RAPID: Effects of the Move to Online Teaching on the Rural HBCU Community due to the Coronavirus (COVID-19) Pandemic

  • Funded by National Science Foundation (NSF)
  • Total publications:1 publications

Grant number: 2028573

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Key facts

  • Disease

    COVID-19
  • Start & end year

    2020
    2021
  • Known Financial Commitments (USD)

    $154,923
  • Funder

    National Science Foundation (NSF)
  • Principal Investigator

    Felicia Jefferson
  • Research Location

    United States of America
  • Lead Research Institution

    Fort Valley State University
  • Research Priority Alignment

    N/A
  • Research Category

    Secondary impacts of disease, response & control measures

  • Research Subcategory

    Social impacts

  • Special Interest Tags

    N/A

  • Study Type

    Non-Clinical

  • Clinical Trial Details

    N/A

  • Broad Policy Alignment

    Pending

  • Age Group

    Adults (18 and older)

  • Vulnerable Population

    Unspecified

  • Occupations of Interest

    Unspecified

Abstract

Education and Human Resources - The Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) supports RAPID projects when there is a severe urgency with regard to availability of, or access to, data, facilities or specialized equipment, including quick-response research on natural or anthropogenic disasters and similar unanticipated events, such as the COVID-19 pandemic. The project at Fort Valley State University seeks to investigate the adaptability and educational outcomes of rural HBCU students, many of whom are members of underserved populations, and faculty who are asked to adopt online course delivery as a result of the COVID-19 pandemic. The effects on student retention and learning, and on faculty turnover will be studied.

The long-term goal of this project is to study the best mechanism of suddenly introducing rural, underserved, and underrepresented populations to online instruction leading to successful academic outcomes. Many students and faculty from rural HBCUs face unique challenges, including the availability of consistent internet access, the availability of tools for online teaching, and readiness for an online teaching environment. The project investigates the impacts of prompt or forced online lecture and laboratory courses on undergraduate chemistry and biology majors. Using Qualtrics, multivariate analysis, and constructivism theory as the theoretical framework, the impacts of adaptability and educational outcomes of rural HBCU students and faculty will be examined. In addition, the project will study the relationship among the instructors who have no knowledge, little knowledge and good knowledge in teaching online courses using multivariate analysis. Pre and post questionnaires will compare the effects of sudden online learning and teaching among the three groups of faculty and students. The project will also provide assistance to faculty for best practices for online teaching, particularly for laboratory courses.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Publicationslinked via Europe PMC

Development of a Conceptual Framework for Severe Self-Neglect (SN) by Modifying the CREST Model for Self-Neglect.