The effect of the Covid-19 pandemic on STEM faculty: Productivity and work-life balance.

The disruption caused by the COVID-19 pandemic impacted STEM professionals in numerous ways, affecting research, teaching, publications, patents, and work-life balance. A survey was conducted to determine the changes approximately one year into the pandemic shutdown in USA. Results indicate that the quarantine, limitations, and restrictions led to decreased work productivity and increased stress, anxiety, and family obligations. There was a significant difference between male and female faculty experience with women reporting more child-care, schoolwork assistance, and care for elderly relatives.

The Impact of the COVID Pandemic on STEM Professionals

Early reports indicated that the COVID 19 pandemic negatively impacted STEM professionals' research, resulting in fewer grants, patents, and publications, and disrupted student learning, especially in skills development. More concerning was the prediction that the most severe consequences would be felt by young STEM professionals, or those with family care responsibilities. In order to investigate the impact of the COVID pandemic on STEM professionals in the USA we conducted a survey. Questions included loss of research and lab time, data on papers, grants and publications, and the disruption to personal obligations and work life balance. The survey, conducted about one year into the pandemic, provided evidence that there were significant differences in productivity and responsibilities, with some differences and work load aligned with gender. Response comments reflected both negative and positive outcomes. This data is consistent with trends observed in other professional fields, as well as those reported in other nations. This poster will present the results of this research, along with outcomes from other studies. The concerns have spurred several calls to action by professional societies, government agencies and other groups. These recommendations attempt to ensure that STEM professionals can continue to progress in their careers. Strategic planning is necessary in order to ensure that the next generation of STEM researchers are properly supported in order to ensure a diverse workforce.

Remote Organic Chemistry Laboratories at University of Michigan-Dearborn

University of Michigan-Dearborn offers a one semester, two credit, stand-alone Organic Chemistry Laboratory course aimed at students with an interest in health-related careers. The COVID-19 pandemic led to a campus closure and a subsequent transition to a partially remote laboratory curriculum developed on-the-fly for the Winter 2020 semester followed by a full online course for our summer, accelerated sessions. The online structure is a hybrid of readings, student made videos, instructor demonstrations, laboratory simulations, and structure elucidation assignments. From our first iteration of the fully remote laboratory course, students are able to learn technique concepts and reaction background, interpret characterization data at similar levels to the face-to-face instruction setting. However, since the experimental execution is visualized or simulated, it is more challenging to assess the skills gained.