This paper is based on a series of semi-structured, qualitative interviews that were conducted with students, by an undergraduate student and lead author of this paper, that focused on their experiences with educational technologies and online teaching pedagogy in the wake of the COVID-19 pandemic. As U.S. educators scrambled to adapt to online course delivery modes as a result of the first wave of the pandemic in the spring 2020 semester, those in the educational technology and online learning community saw the potential of this movement to vastly accelerate the implementation of online systems in higher education. A shift thatmore »
A Rapid and Formative Response by the Engineering Education Faculty to Support the Engineering Faculty and Students Throughout the Extreme Classroom Changes Resulting from the COVID-19 Pandemic
This paper describes an evidence based-practice paper to a formative response to the engineering faculty and students’ needs at Anonymous University.
Within two weeks, the pandemic forced the vast majority of the 1.5 million faculty and 20 million students nationwide to transition all courses from face-to-face to entirely online. Never in the history of higher education has there been a concerted effort to adapt so quickly and radically, nor have we had the technology to facilitate such a rapid and massive change. At Anonymous University, over 700 engineering educators were racing to transition their courses. Many of those faculty had never experienced online course preparation, much less taught one synchronously or asynchronously. Faculty development centers and technology specialists across the university made a great effort to aid educators in this transition. These educators had questions about the best practices for moving online, how their students were affected, and the best ways to engage their students. However, these faculty’s detailed questions were answerable only by faculty peers’ experience, students’ feedback, and advice from experts in relevant engineering education research-based practices. This paper describes rapid, continuous, and formative feedback provided by the Engineering Education Faculty Group (EEFG) to provide an immediate response more »
- Award ID(s):
- 1911375
- Publication Date:
- NSF-PAR ID:
- 10318500
- Journal Name:
- 2021 ASEE Virtual Annual Conference Content Access
- Sponsoring Org:
- National Science Foundation
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