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Tiny Earth PIVOT: Impacts of COVID-19 on Faculty Mentoring and Teaching

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posted on 2021-01-12, 22:03 authored by Mica Estrada, Paul Hernandez, Jo Handelsman, SARAH MILLERSARAH MILLER, Nichole BroderickNichole Broderick, Meg Patterson, Juliet Nyanamba, Zoey Du, Gerald Young, Natalia Maldonado, Lilibeth Watson, Perla Sandoval
An online survey was conducted to assess the impact of COVID-19 on Tiny Earth (TE) faculty (n = 44) teaching and mentoring. Prior to our survey research, TE faculty were trained to teach Tiny Earth content in an online format. Our research showed that COVID-19 impacted the ability of TE faculty to work and conduct research. Faculty also reported that family, university, and department were helpful resources in adjusting to the challenges that the pandemic presented, with noteworthy male and female differences in response. COVID-19 also impacted the manner in which TE faculty provided or received mentorship, with an increase seen in online mentorship support for students and an increase in barriers when seeking guidance from mentors. Lastly, the majority of TE faculty reported that professional development tools to transition to an online course were needed. These results show the challenges faced and the social support that is helpful in adjusting to increased demands due to COVID-19 on TE faculty’s personal and work life.


Work reported in this publication was supported by the National Institutes of Health Common Fund and Office of Scientific Workforce Diversity under award U54 GM119023 (NRMN), administered by the National Institute of General Medical Sciences. The work was conducted by members of the Diversity Program Consortium of the Enhancing the Diversity of the NIH-funded Workforce Program. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health.