Creating inclusive engineering and computer science classes - The impact of COVID-19 on student experiences and perceptions of gender inclusivity

Male, S.; Marinelli, M.; Chapman, E.

The global COVID-19 pandemic necessitated a rapid shift by universities to online and remote education. This paper contributes to understanding of gender inclusive learning in face to face and virtual educational environments, specifically in the context of teamwork within engineering and computer science classes. Students' experiences and perceptions of gender inclusive teamwork before and during the COVID-19 pandemic were collected using an online survey (N = 217). A principal component analysis revealed five components in students' reported experiences: Psychological Safety, Perceptions of the Facilitator, Confidence, Respect for Diversity, and Perceived Fairness. A multivariate analysis of covariance with gender and semester (before or during COVID-19) as the independent variables and age as the covariance found main effects only. Students' perceived psychological safety and confidence were higher in the online teamwork during COVID-19 than in the previous semester of face-to-face teamwork. The result is reassuring, as it indicates, consistent with other literature, that inclusion in student teamwork is likely to be improved when online elements are introduced. © 2021 IEEE.