Impact of COVID-19 on Sense of Belonging: Experiences of Engineering Students, Faculty, and Staff at Historically Black Colleges and Universities (HBCUs)

Autor/inn/en	Fletcher, Trina L.; Jefferson, Jay P.; Boyd, Brittany; Park, Sung Eun; Crumpton-Young, Lesia
Titel	Impact of COVID-19 on Sense of Belonging: Experiences of Engineering Students, Faculty, and Staff at Historically Black Colleges and Universities (HBCUs)
Quelle	In: Journal of Engineering Education, 112 (2023) 2, S.488-520 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fletcher, Trina L.) ORCID (Jefferson, Jay P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20512
Schlagwörter	COVID-19; Pandemics; Sense of Community; Student Experience; Teaching Experience; Engineering Education; College Students; College Faculty; School Personnel; Black Colleges; Persistence + Suchen Sie Ihr Suchwort? Studienerfahrung; Ingenieurausbildung; Collegestudent; Fakultät; Schulpersonal; Ausdauer
Abstract	Background: COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs). Purpose/Hypothesis: Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question--How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs? Design/Methods: Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach. Results: Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety. Conclusions: During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01