Assessment of Online Professional Development on Faculty Teaching Virtually
- Conference
- Location
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Virtual Conference
- Publication Date
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July 26, 2021
- Start Date
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July 26, 2021
- End Date
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July 19, 2022
- Conference Session
- Tagged Division
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Faculty Development Division
- Page Count
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16
- DOI
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10.18260/1-2--36726
- Permanent URL
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https://peer.asee.org/36726
- Download Count
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300
Paper Authors
Jamie R. Gurganus University of Maryland Baltimore County
Dr. Jamie Gurganus is the undergraduate program coordinator and a faculty member in the Mechanical Engineering Department at UMBC, Director for the Center for the innovative, teaching, research and learning and she is the Associate Director of Engineering Education Initiatives at COEIT. Her research is focused on solving problems relating to educating and developing engineers, teachers, and the community at all levels (k12, undergraduate, graduate, post-graduate and faculty development). She seeks to identify best practices and develop assessments methods that assist faculty and teachers with student engagement, helping them to navigate the various pathways in STEM. A few of these key areas include engineering identity and mindsets, first year experiences in engineering, integrating service learning into the engineering classroom, implementing new instructional methodologies, and design optimization using additive manufacturing. Dr. Gurganus collaborates with a number of industry partners and consults throughout Maryland in STEM education initiatives. In 2019, Dr. Gurganus received the Northern Maryland Technology Council Leader Award in STEM education. She has written curricula and published a number of works in engineering education, including a Statics workbook for undergraduate engineering students. She is the Director of Innovation Programs and Operations for the non-profit research collaborative, Advancing Engineering Excellence in P-12 Engineering Education. Dr. Gurganus teaches several first and second year Mechanical Engineering classes along with the Mechanical Engineering Senior Capstone design course for UMBC.
Anita H. Komlodi
Neha B. Raikar University of Maryland Baltimore County
Maria C. Sanchez University of Maryland Baltimore County
Dr. Maria C. Sanchez is currently serving as the Director of Education and Outreach for the College of Engineering and Information Technology at University of Maryland, Baltimore County. She obtained her B.S. degree from La Universidad de Los Andes in Bogotá, Colombia and her M.S. and Ph. D. in Mechanical Engineering from Virginia Polytechnic University in Blacksburg, Virginia. She has held faculty positions at California State University, Fresno (CSUF), University of Maryland, Baltimore County (UMBC) and University of Maryland, College Park (UMCP). She also served as Project Coordinator of the t-STEM Initiative, funded by the Bill and Melinda Gates Foundation, at UMBC. She is actively engaged in research and program development in the areas of Engineering for Social Change, increasing the accessibility of STEM education to under-represented groups, K-12 outreach, and accreditation activities. Her technical interests are in the areas of Thermodynamics, Heat Transfer, and Energy Systems.
Charles D. Eggleton University of Maryland Baltimore County
Dr. Charles Dionisio Eggleton is a Professor in the Department of Mechanical Engineering at the University of Maryland Baltimore County. He has twenty-two years of experience teaching theoretical and laboratory courses in thermo-fluids to undergraduate students and was Department Chair from 2011 -2017. Dr. Eggleton earned his M.S. and Ph.D. in Aeronautics and Astronautics from Stanford University and his B.S. in Naval Architecture from the University of California.
Mariajose Castellanos University of Maryland Baltimore County
Dr. Castellanos is a full-time Senior Lecturer in Chemical, Biochemical and Environmental Engineering at the University of Maryland at Baltimore County. She has taught core and elective courses across the curriculum, from Chemical Engineering Problem Solving and Experimental Design Lab and Thermodynamics to Biochemical Engineering and Process Engineering Economics and Design II (capstone) and graduate courses. Her research interests include metacognition for independent learning and team-based learning, and in-class collaborations between student cohorts in engineering courses.
Mark Berczynski University of Maryland Baltimore County
Olivia M. Bailey University of Maryland Baltimore County
Abstract
This evidence-based practice paper discusses an assessment of a recent faculty training in the summer of 2020, due to COVID-19, at a medium size university and its impact on the faculty teaching in the fall 2020 semester. As a response to the immediate change from in-person to online instruction due to COVID-19, a well-known, medium-sized public university made a focused effort to support their faculty in transitioning to an online classroom environment. Each college spent time strategizing, planning and implementing a summer professional development for virtual learning using best practices. In the College of Engineering at the medium sized institution, a committee of faculty and undergraduate students representing each department (Mechanical Engineering, Computer Science & Electrical Engineering, Chemical, BioChemical and Environmental Engineering and Information Systems) decided to leverage the Planning Instructional Variety for Online Teaching (PIVOT) program created by our Division of Information Technology (DoIT). Our committee then designed an expansion to the PIVOT program (PIVOT Plus) that was discipline specific for online teaching. This professional development series included the following; 1. Attending two weeks of online instruction and classroom development hosted by the Division of Instructional Technology 2. Participating in at least three discipline specific workshops facilitated by faculty and undergraduate students in COEIT, and 3. Submit a recorded lesson where an undergraduate teaching assistant and faculty member could provide feedback. At the end of the summer, approximately 60% of the college faculty registered, consisting of full time faculty (tenured, tenured track, lectures) and part-time faculty (adjuncts). From this population 38% completed all aspects of the professional development and (either synchronously or asynchronously). The remaining registrants attended all or part of the training, but didn’t choose to complete the required assignments. Non-registered faculty had the option to attend the discipline specific workshops. To assess the impact of the professional development on the faculty, a mixed-method approach is used at the end of the Fall 2020 semester. This includes interviewing faculty who participated in the PIVOT Plus series and using a validated survey instrument that assesses the faculty’s attitudes, perceptions, and self-efficacy towards online teaching and learning. This is information helped provide a thorough understanding of the impact on the faculty and will help inform the development of future trainings. The preferred method of presenting for this paper is traditional lecture.
Gurganus, J. R., & Komlodi, A. H., & Raikar, N. B., & Sanchez, M. C., & Eggleton, C. D., & Castellanos, M., & Berczynski, M., & Bailey, O. M. (2021, July), Assessment of Online Professional Development on Faculty Teaching Virtually Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36726
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