Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College

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participation in higher education, and the educational attainment and schooling experiences of Mexican descent youth in the mid-20th century.Dr. Valerie Martin Conley, University of Colorado at Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware

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Delaware Shawna Vican is an Assistant Professor of Sociology and Criminal Justice at the University of Delaware. She received her Ph.D. in Sociology from Harvard University. An organizational sociologist, Dr. Vican in- vestigates the adoption and implementation of new employment practices and corporate social behaviors. Across her research, Dr. Vican explores how organizational policies and practices, managerial behavior, and workplace culture shape individual career outcomes as well as broader patterns of labor market in- equality. Her current research includes a qualitative study of corporate diversity management strategies and a series of mixed-methods projects on diversity in the academic workforce.Dr. Robin

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

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transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education Faculty Fellow Award, and the 2019 Betty Vetter Award for Research from WEPAN. In 2017, Dr. Main received a National Science Foundation CAREER award to examine the longitudinal career pathways of engineering PhDs. American c Society for Engineering Education, 2021 Faculty Mentorship and Research Productivity, Salary, and Job Satisfaction Abstract

Conference Session

Faculty Development Division Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Edalgo, Clemson University; Karen A. High, Clemson University; Gary Lichtenstein, Arizona State University; Cindy M. Lee, Clemson University; Joyce B. Main, Purdue University at West Lafayette

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Faculty Fellow Award, and the 2019 Betty Vetter Award for Research from WEPAN. In 2017, Dr. Main received a National Science Foundation CAREER award to examine the longitudinal career pathways of engineering PhDs. American c Society for Engineering Education, 2021 Work in Progress: Exploring How Faculty Mentoring Influences Faculty ProductivityAbstract Faculty productivity is crucial for achieving tenure. Research suggests that mentoring during thetenure journey has positive effects. However, only a few studies link faculty mentoring andproductivity. In this Work in Progress, we summarize an exploratory, sequential, mixed-methodsstudy to develop a survey that links pre

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

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dissatisfaction, howeverall must complete service activities to fulfill their job obligations [8], [10], [15], [17]–[23].Depending on the institution, faculty service may include service to all or some of the followinggroups: students, department, institution, profession, and community. These different categoriescan each yield improvements to the institution, through improved student performance orresearch output, while still advancing the faculty’s career aspirations [24]. Interdisciplinarymodels allow faculty to pursue service activities intersecting with research and/or teaching, thusallowing for greater faculty benefit [25]–[27]. Faculty service strengthens the tie between thefaculty and the institution by increasing faculty commitment to

Conference Session

Faculty Development Lightning Talk Session 2

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2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher

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havebeen documented to negatively affect the progress of women faculty in engineering and otherSTEM areas. This is presented with an iterative identification of elements through differentstages of the academic career, layered with variables that are measurable, and potentialapproaches for future modeling given existing research and the characteristics of the ADVANCEprogram. The challenges of modeling such a complex system are discussed, together withpotential alternatives as a first modeling approach using existing data from different sources.IntroductionFor the advancement of the engineering discipline in the U.S., it is paramount to ensure fairparticipation of all members of its diverse society [1]; promoting women representation at thefaculty

Conference Session

Faculty Development Lightning Talk Session 2

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2021 ASEE Virtual Annual Conference Content Access

Authors

Joe Tranquillo, Bucknell University; Brian David Gockley, Bucknell University

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Business Model Canvas (BMC) (Osterwalder et al., 2010).Rather than creating market value, as in the BMC, the intention is to help a faculty member intentionallynavigate a career of fulfilment and purpose. Just as the BMC implies that there is no one way to start asuccessful business, there is no one way to be a successful faculty member. Several design principles from 1the BMC were used. First, a canvas is a single page, with large blank spaces that invite exploration andflexibility. Simple frameworks reduce cognitive load and can be more easily internalized, such that theycan become a persistent mental image to help make future decisions

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Evan Ko, University of Illinois at Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Allyson Jo Barlow, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno

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Jensen, University of Illinois at Urbana - Champaign Karin Jensen, Ph.D. is a Teaching Assistant Professor in bioengineering at the University of Illinois Urbana-Champaign. Her research interests include student mental health and wellness, engineering stu- dent career pathways, and engagement of engineering faculty in engineering education research. She was awarded a CAREER award from the National Science Foundation for her research on undergraduate mental health in engineering programs. Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor’s degree in biological engineering from Cornell University and a Ph.D. in biomedical engineering from the

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

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Faculty Development Division

forms of knowledge and information regardinginternship/employment resources, departmental and research opportunities, curriculumalternatives, exposure to graduate school, and professional experiences that may result favorablein future career aspirations. A fundamental component to facilitating successful student careerpaths is correlated to an authentic form of mentorship, which exposes students to a plethora ofcareer opportunities and prepares them to navigate postgraduate experiences. The proposed model,which was implemented over a span of four years with a total of sixteen engineering studentsconducting undergraduate research, identifies four key elements in the transformative process: 1)develop student-faculty relationship; 2) faculty

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC; Rachel McCord Ellestad, University of Tennessee at Knoxville; Stacy Tantum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University

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regular contributor to the Improve with Metacognition blog. Dr. Cunningham teaches a range of courses across undergraduate levels with spe- cialization in dynamic systems, measurement, and control. In his teaching he seeks to apply what he has learned from his research, spurring student reflection and metacognitive growth, so that they may become more skillful learners. Skillful learners are capable, independent, and adaptable thinkers who are able to succeed wherever their career paths lead. Dr. Cunningham has industry experience through 7 co-op expe- riences as an undergraduate student, 2 sponsored projects as a graduate student, and as a consultant after joining the faculty at Rose-Hulman. He holds B.S., M.S., and

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Joseph H. Hammer, University of Kentucky; Ellen L. Usher, University of Kentucky

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health disorders across their career, with 47% believingthere was an increase in the severity. Surprisingly, 31% of faculty had never received trainingrelated to student mental health. The results of this study highlight faculty experiences withundergraduate student mental health and could guide the development of targeted training toprepare engineering faculty for interacting with students with mental health concerns.IntroductionIt has been said that colleges and universities are experiencing a “mental health crisis,” with asignificant increase in the prevalence of mental health concerns across campuses [1]. There aremany reasons why college students are at increased risk for mental health problems during theirundergraduate careers. Many mental

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Boklage, University of Texas at Austin; Roxana Maria Carbonell, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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Borrego is Director of the Center for Engineering Education and Professor of Mechanical Engi- neering and STEM Education at the University of Texas at Austin. Dr. Borrego is Senior Associate Editor for Journal of Women and Minorities in Science and Engineering. She previously served as Deputy Edi- tor for Journal of Engineering Education, a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of in- terdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstand- ing publication awards

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

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. However, due to several significant obstacles, faculty have routinely shied awayfrom transitioning from traditional teaching to online learning. Several factors impact faculty andtheir hesitancy to adopt teaching online to include online teaching self-efficacy and a space forprofessional development.Online Teaching Efficacy and Professional development Bandura,A. published several influential studies examining the impact of self-efficacy ona person’s ability to persist in their career. Self-efficacy refers to “beliefs in one’s capabilities toorganize and execute the course of action required to produce given attainments [2].” He claimsthat self-efficacy determines “ the courses of action people choose to pursue, how much effortthey put

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Morreale, Kean University; Ann C. Gates, University of Texas at El Paso; Elsa Q. Villa, University of Texas at El Paso; Sarah Hug, Colorado Evaluation and Research Consulting

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practiceand application with weekly faculty cohort meetings, coaching, and reflection.Introduction and BackgroundThe importance of undergraduate research is well understood, as it increases student self-efficacy, introduces new career opportunities, and encourages persistence to degreecompletion [1, 2]. The merits of multi-year research experiences and the influence of mentorsare also well-documented [3, 4]. The benefit of research experiences for undergraduates(REUs) is so significant that the National Science Foundation (NSF) supports multipleannual summer REUs through annual grants. Students have the opportunities to apply toREUs nationwide and, if selected, have the opportunity to travel to another campus, workwith a faculty researcher, and learn

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Liberatore, University of Toledo; Daniel Lepek, Cooper Union for the Advancement of Science and Art

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than 15 years [2-12].Due to the COVID-19 pandemic and related shutdowns and restrictions, many faculty concerns,particularly those associated with online instruction were exacerbated, as faculty had to quicklychange their teaching approaches to remote, online, and other hybrid formats. In response tothese concerns, the AIChE Education Division developed a series of Virtual Communities ofPractice open to all chemical engineering faculty members regardless of career phase, title,tenure status, or other classifications. This paper will highlight the genesis of the AIChEEducation Division’s VCP program and describe its impact on faculty members’ professionaldevelopment during the COVID-19 pandemic.Materials and MethodsCreating a virtual community

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University

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, and through communities of practice.Two outcomes of the systems thinking model from this work include (i) a faculty fellowship program torecognize and reward faculty development of transformational projects and (ii) self-paced learning structuresto encourage emergent ideas. This paper addresses the first steps for the following research questions:• Does a design systems thinking approach create a responsive model for a community-driven faculty development program? Does this model adapt to community needs and individual faculty career needs?• Will a design systems thinking approach support the community development of a sustainable model for faculty development that thrives outside of the funding organization?This project is ongoing

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

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currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Educa- tion / Spencer Postdoctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions, specifically on design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Ms. Madalyn Wilson-Fetrow, University of New MexicoDr. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dick Apronti, Angelo State University

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Faculty Development Division

classes.Reading the comments from the surveys was a discerning moment. I had to admit that myteaching was inadequate and provided little benefit to my students, especially in teaching coursesoutside my area of expertise. I realized that to stay relevant in my career and give value to mystudents; I had to improve. I had to learn how to be a better instructor for the sake of my studentsand career.ChangesThe SET results from my first semester of teaching motivated me to prioritize instructioneducation. I talked to some of my more experienced colleagues in the department to learn fromtheir experiences. Some of my peers had attended conferences and workshops that had helpedthem improve their teaching in the past. I also met with my department chair and

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University

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estimation for applications in target tracking and physical layer communications. Her work on target detection and tracking is funded by the Office of Naval Research. Dr. Nelson is a 2010 recipient of the NSF CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu, and the IEEE Signal Processing, Communications, and Education Societies.Jessica RosenbergKathryn Fern´andez, George Mason UniversityJulie Shank, George Mason University Julie Shank is a PhD Candidate in the Education PhD Program at George Mason University. Ms. Shank is a former assistant dean of student life at the United States Naval Academy and retired naval officer. She also taught Ethics and Moral Reasoning at the Naval Academy while

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina at Chapel Hill; Richard Goldberg, University of North Carolina at Chapel Hill

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is a phenomenological case study that is explaining how a community college student experiences an undergraduate research experience and its influence on their motivation and values, including its influence on the completion of their engineering degree as they pursue and continue a career in engineering.Dr. Richard Goldberg, University of North Carolina at Chapel Hill Richard Goldberg is a Teaching Associate Professor and Director of Undergraduate Studies in the Depart- ment of Applied Physical Sciences at UNC Chapel Hill. He is developing a new integrated engineering minor and major at UNC. He is interested in integrating engineering with the liberal arts and an en- trepreneurial mindset. He teaches a variety of

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Yutao Zhong, George Mason University; Mark Huntington Snyder, George Mason University; Elizabeth L. White, George Mason University

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detection and estimation for applications in target tracking and physical layer communications. Her work on target detection and tracking is funded by the Office of Naval Research. Dr. Nelson is a 2010 recipient of the NSF CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu, and the IEEE Signal Processing, Communications, and Education Societies.Dr. Yutao Zhong, George Mason UniversityDr. Mark Huntington Snyder, George Mason UniversityProf. Elizabeth L. White, George Mason University Dr. Elizabeth White is an associate chair and associate professor of Computer Science and a member of the C4I center at George Mason University in Fairfax, VA. She has a Ph.D. in Computer Science from the University of

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy B. Chan Hilton, University of Southern Indiana

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, service, and career advancement) and provideholistic faculty support in areas such as time management, work-life topics, and well-being [1].From the context of the CTL, the intentional alignment of programs, in which the relationshipsbetween goals and activities of different faculty development programs are considered, helps toidentify strategic approaches to advancing the CTL’s goals. At the same time, from the contextof faculty members, participating in exercises that encourage the consideration of an issue fromboth big picture and granular perspectives and the connections between the factors that impactthe issue can help foster reflection and make visible the role of faculty members in the issue.The objectives of this paper are to 1) present a

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

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Faculty Development Division

instructors’ adaptability as a central factor ineffective teaching and learning, particularly in K-12 (e.g., [8, 11, 13]).In higher education, career change, academic achievement, engagement, and life satisfactionhave all been examined through the lens of adaptability. However, many of these studies haveexplored undergraduate students’ adaptability [12, 14-16]. In regard to instructors’ adaptability, astudy by Holliman et al., [17] examined university lecturers’ perceived autonomy support (jobresource), adaptability, organizational commitment (feeling towards employer/institution), andpsychological wellbeing. The authors found that perceived autonomy support was positivelyassociated with lecturers’ adaptability, organizational commitment, and

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

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their effort. More recently, Dillon et al. described the intercollegiate coaching modelemployed by the KEEN Faculty Development workshops [7].Motivation and BackgroundIn seeking an institutional grant from the Kern Family Foundation in 2014, the TagliatelaCollege of Engineering at the University of New Haven embraced the value of its studentshaving an EM. Most of our graduates pursue careers in industry and the core faculty team thatled the institutional grant firmly believed that an EM would give students a competitive edge inthe job market in the near term, and make them creative go-to leaders within their companies as they progressed in their careers. Broadly embracing EML in all of our

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

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career pathways, and (3) design as central to educa- tional and global change. American c Society for Engineering Education, 2021 Faculty perceptions of and approaches for fostering engineering student motivation at Hispanic Serving InstitutionsAbstractThis research paper examines faculty perceptions of and approaches towards fostering students’motivation to learn engineering at Hispanic-Serving Institutions (HSIs). By aligning learningexperiences with what motivates Hispanic or Latinx students, the resulting higher studentmotivation could increase the sense of belonging for underrepresented populations inengineering, ultimately improving student retention

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angelica Burbano, Universidad Icesi; Ana Judith Ledesma, Universidad Icesi; Dayana Alexandra Ordoñez

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area 3 Industry experience / career development 2 Discipline based Research skills 1The identified competencies in the eight papers listed in Table 1 are consolidated by frequencyof appearance, tabulating the number of times each competence appears in the models proposedby the authors. The most frequent is the competence associated the pedagogy while the leastfrequent are associated with research and teamwork. In addition, these competencies can begrouped into three categories: pedagogical, generic and discipline based, as shown in Table 2.The first category, pedagogical, is the most representative, followed by

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

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in environmental engineering and received her Ph.D. in Engineering Education at Utah State University with a research focus on the ethical and career aspects of mentoring of science and engineering graduate students and hidden curriculum in engineering.Dr. Susan M. Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University in Materials Science and Electrical Engineering (EE) and the M.S. and Ph.D. in EE from Stanford University. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her research focuses on the study and promotion of diversity in engineering including student pathways and inclusive teaching. She is Co-Director of the National

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach; Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach

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are associatedwith external entities, the institutional itself, department, and the individuals who are part of thechange (Table 1). Table 1. Factors that affect decision making in academic institutions (Adapted from [3], [4] External Institutional Departmental Individual Markets College mission Faculty Personal experiences Governments Resources Discipline Educational background Accreditation Governance Student characteristics Career stage Institution type Culture Professional development Institution cultureThese factors establish norms that

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

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Diversity

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Faculty Development Division

pages serve are engineering educators andfaculty members, similar to us, the authors of this paper. We are international engineeringeducators in the United States, who are in the early phases of our careers, and identify as womenof color. As universities switched to the online format during the Spring 2020 semester, we, likemany of our colleagues, had to adapt to new and unusual circumstances as well as makesignificant adjustments to our professional and personal lives. At the onset of the pandemic, wecreated a support group to share our experiences as we navigated these unprecedentedcircumstances. Through the course of the months following the sudden shift in learningenvironments, we continued to reflect and record our personal challenges of

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

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way compared to teaching in-person.Participants noted the need to practice empathy with their students and themselves, the effect thatexternal factors (such as administrative support) had on their acceptance of technologies, and thelessons learned on how their instruction has changed as a result of online instruction.IntroductionThe experience of adapting to new technologies is universal. However, we often are willing tomake these changes in order to adapt to our professional careers, or more specifically, theteaching landscape. The experiences faced when confronted with a global pandemic andcontinuing education are shared phenomena teachers, students, and even parental figures arecontinuing to navigate. The shift to exclusively online