Asee peer logo

Lessons Learned: How Our Agile Department Survived the COVID-19 Pivot

Download Paper |

Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Tagged Division

Faculty Development Division

Page Count

7

Permanent URL

https://peer.asee.org/37448

Download Count

49

Request a correction

Paper Authors

biography

Diana A. Chen University of San Diego Orcid 16x16 orcid.org/0000-0003-3616-1538

visit author page

Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Chen is designing a new engineering curriculum to educate changemakers who understand that engineering is an inherently socio-technical activity. Her scholarly interests include engineering education that contextualizes engineering sciences and design, exploring engineering boundaries for inclusive pedagogy, and sustainability and bio-inspired design in the built environment.

visit author page

biography

Laura Ann Gelles University of Texas at Dallas Orcid 16x16 orcid.org/0000-0001-5591-9629

visit author page

Laura Gelles is a postdoctoral research associate at the University of Texas at Dallas within the Erik Jonsson School of Engineering and Computer Science where she is studying retention of undergraduate engineering students. She has extensive experience using qualitative and mixed-methods research in Engineering Education. Before joining UTD in September 2020, Laura worked at the University of San Diego on their RED grant to study institutional change efforts and redefine the engineering canon as sociotechnical. She has a background in environmental engineering and received her Ph.D. in Engineering Education at Utah State University with a research focus on the ethical and career aspects of mentoring of science and engineering graduate students and hidden curriculum in engineering.

visit author page

biography

Susan M. Lord University of San Diego

visit author page

Susan M. Lord received a B.S. from Cornell University in Materials Science and Electrical Engineering (EE) and the M.S. and Ph.D. in EE from Stanford University. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her research focuses on the study and promotion of diversity in engineering including student pathways and inclusive teaching. She is Co-Director of the National Effective Teaching Institute (NETI). Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is among the first to study Latinos in engineering and coauthored The Borderlands of Education: Latinas in Engineering. Dr. Lord is a Fellow of the IEEE and ASEE and is active in the engineering education community including serving as General Co-Chair of the Frontiers in Education Conference, President of the IEEE Education Society, and Associate Editor of the IEEE Transactions on Education (ToE) and the Journal of Engineering Education (JEE). She and her coauthors received the 2011 Wickenden Award for the best paper in JEE and the 2011 and 2015 Best Paper Awards for the IEEE ToE. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing “Developing Changemaking Engineers”, an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.

visit author page

biography

Gordon D. Hoople University of San Diego Orcid 16x16 orcid.org/0000-0002-2663-4664

visit author page

Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways in which novel approaches can lead to better student outcomes. He is the principal investigator on the National Science Foundation Grant “Reimagining Energy: Exploring Inclusive Practices for Teaching Energy Concepts to Undergraduate Engineering Majors.” He has also co-developed a unique interdisciplinary course, Drones for Good, where engineering students partner with peace studies students to design a quadcopter that will have a positive impact on society.

visit author page

biography

Joel Alejandro Mejia University of San Diego Orcid 16x16 orcid.org/0000-0003-3908-9930

visit author page

Dr. Joel Alejandro (Alex) Mejia is an assistant professor in the Department of Integrated Engineering at the University of San Diego. His research has contributed to the integration of critical theoretical frameworks and Chicano Cultural Studies to investigate and analyze existing deficit models in engineering education. Dr. Mejia’s work also examines how asset-based models impact the validation and recognition of students and communities of color as holders and creators of knowledge. His current work seeks to analyze and describe the tensions, contradictions, and cultural collisions many Latino/a/x students experience in engineering through testimonios. He is particularly interested in approaches that contribute to a more expansive understanding of engineering in sociocultural contexts, the impact of critical consciousness in engineering practice, and development and implementation of culturally responsive pedagogies in engineering education.

visit author page

biography

Mark A. Chapman University of San Diego Orcid 16x16 orcid.org/0000-0001-9905-4022

visit author page

Mark Chapman is an assistant professor at the University of San Diego in the Department of Integrated Engineering. His interests lie in the fields of skeletal muscle mechanics, muscle disease, exercise physiology, international education and engineering education. He earned his MS and PhD in bioengineering from the University of California, San Diego and a B.S. in biomedical engineering from the University of Minnesota.

visit author page

Download Paper |

Abstract

This lessons learned paper describes a case study of the Spring 2020 semester when our university pivoted to Emergency Remote Teaching (ERT) and how our department and faculty not only survived, but thrived, during the global pandemic. As the crisis unfolded and the university going completely remote was considered, our department responded swiftly to anticipate and mitigate the logistical, pedagogical, and psychosocial issues that ERT and the pandemic brought both for students and faculty. In this paper, we describe the actions our small engineering department took to weather the abrupt transition to ERT in contrast to our university administration’s initial struggle to respond to the pandemic. We formed a cohesive community of practice by creating online networks for social and professional connection, we coordinated our student-facing efforts to minimize students’ cognitive and technology overload, and we worked together to develop innovative ways to continue to incorporate active learning in our online classrooms. To show care and empathy, we regularly collected student reflections, asked students how they were doing during out-of-class interactions (e.g., advising and office hours), and examined our course evaluations. We found that students recognized and were grateful for our compassion during the pandemic and the efforts we put into maintaining a worthwhile learning experience for them. We would like to present this paper as a lightning talk.

Chen, D. A., & Gelles, L. A., & Lord, S. M., & Hoople, G. D., & Mejia, J. A., & Chapman, M. A. (2021, July), Lessons Learned: How Our Agile Department Survived the COVID-19 Pivot Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37448

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015