Engineering Instructors’ Self-reported Activities to Support Emergency Remote Teaching During the COVID-19 Pandemic
- 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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13
- DOI
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10.18260/1-2--36520
- Permanent URL
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https://peer.asee.org/36520
- Download Count
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509
Paper Authors
Abeera P. Rehmat
University of Nebraska, Lincoln
orcid.org/0000-0002-4977-5830
Heidi A. Diefes-Dux
University of Nebraska, Lincoln
orcid.org/0000-0003-3635-1825
Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection.
Grace Panther University of Nebraska, Lincoln
Grace Panther is an Assistant Professor at the University of Nebraska Lincoln. She has experience conducting workshops at engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and practicing engineers.
Abstract
This Research paper focuses on understanding activities engineering instructors engaged in to facilitate teaching during the initial weeks that the COVID-19 pandemic impacted instruction. Participants, including tenured or tenure-track professors and professors of practice, completed weekly surveys during the last seven weeks of the Spring 2020 semester. An adaptability lens was used to frame this study. Data analysis consisted of descriptive statistics to capture trends in instructors’ engagement in various activities to support their teaching and to understand whether engagement in these activities was perceived as being similar to a non-COVID semester. Findings revealed that over the seven weeks, many instructors engaged in teaching themselves something new and casual conversations about teaching. The self-directed and community-based activities instructors reported engaging in during the first two weeks were identified as being atypical compared to a non-COVID semester. Understanding the activities that instructors engaged in during this forced change to emergency remote teaching can help in the identification of resources and supports that enable instructional change during future events.
Rehmat, A. P., & Diefes-Dux, H. A., & Panther, G. (2021, July), Engineering Instructors’ Self-reported Activities to Support Emergency Remote Teaching During the COVID-19 Pandemic Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36520
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