Using Evaluative Data to Assess Virtual Learning Experiences for Students During COVID-19

Abstract

Faculty members transferring curriculum online in a short period of time need to understand the best mechanisms for supporting student learning and well-being. During the 2020 Spring Break week, the university made the decision to migrate courses online and encourage students to move off campus, if possible. As a result of these varied options , the Department sought to evaluate student perceptions of online course delivery, identify challenges faced during the transition to online learning, and determine student preferences of best practices for remote learning at an HSI with a large, majority-minority , first-generation student population. Now, more than ever, the need to train ethical and responsive engineers becomes an imperative goal which can be modeled through an ethic of care. A feeling of being ‘‘overwhelmed’’ after the transition to online learning was a common response. This may have been attributed to the stress of the pandemic and possibly a result of a type of grief over the unexpected loss of face-to-face academic interactions. It can take an incredible effort for faculty who, while committed to supporting students, also have other obligations. We must recognize these challenges, provide support for faculty to deliver the content, and assist with maintaining their well-being. Only then will we have the capacity to support our diverse students in their learning.