The COVID-19 pandemic sparked a disruptive shift from face-to-face instruction to distance-learning, impacting academia in the U.S. across undergraduate and graduate levels. This study, conducted in the fall of 2020, explores the impact these changes have had on higher education faculty in STEM fields. This survey, Teaching Online: STEM Education in the Time of COVID, provides insights into the experiences of STEM faculty who underwent a hurried transition into remote education, and how that experience informed their opinions of online education’s effectiveness. As with all research, the survey raises additional questions, suggesting additional research and future work.Download Study
Seaman, J., Allen, E., and Ralph, N. (2021, March 8) Teaching Online: STEM Education in the Time of COVID. Bay View Analytics and The National Survey on the State of Online STEM Education.
Other Related Resources
Time for Class 2022 examines how faculty and institutional leaders are using instructional materials to implement teaching practices that can improve student learning and outcomes, especially for students historically underserved by higher education. This report reviews how digital learning in high-enrollment introductory courses can enable instructors to incorporate evidence-based teaching practices and work to close equity gaps in courses.