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1. Inclusive Innovation: Reframing STEM Research in COVID-19

   https://doi.org/10.18260/1-2--44802  

   Hamilton, Tamara; Williams, Claudine-Lonje; Bouldin, Chelsea (February 2023, ASEE Conferences)

   Undergraduate research has been found to be positively associated with obtaining a STEM baccalaureate degree, persisting in the field, and performing academically well. Underrepresented minority (UREP) students who participate in undergraduate research experiences show increased confidence in their abilities, understanding of the nature of research, and understanding of graduate school. In spring 2020, in direct response to the COVID-19 pandemic, institutions were forced to make shifts in program offerings. As a result of the move to online learning, research experiences were either canceled, postponed or moved to a virtual format. COVID-19 presented a new opportunity for students to still participate in activities from remote locations. After in-person activities resumed, aspects of these virtual opportunities have continued to be embraced by programs through virtual symposiums, more intentional and in depth “checking-in” at the start of meetings, wellness focused workshops, and emphasized community building. Additionally, virtual research experiences have expanded the number of students participating in these programs. The purpose of this paper is to share lessons learned from a co-curricular program for underrepresented students that successfully made the shift from in-person research experiences to virtual and back to in-person. Program activities are guided by the literature on mentoring, STEM identity, community, and sense of belonging. Implications for practitioners and faculty include opportunities for mentoring through virtual platforms, the inclusion of family, friends, and community members through virtual research symposiums, continuing to focus on the mental health and well-being of students, and the acknowledgement of varying home environments to conduct research. 

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2. Learning for collaborative action: learning domains and processes in place-based climate adaptation workshops

   https://doi.org/10.1080/09640568.2024.2380905  

   O’Brien, Caleb; Stern, Marc J; Brousseau, Jennifer J; Hansen, Lara J (July 2024, Journal of Environmental Planning and Management)

   Communities facing complex social and environmental challenges may benefit from opportunities for collaborative learning. Place-based climate adaptation workshops, which help stakeholders to incorporate climate projections into site-specific adaptation strategies, are one space where learning can occur. We studied learning in eight facilitated climate adaptation workshops held in-person (n ¼ 2) and online(n ¼ 6) in the United States between 2021 and 2023. Workshops averaged 24participants and included state and local government employees, representatives from non-governmental organizations, interested citizens, academics, and others. We examined declarative, procedural, and relational learning and the processes through which knowledge was created and shared. We found evidence for learning across domains. Participants linked learning to a range of workshop elements, including collaborative workbooks, plenary presentations, and handouts. We found no meaningful differences between online and in-person workshops, suggesting that a range of workshop formats support meaningful learning. We discuss the theoretical and practical implications for understanding and fostering learning, 

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3. A methodological approach for researching online teacher professional development

   Johnson, M. M. (April 2021, Middle Atlantic ASEE Section Spring 2021 Conference)

   null (Ed.)

   COVID-19 has altered the landscape of teaching and learning. For those in in-service teacher education, workshops have been suspended causing programs to adapt their professional development to a virtual space to avoid indefinite postponement or cancellation. This paradigm shift in the way we conduct learning experiences creates several logistical and pedagogical challenges but also presents an important opportunity to conduct research about how learning happens in these new environments. This paper describes the approach we took to conduct research in a series of virtual workshops aimed at teaching rural elementary teachers about engineering practices and how to teach a unit from an engineering curriculum. Our work explores how engineering concepts and practices are socially constructed through interactions with teachers, students, and artifacts. This approach, called interactional ethnography has been used by the authors and others to learn about engineering teaching and learning in precollege classrooms. The approach relies on collecting data during instruction, such as video and audio recordings, interviews, and artifacts such as journal entries and photos of physical designs. Findings are triangulated by analyzing these data sources. This methodology was going to be applied in an in-person engineering education workshop for rural elementary teachers, however the pandemic forced us to conduct the workshops remotely. Teachers, working in pairs, were sent workshop supplies, and worked together during the training series that took place over Zoom over four days for four hours each session. The paper describes how we collected video and audio of teachers and the facilitators both in whole group and in breakout rooms. Class materials and submissions of photos and evaluations were managed using Google Classroom. Teachers took photos of their work and scanned written materials and submitted them all by email. Slide decks were shared by the users and their group responses were collected in real time. Workshop evaluations were collected after each meeting using Google Forms. Evaluation data suggest that the teachers were engaged by the experience, learned significantly about engineering concepts and the knowledge-producing practices of engineers, and feel confident about applying engineering activities in their classrooms. This methodology should be of interest to the membership for three distinct reasons. First, remote instruction is a reality in the near-term but will likely persist in some form. Although many of us prefer to teach in person, remote learning allows us to reach many more participants, including those living in remote and rural areas who cannot easily attend in-person sessions with engineering educators, so it benefits the field to learn how to teach effectively in this way. Second, it describes an emerging approach to engineering education research. Interactional ethnography has been applied in precollege classrooms, but this paper demonstrates how it can also be used in teacher professional development contexts. Third, based on our application of interactional ethnography to an education setting, readers will learn specifically about how to use online collaborative software and how to collect and organize data sources for research purposes. 

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4. Virtualizing Hands-On Mechanical Engineering Laboratories - A Paradox or Oxymoron

   Cook-Chennault, Kimberly; Farooq, Ahmad (January 2022, ASEE 2022 Annual Conference - Excellence Through Diversity)

   In physical sciences and engineering research, the study of virtual labs (VL) has generally focused on case studies about their implementation into classrooms or engineering design process and elements. However, few (if any) studies have assessed the viability of using conventional course evaluation instruments (originally designed for traditional in-person classroom environments), to evaluate virtual lab classes. This article presents a preliminary set of results from a study that examines and compares engineering undergraduate students’ evaluations of a capstone mechanical and aerospace engineering laboratory course taught in two different environments: in-person and remotely (virtual/online environment). The instrument used in both cases was the conventional course evaluation instrument that was quantitative and designed using a Likert scale. The aim of this study is to understand how this instrument captures or does not capture the students’ perceptions of their learning of course content in virtual and in-person learning environments. The second aim of this study is to explore students’ perceptions of the effectiveness and acceptance of virtual learning tools and environments applied in engineering laboratory classes. A total of 226 undergraduate students participated in this convergent mixed method study within a mechanical and aerospace engineering department at a research-1 institute in the northeastern region of the United States. Our initial analyses of the students’ course evaluations indicate that there were no statistically significant differences in the perceived teaching effectiveness of the course. However, statistically significant differences were found between the course final grades between students who participated in the in-person lab juxtapose to those who engaged in the virtual laboratory environment. In addition, qualitative results suggest that students’ perceptions of the value of in-person and virtual labs vary depending on prior engineering experiences. These results suggest that there is room for improvement in conventional course evaluation instruments of senior capstone engineering education laboratories that take place either in-person or virtually. 

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5. Walking the Walk toward Increasing Access and Reducing Emissions: The Promise and Challenges of Virtual Climate Adaptation Convenings

   https://doi.org/10.3390/su141912586  

   Merritt, Eileen G.; Brousseau, Jennifer J.; Stern, Marc J.; Hansen, Lara J. (October 2022, Sustainability)

   Joint professional and stakeholder meetings to share local, regional and national responses to the current and projected effects of climate change have become regular, recurring events over the past decade. These “climate adaptation convenings” generally include presentations, discussions, and social learning about how to effectively respond to climate-related impacts. Many of these convenings shifted to virtual formats during the COVID-19 pandemic. We conducted a study to understand how four virtual convenings in the United States compare with otherwise similar in-person events. Through surveys with attendees of four virtual climate adaptation convenings, we explored how attendees’ outcomes differed between conference formats and captured their perceptions of virtual vs. in-person events. Overall, 71% of attendees indicated that they were more likely or equally likely to attend future convenings online, and 62% reported that knowledge gain was about the same or better online than in-person. Many respondents appreciated the accessibility and more inclusive participation at virtual convenings, as well as the environmental benefits and reduced costs. However, interpersonal interactions were inferior in virtual formats, and some attendees experienced difficulties with technology and screen fatigue. Respondents shared suggestions for addressing these challenges. Altogether, findings suggest that virtual convenings have high potential if greater attention is paid to these elements. 

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