Undergraduate and Graduate STEM Students’ Experiences During COVID-19 Proceedings of a Virtual Workshop Series (2021) / Chapter Skim
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Session 4Leadership and Decision Making (October 6, 2020)
Session 4Leadership and Decision Making (October 6, 2020)
Pages 21-26
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From page 21... ...
The hardest decision, she said, was to cancel study abroad for the summer and come up with innovative ways to still give students international experiences through remote study experiences and remote internships. Antoine Garibaldi from the University of Detroit Mercy decided that one important step would be to involve the institution's instructional design studio in providing direct support for the transition to virtual instruction.
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From page 22... ...
Olin sees collaboration between students on course projects as a hallmark of their approach to engineering education and took specific actions to find ways to allow it to continue despite courses being moved online and many students not being on campus. One step they took to facilitate continuation of the collaborative approach was to start a shipping operation to send class and laboratory materials to students living off campus and get class projects back to campus.
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From page 23... ...
Garibaldi said he wants to keep the workgroups assembled to tackle specific issues during the COVID-19 pandemic, and Goldbart and Stein both replied that while some courses might retain online offerings, in the longer term in-person education is here to stay. HELPING STUDENTS CONTINUE TO PROGRESS IN STEM EDUCATION Suzanne Ortega from the Council of Graduate Schools discussed some of the major impacts of the COVID-19 pandemic based on data from NSF.
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From page 24... ...
Villanueva Rosales believes that the strategies to help students continue their STEM education should include providing them with regular opportunities to share and then resolve their challenges and concerns. Relying on data collected in June and July 2020, Rachel Smith from Iowa State University noted that one-quarter of the 1,700 STEM graduate students surveyed had to pause data collection and extend their timeline for completing their project, while 22 percent reported they were unable to complete required field placements, internships, or practicum experiences.
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From page 25... ...
Dawn Alston from Spelman College said that her institution had focused on developing new strategies, access points, and policies to address the digital divide, as well as how to make higher education more affordable, how to allocate resources to ensure student success and retention, and how to adjust its business model to continue supporting the traditional residential college experience. For Andrew Hsu from the College of Charleston, the COVID-19 pandemic revealed some limitations of the higher education business model, which has created an opportunity to accelerate efforts to reduce costs and use online learning to increase efficiencies and access.
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From page 26... ...
He predicted that more faculty will continue to prerecord lectures and use class time for problem solving and answering questions. Both Posselt and Johnson predicted that students, having experienced remote learning, will be more discerning about their educational experience.
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