Are we Gatekeepers or Groundskeepers? Being a good introductory STEMM instructor in a pandemic and beyond

Posted: Feb 1 2022 by

Jennifer Tsan
University of Chicago

Alice Tarun
St. Lawrence University

Tina Tao
St. Lawrence University

Rachel Renbarger
Western Michigan University

Laura Frost
Florida Gulf Coast University

Laura Frost, Florida Gulf Coast University; Rachel Renbarger, Western Michigan University; Tina Tao, St. Lawrence University; Alice Tarun, St. Lawrence University; and Jennifer Tsan, University of Chicago

​​Georgia was a confident high school student. Despite the pandemic she continued to earn high marks in her science courses, motivating her to pursue a science major as she began college. She entered her first year at Perpetual University taking introductory biology and chemistry, along with participating in ROTC and community service learning. Although she had many commitments outside the classroom, she believed she could manage all her obligations on her own. But when she began failing quizzes and exams, instead of seeking out resources on campus right away, she put off reviewing her work and intended to address the concerns later. By the end of her first semester, she was facing academic suspension. In her view she felt ashamed for being in this position and couldn't bear to face the issues even though her professors, advisor, and academic support staff reached out to her and offered to help. Although Georgia was able to continue her college studies, she turned away from the science track because she could not envision success in these courses in her future. More