COVID-19: Exploring Self-Centered and Community-Based Activities Faculty Engaged in while Teaching Remotely During a Crisis
COVID-19 changed the way faculty were able to teach and interact. They were required to adapt quickly to remote instructions. This presentation covers faculty activity engagement and agreement to the behavior being typical or atypical while teaching remotely. Video presentation isvfrom the Summer Nebraska Engineering Research Program.
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[00:00:02.200]Hello, My name is Izzy Brown.
[00:00:04.670]I'm a student in the Architectural Engineering Program
[00:00:07.230]at the University of Nebraska, Lincoln.
[00:00:10.030]This summer I've been assisting Dr. Grace Panther
[00:00:12.560]and Dr. Heidi Diefes Dux in the research project.
[00:00:16.010]For my projects, I will focus on faculty self-centered,
[00:00:19.040]and community-based activity engagement,
[00:00:21.660]while teaching remotely during a global pandemic.
[00:00:30.697]COVID-19 brought about a lot of changes
[00:00:33.150]in the methods of teaching.
[00:00:35.500]Faculties were forced to adapt and continue adapting
[00:00:38.480]to ever changing circumstances.
[00:00:41.850]Similar to a career change,
[00:00:44.020]transitioning to remote instruction
[00:00:45.920]requires sufficient resources and support
[00:00:48.350]for successful adaptation.
[00:00:50.900]However, adaptability is not so much about the change
[00:00:54.690]as the behavior in response to the uncertain situation.
[00:00:59.180]Data was collected tracking faculty activity engagement,
[00:01:02.720]and whether they considered their actions typical,
[00:01:05.060]or atypical compared to a normal week of teaching.
[00:01:09.060]By tracking this you're then able to see which resource
[00:01:12.260]were used by faculty during this uncertain time.
[00:01:22.550]Data was collected by means of a weekly survey.
[00:01:25.900]The survey was distributed to faculty
[00:01:27.900]during the seven week remainder of the spring semester,
[00:01:30.710]that was taught remotely due to the pandemic.
[00:01:33.950]The survey questions I analyzed are as follows,
[00:01:37.830]select all the activities you have engaged in
[00:01:40.440]during the past week in regards to teaching,
[00:01:43.060]or technologies for teaching.
[00:01:46.040]There were 11 possible responses,
[00:01:48.540]five self-centered, five community-based,
[00:01:51.570]and lastly, none of the above.
[00:01:54.310]The second question was stated,
[00:01:57.000]to what degree do you agree with this statement?
[00:01:59.870]The activities I indicated above are similar to those
[00:02:02.604]in which I have engaged in,
[00:02:04.330]in a typical week prior to the COVID-19 mandate
[00:02:07.610]for remote instruction.
[00:02:09.830]Responses for this question were on a four point scale
[00:02:12.910]ranging from strongly agree to strongly disagree.
[00:02:18.180]The table seen here reports the number of participants,
[00:02:22.130]the percentage of participants
[00:02:23.640]who reported typical behavior,
[00:02:25.920]and the percentage of participants
[00:02:27.700]who reported atypical behavior for each week of the survey.
[00:02:39.210]The participants in the survey were 52 engineering
[00:02:42.140]faculty members at a Research One university,
[00:02:45.130]19.3% female and 80.7% male.
[00:02:49.990]The table records the position held by the participants.
[00:02:57.530]The pie chart illustrates the department breakdown
[00:03:00.110]of the participants in the study.
[00:03:08.660]Next, I have some charts to illustrate the analysis.
[00:03:12.260]First I will explain in depth, the self-centered activities,
[00:03:15.210]typical graph in the top left corner.
[00:03:18.520]This shows the percentage of participants
[00:03:20.614]in the typical behavior group
[00:03:22.880]that engaged in each activity by week.
[00:03:26.790]The self-centered activity choices were taught self,
[00:03:30.470]used a UNL resource, used a non UNL resource,
[00:03:34.820]attended a workshop, or read a book about teaching.
[00:03:39.140]In each graph I've also included none of the above
[00:03:41.700]as a reference.
[00:03:43.730]An example from the self-centered activities, typical graph
[00:03:47.110]is that in week one, about 75% of the participants
[00:03:50.750]who consider their behavior typical
[00:03:52.890]taught themselves something new.
[00:03:55.110]Whereas in week four, that percentage drops to about 40%.
[00:04:04.540]The rest of the graphs show the percentage of participants
[00:04:07.700]who engaged in each activity by week for the two groups,
[00:04:11.160]typical and atypical behavior.
[00:04:14.410]The choices for the community-based activities,
[00:04:17.830]we got help from a colleague,
[00:04:20.110]had a casual conversation about teaching,
[00:04:23.240]got help from staff, directed a colleague,
[00:04:27.090]and helped a colleague directly.
[00:04:34.700]From these four graphs there are many things
[00:04:37.240]that can be seen.
[00:04:39.100]I have found that the activity level trends downwards
[00:04:41.720]for typical and atypical behavior groups
[00:04:44.080]in both self-centered,
[00:04:45.210]and community-based activity responses.
[00:04:48.470]There was a spike in taught self in week five
[00:04:51.960]for atypical behavior.
[00:04:55.250]More casual conversations were reported
[00:04:57.720]than any other community-based activity
[00:05:00.040]across all survey weeks for the typical response group.
[00:05:04.580]There was an increase in help from staff in week six
[00:05:07.800]for typical and atypical groups.
[00:05:10.490]It can also be noted that workshops were not chosen
[00:05:13.260]in the middle of the survey period.
[00:05:18.970]In conclusion, the data shows a general decrease
[00:05:21.930]in activity level and more faculty reporting their behavior
[00:05:25.140]to be typical near the middle and end of the semester.
[00:05:29.860]This shows that faculty became accustomed
[00:05:32.110]to this new normal.
[00:05:34.080]Also faculty at a high activity engagement
[00:05:37.260]in the first week.
[00:05:39.300]Most likely to prepare for the weeks ahead.
[00:05:46.480]Future work will include an emotional analysis.
[00:05:50.280]The survey included a question with regard
[00:05:52.370]to instructors emotions about teaching.
[00:05:55.480]There were 48 possible emotion choices,
[00:05:58.090]with 24 positive and 24 negative options.
[00:06:02.270]There was also an agreement question
[00:06:04.170]to determine if the faculty considered the emotions
[00:06:06.860]they reported typical or atypical.
[00:06:10.240]The qualitative components of the data set,
[00:06:12.760]including the interview and open-ended questions
[00:06:15.490]will also be analyzed.
[00:06:17.850]This work will continue to provide a deeper understanding
[00:06:20.660]of faculty and the support and resources they need.
[00:06:28.640]This work was made possible by a rapid grant
[00:06:31.260]from the National Science Foundation,
[00:06:33.610]and by the Summer Nebraska Engineering Research Program
[00:06:36.710]at the university of Nebraska, Lincoln.
[00:06:45.020]Thank you for taking time to view my poster,
[00:06:47.210]and listen to my presentation.
[00:06:49.420]Please let me know if there are any remaining questions.
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