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Abstract BackgroundBelonging is a fundamental human motivation associated with a wide range of positive psychological, educational, social, and job outcomes. Frequent and predominantly conflict‐free interactions within a stable, relational framework of caring are required to facilitate belonging. PurposeThe goal of this study was to understand if and how emergency remote teaching (ERT) used during the COVID‐19 pandemic changed the ways in which instructional support and interactions were linked to belonging among engineering students. Methodology/ApproachThis study used survey data from a cross‐sectional dataset at a single large institution comprised of sophomore to senior‐level students (n = 1485) enrolled in engineering courses between 2016 and 2021. Hierarchical linear modeling (HLM) was used to study relationships among instructional support, instructor interactions, and belonging. Findings/ConclusionsHLM models of ERT and traditional learning differed dramatically. In traditional classroom learning, race, interactions with faculty and teaching assistants (TAs), and instructional support were important factors in belonging. In ERT, certain motivations to study engineering (altruism, desire to build things) had nuanced associations with belonging, while race and interactions with faculty and TAs became largely irrelevant. Most concerning, faculty interactions in traditional learning were negatively associated with belonging. ImplicationsRather than returning to pre‐pandemic traditional learning, a hybrid model that offers a more level playing field for marginalized students to find belonging in the classroom is recommended. In developing such models, faculty must take special care to avoid having a potentially negative impact on student belonging.
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I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic
Abstract BackgroundDue to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person. However, ERT is not without consequences. For example, students may have inadequate technological supports, such as reliable internet and computers. Students may also have poor learning environments at home and may need to find added employment to support their families. In addition, there are consequences to faculty. It has been shown that female instructors are more disproportionately impacted in terms of mental health issues and increased domestic labor. This research aims to investigate instructors’ and students’ perceptions of their transition to ERT. Specifically, during the transition to ERT at a research-intensive, Minority-Serving Institution (MSI), we wanted to: (1) Identify supports and barriers experienced by instructors and students. (2) Compare instructors’ experiences with the students’ experiences. (3) Explore these supports and barriers within the context ofsocial presence,teaching presence, and/orcognitive presenceas well as how these supports and barriers relate toscaffoldingin STEM courses. ResultsInstructors identified twice as many barriers as supports in their teaching during the transition to ERT and identified casual and formal conversations with colleagues as valuable supports. Emerging categories for barriers consisted of academic integrity concerns as well as technological difficulties. Similarly, students identified more barriers than supports in their learning during the transition to ERT. More specifically, students described pre-existing course structure, classroom technology, and community as best supporting their learning. Barriers that challenged student learning included classroom environment, student availability, and student emotion and comfort. ConclusionsTogether, this research will help us understand supports and barriers to teaching and learning during the transition to ERT. This understanding can help us better plan and prepare for future emergencies, particularly at MSIs, where improved communication and increased access to resources for both students and instructors are key.
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- Award ID(s):
- 1832538
- PAR ID:
- 10364087
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- International Journal of STEM Education
- Volume:
- 9
- Issue:
- 1
- ISSN:
- 2196-7822
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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