Success of Distance Learning During 2020 COVID-19 Restrictions: A Report from Five STEM Training Programs for Underrepresented High School and Undergraduate Learners.

David N Boone,David W Killilea,Dolores E Caffey-Fleming,Ellen B Fung,Emil Bogenmann,Janille Williams,Marilyn Fraser,Mark R Frey,Mary Eustace Valmont,Solomon Livshits

doi:10.15695/jstem/v4i3.03

Abstract

In 2020, STEM training programs across the country were challenged to provide support to students during a nation-wide shutdown of research institutions in response to the COVID-19 pandemic. Five U.S. high school science internship programs funded by the Doris Duke Charitable Foundation, with a history of collaboration, developed innovative strategies for distance-learning (DL) opportunities during the pandemic. Forty under-represented high school and undergraduate students were paired with scientific mentors at one of the programs for a DL scientific internship. Summer training combined synchronous and asynchronous programming with research projects adapted for DL success. Ninety-five percent of students who participated were satisfied with the training experience, nearly identical to exit survey responses from 2019 when our programs were held in-person. More students were interested in pursuing a career in research at the end of the program and credited the DL experience with increasing interest in research careers. Some DL elements were ideal for underrepresented youth, including a more flexible schedule and elimination of cost and time for travel. While the lack of in-person instruction challenged our ability to create a strong student community, we found that preparation, communication, and flexibility were key elements to these successful DL programs. The increased emphasis on interpretation and analysis of data, rather than data collection, enhanced student learning. This manuscript highlights the changes made to our curricula, elements which were most successful, and recommends strategies for future distance-learning programming.

Highlights

In 2020, non-COVID-19 related scientific research was hampered or halted due to institutional practices to decrease the spread of the deadly COVID-19 virus
Underrepresented students were vulnerable in this environment given the potential for limited resources for online learning, reliable internet, hardware availability, lack of quiet spaces within the home in which to learn, and the added responsibilities that came with economic stress and caring for other siblings (OECD, 2020)
We summarize how five of the eight DDCFCRC sites adapted to the imposed pandemic restrictions

Summary

Introduction

In 2020, non-COVID-19 related scientific research was hampered or halted due to institutional practices to decrease the spread of the deadly COVID-19 virus. Most universities across the country were unable to host in-person internships due to social distancing restrictions related to the pandemic. These programmatic limitations came at a time when students were vulnerable, both psychologically and academically (Le Vigouroux, 2021). As school instruction moved away from in-person interaction, students were restricted to learning in a completely virtual format for the first time. Not all youth were able to adapt successfully to online instruction. Underrepresented students were vulnerable in this environment given the potential for limited resources for online learning, reliable internet, hardware availability, lack of quiet spaces within the home in which to learn, and the added responsibilities that came with economic stress and caring for other siblings (OECD, 2020)

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Conclusion