Due to the Coronavirus pandemic, many faculty have been asked to move their courses online with very short notice. Last year during the polar vortex I experimented with making lecture videos with PowerPoint. I have now updated the process again for the videos I am creating this year. The process is efficient and I think it meets ADA requirements for captions. The videos are not perfect but they convey the material clearly and are pretty good given the circumstances.
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At WE19 I collaborated with Yanfen Li and Nicole Jackson to facilitate a flipped session on applying for academic jobs. The slides and additional details from the session are provided here for reference during and after the session.
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In 2018, I switched from live in-class presentations of project results to video-recorded presentations. I surveyed the students about their experience and archived the videos and discussion boards for further analysis. Overall, the switch to student-produced video presentations was a success. In 2019, I shared the initial results and assignment design at the 2019 Frontiers in Education conference and the Quad-Pod Consortium Teaching Symposium: Transformative Practices in Teaching & Learning. The article is available on IEEE Xplore.
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Four years ago, I committed to several writing goals for November also known as academic writing month (#AcWriMo). That was one of my most productive months of writing. I wrote over 13,000 words and had over 60 hours of productive time collecting or analyzing data.
This year, I also have a lot to write including two conference papers, a grant proposal, a journal paper to polish, and new blogs for my website. So, I’m once again committing to academic writing month. My daily writing and research goals for 2018 are:
- Write at least 500 words,
- Read at least one source for a literature review, and
- Complete at least one hour of additional productive research time (e.g. data processing, planning, training, project organization).
I have one additional month-long goal this year; to figure out how to sustain the above research productivity beyond November. The daily goals meet the criteria for S.M.A.R.T. goals. They are all specific and measurable. Once a day makes them time-bound and they are relevant given the writing projects I have for this month. All three goals are likely achievable because the first and last goals are the same as 2014 and the second goal is a required part of the writing projects. The additional month-long goal is specific, measurable, and time-bound. I know it is relevant to completing my research goals to earn promotion and tenure. However, I also know it is a stretch goal which means achievable is not going to be an easy task. Given it is relevant to achieving my research goals and being a successful academic, I am committed to trying.
As I did in 2014, I am going to track and share my progress on my daily goals. This year I will be adding a reflection and adaptation step to help work toward the sustainable daily research and writing goal.
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On October 16, I presented a webinar branding and social media for academics. The webinar was sponsored by the Women in Academia Committee of the Society of Women Engineers (SWE). It included tips on branding yourself as an academic and sharing information about your work on social media.
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At the 2017 Frontiers in Education (FIE) Conference, I published a paper about teaching assistants (TAs). The observations about the influence of TAs in the laboratory emerged from the laboratory equipment study that I conducted during my dissertation. Based on student comments during the original study, the TAs had an impact on the learning environment in the laboratory. The full paper can be accessed in the IEEE Xplore Digital Library.
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Recent Publications
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Tips for Creating a Functional Personal Knowledge Management System in Academia
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Preparing Women in STEM for Faculty Careers through a Job Search Workshop Series
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Adopting Alternative Grading in an Upper-Level Laboratory Course in Bioengineering
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Development of a Community of Practice for Rethinking Best Practices in Post-COVID Experiential Learning
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Converting a Biomedical Instrumentation Lab From In-person to Online