, and organizational change.” I also point out that they will be faced with managing never-ending change and ask the question: “What change is happening in your company?” An elaborate discussion always follows that draws on their experiences with change and draws on my experience as an organizational change facilitator.
Some Things You Can Do
Your distance learning setup may not be like the one outlined here. However, there are a few things that you can try to make your experience teaching OB and HRM to engineering students effective and much more interesting for yourself and the students.
- Assign paper and pencil surveys and exercises to both in-class and DLN students that can be administered online, and require them to write two-page (max) papers about their experience with the exercises.
- Make the writing assignments personal by having them answer specific questions: What was your experience? What surprised you? What was the most important thing that you learned? What did you learn about leadership?
- As a final project, I require students to interview three managers above them in their company, and write a term paper about what they learned from their leaders. This turns out to be the highlight of the course.
- Give students helpful and supportive feedback, not merely corrections. If a paper is well done, say so. If it is interesting, say so. If you, as the instructor, have learned something from it, say so. This practice will earn you fulfilling returns.
