Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan P. Gentry, University of California, Davis; Gianmarco Sahragard-Monfared, University of California, Davis; Edward Thomas Conley, University of California, Davis

Tagged Divisions

Materials

content and reflections from the instructor, TAs, and students.1. IntroductionThe COVID-19 pandemic disrupted higher education worldwide in March 2020. Colleges anduniversities abruptly stopped in-person instruction and instead required remote teaching.Instructors’ challenges included preparing virtual lessons, learning videoconferencing software,and selecting appropriate graded assessments. At the same time, students’ learning routines weredisrupted as many returned home and were away from their peers; some students also lost thesafety net that the university provided, such as reliable food and shelter [1]. Furthermore, bothstudents and faculty were affected by limited internet connectivity and additional familyresponsibilities due to the

Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffany A Mathews, Penn State University; Kirstin Purdy Drew, Pennsylvania State University; Kristin Ann Dreyer, Center for Nanoscale Science (an NSF funded MRSEC)

Tagged Topics

Diversity

Tagged Divisions

Materials

engaged in creating and editing materials for themselves as part of establishingtheir digital professional presence.As an example activity, the CV/resume peer-editing exercise required participants to eithercreate or revise their existing CV/resume or personal statement, and then bring it to a moderatedbreakout room discussion for peer review. Peer review was chosen because it provided studentswith the opportunity to view a variety of writing styles and provide constructive comments, bothof which can lead to improvement in students’ writing [6-7]. To encourage critical feedback anda collegial environment, breakout room discussions were moderated by program coordinators[8]. Some students were further motivated by the peer-review exercise and took