Sheppard, M., & Marsh, A., & Benson, L. (2022, August), Work In Progress: Effects of COVID-19 Pandemic on Engineering Students’ Sense of Belonging and Learning  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41035

\bibitem{asee_peer_41035}
  Sheppard, M., \& Marsh, A., \& Benson, L. (2022, August), \emph{Work In Progress: Effects of COVID-19 Pandemic on Engineering Students’ Sense of Belonging and Learning}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41035

Matthew Sheppard, Aradaryn Marsh, and Lisa Benson.  "Work In Progress: Effects of COVID-19 Pandemic on Engineering Students’ Sense of Belonging and Learning".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41035 Internet.  30 Jun, 2024

\bibitem{asee_peer_41035}
  Matthew Sheppard, Aradaryn Marsh, and Lisa Benson.
  "Work In Progress: Effects of COVID-19 Pandemic on Engineering Students’ Sense of Belonging and Learning".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41035 Internet.  30 Jun, 2024

@INPROCEEDINGS{asee_peer_41035
author = "Matthew Sheppard, Aradaryn Marsh, and Lisa Benson"
title = "Work In Progress: Effects of COVID-19 Pandemic on Engineering Students’ Sense of Belonging and Learning"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41035}
number = {10.18260/1-2--41035}
}

TY  - CPAPER
AB  - This work in progress paper reports on part of a larger project examining engineering
students’ learning experiences, sense of belonging, motivation, and engineering identity,
specifically focusing on how the COVID-19 pandemic affected these attributes and students’
connection to others. A survey was distributed in Spring 2021 to engineering students (n = 1565)
at a land grant institution in the southeastern U.S. that included open-ended questions about how the COVID-19 pandemic affected the students’ learning experiences and sense of belonging. Likert-type questions asked students to rate the extent to which the COVID-19 pandemic affected their learning experiences, sense of belonging and connections to others (peers, instructors, TAs, other engineering groups). Our analysis of the qualitative data (open-ended survey responses; n=815) used inductive, emergent coding to categorize students’ responses using thematic analysis. Five themes were identified: individual-level, instructor-level, course-level, social and technology issues. Descriptive statistics were calculated for the quantitative data (close-ended responses) to help visualize emerging themes. Analysis with respect to gender and race/ethnicity revealed significantly lower connections to peers for Hispanic/Latino students when compared to White students. Analysis also found that female students reported statistically higher effects of online learning on their sense of belonging in engineering compared to male students.
AU  - Matthew Sheppard
AU  - Aradaryn Marsh
AU  - Lisa Benson
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work In Progress: Effects of COVID-19 Pandemic on Engineering Students’ Sense of Belonging and Learning
UR  - https://peer.asee.org/41035
DO  - 10.18260/1-2--41035
ER  -