To Record or Not to Record? Collaborating through Conflict

Emily Risë Crum; Kristin Leigh Bennett; Stuart Adler; David S Bergsman; Nicole Minkoff; Alexis N Prybutok

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Promoting Inclusivity and Broadening Participation
Tagged Division: Chemical Engineering Division (ChED)
Tagged Topic: Diversity
Page Count: 23
DOI: 10.18260/1-2--48159
Permanent URL: https://peer.asee.org/48159
Download Count: 116

Stuart B Adler is an Associate Professor of Chemical Engineering at the University of Washington, Seattle. His research focuses primarily on energy-related materials and electrochemical energy conversion. Over the last 15 years he has also led changes in

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David S Bergsman University of Washington

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David Bergsman (he/him) is an Assistant Professor in the Department of Chemical Engineering at the University of Washington. He received his B.S. in Chemical Engineering from the University of Washington in 2012 and his PhD in Chemical Engineering from Stanford University in 2018. He later completed postdoctoral work at the Massachusetts Institute of Technology. Now, at UW, his research is focused on using ultrathin films and coatings to tackle challenges in energy, water, sustainability, and semiconductor processing.

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Nicole Minkoff University of Washington

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Alexis N Prybutok University of Washington orcid.org/0000-0002-7426-8005

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Alex Prybutok (she/her) is an Assistant Teaching Professor in the Department of Chemical Engineering at the University of Washington. She earned her B.S. in Chemical Engineering and her B.S. in Biochemistry from the University of Texas at Austin in 2016 and her Ph.D. in Chemical Engineering from Northwestern University in 2022. Her areas of expertise include computational modeling of cell-based therapies and integrating social justice concepts into engineering curriculum.

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Abstract

In response to the COVID-19 pandemic, many colleges and universities and their engineering programs, including ours, adopted lecture recordings as a temporary means to provide remote and hybrid instruction. With the return of in-person classes, many students have asked our faculty to continue making these recordings as a supplemental educational resource. At the same time, many disability advocates have noted that these recordings greatly increase accessibility and reduce barriers for disabled students. However, given the technical challenges involved in making high-quality lecture recordings, as well as concerns about student attendance and engagement, our faculty have had mixed opinions about adopting these recordings as a general practice. To reach a consensus, our department, with the guidance of our departmental Diversity, Equity, Inclusion, and Accessibility (DEIA) Committee, used anonymous surveys and discussions to examine the opinions and attitudes of our students, faculty and advising staff surrounding the use of classroom recordings. We also examined recorded lecture viewership data for individual students across four core courses and compared this data to their course academic performance and level of engagement to determine if a relationship existed. We then examined our findings in the broader context of the pre-pandemic educational literature on classroom recordings. This approach enabled us to quickly reach a consensus that for the type of classes we typically offer, lecture recordings provide students with a highly valuable supplemental resource that has overall positive educational benefits. This consensus enabled us to shift our effort toward the more practical matter of how to support our faculty in overcoming logistical and technological barriers to creating recordings, while also honoring differences in teaching pedagogy. This paper outlines our collaborative process, the conclusions reached by our department, and the concrete steps we have taken to increase lecture recording throughout the curriculum. We also highlight places where additional studies and methods are needed to understand and support the nationwide use of lecture recordings in engineering education.

Citation
Format

Crum, E. R., & Bennett, K. L., & Adler, S., & Bergsman, D. S., & Minkoff, N., & Prybutok, A. N. (2024, June), To Record or Not to Record? Collaborating through Conflict Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48159

TY  - CPAPER
AB  - In response to the COVID-19 pandemic, many colleges and universities and their engineering programs, including ours, adopted lecture recordings as a temporary means to provide remote and hybrid instruction. With the return of in-person classes, many students have asked our faculty to continue making these recordings as a supplemental educational resource. At the same time, many disability advocates have noted that these recordings greatly increase accessibility and reduce barriers for disabled students. However, given the technical challenges involved in making high-quality lecture recordings, as well as concerns about student attendance and engagement, our faculty have had mixed opinions about adopting these recordings as a general practice. To reach a consensus, our department, with the guidance of our departmental Diversity, Equity, Inclusion, and Accessibility (DEIA) Committee, used anonymous surveys and discussions to examine the opinions and attitudes of our students, faculty and advising staff surrounding the use of classroom recordings. We also examined recorded lecture viewership data for individual students across four core courses and compared this data to their course academic performance and level of engagement to determine if a relationship existed. We then examined our findings in the broader context of the pre-pandemic educational literature on classroom recordings. This approach enabled us to quickly reach a consensus that for the type of classes we typically offer, lecture recordings provide students with a highly valuable supplemental resource that has overall positive educational benefits. This consensus enabled us to shift our effort toward the more practical matter of how to support our faculty in overcoming logistical and technological barriers to creating recordings, while also honoring differences in teaching pedagogy. This paper outlines our collaborative process, the conclusions reached by our department, and the concrete steps we have taken to increase lecture recording throughout the curriculum. We also highlight places where additional studies and methods are needed to understand and support the nationwide use of lecture recordings in engineering education. 
AU  - Emily Risë Crum
AU  - Kristin Leigh Bennett
AU  - Stuart Adler
AU  - David S Bergsman
AU  - Nicole Minkoff
AU  - Alexis N Prybutok
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - To Record or Not to Record? Collaborating through Conflict
UR  - https://peer.asee.org/48159
DO  - 10.18260/1-2--48159
ER  -