Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University

Tagged Topics

Diversity

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Faculty Development Division

students of low socio-economic status. It isnotable that the necessity for student readiness as well as faculty training or mentoring programsfor online teaching to facilitate teaching methods, learner support, and course delivery cannot beoveremphasized. As this pandemic continues, there is a need to identify development areas toenhance faculty competencies in the online environment.Prior to COVID-19, the landscape of higher education was changing rapidly, especially in termsof delivery format. Now, the growth in online education participation has astoundingly increased.All colleges and universities in the United States have now fully transitioned to online education,not driven by the primary purpose of transforming education, continuing

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University

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Diversity

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Faculty Development Division

reviews ofteaching options that are required for promotion and tenure: 1.) Observation of classroomteaching; 2.) Review of syllabus and other course materials.We coordinated with the Michael V. Drake Institute for Teaching and Learning, which employsstaff trained in evidence-based faculty development, trainings on conducting evidence-basedobservations of classroom teaching, as well as using the forms we created to structure effectiveand useful conversations prior to and after the observation of teaching session occurred. We alsoconducted a second session on using the evidence from the observation of teaching report towrite effective letters of evaluation of teaching. Recently, we offered trainings on how toevaluate and review online courses, and

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia R. Backer, San Jose State University; Maria Chierichetti, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

Tagged Topics

Diversity

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Faculty Development Division

, thestudents reported more negative experiences with their classes after the move to remote learningas compared to positive experiences with 32 of the 39 students reporting at least one negativeexperience. The students had many comments related to course content including project work inthe Spring 2020 semester (28 students), online tests and exams (27 students), lab issues (23students) and PowerPoint use and issues (13 students). Also, approximately one-third of thestudents responded that their instructors did not respond to emails from students. Most studentsshowed appreciation for the efforts that faculty made in the quick transition to remote learning.However, the students expressed concerns about the organization of the classes (13 students

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

or control [2],[44], [45], [46]. Table 6. Summary of themes identified from participants’ approaches to developing their students’ sense of Autonomy (i.e., sense that one has a choice and control of one’s learning). Themes Participant Approaches (Direct Quotes) Student involvement in program/course Feedback on different phases of project refinement Assessment on team dynamics Graduating seniors' input for future advising Input on syllabus Student to demand that