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Conference Proceeding

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The COVID-19 pandemic brought on unprecedented challenges to the teaching and learning communities that required faculty to make purposeful changes in their teaching approaches. Many faculty members had to shift rapidly from in-person to online mode of instruction. This study documents perceptions of STEM faculty who made the change to online teaching. It reports on what strategies faculty used to transition to remote/online teaching and how this change impacted student learning. The study results indicated that almost two-thirds of the faculty changed how they evaluated their students. Results also showed that the sudden change to remote learning negatively impacted student learning. Due to reduced engagement in this modality, students seemed to prefer in-person learning over remote learning. The faculty reported being more flexible in assessing student learning by offering open-book quizzes and tests. Some faculty have replaced exams with projects to accommodate students facing pandemic-related uncertainties. A majority of the faculty noted that time constraints made a considerable difference in how they were able to assess their students' learning and that the fast pace of events during the pandemic did not allow for much reflection. Overall, faculty felt that a judicious mix of synchronous and asynchronous teaching methods was most conducive to student success during this time of global disruption.

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© 2021, American Society for Engineering Education, Proceedings of ASEE Annual Conference, virtual conference.