STEM for a Post-COVID World

Since the onset of the COVID-19 pandemic, colleges and universities have been navigating a dramatic shift in the delivery of higher education.  

TRANSITION TO VIRTUAL STEM PEDAGOGY

When the pandemic hit the United States, adjustments had to be made virtually overnight. By the middle of March, most colleges and universities transitioned in-person classes to online-only instruction.   The disruption created anxiety and isolation for students, faculty, and staff which increased the urgency to provide digital resources to extents never anticipated.

Going to a virtual platform was especially challenging for STEM courses involving hands-on work and experiential learning.  Peter Maritato, Engineering Department Chair at Suffolk Community College, noted that although their programs were built to promote collaboration and team-building with extensive hands-on learning, they were able to provide lab experience continuity by leveraging home-based and digital hands-on activities remotely.  

This arrangement worked well and is likely to continue - students were already demanding better online experiences and programs are that more flexible and accessible. In the future, STEM programs will provide greater integration between digital and physical pedagogies and less dependence on fully in-person.

The balance between digital and physical pedagogies is also important to the industry.  According to the Bureau of Labor Statistics, STEM occupations are forecast to grow at a rate over 76% higher than non-STEM job growth nationwide and the demand for technically skilled people with soft skills will continue to grow. Colleges and universities that can deliver programs that simultaneously develop technical and soft skills to produce well-rounded, work-ready STEM students who can address real problems immediately upon graduation will be more in demand.

DEMAND FOR INTERDISCIPLINARY SOLUTIONS

Programs that integrate across disciplines and with entrepreneurial activities continue to thrive as they tackle timely crises such as COVID. As the reliance on space types has been reduced, inversely the demand for interdisciplinary learning continues to increase.  STEM students and faculty are finding innovative ways to optimize interdisciplinary and multidisciplinary collaborations.  John MacRitchie, Assistant Vice President, Zone Learning and Strategic Initiatives, noted that Ryerson University’s Zone program, which began with student requests for incubators to brainstorm, kickstart projects, and build startups, has continued to grow as there is a greater need to be more deliberate about meaningful collaborations and explorations.  Interdisciplinary solutions focused on learning and research will require programs, people, and facilities to be highly flexible in the future. 

EQUITY, DIVERSITY & INCLUSION IN STEM

Dr. Bevlee Watford, Professor, Engineering Education; Associate Dean, Equity and Engagement; Executive Director, Center for the Enhancement of Engineering Diversity at Virginia Polytechnic Institute and State University noted, “The pandemic identified and exacerbated the digital divide in this country.”

The pandemic caused a disproportional impact to underrepresented populations. It became essential to provide social interactions as quickly as possible, even if only online. Interestingly, some activities seemed to benefit from the virtual environment and help level the disparity. Virginia Tech’s School of Engineering held an online welcoming reception for students and this year it had better engagement amongst the attendees, especially women and minorities, than previous in-person events. Because of the increased interaction, Virginia Tech may host the event online in the future. 

With women accounting for only 21% of engineering majors and 19% of computer science majors there is a significant need to increase female enrollment in STEM. With the transition to a digital platform for STEM programs, Dr. Peter Maritato noted Suffolk has seen a more gender-neutral environment evolve. With fewer perceived barriers, the change to digital delivery has increased the number of women in their STEM programs and it has become more attractive to minority-based students. 

Dr. Bevlee Watford added that STEM programs should also be concerned about the size and configuration of classrooms. Typically, the non-majority student doesn’t speak up in larger classrooms. In smaller, more configurable classrooms the students are more likely to participate. 

THE FUTURE OF CAMPUS FACILITIES

To return to a more ‘normal’ campus environment, both operational and physical changes will be needed. Most campuses will need to consolidate and renovate facilities to adjust class sizes, shift to blended learning, and increase utilization to optimize real estate value.

To get students back on campuses, class sizes were significantly reduced. Bill Haverly, Director, Facilities Planning, Design and Construction at the University of Missouri, Kansas City noted, “Everyone wanted smaller classes before - now that is happening by necessity. We wanted to adapt over time to this demand, but it happened overnight.” The demand for large lecture halls will decrease dramatically as courses concentrate on team building, collaboration, and technical skills in smaller classes.

For STEM programs, flexible, active learning that blends digital and in-person experiences is likely to continue. Facilities and STEM programs that break down silos and allow for interdisciplinary and multidisciplinary programs will be increasingly important. Bill Haverly also noted, “I anticipate never building a stand-alone building again. Campus buildings should have multiple users and be interdisciplinary.”

Because laboratories have typically had much lower occupancies than other spaces, fewer changes are likely to be required. 

With the limited hours faculty are on campus now and the success of many administrators working remotely, it is likely the quantity and size of faculty, staff, and administrative offices will change.

Despite the enormous disruption in academia, STEM programs are finding innovative ways to deliver programs with better agility and collaboration while providing better opportunities for equity and inclusion.  

Suzanne Klein is a Principal at AECOM's Arlington Studio and provides architectural design leadership and supports market strategy within the Education Sector.