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Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University

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Title: Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University
Authors: Chierichetti, Maria (ORCID 0000-0002-9093-8697), Backer, Patricia (ORCID 0000-0003-4253-0205)
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 32
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Teacher Attitudes, Emergency Programs, Distance Education, COVID-19, Pandemics, Engineering Education, Web Based Instruction, Teaching Experience, Anxiety, Psychological Patterns
Geographic Terms: California (San Jose)
ISSN: 2227-7102
Abstract: In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the impact of COVID-19 on faculty teaching methods, assessment methods, and personal well-being. The study was a combination of a quantitative survey and a qualitative study using interviews of engineering faculty teaching in Spring 2020. In the first part, we surveyed all faculty teaching during Spring 2020 in the SJSU College of Engineering about their experiences after the move to 100% online instruction in March 2020. In the second part of the research, we interviewed 23 faculty members to obtain a more in-depth understanding of their experiences during the move online in Spring 2020. Overall, 98 faculty participated in the survey: lecturers (58), tenure-track (18), tenured (13), adjunct (1), and Teaching Associates (1). The faculty reported being worried about their family and their students' well-being. In addition, 65% of faculty members reported either a moderate or a great deal of stress related to the shelter in place, and this percentage was higher for female faculty (74%) and for tenure-track faculty (83%). Overall, faculty members felt that they had their classes under control most of the time and that the transition to online teaching was positive, even if they felt they had too much work to do and felt always in a hurry and under pressure. From a teaching perspective, the interviews highlight that faculty members' main concerns focus on testing and assessment and students' engagement. Overall, SJSU College of Engineering faculty members felt under stress in the transition to online teaching, especially the tenure-track faculty members, but were able to transition their classes with ease.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1307921
Database: ERIC
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  Data: Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University
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  Data: <searchLink fieldCode="AR" term="%22Chierichetti%2C+Maria%22">Chierichetti, Maria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9093-8697">0000-0002-9093-8697</externalLink>)<br /><searchLink fieldCode="AR" term="%22Backer%2C+Patricia%22">Backer, Patricia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4253-0205">0000-0003-4253-0205</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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– Name: Abstract
  Label: Abstract
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  Data: In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the impact of COVID-19 on faculty teaching methods, assessment methods, and personal well-being. The study was a combination of a quantitative survey and a qualitative study using interviews of engineering faculty teaching in Spring 2020. In the first part, we surveyed all faculty teaching during Spring 2020 in the SJSU College of Engineering about their experiences after the move to 100% online instruction in March 2020. In the second part of the research, we interviewed 23 faculty members to obtain a more in-depth understanding of their experiences during the move online in Spring 2020. Overall, 98 faculty participated in the survey: lecturers (58), tenure-track (18), tenured (13), adjunct (1), and Teaching Associates (1). The faculty reported being worried about their family and their students' well-being. In addition, 65% of faculty members reported either a moderate or a great deal of stress related to the shelter in place, and this percentage was higher for female faculty (74%) and for tenure-track faculty (83%). Overall, faculty members felt that they had their classes under control most of the time and that the transition to online teaching was positive, even if they felt they had too much work to do and felt always in a hurry and under pressure. From a teaching perspective, the interviews highlight that faculty members' main concerns focus on testing and assessment and students' engagement. Overall, SJSU College of Engineering faculty members felt under stress in the transition to online teaching, especially the tenure-track faculty members, but were able to transition their classes with ease.
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        PageCount: 32
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Emergency Programs
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      – SubjectFull: Distance Education
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Engineering Education
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      – SubjectFull: Web Based Instruction
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Psychological Patterns
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      – SubjectFull: California (San Jose)
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