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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Faculty Development Division

country and our families?), logistics and planning(for example, when will we have to engage with students in-person?), or even personal or healthrelated (for example, when will I have access to the vaccine?). Thus, we quickly understood thatthese COVID-19 websites were helping address concerns not only of students and their parentsbut also other stakeholders from diverse backgrounds, who just like us were facing a different setof challenges and looking for answers. We decided to study different university web pages tounderstand how universities were communicating information and changes through the pandemicand collate strategies that administrators were sharing to help their specific learning communitiesface the challenges brought on by the

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

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professorto check to see how engaged the students are.”DiscussionThe students struggled in many ways after SJSU mandated the move to emergency remotelearning in Spring 2020. They had issues with the instructors’ teaching, the remote learningenvironment, and personal issues. The students felt that the instructors did not realize the impactof teaching the same way in remote learning as they did in in-person class. Also, the studentsbelieved that the instructors did not realize the stress they were under. Students hoped that theFall 2020 semester would be better organized and taught in a more student-friendly way.Much of the results from our survey and student interviews agree with other research studies onthe impact of COVID-19 on university students

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

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. Studies have shown that interactions between the course content, the learner, and thecourse instructor have the highest value to online learners [16]. The complexity of the LMS canresult in frustration and lower student participation and success. Communication has impact onstudent learning experiences and quality of instruction and learning [17]. The use of LMSinteractive tools such as discussion forums, emails, and chats can help students become moreactive in online courses. Online instructors must have a consistent presence in an online course toencourage participation by using a variety of active, engaging, and effective communicationmethods to eliminate feelings of isolation that can result from online learning [18].Course designDespite

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Diversity

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Faculty Development Division

assignments, exams, or a final course grade. Feedback has been shown in multipleeducational settings to be important and impactful to student learning through deeper contentunderstanding, improved retention, and better student experiences [1]. By giving studentsfeedback, a communication line is opened between the instructor and the student. Students arebetter able to adjust and correct misconceptions, recognize their strengths and weaknesses, andset personal learning goals [2]. Feedback has been identified as beneficial and having a positiveimpact on student learning in many educational environments through a variety of meta-analysisstudies that are compared and contrasted in a paper by Hattie and Timperley [1]. This meta-analysis paper aimed to

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California

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Paper ID #29250Career Development Impacts of a Research Program on Graduate Studentand Postdoc MentorsNicole McIntyre, University of California, Berkeley Nicole McIntyre serves as the Education Director of the Center for Energy Efficient Electronics Science, a NSF funded Science and Technology Center. She is also the Director of the Transfer-to-Excellence program, a summer research program for community college students. Nicole holds degrees in Psychol- ogy and Social Welfare from the University of California, Berkeley, and a graduate degree in Educational Leadership from the University of San Francisco. She is committed

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Ray Morelock, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

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and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. c American Society for Engineering Education, 2020 Building communities of engineering faculty, staff, and students engaged in educational

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Faculty Development Division

also interested in investigating how students learning is affected by external factors, such as COVID-19 pandemic and community service. Before joining SJSU, she worked as a faculty member at Worcester Polytechnic Institute and at the University of Cincinnati. She earned her PhD at Georgia Tech in 2012 working on the monitoring and tracking of helicopter blade deformation. She earned a BS and MS from Politecnico di Milano (Italy) in 2004 and 2007 respectively, with majors in Aeronautical Engineering. She is an Amelia Earhart Fellow – Zonta International Foundation.Dr. Patricia R. Backer, San Jose State University Dr. Backer been a faculty at SJSU since 1990 and held positions as an assistant professor, associate

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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into offering discipline specific professional development. In this workshop series,participants were given the opportunity to engage with peer experienced faculty andundergraduate students in various forms of online learning as it relates to disciplines in thecollege. In this evidence based paper, a mix-method approach is utilized to assess the impact ofthe program on the faculty after the fall 2020. This includes interviews from faculty whoparticipated in the PIVOT+ series and a validated survey instrument that assesses the faculty’sattitudes, perceptions, and self-efficacy towards online teaching and learning.Relevant literature This pandemic has encouraged faculty to quickly adapt to teaching in the virtualenvironment

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; Roopa Vinay, University of Texas at Dallas

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tolerance of the pandemicand its effect on the students, faculty, and the community [5]. Table 1, Categories and Results for the Academic Senate’s University-Wide Faculty Survey [5] Survey Categories Results Contact In person 8.34% Physical Hybrid 7.76% Physical In person and hybrid 5.75% Physical In person and online 6.76% Either way Online and hybrid 10.93% Either way All 21.29% Either way Online

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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Diversity

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Faculty Development Division

strategies and toolsthey had engaged to listen to, communicate with, and address students’ challenges during theCOVID-19 global crisis. Faculty acknowledged each other’s’ expertise and reached out forsupport. For example, in a faculty meeting in late March, they sought the expertise of thoseamong them who had taught online classes before (including an instructor outside engineeringwho had been helping them with improving writing instruction) as well as a faculty member whohad previously recorded classes for the benefit of absent students. During this meeting, thedepartment ensured that all faculty had a chance to speak and say what was going on in theircourses and what questions they had or supports they needed.Faculty also sought each other’s

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Kara L. Hjelmstad, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A Middleton, Arizona State University; Robert J Culbertson, Arizona State University; Ke Liu, Arizona State University

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Faculty Development Division

internet tool use affect conceptual change and impact on students’ attitude, achievement, and persistence. The other is on a large-scale NSF faculty develop- ment program and its effect on change in faculty teaching beliefs, engagement strategies, and classroom practice. Recent honors include coauthoring the ASEE Best Paper Award in the Journal of Engineering Education in 2013 and the ASEE Mike Ashby Outstanding Materials Educator Award in 2018.Prof. Keith D. Hjelmstad, Arizona State University Keith D. Hjelmstad is President’s Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.Kara L. Hjelmstad, Arizona State University Kara Hjelmstad has been a

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University

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Faculty Development Division

experience and interest in interactive teaching. We define interactive teachingbroadly to include teaching that moves beyond lecture to engaging students in working with thecontent during class. This could include strategies as simple as a think-pair-share questions, shortitems with clicker response systems used during lecture or entirely flipped classrooms wherestudents spend the majority of class time working on tasks individually or collaboratively. Wefocus on the development of a community defined as “the development of a shared identityaround a topic or set of challenges. It represents a collective intention - however tacit anddistributed - to steward a domain of knowledge and sustain learning about it.” [1] (p. 9)ProjectOur lessons learned

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown

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Diversity

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Faculty Development Division

education research landscape, we proposed to characterize the landscape asresearch communities spanning from SoTL to DBER to ER, with the understanding that there ismuch debate over what constitutes membership in one community or another. Within STEM-Hdisciplines, scholars have largely distinguished between the Scholarship of Teaching andLearning (SoTL) and Education Research (ER) by characterizing SoTL as mainly concernedwith assessment of teaching and having limited generalizability, while ER has been viewed asmore engaged with basic questions of “why” and “how” students learn [10], [11]. ER has alsobeen viewed by some as more rigorous than SoTL [12], [13], though others have argued thatthere is value to every position in the landscape [10], [14

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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Faculty Development Division

topics in a VCP is only part of the objective of thegroups. Adopting new strategies in real time more completely quantifies the impact of the VCPs.Many times, one time, and never were the choices for adoption related to the pedagogy and/ortechnology topics. Next, two questions related to the creation of a community were asked. Whilethe data will be presented at the conference, in brief, the VCPs impacted faculty across rank,location, AIChE or AIChE Education Division member status, and beyond. Finally, threesummative questions and the opportunity for free response comments completed the survey.ConclusionsThe AIChE Education Division VCP program provided an engaging framework in order toprovide professional development and support to chemical

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

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college or technicalcollege faculty members, one high school instructor, and one university assistant professor; theremaining participant has community college teaching experience but currently directs a nationalnon-profit renewable energy training organization. The educator-participants representedinstitutions ranging in size from from 5,000 to 40,000+ student full-time equivalents (FTEs) andadminister programs that collectively offer a range of academic credentials including technicaldiplomas and certificates, associate, bachelor, and master degrees, and various types of industrycertifications. For more information on participants, see Appendix A.2.2 ItineraryThe Energy Storage Project study tour itinerary consisted of on-site visits with

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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Faculty Development Division

Paper ID #33954WIP: A Faculty Learning Community That Includes a Strong Support Sys-temto Promote Implementation of New Teaching PracticesMrs. Megan Morin, University of North Carolina at Chapel Hill Megan Morin is the KEEN Program Coordinator at the University of North Carolina - Chapel Hill and a Ph.D. student at North Carolina State University (NCSU). She is currently studying STEM education with a focus on Engineering and Technology Education. Megan has a B.S. in Middle Childhood Math and Sci- ence Education from the University of Dayton, and an M.Ed. from NCSU in Technology and Engineering Education. Her dissertation

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware

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Diversity

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Faculty Development Division

techniques to the majority of CoE faculty, including those who would not normally attend traditional diversity or teaching workshops.2. Evaluate CoE faculty self-efficacy in teaching engineering and culturally responsive teaching.3. Assess the impact of the mini-modules on faculty confidence in applying inclusive teaching practices.Faculty Learning CommunityA Faculty Learning Community (FLC) launched in summer 2018. Aligned with the principles ofa successful FLC [10], the inclusive teaching team met for over six months, had voluntarymembership, operated by consensus rather than majority, and engaged in complex problems. Thesix faculty members of the FLC represented the biomedical, chemical, civil & environmental,materials science, and

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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Faculty Development Division

technology is not dependent on one sole user. Acceptance is contingent uponexternal factors, such as students, parental figures, and administrators, as well as the internalfactors of those implementing the instruction if the technology is meant to have an impact onlearning [15]. The technology acceptance model could be used to describe any one decision ofacceptance for the participants [5], [11], [16]. However, with the multitude of applications andlearning management systems, as well as means of communication and reliance on internetaccess, the TAM fails to explicitly encapsulate the iterations and longevity of the process ofadapting to and accepting online instruction tools for the authors. The nuance of using Zoomwhile sharing a screen for a

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ariana C. Vasquez, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Sam Spiegel, Colorado School of Mines

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Faculty Development Division

member during the following academic year.Faculty were provided one month of salary support to participate in this intensive learning andworking program. The SICR included classes, readings, and time to work alongside pedagogyand curriculum experts as faculty designed or revised a targeted course. The overall goals of theprogram were to: 1) design or significantly revise a course of study utilizing sound pedagogicalpractices, 2) create a student-centered syllabus and course map for the revised course, 3) designrigorous learning experiences for the targeted course that actively engaged students to achieve orexceed the course learning outcomes, 4) develop reflective practitioner skills to enact continuousimprovement through the regular collection

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hoyt, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Kara L. Hjelmstad, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lydia Ross, Arizona State University; Robert J. Culbertson; James A. Middleton, Arizona State University; Claire Fletcher Honeycutt, Arizona State University; Ke Liu, Arizona State University

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Diversity

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Faculty Development Division

internet tool use affect conceptual change and impact on students’ attitude, achievement, and persistence. The other is on a large-scale NSF faculty develop- ment program and its effect on change in faculty teaching beliefs, engagement strategies, and classroom practice. Recent honors include coauthoring the ASEE Best Paper Award in the Journal of Engineering Education in 2013 and the ASEE Mike Ashby Outstanding Materials Educator Award in 2018.Kara L. Hjelmstad, Arizona State University Kara Hjelmstad has been a faculty associate and student teacher supervisor for Mary Lou Fulton Teachers College at Arizona State University since 2010. Previously, she earned an M.Ed. degree in curriculum and instruction, and spent

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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Diversity

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Faculty Development Division

to building a sense ofbelonging within the engineering community and help increase diversity in the workforce.Nonetheless, it is important to specify that future research should consider multiple institutionalcontexts, as this study focused on faculty at HSIs. With that in mind, we hope to continueencouraging broader dialogue to better serve students through inclusive practices and targetedfaculty development that yields long-lasting educational impacts for students of all backgrounds.Future work should also address approaches to improving the intrinsic motivation of facultymembers themselves. A similar exercise could be implemented with engineering educators as theprimary stakeholder. Finally, future research should also explore the

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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Faculty Development Division

, Masters of Engineering from North Carolina State University, MBA from King University, and PhD in Engineering Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).Dr. Rachel McCord Ellestad, University of Tennessee at Knoxville Rachel McCord Ellestad is a a Lecturer and Research Assistant Professor in the Engineering Fundamen- tals Division at the University of Tennessee in Knoxville. She received her Ph.D. in Engineering Education from Virginia Tech. Her research interests include the impact of metacognitive and self-regulated learning development on engineering student success, particularly in the first year.Dr. Stacy Tantum, Duke

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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Faculty Development Division

may have a difficult time adapting to highlysocial university, local community, or governmental service organizations. The authors reflect onhow their time as graduate student leaders, in student government, student organizations, andcampus committees, influenced their ability to maximize impact while efficiently balancing timespent. The authors’ service portfolios span a range of fields – as student organization advisors,committee members, or advisory board members – in diverse types of institutions (from researchuniversities to undergraduate teaching colleges) and have each balanced their personal andprofessional goals with their commitments. While not all junior faculty may have comparablegraduate student leadership backgrounds, 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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Diversity

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Faculty Development Division

engineeringstudents feel comfortable inquiring or engaging about a wider range of academic and post-graduation opportunities. In a study conducted by Marquez and Garcia, it was concluded thatestablishing a consistent rapport with engineering students can alleviate discomfort, eradicateintimidation barriers, and create a climate that impacts learning, engagement, and success [7], [8].However, developing such rapport and trust is highly dependent on the initiative of the facultymember to create a climate of approachability towards students [8]. A simple greeting thatstimulates conversation, regardless of the context, can eliminate intimidation barriers and promotea stronger communication channel. As such, there are various settings in which engineering

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

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Diversity

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Faculty Development Division

-instructor rapport is arguably one of the most under-considered factorsidentified to positively impact retention. Rapport is defined as the feeling of mutual trust andunderstanding developed between two individuals through frequent interpersonal and enjoyableinteractions across different settings [10] - [13]. When it is applied to a learning environment,whether in a presentation, workshop, or a lecture, “being able to establish rapport” is one of theseven essential abilities of an effective presenter, whom then “opens the door and inviteslearning” [14].Numerous studies have examined student-professor rapport in non- science and engineeringundergraduate programs, and its impact on various student outcomes including student learning,engagement

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samara R. Boyle, Rice University; Yvette E. Pearson P.E., Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Ann Saterbak, Duke University; Anila K. Shethia, Rice University

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Diversity

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Faculty Development Division

noted as particularly strong in one of the declinedproposals as well. Though the declined proposals had some strengths that were, in general, ofthe same nature as the awarded proposals, they were not always communicated as strongly. Forexample, the panel summary in an awarded proposal states, “The proposal aims to close the gapand increase the retention of women and underrepresented students in STEM” whereas nearlythe same strength is cited in a declined proposal as, “The broader impacts statement of thisproposal is standard (increase student participation, improve retention, etc.).” The difference inoverall review scores for these two proposals (5.0 versus 2.5) may indicate why the latter wasstated much less enthusiastically. We reiterate the

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)

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Diversity

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Faculty Development Division

that industryneeds and that this is not often taught in university programs. Trevelyan writes on thisextensively in his 2019 paper [20].The goal of establishing a basic teaching credential was again discussed and its importance wasagreed upon. John iterated that there is a body of knowledge about education, and that to be aprofessional educator, one must master it, as well as the technical area of expertise. Again, allthree workshop facilitators verbally offered to engage in ongoing communication withparticipants through email, Skype or phone calls, and that they welcomed participants to contactthem during the coming year.Reflection on the fourth workshop:Mani, acting as workshop participant/observer related that this workshop reemphasized

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University

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Diversity

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Faculty Development Division

research on the experiences of academics from working class and disadvantaged socialclass backgrounds [39]. Grimes and Morris [40] found that sociology faculty from working-classbackgrounds never truly felt they belonged in the academy. Shott [41] identified the U.S.academy’s tendency to ignore social class issues as a problem that results in a failure torecognize the “countless unearned advantages accruing to those with higher-earning and well-educated parents.” In a more recent study, Lee [42] found the academy fosters upper-middleclass norms and this heightens class-based stigma. There is a call to include social class originsin higher education academic staff diversity concerns. It would increase the overallunderstanding of the impact of

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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Faculty Development Division

member shared that the online environment made it more difficult forstudents to engage socially and that they were less willing to take risks.Communicating written math in an online environment was another major challenge, particularlyin a course in which that kind of communication was central to its design. The majority ofstudents did not have the ability to write math symbols easily. One GTA noted that students werediscouraged by the inability to write freely and that their enthusiasm for group work was lost.Students’ struggles with online communication were perceived to have had a significant impacton group work. As one GTA said, “Group work doesn’t work if they don’t talk to each other.”One faculty observed that group leaders didn’t emerge

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Faculty Development Division

of support by their academic community at the university. Interviews wereconducted with members of an influential faculty group in the College of Engineering at TAMUconcerning their experiences with that faculty group and the pandemic. The results from the sur-vey were analyzed quantitatively and the interviews were explored qualitatively to understand thebaseline experiences of faculty at our institution and the impact that a faculty group, like the onedescribed in this work, had on faculty experiences during the COVID-19 pandemic.In March of 2020, most universities, including TAMU, recognized the severity of the COVID-19global pandemic and transitioned 20 million students and 1.5 million faculty from business-as-usual in-person standard