Editors' Introduction: Teacher Candidates and Their Preparation: Inclusion, Care, and Critique

[...]the fourth article is a self-study of one teacher educator's ability to guide and support teacher candidates during the COVID-19 lockdown. Social emotional resiliency is no longer a nice aside but a central component to preventing future learning loss. [...]as the editorial team for Teacher Education Quarterly, we hope that these articles provide you with the opportunity to reflect, connect with the authors' ideas, and utilize their recommendations to support your own efforts to improve your teacher education program, teacher education courses, or to support the various other educator stakeholders that are in partnership with your schools of education. [...]the self-study article by Orit Schwarz-Franco and Oren Ergas, "Links in the Chain-A Self-Study ofEmotional Support in Teacher Education During COVID-19 Lockdown," reflects critically on a chain of emotional support by stakeholders linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown.

Pandemic preparedness and response-related content to integrate into the msw curricula: Implications for provider burnout

The COVID-19 pandemic, a first in many generations disaster, has highlighted gaps globally among graduated social work providers. This qualitative study of (N = 12) inpatient social workers who provided care during the pandemic, strives to suggest specific disaster-related content to inform the MSW curricula. Thematic analysis suggested including: 1) self-care in a prolonged disaster;2) responding to nuances of the job;3) expansion and integration of practicum specialties;4) preparing for the effects of another pandemic;5) advocating for yourself;and 6) the public's view of social workers. Findings could potentially inform the content that is taught to MSW students post-pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Collective resilience among scholars and businesses: A Brazilian university in the COVID-19 crisis

This is a story of collective resilience. In a two-week task force, our group of Associate Professors created the SOS-MSME project, an advisory network to support Micro, Small and Medium Enterprises suffering the impacts of the COVID-19 pandemic. Almost 1,000 people, including staff, students from different university, faculties, alumni, and professionals from the community engaged in this project supporting more than 200 entrepreneurs. It has helped our community, but also ourselves generating a new challenging academic path integrating service, research and teaching. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Editorial

The article "Teaching a technical information systems module for distance learning during the COVID-19 pandemic” explores student performance when many educators had to switch to an online mode of teaching. The article "Can online professional development increase teachers' success in implementing project-based learning in South China” states that teachers are comfortable and capable of planning and implementing PBL projects during online professional development. Scientific progress and social development will change the knowledge and ability of human beings to adapt to new science and technology and new social environments, which will have an impact on teaching and further promote the change of teaching methods.

Training physical education teachers during a pandemic. The use of 360 video

Initial training for Physical Education teachers was not immune to the sudden upheavals in teaching and training methods caused by the Covid-19 pandemic. The objective of this study is to understand the uses of 360 video, in an allo-confrontation situation, of real classroom situations by students, so as to ascertain the formative effects of this type of resource and encourage reflective activity on the part of students. The results of this case study reveal a) an alternation between experiences understood through involvement as an observer or a participant and b) a pre-dominance of targeted analysis experiences and a focus on future interventions based on these experiences. © ENS Editions. Tous droits réservés pour tous pays.

Empowering Engineering Students as Allies Through Dedicated Classroom Instruction

Women* and other minoritized groups experience an unwelcoming environment in higher education [1-5]. This is particularly acute in Science, Technology, Engineering and Math (STEM) fields, where students have reported experiencing both explicit and subtle biased behaviors by faculty, administrators and fellow students [6-12]. The behaviors include stereotypical comments about women and other minoritized students' abilities, microaggressions, sexist humor, etc. Studies have shown that such behavior can lead to negative cognitive effects which in turn can affect student retention and graduation rates [13-15]. The aim of this paper is to document the progression and results of efforts undertaken at The Ohio State University to make the climate more welcoming for minoritized students in the College of Engineering (COE) by offering a course that encourages ally development. Ally development involves training people in the dominant social group and helping them understand the inequities placed on those in the minority [16-17]. This is especially crucial to have in engineering, where on average, the percentage of women receiving a bachelor's degree in the United States is 20.9%. Similarly, the percentage of Hispanic students receiving a bachelor's degree in the United States is 11.4%, Black/African American students is 4.2%, Native American students is.3%, and Hawaiian/Pacific Islander students is.2% [18]. Ally development, based on the framework created by Broido [19] hypothesizes that engaging students from the dominant group as allies to promote equity in engineering is an innovative strategy for creating a positive climate for minoritized students - and, in turn, ALL students - a factor that influences their retention and graduation rates [20-21]. This initiative started as an informal cohort in 2015-2016 -training students, who identify as men, to be allies for other students. The primary focus of the cohort was on gender. This cohort met weekly to learn about power, privilege, bias, and microaggressions. The participants then developed and implemented outreach activities in the university community. Taking the positive aspects of the cohort, a semester-long course was developed and offered every semester for undergraduate men students around the cohort concepts. Shortly thereafter a complementary class, for students who identify as women, was developed with similar topics as well as additions including confidence and empowerment. In Autumn 2018 the men and women's courses were rebranded as “Inclusive Leadership” courses with topics including personal brand, strengths, values, identity, power, privilege, bias, and microaggressions. The focus extended beyond gender to include race, sexual orientation, physical ability, and other categories of social identity. Gender non-binary students had the opportunity to choose between either of the two courses. In Autumn 2019, the courses' enrolled students were limited to new first year engineering students who self-selected to take part in a pilot “Inclusive Leadership Cohort”. Students in this cohort took the Inclusive Leadership Course concurrently with the first two required engineering courses in their first two semesters at The Ohio State University. Due to COVID, in Autumn 2020, the courses went back to being open to all undergraduate engineering students. Finally, for the Spring of 2021, a single non-gender specific course was offered for the first time. This paper documents the perceived impact on the students who took the courses, lessons learned in each stage of the initiative, and the initial progress on the first non-gender specific Inclusive Leadership Course offered in Spring 2021. © American Society for Engineering Education, 2021

Work in Progress: Using Photovoice to Examine the Mental Health Experiences of Engineering Graduate Students During COVID-19

Mental health service utilization and reported mental health problems (e.g., anxiety, depression, and suicidal ideation) have risen nationally. Accessibility to mental health resources is a critical concern for higher education institutions. College and university campus counseling centers are unable to keep pace with students' counseling needs. Furthermore, other resources (e.g., off-campus counseling centers) have a myriad of additional barriers that prevent students from accessing them, including cost, knowledge of services, lack of time, and mental health professional shortages. This is of great concern as students' academic progress has been shown to correlate to their mental state, with undiagnosed and untreated mental health problems affecting students' satisfaction, academic performance, research productivity, and intention to persist. Furthermore, delayed access to care is known to be a factor in increased frequency of relapse and the course of the illness. In studying mental health in higher education, researchers often group together graduate and undergraduate student populations. Yet, these studies may not account for major differences among these groups' degree programs and academic fields of study, including differing academic and social demands. Studies on engineering graduate students are particularly sparse, with most work focusing on the experiences of specific demographic communities (e.g., Black, women, or international graduate students). Work done highlights disparaging results, with engineering students exhibiting higher levels of self-reported measures of mental health problems (e.g., depression, anxiety, PTSD). Research is needed to explore engineering graduate students' mental health experiences, probing more deeply at students' typical behaviors and how these behaviors are informed by expectations of being an engineer. In this pilot study, we use photovoice, a photograph elicitation and interview process, to explore how eight engineering graduate students at a large public university quantify and describe their mental health experiences. Data is being collected using an initial survey, submitted images and captions, individual interviews, and a focus group. Preliminary findings report results from the initial survey, to include measures on depression, anxiety, flourishing, academic challenges, and perceived work-life balance. These findings may provide vital information on the underlying culture in engineering with respect to mental health. Data will also show how engineering graduate students situate themselves within the engineering environment (e.g., their departments, research labs, and classes), or how they “fit”. This study will provide insight into the current state of engineering graduate student mental health and the interactions between engineering graduate students' mental health experiences, their individual expectations, and the culture of mental health in engineering. This information is vital to promote the matriculation of engineering graduate students into the workforce. © American Society for Engineering Education, 2021

Undergraduate Women in Science and Engineering Mentoring Program to Enhance Gender Diversity Demonstrates Success during the COVID Pandemic

Many female undergraduate Engineering students struggle during their first and second years of college with finding their place and questioning whether they belong in Engineering. It has been shown that mentoring programs can help encourage women to stay in engineering fields. The University started a Women in Science and Engineering (WISE) mentoring program in Fall 2019, and continued it through the pandemic, during the Spring and Fall 2020 terms. The purpose of this study was to assess the impact of the first three semesters of the WISE mentoring program on engagement and satisfaction, as well as retention and GPA of women within the program, compared to a control group of women who did not go through the program. The impact of the COVID-19 pandemic on the success of the program was also assessed. The program was designed to implement one-on-one peer mentoring within the WISE program, incorporate mentoring cohort activities, and provide networking opportunities with faculty and students in engineering and science disciplines. Virtual mentoring activities were also incorporated during the pandemic. The program was facilitated by a graduate student in engineering. The initial cohort in Fall 2019 had a total of 44 pairs of women consisting of freshmen mentees paired with upper class mentors within the WISE program. Despite the pandemic and incorporating virtual mentoring meetings, 50 pairs of students joined the mentoring program in Fall 2020, an increase of nearly 14%. Most of the women (82.5%) who were part of the mentoring program rated their partnership as a 3 out of 5 or better. The GPAs of the women in the mentoring program, and those who were not were not significantly different. © American Society for Engineering Education, 2021

Experiential Learning during COVID-19: A Systemic Approach for Increasing Diversity in Engineering & Engineering Technology

Experiential Learning is a key component in Engineering and Engineering Technology Education. However, the current engineering an engineering technology education curriculum in the USA is deficient in providing students with Experiential Learning opportunities. Internships provide students with the much-needed experiential and project-based learning opportunities, and has helped historically underrepresented and underserved students overcome the “imposter syndrome” that oftentimes is a barrier to pursuing engineering and other STEM careers. The NS-ATE Grant (#1902339) for Smart Advanced Manufacturing Education in the Silicon Valley awarded to Ohlone College ensures that this gap in experiential learning opportunity is closed. This paper highlights the innovative implementation of Remote and In-person Internships during COVID-19, the impact on participating students' sense of belonging, retention and success rates of underrepresented students in Engineering and Engineering Technology. This paper also highlights the implementation strategy that would ensure the creation of a diverse Engineering and Engineering Technology Workforce through internships. © American Society for Engineering Education, 2021

Leveling the Playing Field: A Virtual Summer Camp for Women of Color

People of color are underrepresented in science, technology, engineering, and mathematics disciplines (STEM). The number is even smaller for women of color who enter into STEM fields. Based on current projections, it is estimated that by the year 2044, underrepresented minorities (Black, Hispanic, LatinX and American Indian) will comprise over 50% of the overall population in the U.S. However, underrepresented minority (URM) youth lag significantly behind their white and Asian American counterparts in their interest in STEM. Lower representation of URMs in STEM can be attributed to a variety of factors including, a lack of institutional commitment, a lack of representation throughout students' upbringing, ineffective cultural recruitment/outreach efforts, educational discrepancies throughout PK-12, and social expectations, among others. A large portion of government efforts to address this problem focuses on initiatives and training to overcome negative perceptions and attitudes towards STEM and entice more URM youth into STEM pathways. For the United States to maintain a competitive position in innovation and technology, the disparity must be reduced. The Women of Color Summer Engineering Camp (WOCSEC) was developed to address the disparity. The camp was composed of six outreach components to provide engaging, critical thinking and uplifting experiences for all its participants. The components include: Engineer Spotlight Interview;Engineering Design Challenge;Empowerment Session;Design Lab;Interactive Forum and Panel;and College Readiness. Due to Covid-19 the camp was transformed from an in-person face to face experience to a virtual experience. Online learning is an effective method of instruction, provided that devices and technology platforms are accessible and screen time is monitored and limited. WOCSEC includes workshops for standardized testing, the college application process, scholarship resources, shadowing opportunities, summer internships and the required high school courses required of most collegiate engineering programs. Students were given a pre-survey the first day of the camp to assess their attitudes and perceptions towards entering STEM fields. In an effort to measure student's change in perception, students completed a post survey. In addition to the pre-post survey, a semi-annual quantitative and qualitative inquiry tool will be administered to camp participants throughout high school to measure their interest in engineering, intent to major in STEM and overall college readiness. In this paper we will describe how the program was implemented, the experience of the participants and share the data from the pre-post survey. © American Society for Engineering Education, 2021

What Role do Civil Engineering Students See for their Profession in the COVID-19 Response?

Engineering education typically focuses on technical knowledge rather than ethical development. When ethics are incorporated into curriculum, the focus is usually on microethics concerning issues that arise in particular contexts and interactions between individuals, rather than macroethics that address broad societal concerns. The COVID-19 pandemic has presented a unique opportunity to assess macroethical understanding because unjust social, economic, and environmental systems have been brought to the forefront of the response. In this study, we aim to understand students' awareness of unjust systems and the ethical responsibilities of engineers. At the beginning of the pandemic in the United States, in April 2020, we deployed a survey to undergraduate engineering students at two universities. We asked students to explain what they perceived to be the role of the engineering profession in response to the global COVID-19 pandemic. This paper focuses on 84 responses of undergraduate civil engineering students across two universities. We used qualitative analyses (deductive and inductive coding) to explore responses in which macroethics are present and those responses that they are not. We then use inferential statistics to test whether the presence of macroethics in responses is associated with sociodemographic factors. We show that there are statistically significant differences across student responses given certain sociodemographic factors. Responses from women focused more on macroethics as compared to responses from men. There was also a difference in responses between the universities surveyed, potentially capturing that institutional differences may impact students' macroethical development. Implications from this study include recommendations on curricular content and identifying which student demographic groups would benefit most from intentional macroethical content in coursework. Further it is worth exploring in the future if increasing diversity and representation of women in engineering may impact the engineering industry's focus on macroethics based on these findings. © American Society for Engineering Education, 2021

Work in Progress: Remote Instruction of Circuitry in a Multidisciplinary Introduction to Engineering First-year Course

This paper is focused on a course redesign transitioning from a hardware-based course into a course taught remotely. The J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL) has a two-course sequence that all first-year SSoE students are required to complete. This two-course sequence is designed to introduce incoming students to the profession and fundamentals of engineering. The first course is titled Engineering Methods, Tools, & Practice I (ENGR 110), and primarily focuses on introduction to and practice with fundamental engineering skills. The second course, Engineering Methods, Tools, & Practice II (ENGR 111) is typically a makerspace-based course primarily focused on application and integration of the fundamentals learned in ENGR 110. Included amongst numerous skills institutionally identified as “fundamental” were programming and basic circuitry. Therefore, all disciplines of SSoE engineering students are exposed to the basics of circuitry and programming through ENGR 111 pedagogy. Due to the COVID-19 pandemic, this makerspace course is to be taught remotely in the spring semester of 2021. The instructional team felt that there were too many shared tools and teams were too close together to safely continue the course in a makerspace environment. This remote teaching has posed the instructional team some unique challenges due to the hands-on nature of the ENGR 111 course. Students are typically in face-to-face teams of 3 or 4 students and each group is given an Arduino, breadboard, and circuit components. The given assignments start out with basic circuity and Arduino programming, followed by utilizing an Arduino to communicate with created circuits. The assignments are designed to help the first-year students gain comfort in circuitry and programming. The instructional team has decided to use Tinkercad, which is a free online collection of software tools provided by Autodesk. Many people are only aware of Tinkercad as a 3D modeling programming, however in 2017 Autodesk merged its “123D Circuits” into Tinkercad [1] [2]. This makes Tinkercad an ideal platform to use for circuitry and Arduino programming. The paper will further describe the design of the assignments, instructional team expectations from the students, the environment in which the students are using Tinkercad, as well as looking at expected course outcomes using the platform. This topic is a work in progress as data for evidence-based analyses will not be fully procured until after publication. © American Society for Engineering Education, 2021

The Development of a Virtual Research Preparation and Professional Development Program

In response to Covid-19, the Penn State Physics Department and the Center for Nanoscale Science, a National Science Foundation Materials Research Science and Engineering Center (NSF-MRSEC), made a rapid pivot of our Research Experience for Undergraduates (REU) program from an in-person 10-week research experience to a virtual research preparation and professional development program which was designed to prepare science and engineering undergraduate and master's students for entrance into the workforce or their continuation in a graduate program. The overarching goal of this virtual experience was to develop and refine professional skills that are often not explicitly taught in science and engineering classes. The program had three distinct areas: (1) Career Preparation (Professional Development & Career Exploration), which provided students with tools to “build their brand” and exposed them to the wide range of career paths one can pursue with a science or engineering degree;(2) Scientific Research Skills, which comprised academic seminars, a scientific journal club, and hands-on educational workshops;and (3) Community Impact and Involvement, where students developed a scientific outreach product. Here we describe the structure and content of the program, the deliverables created, and lessons learned from this unique summer experience. © American Society for Engineering Education, 2021

To Infinity and Beyond: Boosting URM Students' Career Trajectories through Professional Experiences

It is hard to deny the impact of experiential learning through internships on engineering education. Likewise, students may also benefit from professional experiences that are not traditional internships. From shadowing, to full-blown hands-on internships, experiential learning provides students with the ability to see application of theory beyond classrooms, to learn to efficiently practice their art, develop transferable skills, and add further value to their academic career. Engineering educators, and engineering industry leaders, have long recognized the value of and the need for “practice ready” graduates. Today, as the world grapples with the work-from-home and social distancing guidelines necessary to slow the spread of COVID-19;we are in need of “practice ready” graduates more than ever before. The degree to which engineering graduates are prepared to perform on the job can be further improved by establishing strong and effective college-industry partnerships that develop meaningful and diverse professional experiences. The value of these experiences, resultant of strong college-industry partnerships, include but are not limited to: refining and expanding students' professional identity, practice readiness, and improving resilience. In this paper, we considered professional experiences from the students' perspective. The data were collected by conducting an online survey of all engineering students in the College of Engineering, Informatics, and Applied Sciences at Northern Arizona University. The survey was scoped to identify the plethora of current experiences of students, explore related major duties and responsibilities, and self reported holistic competencies. This paper investigated to what extent these experiences shaped students' professional identities, practice readiness, and motivated them to persevere through their studies. The findings of this work close-the-loop, and can be utilized to improve the activities of engineering career development offices across the world. © American Society for Engineering Education, 2021

Delivering Meaningful Design-and-Build Experiences to M.E. Underclass Students in the Age of COVID-19 and Beyond

The Mechanical Engineering program at Western Kentucky University (WKU) provides an undergraduate-only, project-focused curriculum. Students are given instruction and must demonstrate their abilities to execute team-based design and to build projects in all of their four years of study. The pedagogical basis for their required design classes is governed by a Professional Plan, assuring that by graduation all ME students experience key areas of the engineering profession and show the ability to perform at an acceptable professional level. The authors of this paper have delivered the freshman and sophomore design classes at WKU for more than a decade. The courses are stable;student performance in all aspects of design have been consistently assessed and deemed successful. The stability of this aspect of the curriculum was thrown into considerable turmoil with the Covid pandemic in spring 2020 - no different than for other schools throughout the world. The spring design courses were completed in a very reactionary manner, making the best of challenging circumstances. The fall 2020 and spring 2021 classes are being delivered with more time to plan for possible disruptions and also to deal with greatly augmented university requirements related to health and safety. The Professional Plan for the WKU design sequence includes: Engineering Design (executing a structured, team approach to solving problems through meaningful projects);Professional Communication (in written, spoken and graphical forms);Professional Tools (CAD/CAM/FEA as well as a variety of calculation and communication tools);and Professionalism (ethics). At the freshmen and sophomore levels, students experience their initial team design project and then a second project with more technical expectations. They are learning and practicing all of the Professional Plan components, with the goal that juniors/seniors will be independently capable of implementing more rigorous team projects, and will be prepared to implement design and build projects subject to ever more realistic constraints and external customer needs. This paper will provide specific details of our adjustments to the freshman and sophomore design sequence in the 2020-21 academic year, based on the original implementation of these classes, the rapid changes required in spring 2020, and the ongoing current delivery. The courses are now being delivered via a combination of face-to-face and synchronous online sessions, and asynchronous online modules. The sequences of activities for the classes have been adjusted considerably. The ability of students to autonomously work on their projects has been greatly curtailed. This approach is obviously a work in progress, but assessment of student performance before and after Covid will be compared. This is not just a short-term disruption to endure for the near term. There can be worthwhile permanent changes to the WKU design sequence that will result from the current efforts. These residual benefits will be discussed. © American Society for Engineering Education, 2021

Action Research Revelations: The Challenges and Promises of Implementing Informal STEM Experiences in K-12 School Settings (Work in Progress, Diversity)

Catalyzing Inclusive STEM Experiences All Year Round (CISTEME365) is a multi-year, multi-pronged project funded by the National Science Foundation (NSF). We worked with K-12 school educators to improve their understanding and promote practices that purposely influence students' science, engineering, technology, and mathematics (STEM) interests and career trajectory. We also supported creating and implementing out-of-school STEM clubs that offer students inquiry-driven engineering design and other hands-on STEM experiences throughout the school year. As part of our larger project goals, we tasked a networked community of middle/high school teachers, counselors, and administrators to develop action research projects to improve STEM equity within their schools. We provide initial findings on school educators' experiences and perspectives implementing informal STEM learning within their schools through initial coding and analysis of document materials and transcripts. These materials reveal how unique school characteristics (i.e., support from multiple school educators, clear STEM club leadership roles, and intentional recruitment strategies) hinder or aid in successfully implementing informal STEM learning opportunities. With the COVID-19 pandemic unfolding, some school educators revealed the difficulty of setting up and transitioning their STEM club to a virtual format. Other school educators also remarked how shifts in their educator mindsets from our CISTEME365 STEM equity content led to reimagined instructional strategies that supported their students' STEM interests and awareness. Our study highlights the power of action research and a community of practice for implementing school-based, informal STEM opportunities. By exposing school educators to a broader set of STEM career pathways, emphasizing the field of engineering, our work aims to promote a pluralistic understanding of STEM career pathways for both K-12 educators and students. © American Society for Engineering Education, 2021

The Use of Digital Tools for Training and Retraining of Education Professionals in the Context of the COVID-19 Pandemic

European Higher Education Area development, challenges of information civilization and the COVID-19 pandemic have highlighted the importance of digital tools for training and retraining of education professionals. Introducing these tools in educational process of formal and non-formal educational institutions served as an indicator of ICT problems for both educators and their students. It necessitated pedagogical research to identify attitude of educators and their experience in using digital tools in professional activities. The article presents the results of empirical study of this problem and suggests recommendations for improving the use of digital tools for teaching and learning. The empirical research involved conducting an e-survey of education professionals and analyzing educational activities of NGOs. The developed three questionnaires covered 37 questions in such areas as general information about the respondent, particular features of one's use of digital tools, types of digital tools implemented in educational institutions. The obtained data revealed the respondents' experience on the use of digital tools in distance learning;their assessment of prospects for digitalization of formal and non-formal education;readiness to master digital learning tools. The analysis of educational organizations activities included: Internet access of educational process participants at workplace;use of digital tools in educational activities and professional development;introducing e-management systems for educational process arrangements;self-assessment of educators' digital competence level;their attitude to the use of digital tools for professional development and common educational activities. Based on the research results methodological recommendations for professionals of formal and non-formal educational institutions are suggested. © 2020 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).