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With support from a National Science Foundation RAPID grant, the study examines teaching and learning in STEM courses, emphasizing students of color and low-income learners, who often face limited internet access, outdated devices, and additional academic barriers. It analyzes student experiences, course delivery patterns, instructional practices, and obstacles to continuing courses post-COVID, concluding with recommendations for balancing equity and rigor.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/stem-courses-during-the-covid-pandemic-lessons-from-spring-2020/583675/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/stem-courses-during-the-covid-pandemic-lessons-from-spring-2020/583675.png","ImageObject",300,407,{"name":92,"@type":93},"Jacob","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the shift in STEM course delivery in spring 2020?","Question",{"text":112,"@type":113},"The COVID-19 pandemic drove an unplanned transition from in-person to remote instruction, requiring most postsecondary faculty and students to engage in remote learning for the first time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What groups does the study particularly focus on?",{"text":117,"@type":113},"The research emphasizes the experiences of students of color and learners from low-income backgrounds, who may face limited connectivity, outdated devices, and other learning-related disadvantages.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main challenges and response patterns examined in the findings?",{"text":121,"@type":113},"The report reviews challenges to continuing courses after COVID, how instructors responded to remote teaching trade-offs, students’ perceptions of learning, and the use of recommended online instructional practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583675,1792062234,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","STEM Courses During the COVID Pandemic: Lessons from Spring 2020  \nBarbara Means, Vanessa Peters, Julie Neisler, and Rebecca Griffiths  \nDecember 2020  \nSuggested Citation  \nMeans, B., Peters, V., Neisler, J., & Griffiths, R. (2020) . STEM Courses During the COVID Pandemic:  \nLessons from Spring 2020. Digital Promise Global.  \nAcknowledgements  \nThis work was supported by a grant from the National Science Foundation (DUE 2029642) . Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the position, policy, or endorsement of their organization or the funding agency.  \nWe are grateful to the many colleagues who have generously shared their insights concerning the most important issues in learning online during the pandemic. These include Connie Della Piana of the National Science Foundation, Jessica Rowland Williams of the Every Learner Everywhere Network, Kristen Fox of Tyton Partners, Karen Vignare and Megan Tesene of the Association of Public and Landgrant Universities, and Ruanda Garth-McCullough of Achieving the Dream.  \nContact Information  \nDigital Promise Global  \nWashington, DC:  \n1001 Connecticut Avenue NW, Suite 935 Washington, DC 20036  \nSan Mateo, CA:  \n2955 Campus Dr. Suite 110 San Mateo, CA 94403  \nWebsite: [https://digitalpromise.org/](https://digitalpromise.org/)  \nTable of Contents  \nIntroduction ................................................................................................................................................. 1  \nMethodology ............................................................................................................................................... 2  \nStudent Survey......................................................................................................................................... 2  \nCourse Case Studies ................................................................................................................................. 3  \nFindings ........................................................................................................................................................ 4  \nChallenges to Continuing Courses Post-COVID ........................................................................................ 4  \nHow Instructors Responded to the Challenges of Remote Teaching and Learning ................................. 9  \nInstructor Responses to the COVID Circumstances: Navigating the Trade-offs .................................... 15  \nPerceptions of Student Learning During COVID..................................................................................... 20  \nInstructors’Use of Recommended Practices for Online Instruction ..................................................... 21  \nSummary and Discussion ........................................................................................................................... 24  \nMotivation, Structure, and Interaction .................................................................................................. 24  \nReduced Opportunities for Active and Collaborative Learning ............................................................. 24  \nBalancing Equity and Rigor .................................................................................................................... 25  \nConsistency Within and Across Courses ................................................................................................ 25  \nRecommendations ..................................................................................................................................... 26  \nReferences ................................................................................................................................................. 29  \nList of Tables & Figures  \nTable 1. Delivery mechanisms in courses taught remotely after COVID (n = 620) .................................... 15  \nFigure 1. Experience ","cbCailcQNlGh7TXX","https://ap.wps.com/l/cbCailcQNlGh7TXX","pdf",740789,34,"English","# Introduction\n# Methodology\n# Student Survey\n# Course Case Studies\n# Findings\n## Challenges to Continuing Courses Post-COVID\n## How Instructors Responded to the Challenges of Remote Teaching and Learning\n## Perceptions of Student Learning During COVID\n## Instructors’ Use of Recommended Practices for Online Instruction\n## Summary and Discussion\n# Recommendations\n# References","[{\"question\":\"What prompted the shift in STEM course delivery in spring 2020?\",\"answer\":\"The COVID-19 pandemic drove an unplanned transition from in-person to remote instruction, requiring most postsecondary faculty and students to engage in remote learning for the first time.\"},{\"question\":\"What groups does the study particularly focus on?\",\"answer\":\"The research emphasizes the experiences of students of color and learners from low-income backgrounds, who may face limited connectivity, outdated devices, and other learning-related disadvantages.\"},{\"question\":\"What are the main challenges and response patterns examined in the findings?\",\"answer\":\"The report reviews challenges to continuing courses after COVID, how instructors responded to remote teaching trade-offs, students’ perceptions of learning, and the use of recommended online instructional practices.\"}]","STEM Courses During the COVID Pandemic: Lessons from Spring 2020 | PDF",1792048040,86]