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

\bibitem{asee_peer_36859}
  Vican, S., \& Andreasen, R., \& Doty, H., \& Cook, L. P. (2021, July), \emph{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

Shawna Vican, Robin Andreasen, Heather Doty, and L. Pamela Cook.  "COVID-19 Pandemic Response and Faculty Career Equity".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36859 Internet.  14 Dec, 2024

\bibitem{asee_peer_36859}
  Shawna Vican, Robin Andreasen, Heather Doty, and L. Pamela Cook.
  "COVID-19 Pandemic Response and Faculty Career Equity".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36859 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_36859
author = "Shawna Vican, Robin Andreasen, Heather Doty, and L. Pamela Cook"
title = "COVID-19 Pandemic Response and Faculty Career Equity"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36859}
number = {10.18260/1-2--36859}
}

TY  - CPAPER
AB  - 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.
AU  - Shawna Vican
AU  - Robin Andreasen
AU  - Heather Doty
AU  - L. Pamela Cook
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - COVID-19 Pandemic Response and Faculty Career Equity
UR  - https://peer.asee.org/36859
DO  - 10.18260/1-2--36859
ER  -