STEM Courses During the COVID Pandemic: Lessons from Spring 2020

Show simple item record Means, Barbara Peters, Vanessa Neisler, Julie Griffiths, Rebecca 2021-01-04T23:33:41Z 2021-01-04T23:33:41Z 2020-12
dc.description.abstract The abrupt transition to remote instruction in response to COVID posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges students faced and the ways in which low-income and minoritized students were differentially affected by the shift to remote instruction. It also describes the nature of STEM courses in spring 2020 as they were taught at a distance from the perspectives of both students and instructors. The report offers findings from two research activities conducted concurrently. It discusses a survey of a nationally representative sample of over 650 undergraduates who were taking STEM courses that included in-person meetings when they began and had to switch to entirely remote instruction. It also includes qualitative descriptions of 28 STEM courses offered by nine institutions, based on interviews and focus groups with students and instructors. en_US
dc.description.sponsorship This work was supported by a grant from the National Science Foundation (DUE 2029642). Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the position, policy, or endorsement of their organization or the funding agency. en_US
dc.language.iso en_US en_US
dc.publisher Digital Promise Global en_US
dc.subject postsecondary en_US
dc.subject course satisfaction en_US
dc.subject COVID-19 en_US
dc.subject STEM en_US
dc.subject online learning en_US
dc.subject learning sciences en_US
dc.subject survey en_US
dc.subject qualitative research en_US
dc.subject equity en_US
dc.title STEM Courses During the COVID Pandemic: Lessons from Spring 2020 en_US
dc.type Technical Report en_US

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