July 26, 2021
July 26, 2021
July 19, 2022
Faculty Development Division
This Research paper focuses on understanding activities engineering instructors engaged in to facilitate teaching during the initial weeks that the COVID-19 pandemic impacted instruction. Participants, including tenured or tenure-track professors and professors of practice, completed weekly surveys during the last seven weeks of the Spring 2020 semester. An adaptability lens was used to frame this study. Data analysis consisted of descriptive statistics to capture trends in instructors’ engagement in various activities to support their teaching and to understand whether engagement in these activities was perceived as being similar to a non-COVID semester. Findings revealed that over the seven weeks, many instructors engaged in teaching themselves something new and casual conversations about teaching. The self-directed and community-based activities instructors reported engaging in during the first two weeks were identified as being atypical compared to a non-COVID semester. Understanding the activities that instructors engaged in during this forced change to emergency remote teaching can help in the identification of resources and supports that enable instructional change during future events.
Rehmat, A. P., & Diefes-Dux, H. A., & Panther, G. (2021, July), Engineering Instructors’ Self-reported Activities to Support Emergency Remote Teaching During the COVID-19 Pandemic Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36520
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