Abstract
In response to the COVID-19 pandemic, the majority of US colleges and universities chose to continue teaching and rapidly switched to a new mode of instruction that we call Emergency Remote Teaching (ERT). As ERT is different from traditional online learning in scope and intention, it is important to understand student experiences with ERT to better inform ERT instruction (and potentially more traditional instruction as well). Student experiences with ERT cannot be separated from the social and political strife that accompanied it (especially in the US), nor can they be separated from systems of oppression that discriminate based on gender, race, ability, and other factors. In this talk, we explore differential experiences with and impacts of ERT across more than 1700 students enrolled in college and university physics courses in the US in the Fall of 2020.
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