July 26, 2021
July 26, 2021
July 19, 2022
Engineering Physics and Physics
During the spring semester of 2020, concurrent with the public health crisis caused by COVID-19 and the associated economic crisis, the United States was going through a period of significant civil unrest due to racialized violence against Black people. In this very challenging climate, many institutions opted to rapidly transition courses to online instruction in an endeavor to protect faculty and students from the public health emergency caused by COVID-19. Unfortunately, this change had the potential to create new inequities in education and exacerbate preexisting inequities ones. The purpose of this study is to share and learn from the experiences of students during these unprecedented times. In particular, we focus on the experiences of undergraduate students participating in the Learning Assistant program [1-2].
Cochran, G. L., & Troncone, B., & Evangelista, B. R., & Cueva Vera, P. J., & Tajudeen, G. O., & Mosley, N., & Soto, R. T., & Asefa, N. D., & Opara, N., & Ptak, C. (2021, July), Understanding the Impact of Inequity on Student Learning Experiences During a Time of Multiple Crises Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://strategy.asee.org/37968
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