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Session 1Online Learning and STEM Progression (September 22, 2020)
Pages 3-9

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From page 3...
... EFFECTS OF HIGHER EDUCATION'S RESPONSE TO COVID-19 ON UNDERGRADUATE AND GRADUATE STUDENTS Craig Ogilvie from Montana State University provided context for the day's discussions by showing the results of a survey that queried graduate students at 11 universities during June and July 2020 about the stresses and support they were experiencing. His NSF RAPID awardfunded team received more than 4,000 responses from students at predominantly White institutions, Historically Black Colleges and Universities (HBCUs)
From page 4...
... Jefferson attributed this to students highly valuing regular one-on-one interactions with faculty that generally come with attending a smaller, rural HBCU. From ongoing studies funded by an NSF RAPID award to examine the COVID-19 pandemic's disproportionately disruptive effects on undergraduate STEM majors, Sherry Pagoto from the University of Connecticut identified three lessons: 1.
From page 5...
... A key course feature is that it stressed universal design as a learning model, which helped faculty process ideas through an equity-focused lens when making course design decisions. In making the transition to online learning, Viveka Brown from Spelman College focused her efforts on building a positive online classroom culture, one that humanizes the experience and in which students took ownership of the virtual class.
From page 6...
... Imad noted the importance of telling students that trauma-related difficulties have a biological basis, which helps students to be more empathetic about their own experiences. 7 Maxwell Bigman studied how faculty and teaching assistants in the computer science department at Stanford University were transitioning to online instruction and found that, although many had experience with online teaching, they still found themselves needing to experiment with ways of delivering course content effectively.
From page 7...
... . SUPPORTING STUDENT PROGRESS IN STEM LEARNING While the previous panels discussed efforts to support student success in online courses, this session's third panel turned its attention to initiatives aimed at ensuring that students can progress through the transitions necessary for their journeys toward STEM degrees despite the challenges of the COVID-19 pandemic, the national reckoning with structural racism, and natural disasters such as hurricanes and wildfires.
From page 8...
... Keivan Stassun from Vanderbilt University discussed his institution's actions to help neurodiverse students cope with the COVID-19 pandemic's challenges. Actions included having a job coach conduct regular one-on-one virtual check-ins with neurodiverse interns and supporting them with executive function tasks such as offering advice on how to handle workloads and how to ask for help.
From page 9...
... 9 Session 1–Online Learning and STEM Progression (September 22, 2020) attention to the importance of demonstrating compassion and acknowledging student experiences and needs.


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