2025 ASEE Annual Conference & Exposition

BOARD # 245: Impact of the COVID-19 Pandemic on Online Student Interest and Engagement in Undergraduate Research: Sponsored through NSF IUSE

Presented at NSF Grantees Poster Session I

The COVID-19 pandemic required institutions to offer high-impact practices like undergraduate research experiences in the online modality. Undergraduate research is a high-impact activity with significant benefits to students, faculty, and institutions. Engaging in research enhances students' disciplinary knowledge, critical thinking skills, and professional development, while also fostering long-term mentoring relationships and networking opportunities. However, there is not yet attention on how the global disruption from the pandemic influenced the online student population’s interest to engage in undergraduate research.

The Research Scholars Program was established and expanded at the university with funding from two National Science Foundation (NSF) Improving Undergraduate STEM Education (IUSE) grants. The primary goal is to build a framework to support online undergraduate students’ engagement in research, in combination with mentorship, peer connection, and supervision. The program's launch aligned with the onset of the pandemic.

This descriptive study featured the use of online surveys to explore undergraduate interest in research experiences. Participants were invited to complete the research survey through students enrolled in an undergraduate 3-credit hour upper-division course on ethics. This course was selected because it is required of nearly all majors, ensuring a broad representative sample across the online campus at the university. Key findings reveal that the type of research opportunity significantly influences student engagement. Opportunities embedded within coursework are more likely to attract participation compared to independent research projects. Additionally, barriers such as time constraints and financial considerations were identified as critical factors affecting students' willingness to engage in research activities. Despite these challenges, the study found that students maintained a strong interest in research, indicating a potential for increased engagement if institutions can effectively address these barriers.

Results were compared to the previously published data from the same institution before the COVID-19 pandemic. In all cases of awareness, opportunities and interest in undergraduate research were unchanged from pre- to post-COVID time period.

Authors

Emily Faulconer Monash University [biography]

Dr. Emily Faulconer is a Senior Lecturer in the School of Biological Sciences at Monash University where she serves as Coordinator for the Master of Environment and Sustainability. She earned her Ph.D. in Environmental Engineering Sciences from the University of Florida. Her recent research has focused on experiential learning and student-centred pedagogy while in-progress research explores disciplinary competencies.

Prior to joining Monash, Dr. Faulconer held various positions at Embry-Riddle Aeronautical University, where she was recognized internally and externally for her innovative approach to teaching and learning. Her work has been supported by external grants, including from the National Science Foundation.

Connecting her educational research with her teaching practice and aligning service to the profession accordingly, Emily Faulconer demonstrates dedication to enhancing learning experiences in higher education.
Dr. Robert Deters http://orcid.org/0000-0002-0923-8838 Embry-Riddle Aeronautical University [biography]

Robert Deters is an Associate Professor with the School of Engineering at Embry-Riddle Aeronautical University – Worldwide. He serves as the curriculum coordinator for the School of Engineering. He is also the Program Coordinator for the Bachelor of Science in Engineering Technology. His research interests include online engineering education; wind tunnel testing of airfoils, propellers, and propeller-wing configurations; design of testing configurations for thrust performance of propellers and UAVs; and measuring propeller aeroacoustics. Dr. Deters is the technical lead for the Real World Design Challenge, an international high school STEM design competition in aeronautical engineering. He received a Ph.D. and M.S. in Aerospace Engineering from the University of Illinois at Urbana-Champaign, and a B.S. in Aerospace Engineering and Mechanical Engineering from West Virginia University.
Kelly A George Embry-Riddle Aeronautical University - Worldwide
Brent Terwilliger Embry-Riddle Aeronautical University - Worldwide
Dr. Darryl Jim Chamberlain Jr. Embry-Riddle Aeronautical University - Worldwide [biography]

Dr. Darryl Chamberlain serves as an Assistant Professor and Associate Department Chair for the Department of Mathematics, Science, and Technology at Embry‑Riddle Aeronautical University -- Worldwide. With a PhD in Mathematics and Statistics, research background in educational qualitative and quantitative measurement, and practical experience writing code in a variety of programming languages (Python, Javascript, C), Darryl serves as an expert in Educational Data Science. His research focuses on applying theoretical learning trajectories and machine learning algorithms to analyze, anticipate, and describe student thinking in mathematical sciences. He is commonly called on for his experience surrounding technology in education, serving as chair of the Mathematics Association of America Subcommittee on Technology in Mathematics Education as well as chair of the ERAU-WW Faculty Senate Academic Technology Committee.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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