AIChE Virtual Communities of Practice _ Supporting Faculty during the COVID-19 Pandemic

Lepek, Daniel

doi:10.18260/2-1-370.660-125282

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…Our stories continue to amplify these prior works. Set high expectations and provide high support . One of the constant struggles for faculty, based on conversations, academic Twitter, and some published reflections from the pandemic (Deters et al, 2020; Liberatore et al, 2021; Morelock et al, 2020) was balancing flexibility and compassion with holding high expectations. Belonging‐centered instruction (BCI) is a framework that provides active inclusion, achievement, identification, and empowerment via interpersonal interactions and instructional techniques (Matthews et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Connection and alienation during the COVID‐19 pandemic: The narratives of four engineering students

McIntyre

Rohde

Clements

et al. 2023

J of Engineering Edu

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Background:The COVID-19 pandemic has highlighted, exacerbated, and caused many challenges within engineering education. At the same time, the pandemic provided opportunities for engineering educators to learn from forced change to promote strategic efforts to improve classroom engagement and connection to better support engineering students.Purpose: We leveraged students' stories to discuss ways university administrators, faculty, and instructors can better support their students during times of global crisis and beyond the current pandemic.Design/Method: We conducted longitudinal narrative interviews with four White women engineering students from different universities in their third and fourth years. The students were selected from a larger research project because their rich and reflective stories resonated with other participant narratives, the research team, and ongoing conversations about educating during and after the COVID-19 pandemic. Through narrative inquiry, we constructed "restoryed" vignettes and identified patterns within the four students' distinctive stories by drawing on a theoretical framework designed to examine connection and alienation. Results: The findings provided insights into how students were stressed and disconnected from their education in undesirable ways. The findings also provide insight into how those same students received support and maintained a connection to their institution, advisors, and instructors that educators could emulate.Conclusions: Our theoretical framework of connection and alienation proved helpful for understanding the experiences of four engineering students. Additionally, these stories provide practical examples of how faculty and staff can support student connections beyond the pandemic.

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Section: Discussionmentioning

confidence: 99%

Connection and alienation during the COVID‐19 pandemic: The narratives of four engineering students

McIntyre

Rohde

Clements

et al. 2023

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…The forced switch to online teaching for engineering educators emerged since the start of the COVID-19 pandemic. For example, chemical engineering educators formed virtual communities of practice to support faculty in different teaching endeavors in remote settings [47]. Other methods involving remote learning include video experiments [48] or blended learning opportunities through community partnerships for the completion of projects in a unit operations laboratory [49].…”

Section: Can the Covid-19 Pandemic Instill An Online Learning Environ...mentioning

confidence: 99%

Can the COVID-19 pandemic boost collaborative online international learning (COIL) in engineering education? – A review for potential implementations

Vasquez,

Ramos

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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His educational research interests are community-based learning, open-ended laboratory experiments, teamwork, collaborative and active learning, and Transport Phenomena computational modeling. Erick was born in El Salvador and there received his BEng in Chemical Engineering at UCA. He obtained his MS from Clemson University and his PhD from Mississippi State University, both in Chemical Engineering. Erick RamosErick Ramos a professor in the Department of Processes Engineering and Environmental Sciences at the Universidad Centroamericana "José Simeón Cañas" (UCA), El Salvador. He received his BS degree in Chemical Engineering from the UCA and his MS and PhD in research in chemistry and chemical engineering from

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Building a Great Student Chapter: Reflections on Workshop Activities Using Entrepreneurial Mindset

Liberatore

2024 ASEE Annual Conference &Amp; Exposition Proceedings

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He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. From 2005 to 2015, he served on the faculty at the Colorado School of Mines. In 2018, he served as an Erskine Fellow at the University of Canterbury in New Zealand. His research involves the rheology of complex fluids, especially traditional and renewable energy fluids and materials, polymers, and colloids. His educational interests include developing problems from YouTube videos, active learning, learning analytics, and interactive textbooks. His interactive textbooks for Material and Energy Balances, Spreadsheets, and Thermodynamics are available from zyBooks.com.

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AIChE Virtual Communities of Practice _ Supporting Faculty during the COVID-19 Pandemic

Cited by 3 publications

References 15 publications

Connection and alienation during the COVID‐19 pandemic: The narratives of four engineering students

Connection and alienation during the COVID‐19 pandemic: The narratives of four engineering students

Can the COVID-19 pandemic boost collaborative online international learning (COIL) in engineering education? – A review for potential implementations

Building a Great Student Chapter: Reflections on Workshop Activities Using Entrepreneurial Mindset

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