The Great Divide: Online vs. On-Campus Teaching Preferences in Engineering Education

The shift toward online learning (hustled along by the pandemic when academic programs were forced to go online) has revealed distinct preferences among engineering faculty and students, creating an ongoing dialogue about the most effective teaching approaches for this traditionally hands-on field.

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Faculty Perspectives on Engineering Education Delivery

Engineering faculty who favor online teaching often appreciate the flexibility it provides in balancing their teaching loads with industry consulting work or professional development. Many community college engineering instructors work in multiple settings or maintain active industry connections, making the elimination of commute time particularly valuable. They find that online platforms can effectively deliver theoretical engineering concepts and allow students to work at their own pace through complex mathematical derivations and design principles.

However, a significant majority of engineering faculty remain strong advocates for in-person instruction. In a recent national survey, 55 percent of instructors across all disciplines reported preferring face-to-face teaching, with engineering faculty showing even stronger preferences for traditional delivery methods. Engineering educators emphasize that their field requires unique pedagogical approaches that are difficult to replicate online. They argue that the discipline's emphasis on hands-on problem-solving, laboratory experimentation, and design thinking requires the immediate feedback and collaborative environment that physical classrooms provide.

The challenge is particularly acute for laboratory courses. As one study noted, "Laboratory education is central in engineering studies, and it is a challenge to deliver remotely." Faculty consistently report that practical engineering courses requiring hands-on experience with equipment, materials testing, and real-world problem-solving are less effective when taught online and should be conducted in traditional engineering laboratories.

Student Needs and Preferences

Student preferences in engineering education are notably complex and often differ from their counterparts in other disciplines. Working adults and non-traditional students—who make up a significant portion of community college engineering programs—often gravitate toward online courses for their convenience and flexibility. These students frequently balance full-time jobs, family responsibilities, and educational goals, making the scheduling flexibility of online learning attractive.

However, engineering students face unique challenges in online environments. Research has found that online engineering students often struggle with the lack of hands-on experience that is fundamental to engineering education. Students have reported particular difficulties with remote laboratory components, noting that virtual simulations cannot fully replicate the tactile learning and real-world problem-solving that traditional labs provide.

Studies have shown that engineering students in online courses may face lower completion rates and different learning outcomes compared to their in-person peers. The nature of engineering coursework—with its emphasis on spatial reasoning, hands-on experimentation, and collaborative design projects—presents particular challenges for remote delivery.

The Laboratory Challenge

Perhaps nowhere is the online versus in-person debate more pronounced than in engineering laboratory education. Traditional engineering labs provide students with direct experience using instrumentation, working with physical materials, and troubleshooting real-world problems. These experiences develop crucial engineering skills that are difficult to replicate in virtual environments.

While virtual laboratories and simulations have improved significantly, research indicates they currently "lack the ability to completely replace hands-on labs in engineering education." However, virtual labs do show promise in enhancing student motivation and engagement, particularly when used to supplement rather than replace traditional laboratory experiences.

Some engineering programs have found success with hybrid approaches that combine virtual pre-lab activities, remote data collection, and in-person analysis and discussion. This model allows students to prepare thoroughly before hands-on sessions while maintaining the essential tactile learning components.

Emerging Solutions and Future Directions

Engineering educators are exploring innovative approaches to bridge the gap between online convenience and hands-on requirements. Virtual and augmented reality technologies show promise for enhancing online engineering education, allowing students to interact with 3D models and simulated environments that closely approximate real-world engineering challenges.

Remote laboratories—where students control actual equipment from a distance—represent another emerging solution. These systems allow students to conduct real experiments with physical equipment while maintaining the flexibility of remote access.

The most successful engineering programs are recognizing that both modalities serve important purposes in their unique educational context. Rather than forcing a one-size-fits-all approach, they're offering diverse options that accommodate the varied needs of both faculty expertise and student populations. Theoretical courses and design principles may translate well to online delivery, while laboratory work and hands-on applications continue to require in-person instruction.

The key lies in thoughtful course design that leverages the strengths of each modality while addressing the specific learning objectives of engineering education. As the field continues to evolve, the most effective programs will likely be those that strategically blend online and in-person elements to create comprehensive engineering learning experiences.

Making Your Next Move: Advise On Finding That Second Job

Over the past couple of months, several former students have contacted me seeking career advice - help with resumes, discussions about potential career pivots, and general guidance on their professional paths. What strikes me is that they're all at the same career stage: 5-6 years into their engineering roles. While they appear successful in their current positions, there's an underlying sense of curiosity about what else might be available. Here's some advice on how to navigate a transition like this strategically.

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The job search process at this career stage presents unique challenges compared to landing
that first position. You now bring substantial experience and proven capabilities, but you're also weighing factors like long-term career direction, advancement potential, and professional fulfillment. Approaching this transition requires a more nuanced strategy than the entry-level job hunt.

Clarify Your Career Direction

Unlike your first job search, you now have real workplace experience to guide your decisions. Reflect on what you enjoyed and what you want to change. Are you looking to advance in your current field, pivot to a new industry, or take on more responsibility? This clarity will help you target opportunities that align with your evolving career goals rather than just any available position.

Expand Your Professional Network

Your network has likely grown since starting your career. Reconnect with former colleagues, maintain relationships with current coworkers, and expand your industry connections. Former colleagues who've moved to other companies can be especially valuable sources of opportunities and insights. Don't forget to nurture relationships with clients, vendors, or partners you've worked with professionally. I found it interesting that all contacts made came via LinkedIn.

Showcase Your Professional Achievements

Your resume should now highlight concrete accomplishments from your work experience. Use specific metrics and results wherever possible—did you increase sales, improve processes, or lead successful projects? Replace academic experiences with professional ones, and demonstrate how you've grown in your role. Your cover letter should tell the story of your career progression and future aspirations.

Navigate the Search Discreetly

Job searching while employed requires discretion. Use personal email and phone numbers, schedule interviews during lunch breaks or personal time, and be mindful of your LinkedIn activity. Consider whether you want to signal you're open to opportunities on LinkedIn, but be aware that colleagues might notice. Maintain professionalism and avoid using company resources for your search.

Negotiate With Confidence

With experience under your belt, you're in a stronger position to negotiate salary, benefits, and working conditions. Research market rates for your role and experience level. You now have a baseline from your current position, so consider the total compensation package, including growth opportunities, work-life balance, and company culture. Don't be afraid to advocate for yourself.

Stay Resilient and Organized

Job searching is a numbers game that requires persistence. Track your applications, follow up appropriately, and learn from each interaction. Rejection isn't personal—it's often about fit, timing, or competition. Use feedback to improve your approach.

Time Your Transition Thoughtfully

Unlike your first job search, timing matters more now. Consider your current projects, upcoming reviews, bonus cycles, and stock vesting schedules. Plan to leave on good terms—you may want to return someday or work with these colleagues again. Give appropriate notice and offer to help train your replacement.

Your second job search is about strategic career advancement, not just finding any opportunity. Take time to evaluate what success looks like for you and pursue roles that align with your long-term goals. With experience as your foundation, you can be more selective and confident in your choices.

1967: The Summer of Ten

Some summers stay with you forever. The summer of 1967 was one of those—caught between childhood and a world at war, between the Red Sox chasing their Impossible Dream and Vietnam on the evening news.

This is my story of being ten years old when parents tried to shield their children from distant battles, and the simple act of pulling weeds with your father felt like the most important thing in the world. Sometimes the most profound memories are built from the smallest details: dirt under fingernails, crickets beginning their song, and the golden light that makes everything feel suspended in time.

The plates were cleared and washed in the kitchen sink. The water ran hot and soapy.

Mom was a teacher. Middle school English. Summer meant she was home with us. No school. No papers to grade. Just summer.

Dad spent his days working outdoors as a telephone man - that's what we called him back then. He'd scale telephone poles and repair the lines that kept everyone connected. He'd served in Korea during that war and witnessed things that stayed with him, though he rarely spoke about those experiences.

Another war was on the television every night. Vietnam. Walter Cronkite told us about places with names I couldn't say. Soldiers who looked like my older cousins. Mom would turn it off when I came in the room. "It's too far away to worry about," she'd say. But I saw the crease between her eyebrows when she thought I wasn't looking.

I went outside. The screen door slammed behind me.

Dad was in the garden. He had an old t-shirt on. He pulled weeds between the plants. The dirt was dark under his fingernails.

All the neighbors had gardens. You could smell them.

I knelt beside him. The earth was warm. It smelled like rain from yesterday. We worked without talking. Just the sound of weeds coming up. Roots tearing free.

Our setter was in the side field. He jumped at something. Missed. Jumped again. The grasshoppers popped up around him like corn in a pan. He was happy. His tail wagged the whole time.

He caught one. Spit it out. Chased another.

The sun sat low. Everything golden. Dad's face was red from the heat. Sweat on his forehead. He wiped it with his shirt.

"That's enough for tonight," he said.

We stood up. Brushed the dirt off our knees. The crickets started their song. First one. Then all of them.

The setter came back panting. His tongue hung out pink and wet. He flopped down in the shade of the porch.

"Good dog," I said. I scratched behind his ears.

Dad went inside to wash up. I stayed on the porch. The air was thick and sweet. Crickets. One. Two. Then dozens.

From the kitchen came the crack of the bat through the radio speaker. Dad had turned it on. The Red Sox were playing again. This was the summer they couldn't lose. Yaz was hitting everything. Tony C. before the beaning that would change everything, though we didn't know that yet. The Impossible Dream, they were calling it. 

"What's the score?" I called through the screen door.

"Up by two in the seventh," Dad called back. I could hear the smile in his voice.

In the other room the television murmured too. Something about helicopters and rice paddies and boys coming home. But here on the porch, with my dog and the crickets and the cooling evening air, along with the Red Sox winning games they were supposed to lose, all of that war talk felt like another world entirely. A world that belonged to grown-ups and their worried faces.

This was summer. This was ten. 

 

Transforming Workforce Development at Holyoke, MA Dean Technical High School

At yesterday's annual advisory board meeting, the ongoing partnership between Dean's educators and industry was clearly evident. The meeting focused on refining program direction, evaluating student performance outcomes, and anticipating the skills students will need as industry continues to evolve. Having witnessed this collaboration for over 20 years, I can attest to how this model demonstrates the value of maintaining strong connections between educational institutions and the industries they serve while preparing students for successful careers.

William J. Dean Technical High School in Holyoke, Massachusetts, exemplifies how strategic planning and comprehensive needs assessments can transform career and technical education programs even under challenging circumstances. The school has operated under some unique constraints as part of the Holyoke Public Schools district, which was placed under state receivership in April 2015 due to chronically low graduation rates and test scores. The state takeover, which stripped local School Committee and superintendent decision-making power in favor of a state-appointed receiver, created both challenges and opportunities for educational transformation. After nearly a decade under state control and with some resistance, Holyoke is poised to regain local control in July 2025, making it the first Massachusetts district to successfully exit receivership. 

Now operating as the Holyoke High School Dean Campus, this institution serves up to 400 students with a predominantly Latino population, where more than 90 percent qualify for free or reduced-price lunch, nearly 50 percent receive special education services, and 35 percent are English Language Learners.The school's evolution demonstrates the importance of feasibility studies in educational program development. Through collaborative partnerships, Dean has completed in-depth organizational assessments and this data-driven strategy helped faculty and staff better understand  student behaviors, develop effective communication strategies, and create supportive learning environments.

Dean now offers nine specialized Career, Vocational and Technical Education (CVTE) programs spanning Advanced Manufacturing, Automotive Technology, Carpentry, Cosmetology, Culinary Arts, Diesel Technology, Electrical, Health Assisting, and Programming and Web Development. Each program's establishment and growth stems from careful strategic planning that balances local industry demands with student career aspirations. 

The Programming and Web Development program stands as a prime example of the school's industry-aligned approach. For over two decades, I have served alongside other working professionals on the program's advisory board, offering continuous input that keeps the curriculum aligned with rapidly evolving technology and current hiring standards. This long-term partnership ensures graduates move on to college or enter the workforce with relevant, up-to-date skills.

At the meeting, Joel McAuliffe, Director of Career and Technical Education, emphasized the school's commitment to providing diverse opportunities. Dean’s philosophy reflects the comprehensive approach to workforce development that emerges from thorough feasibility studies and ongoing community needs assessment, ensuring programs remain relevant to both student aspirations and economic realities. 

And finally A GIGANTIC shoutout to two of the many amazing faculty at Dean - Pepe Pedraza and José Gastón. Your students are very fortunate!

Why We Need to Rethink How We Define Skilled Technical Workers

The way we classify skilled technical workers is broken—and it's impacting both workers and the economy. A new study reveals that the current definition misses hundreds of thousands of technically skilled jobs, from modern stonecutters using laser technology to aircraft assemblers working with complex systems.

Issues In Science and Technology posted an interesting article titled Retooling the Definition of the Skilled Technical Workforce. The article, authored by Guy Leonel, Vicki Lancaster, Sarah McDonald, and Cesar Montalvo claims the way we classify skilled technical workers is broken—and it's hurting both workers and the economy. Their study reveals that the current definition used by The National Science Board misses hundreds of thousands of technically skilled jobs, from modern stonecutters using laser technology to aircraft assemblers working with complex systems.

The researchers claim The National Science Board's definition of the skilled technical workforce relies on outdated survey data that focuses on education credentials rather than actual skills. This approach uses the Department of Labor’s Occupational Information Network (O*NET) system, which asks workers to rate their knowledge across 14 STEM domains on a 1-7 scale. Jobs that don't score at least 4.5 get excluded—even if they require sophisticated technical skills. Take stonecutters: They've evolved from using hand chisels to operating CNC machines, CAD software, laser scanners, and water jet cutters, yet they're not considered part of the skilled technical workforce under current definitions.

The researchers propose focusing on actual job skills rather than degrees and using real-time job posting data instead of small, outdated surveys. When they analyzed 91,000 job postings with over 5,000 skills, they found 56% more occupations qualified as skilled technical work compared to the current system. Eighty-four additional occupations—including sheet metal workers, automotive repairers, and aircraft assemblers—were identified as requiring advanced technical skills.

Getting the definition right has real consequences: better workforce planning, improved career guidance for nondegree credentials, enhanced economic competitiveness, and more recognized pathways to middle-class careers. As technology rapidly transforms work, our methods for measuring skilled technical jobs must evolve too. The current system can't keep pace with how AI, automation, and digital tools are reshaping occupations. By embracing real-time job data and focusing on actual skills, we can build a more accurate picture of America's technical workforce and better support the workers who keep our economy running.

I strongly encourage reading the entire Issues In Technology and Science article.

Maxwell's Four Equations That Changed Everything (Explained Without Numbers)

This past spring semester, when a faculty member had to take an unexpected leave at the 5th week of a 15 week semester, I picked up an Electromagnetic Fields and Waves course at The University of Hartford. It is one of the most difficult courses in an Electrical Engineering program with some pretty heavy math. While it is still fresh, here's a no-math explanation of Maxwell’s equation set, the fundamental principles underlying nearly all contemporary electrical engineering and technology.....

In the 1860s, James Clerk Maxwell identified four equations that unified electricity and magnetism into a single electromagnetic theory. These mathematical expressions revealed how electric and magnetic fields interact and generate each other, providing a framework for understanding electromagnetic phenomena throughout the universe.

Equation 1: Gauss's Law for Electricity 

Electric charges produce electric fields which surround them. For example, the electric field generated by a charged balloon when close, causes your hair to stand up. That charge extends through all directions and as the amount of charge increases, a stronger electric field is produced.

Equation 2: Gauss's Law for Magnetism 

The fundamental principle revealed by Gauss's Law for Magnetism demonstrates that magnetic monopoles do not exist. Electric charges exist independently as positive or negative entities but magnets exist only as dual poles that include north and south magnetic ends. For example, cutting a magnet into two pieces produces two smaller magnets that each contain both north and south poles. 

Equation 3: Faraday's Law 

The relationship between shifting magnetic fields and electric field generation is defined through Faraday's Law. The operation of power plant generators depends on this fundamental principle. A magnet will generate electricity when it moves through a coil of wire because the altering magnetic field produces electric current. For example, you may remember from a high school science experiment that passing a magnet through a copper coil can result in enough electric current flow to light up a lightbulb.

Equation 4: Ampère's Law with Maxwell's Modification 

Flipping things around, Equations 4 identifies an opposite process, demonstrating how electric currents together with changing electric fields produce magnetic fields. For example, the movement of electric current through wires produces magnetic field deflection that enables the operation of doorbell systems, MRI machines, and those giant electromagnets you see used on cranes in junkyards.

Together, these four equations show that electric and magnetic fields are interconnected - they can transform into each other and propagate through space as electromagnetic waves, including light, radio waves, and X-rays. They form the theoretical foundation for virtually all modern electrical technology.

Beyond Perfect: Career Advice for the Class of 2025

Another year, another semester, another graduating class. Cannot believe it has been 46 years since I graduated from UMass Amherst. Here’s some advice to the class on 2025 based on what I’ve learned over the years.

Focus on what you can actually control. The job market conditions and hiring companies and callback responses from your dream company remain beyond your control. You maintain full authority to handle your application submissions and interview preparation and rejection response approaches. 

Stop trying to have the "perfect" career path. Your very first job position does not need to be perfect. Your second one won't be either. Your success depends on acquiring knowledge and your ability to manage any circumstances that arise. Many new graduates turn down suitable job offers because they choose to wait for opportunities that may never appear. 

You cannot stop difficult coworkers or bad managers from occurring. Every workplace has them. You maintain control over your ability to handle situations and learn from them and your understanding of when it is time to move on. Devote your energy to people who demonstrate a willingness to transform themselves. 

Technical problems will break in ways you didn't expect. You cannot stop all bugs or system failures from occurring. Your control extends to your troubleshooting approaches and your team communication during failures as well as your documentation of learned lessons for future reference. 

Your college grades are history now. The grades you earned in college remain in the past regardless of your academic performance. Your success depends on how you utilize your current knowledge and your speed in acquiring and processing new information. 

Achieving success (however you define it) does not mean you control everything. The most successful develop expertise in handling any unexpected challenges that emerge.