<i>“We don’t all have the privilege of having our own quiet place”</i>: College Students in a Hispanic Serving Institution during the COVID-19 Pandemic

Mshigeni, Salome; Arroyo-Romano, Jacqueline; Becerra, Monideepa B.

doi:10.1080/15348431.2022.2056463

Cited by 11 publications

(6 citation statements)

References 12 publications

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“…However, few studies have paired these analyses to examine how specific instructional adaptations contributed to specific positive outcomes for students. One important exception is Mshigeni et al (2022), who showed that students at one HSI slightly preferred synchronous course meetings over asynchronous course meetings but felt both were inferior to in-person instruction. Students also identified frequent communication from instructors as an important recommendation for future online learning.…”

Section: Online Learning At Hsis During the Pandemicmentioning

confidence: 99%

Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19

Sedlacek,

Amador,

Beasley

et al. 2023

OLJ

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The coronavirus pandemic severely disrupted college students’ learning experiences. A growing body of research is attempting to examine the impact of faculty efforts to support students during this difficult time. However, different outcomes measures might lead to varying inferences about the impact of instructors’ adaptations to their pedagogy. We explore this potential for varying inferences through a mixed-methods study of 11 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations made by faculty. Second, we use quantitative methods to uncover associations between these instructional adaptations and a variety of course outcome measures. While all of these instructional adaptations were perceived as beneficial by students, only one--ensuring access to instructor time--was significantly correlated with students’ reported motivational and personal gains from their coursework. However, only a different adaptation—ensuring access to class resources—was significantly correlated with reduced equity gaps measured through course grades. We discuss the implications of these findings for researchers, practitioners, and policymakers.

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Section: Online Learning At Hsis During the Pandemicmentioning

confidence: 99%

Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19

Sedlacek,

Amador,

Beasley

et al. 2023

OLJ

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“…Students enrolled in college at the onset of the pandemic experienced increased challenges in mental health, housing and food insecurity, and increased financial need (García-Louis et al, 2022;Martinez, et al, 2022;Zottarelli et al, 2021). But perhaps the most significant challenge for Latina/o/x college students who returned home during the pandemic was the lack of adequate study space and reliable internet services, which made learning at home difficult (Means et al, 2020;Mshigeni et al, 2022). While the COVID-19 pandemic is transitioning to an endemic, its impact on Latina/o/x educational outcomes will be felt for years to come.…”

Section: Latina/o/x College Students and The Pandemicmentioning

confidence: 99%

“It’s Really Hard to Have Your Own Place”: The At-Home Experiences of Latina/o/x Undergraduates During COVID-19

Martinez

Barraza

Paredes

2022

Journal of Hispanic Higher Education

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The purpose of this study was to understand the at-home lived experiences of Latina/o/x college students during the COVID-19 pandemic. Using Critical Race Theory as the guiding framework, the authors used storytelling to capture the at-home experiences of 19 Latina/o/x college students during the pandemic. Findings revealed how the pandemic shifted meaning of the home space, increased roles and responsibilities, and increased stress and mental health demands for students.

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“…In Spring 2020, the COVID‐19 pandemic disrupted higher education institutions, and in particular the lives of college students at MSIs, like UC Merced 6–10 . This pandemic led to general hardships for students at MSIs, including increased cases of mental health issues, increased food insecurity, lack of financial support, and the loss of loved ones 11–14 .…”

Section: Introductionmentioning

confidence: 99%

If you are learner‐centered and you know it, raise your hand: Perspectives on and implementation of pedagogical changes by science instructors during the COVID‐19 pandemic

Donham,

Hong,

Signorini

et al. 2024

Biochem Molecular Bio Educ

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Students at Minority‐Serving Institutions (MSIs) faced significant hardships while trying to learn through emergency remote teaching (ERT) during the COVID‐19 pandemic. Our research aims to investigate if science, technology, engineering, and mathematics (STEM) instructors thought about and enacted more learner‐centered teaching practices to alleviate some of this stress encountered by their students. Using semi‐structured interviews and classroom observations, we utilized inductive and deductive qualitative research methods to examine two questions: (1) To what extent were STEM instructor's perceived pedagogical changes learner‐centered during ERT?; and (2) To what extent were STEM instructor's teaching behaviors and discourse practices learner‐centered during ERT? Our findings revealed that during ERT, STEM instructors described using a variety of pedagogical changes that we identified as learner‐centered under the Weimer framework, including ideas such as enacting flexible late policies and increased usage of formative assessment. Interestingly, we found that many of these learned‐centered changes were happening outside of the classroom. Classroom observations assessing instructor behaviors and discourse demonstrated that STEM instructors enacted practices that aligned with Weimer's five constructs of learner‐centered teaching. Our research highlights implications of learner‐centered teaching practices for STEM instructors as well as researchers.

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“We don’t all have the privilege of having our own quiet place”: College Students in a Hispanic Serving Institution during the COVID-19 Pandemic

Cited by 11 publications

References 12 publications

Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19

Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19

“It’s Really Hard to Have Your Own Place”: The At-Home Experiences of Latina/o/x Undergraduates During COVID-19

If you are learner‐centered and you know it, raise your hand: Perspectives on and implementation of pedagogical changes by science instructors during the COVID‐19 pandemic

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