A Year with COVID: Empirical Evidence Assessing an Institution-Led Intervention during the Transition to Online Learning

At an Eastern Canadian University, the institution led an intervention to help students cope with the drastic changes brought on by COVID-19. As the transition to online learning began, it was crucial that the institution become aware of the challenges that students were experiencing, and if certain factors impacted some students more than others. Four waves of data collection interspersed with subsequent resource implementation have provided insight into the challenges students have been experiencing and an understanding of how students have been able to transition successfully to online learning. Throughout this chapter, there will be an exploration of how international students, domestic students, women in STEM, and first-year students transition to online learning. We present insights into how first-year students are experiencing greater transition challenges, how international students are coping with virtual learning without having campus engagement, and how women in STEM are faring relative to other STEM students.