Lessons Learned During COVID-19

Strategies Transforming the Future of STEM Education

Leveraging this Moment to Transform STEM Education

In the beginning of 2021, the AAAS-IUSE Initiative asked the community of undergraduate STEM faculty, researchers, and professionals working in higher education, how they are adapting to the challenges of teaching and learning during COVID-19. After reviewing over 100 submissions, we found that the IUSE community had gone beyond creating best practices for teaching in a pandemic and instead developed strategies with implications after the pandemic for broadening participation, increasing accessibility, and transforming the way we teach STEM.

Submissions from the AAAS-IUSE community addressed issues on a range of topics including (but not limited to) student engagement, course design, and online labs. Below are highlights of a few lessons learned that have implications beyond the COVID-19 pandemic. The examples below were featured in the AAAS-IUSE STEM for All Video Showcase. A larger resource with a summary of submissions and more case studies will be released in Fall 2021.

Strategies for Faculty

  • How a Mentorship Program Adapted and Built Connections to Last

    The STEM Leaders Program at Oregon State provides research and mentorship opportunities that support students often underrepresented in STEM (first-generation,…

  • How the Abrupt Shift Online Led to a Permanent Shift in Course Design

    COVID disrupted and, in some cases, devastated students’ ability to learn from traditional courses that are designed for synchronous classroom instruction. Wit…

  • Online Engineering Lab Experience That Promotes Inclusion

    The STEM Leaders Program at Oregon State provides research and mentorship opportunities that support students often underrepresented in STEM (first-generation,…

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