ASCE's Response to the Pandemic: Empowering Inclusion through the Remote ExCEEd Teaching Workshop
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| Title: | ASCE's Response to the Pandemic: Empowering Inclusion through the Remote ExCEEd Teaching Workshop |
|---|---|
| Language: | English |
| Authors: | Mónica Palomo, Cristina Torres-Machi (ORCID |
| Source: | Journal of Civil Engineering Education. 2025 151(4). |
| Availability: | American Society of Civil Engineers. 1801 Alexander Bell Drive, Reston, VA 20191. Tel: 800-548-2723; e-mail: ascelibrary@ascs.org; Web site: https://ascelibrary.org/journal/jceecd |
| Peer Reviewed: | Y |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | COVID-19, Pandemics, Inclusion, Distance Education, Teacher Workshops, Civil Engineering, Program Effectiveness, Teaching Skills, Instructional Improvement |
| DOI: | 10.1061/JCEECD.EIENG-2188 |
| ISSN: | 2643-9107 2643-9115 |
| Abstract: | In the spring of 2020, the American Society of Civil Engineers (ASCE) was faced with the challenge of how to best serve and support its higher education members amid the COVID-19 pandemic. Specifically, for the Excellence in Civil Engineering Education (ExCEEd) Teaching Workshop (ETW), the indefinite prohibition of in-person gatherings triggered an abrupt change from the in-person to the remote delivery in the summer of 2021. The goal of this study is to investigate the effectiveness of the remote (R)-ETW experience and to determine whether the ETW experience is comparable and independent of the delivery mode. These research questions were answered by assessing quantitative and qualitative survey data collected from participants of both the in-person and remote ETWs. The findings show that, upon completion of the R-ETW program, graduates reported improved teaching skills, an enhanced ability to self-assess their teaching, and an increased self-confidence. Results suggest that both delivery modes are effective in comparably improving participants' teaching skills and that the experience positively impacted their development as teachers. A remote option for the ETW provides valuable professional development opportunities for educators who may not be able to attend the in-person event due to a variety of reasons. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480535 |
| Database: | ERIC |
| Abstract: | In the spring of 2020, the American Society of Civil Engineers (ASCE) was faced with the challenge of how to best serve and support its higher education members amid the COVID-19 pandemic. Specifically, for the Excellence in Civil Engineering Education (ExCEEd) Teaching Workshop (ETW), the indefinite prohibition of in-person gatherings triggered an abrupt change from the in-person to the remote delivery in the summer of 2021. The goal of this study is to investigate the effectiveness of the remote (R)-ETW experience and to determine whether the ETW experience is comparable and independent of the delivery mode. These research questions were answered by assessing quantitative and qualitative survey data collected from participants of both the in-person and remote ETWs. The findings show that, upon completion of the R-ETW program, graduates reported improved teaching skills, an enhanced ability to self-assess their teaching, and an increased self-confidence. Results suggest that both delivery modes are effective in comparably improving participants' teaching skills and that the experience positively impacted their development as teachers. A remote option for the ETW provides valuable professional development opportunities for educators who may not be able to attend the in-person event due to a variety of reasons. |
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| ISSN: | 2643-9107 2643-9115 |
| DOI: | 10.1061/JCEECD.EIENG-2188 |
