July 26, 2021
July 26, 2021
July 19, 2022
Women in Engineering
This evidence-based practice paper will address the impact of the COVID-19 pandemic on faculty careers, offering a range of strategies higher education institutions, including engineering schools and departments, may adopt to support faculty and promote equity. Emergent research has documented immediate impacts of the pandemic across all elements of faculty work, including research (e.g. loss of access to labs and field sites), teaching (e.g. shifts to remote or hybrid instruction), and service (e.g. increased student mentoring). At the same time, faculty are differentially impacted by these challenges, with the pandemic expected to amplify longstanding inequities in career progression for women and faculty of color. In this paper, we connect the broader literature on bias and inequity in faculty career progression to more recent work specific to the pandemic, describing how these literatures informed our initial steps to respond to COVID-19 at University of X. After describing our response to-date, we outline emergent challenges and strategies to improve policy implementation. We conclude by suggesting ways in which universities can continue to support faculty career development over the coming years, ensuring that pandemic impacts do not undermine progress towards gender and racial equity in faculty careers. Our preference is for this paper be presented in a traditional lecture format.
Vican, S., & Andreasen, R., & Doty, H., & Cook, L. P. (2021, July), COVID-19 Pandemic Response and Faculty Career Equity Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36859
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