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When a Pandemic Requires a Pivot in the Modality of Teacher Professional Development (Work in Progress)

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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

Pre-College Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education

Page Count

8

Permanent URL

https://216.185.13.174/38054

Download Count

8

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Paper Authors

biography

Jennifer Kouo Towson University Orcid 16x16 orcid.org/0000-0002-4609-8555

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Jennifer L. Kouo, is an Assistant Professor in the Department of Special Education at Towson University in Maryland. Dr. Kouo received her PhD in Special Education with an emphasis in severe disabilities and autism spectrum disorder (ASD) from the University of Maryland at College Park. She is passionate about both instructional and assistive technology, as well as Universal Design for Learning (UDL), and utilizing inclusive practices to support all students. Dr. Kouo is currently engaged in multiple research projects that involve multidisciplinary collaborations in the field of engineering, medicine, and education, as well as research on teacher preparation and the conducting of evidence-based interventions in school environments.

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biography

Stacy S. Klein-Gardner Vanderbilt University

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Stacy Klein-Gardner's career in P-12 STEM education focuses on increasing interest in and participation by females and URMs and teacher professional development. She is an Adjunct Professor of Biomedical Engineering at Vanderbilt University where she serves as the co-PI and co-Director of the NSF-funded Engineering For Us All (e4usa) project. Dr. Klein-Gardner formerly served as the chair of the ASEE Board of Directors’ Committee on P12 Engineering Education and the PCEE division. She is a Fellow of the Society.

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Medha Dalal Arizona State University Orcid 16x16 orcid.org/0000-0001-5705-1800

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Medha Dalal is a postdoctoral scholar in the Fulton Schools of Engineering at Arizona State University. She received her Ph. D. in Learning, Literacies, and Technologies with an emphasis on engineering education from the Arizona State University. Her research seeks to build capacity for engineering education stakeholders at the grassroots, while also informing policy. Three thrusts that define her research interests at the intersections of engineering, technologies, and education include, ways of thinking that address complex educational challenges, democratization of K-12 engineering education, and online and technology-based learning.

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W. Ethan Eagle University of Maryland

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Dr. Eagle is a professor of practice in engineering and innovation design. His curriculum design for innovation, co-developed by and building on the research of Jeff and Staney DeGraff, was adopted by the University of Michigan 'Certified Professional Innovator' program in 2014, one of the first such certifications in the country. Now a faculty member in the Keystone Program at the University of Maryland, Dr. Eagle's current work is on the integration of diverse perspectives to discover unique engineering design spaces and on the development of multi-disciplinary courses that bring together students of multiple colleges and/or universities to perform design and practice innovation.

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Abstract

The impacts of COVID-19 have led to a rapid pivot in the delivery of professional development (PD) for new teachers to [PROGRAM]. [PROGRAM] previously provided a week-long, in-person, intensive PD in the summer for teachers but PD was shifted online to a mixture of synchronous and asynchronous sessions during the summer of 2020. The goal of this work in progress is to present how the [PROGRAM] team adapted teacher PD to establish community among our teachers and between teachers and staff, use this connection to enhance our responsiveness in PD, and deliver the engaging content of the [PROGRAM] curriculum. Teachers engaging remotely in [PROGRAM] activities have led to productive adaptations based on their challenges. The lessons learned reflecting back upon the PD will inform the design, delivery, and content of future [PROGRAM] teacher PDs. It is expected that future PD and professional learning offerings will continue to utilize flexible modalities and novel online tools, while also working to better align to PD standards.

Kouo, J., & Klein-Gardner, S. S., & Dalal, M., & Eagle, W. E. (2021, July), When a Pandemic Requires a Pivot in the Modality of Teacher Professional Development (Work in Progress) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://216.185.13.174/38054

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