Education Commons^™

Teaching Higher Education During A Pandemic: A Phenomenological Study Of Instructor Decisions Associated With Switching From Face-To-Face To Online-Only Sessions, Steven M. Miner

STEMPS Theses & Dissertations

Due to the COVID-19 pandemic, university instructors were required to shift their course delivery from face-to-face to online-only presentations with two weeks of preparation. Volunteering instructors were interviewed via a semi-structured interview protocol regarding their actions to maintain instructor presence in an online-only setting. The term emergency remote teaching (ERT), defined by fellow researchers as the adoption of just-in-time remote teaching practices that would otherwise be offered face-to-face, aligned with the actions taken by interviewees. The data indicated that given an event requiring ERT, instructors should: overcome technology issues for themselves and their students to verify communication pathways, and exhibit …

Resource Needs And Disparities Among University Members During Covid-19, Raksha Kandlur Ma, Nathan Hager Ms, Catherine Glenn Phd

College of Sciences Posters

Prior studies suggest that campus closures due to COVID-19 adversely impacted the well-being of college and university members. However, no research has examined the resources needed to assist university members as they return to pre-pandemic activities. The current study examined: (1) the resources university members wanted to assist their transition back to in-person activities, (2) their access to these resources, and (3) differences in access among various demographic groups, including those from minoritized backgrounds.

Participants completed a novel Wants and Access Questionnaire to gauge their desires for and access to various campus and community resources. The study included 471 university …

A Descriptive Quantitative Exploration Of College Students Of Promise During The Covid-19 Pandemic, Tameka Womack, Kim E. Bullington, Pietro A. Sasso

Educational Foundations & Leadership Faculty Publications

The term Students of Promise is used for students considered to have a heightened risk status, which not only has a negative effect on students but also on the higher education institutions they attend. This quantitative study explored how the COVID-19 virus has impacted student populations at various US higher education institutions and to uncover what specific issues (financial, emotional, social) impacted students during this unprecedented time in light of student categories and student demographics. This study found statistical significance in Students of Promise characteristics and presents data on the behaviors, activities, and tools necessary for success, concerns surrounding COVID-19, …

Preparing Undergraduates For The Post-Pandemic Workplace: Teams Of Education And Engineering Students Teach Engineering Virtually, Kristie S. Gutierrez, Jennifer Kidd, Min J. Lee, Krishnanand Kaipa, Orlando Ayala

Teaching & Learning Faculty Publications

When schools and universities across the world transitioned online due to the COVID-19 pandemic, Ed+gineering, a National Science Foundation (NSF) project that partners engineering and education undergraduates to design and deliver engineering lessons to elementary students, also had to shift its hands-on lessons to a virtual format. Through the lens of social cognitive theory (SCT), this study investigates engineering and education students’ experiences during the shift to online instruction to understand how they perceived its influence on their learning. As a result of modifying their lessons for online delivery, students reported learning professional skills, including skills for teaching online and …

Enrollment Management Strategies As A Result Of Covid-19 At Rural Community Colleges, Robin Christine Daniel

Educational Foundations & Leadership Theses & Dissertations

Higher education institutions world-wide were impacted by the unprecedented novel coronavirus (COVID-19) beginning in early 2020. COVID-19 caused a disruption in services to students and resulted in pivots of teaching, learning, and student support. Community colleges differ from four-year counterparts through varying student demographics, funding sources, mission and foci, and student intentions. Community college enrollment is affected by economic, employment, and social trends. Enrollment management practices changes as campus operations for student support changed to remote support. COVID-19 forced administrators at colleges to make quick decisions. This study examined the perceptions of academic administrators at rural community colleges regarding how …

Amid Dual Pandemics Of Covid-19 And Racism: Helping Black Doctoral Students Thrive, Radha J. Horton-Parker, Judith Wambui Preston

Counseling & Human Services Faculty Publications

How can we help Black doctoral students thrive in a world of COVID-19 and racism? In the special issue’s final contribution, we explore this question first by identifying the longstanding challenges Black doctoral students have faced in higher education. Examples of such challenges include structural racism, microaggressions, and biases based on the intersectionality of race, gender, sexual orientation, and socioeconomic status. We next address how the “dual pandemics” of COVID-19 and racial injustice have magnified such challenges. Then, we consider how institutions can better support Black doctoral students by recruiting and retaining faculty of color and enhancing student support initiatives. …

Institutional Responses To The Covid-19 Pandemic: Faculty And Administrator Experiences, Narketta Sparkman-Key, Tammi F. Dice, Alexandra C. Gantt

Counseling & Human Services Faculty Publications

The onset of the COVID-19 pandemic required shifts in operations for institutions of higher education everywhere. Faculty and administrators were asked to adapt to meet the needs of students. We conducted a qualitative content analysis to understand institutional responses and examine the experiences of faculty and administrators during the COVID-19 pandemic through the lens of chaos theory. Institutional responses to the pandemic varied. Participants identified supports and resources deemed helpful, as well as those found to be inadequate or unwanted. We also found that the pandemic resulted in some positive outcomes for faculty and administrators, which led to growth in …

The Forgotten Students: Covid-19 Response For Youth And Young Adults Aging Out Of Foster Care, Mauriell H. Amechi

Educational Foundations & Leadership Faculty Publications

[First paragraph]

In March 2020, the coronavirus pandemic upended American higher education and shuttered campus doors across the country. As the opening vignette illustrates, many college students reported severe housing and food insecurities as a result. Nevertheless, not all college students experienced COVID-19’s effects and consequences equally. For example, Ivory, a current student enrolled at Concordia University Texas who spent 17 years in foster care, illuminated some of the difficulties she has personally faced in the wake of COVID-19. College students impacted by foster care make up approximately 5% of all undergraduates, and many are struggling to have their basic …