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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Undergraduate and Graduate
STEM Students' Experiences

During COVID-19

PROCEEDINGS OF A VIRTUAL

WORKSHOP SERIES

Kerry Brenner, Maria Lund Dahlberg, and Joe Alper, Rapporteurs

Board on Science Education
Division of Behavioral and Social Sciences and Education

Board on Higher Education and Workforce
Policy and Global Affairs

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THE NATIONAL ACADEMIES PRESS
Washington, DC
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001

This activity was supported by contracts between the National Academy of Sciences and the National Science Foundation, Award No. DUE-2029539. Additional support was provided by the National Academy of Sciences’ W.K. Kellogg Foundation Fund. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.

International Standard Book Number-13: 978-0-309-15091-0
International Standard Book Number-10: 0-309-15091-4
Digital Object Identifier: https://doi.org/10.17226/26024

Additional copies of this publication are available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu.

Copyright 2021 by the National Academy of Sciences. All rights reserved.

Printed in the United States of America

Suggested citation: National Academies of Sciences, Engineering, and Medicine. (2021).
Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. https://doi.org/10.17226/26024.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×

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The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president.

The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. John L. Anderson is president.

The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president.

The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine.

Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Image

Consensus Study Reports published by the National Academies of Sciences, Engineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically include findings, conclusions, and recommendations based on information gathered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task.

Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies.

For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×

This page intentionally left blank.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×

PLANNING COMMITTEE FOR A VIRTUAL WORKSHOP ON THE IMPACTS ON STEM UNDERGRADUATE AND GRADUATE STUDENT EXPERIENCES OF HIGHER EDUCATION’S RESPONSE TO COVID-19: RESILIENCE AND INNOVATION*

TASHA R. INNISS (Chair), Spelman College

ALFRED BRYANT, Campbell University

JIM JULIUS, MiraCosta College

HIRONAO OKAHANA, Council of Graduate Schools

JUAN RAMÍREZ-LUGO, University of Puerto Rico, Río Piedras

VIJI SATHY, University of North Carolina at Chapel Hill

HEATHER THIRY, University of Colorado Boulder

Project Staff

KERRY BRENNER, Senior Program Officer, Board on Science Education

MARIA LUND DAHLBERG, Senior Program Officer, Board on Higher Education and Workforce

LAYNE SCHERER, Senior Program Officer, Board on Higher Education and Workforce

THOMAS RUDIN, Director, Board on Higher Education and the Workforce (until November 30, 2020)

HEIDI SCHWEINGRUBER, Director, Board on Science Education

JOE ALPER, Consulting Writer

*The National Academies of Sciences, Engineering, and Medicine’s planning committees are solely responsible for organizing the workshop, identifying topics, and choosing speakers. The responsibility for the published proceedings of a workshop rests with the workshop rapporteurs and the institution.

Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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BOARD ON HIGHER EDUCATION AND WORKFORCE

KUMBLE R. SUBBASWAMY (Chair), University of Massachusetts, Amherst, MA

JAIME CURTIS-FISK, The Dow Chemical Company, Midland, MI

MARIELENA DESANCTIS, Broward College, Fort Lauderdale, FL

JOAN FERRINI-MUNDY, University of Maine, Orono

GABRIELA GONZALEZ (NAS), Louisiana State University, Baton Rouge

TASHA R. INNISS, Spelman College, Atlanta, GA

DOUGLAS S. MASSEY (NAS), Princeton University, Princeton, NJ

RICHARD K. MILLER (NAE), Olin College of Engineering, Needham, MA

KATE STOLL, MIT Washington Office, Washington, DC

MEGHNA TARE, University of Texas at Arlington

MARY WOOLLEY (NAM), Research! America, Arlington, VA

Staff

THOMAS RUDIN, Director (until November 30, 2020)

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×

BOARD ON SCIENCE EDUCATION

SUSAN R. SINGER (Chair), Vice President for Academic Affairs, Provost, Rollins College

MEGAN BANG, Learning Sciences, Northwestern University

VICKI L. CHANDLER, Provost, Minerva Schools at Keck Graduate Institute

SUNITA V. COOKE, Superintendent and President, MiraCosta College

RUSH HOLT, Former Chief Executive Officer, American Association for the Advancement of Science

CATHY MANDUCA, Science Education Resource Center, Carleton College

JOHN MATHER (NAS), NASA Goddard Space Flight Center

TONYA MATTHEWS, STEM Learning Innovation, Wayne State University

WILLIAM PENUEL, School of Education, University of Colorado Boulder

STEPHEN L. PRUITT, President, Southern Regional Education Board

K. RENAE PULLEN, K–6 Science Curriculum Instructional Specialist, Caddo Parish Schools, Louisiana

K. ANN RENNINGER, Social Theory and Social Action, Swarthmore College

MARCY H. TOWNS, Department of Chemistry, Purdue University

Staff

HEIDI SCHWEINGRUBER, Director

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×

Reviewers

This Proceedings of a Virtual Workshop Series was reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process.

We thank the following individuals for their review of this proceedings: Erin L. Dolan, Department of Biochemistry and Molecular Biology, Franklin College of Arts and Sciences, University of Georgia, and Alessandra Zimmerman, Executive Director, Proposal Analytics, Inc.

Although the reviewers listed above provided many constructive comments and suggestions, they were neither asked to endorse the content of the proceedings nor allowed to see the final draft before its release. The review of this proceedings was overseen by Vicki Chandler, Provost, Minerva Schools at Keck Graduate Institute. She was responsible for ensuring that an independent examination of this proceedings was carried out in accordance with standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the rapporteurs and the National Academies.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×

Acknowledgments

The National Academies of Sciences, Engineering, and Medicine’s Board on Science Education and Board on Higher Education and Workforce and wish to express their sincere gratitude to the planning committee chair Tasha R. Inniss for her valuable contributions to the development and orchestration of this workshop. We also wish to thank all the members of the planning committee, who collaborated to ensure that the workshop would have informative presentations and rich discussions. Finally, we want to thank the speakers and moderators, who generously shared their expertise and their time with workshop participants.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Acronyms and Abbreviations

ASU Arizona State University
   
HBCU historically Black colleges and universities
   
NSF National Science Foundation
   
PR2ISM Pedagogy and Research on Race, Identity, Social Justice, and Meaning Program at the University of Washington
   
PTSD post-traumatic stress disorder
   
SES socioeconomic status
   
STEM science, technology, engineering, and mathematics
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×
Page R9
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Page xiii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press. doi: 10.17226/26024.
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Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series Get This Book
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On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. From that moment, leaders of institutions of higher education have had to make quick decisions about how to provide high-quality educational experiences for their students while protecting the health of their students, faculty, and staff and maintaining the fiscal stability of their institutions. Institutions of higher learning took various approaches to the COVID-19 pandemic, which raised two questions: what factors informed decisions at these institutions, and what new initiatives or practices seem to be effective for students during the COVID-19 pandemic? To explore these questions and others regarding the effect of higher education’s current COVID-19 response on students in undergraduate and graduate science, technology, engineering, and mathematics programs, the National Academies of Sciences, Engineering, and Medicine held a virtual workshop consisting of four online sessions that took place between September 22 and October 6, 2020. Organized by the Board on Science Education and the Board on Higher Education and Workforce, the virtual workshops provided an opportunity for participants from a range of institutions to share strategies and lessons learned. This publication summarizes the presentation and discussion of the workshop.

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