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The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We examined undergraduate STEM students’ feelings of belonging and engagement while in physical isolation and identified online teaching modes associated with these feelings. Interviews with a racially diverse group of 21 undergraduate students suggest that students derived feelings of connectedness from their interactions with instructors, peers, and from their prior experiences. Findings suggest that personalized, often synchronous online interactions tend to support students’ feelings of connectedness and belonging in STEM. 

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community have been rendered inactive. We examined undergraduate STEM students’ feelings of social connectedness, interest, and engagement while in physical isolation and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students revealed that interactive synchronous instruction was positively associated with feelings of interest and belonging, particularly for students of color, while noninteractive instruction had the opposite relation. Curiously, asynchronous individual assignments were associated with negative emotions but also greater cognitive engagement and interest. Findings reflect the complexity of interpersonal interaction yet reaffirm that live interaction supports feelings of belonging for minoritized groups.