The year 2020 has been an especially difficult year for people and organizations all over the world because of the COVID-19 pandemic. Higher learning institutions and their respective stakeholders are no exception and have been severely impacted by the pandemic resulting in the reshaping of higher education regionally, nationally, and internationally. This chapter examined the University of Guam’s (UOG) response to the COVID-19 pandemic and understanding the authentic academic experiences of indigenous CHamoru students during the global epidemic. The current study employed a qualitative approach using a collective case study of 10 CHamoru male and female students who attended UOG for at least one semester during the COVID-19 pandemic. The chapter concludes with the recommendation that institutions of higher learning analyze and possibly revise or design academic programs that will sustain academic resiliency in its indigenous student communities.
Background
The COVID-19 pandemic created many challenges to UOG and its entire student population. CHamoru students were no exception and felt the impact to their higher education and studies at the university. This paper discussed the higher educational experiences of CHamoru students during the COVID-19 pandemic. Further, the chapter examined UOG’s response to the pandemic to effectively meet the education needs of its students.
Academic Perseverance amid the COVID-19 Crises
During the pandemic, college students have faced significant challenges to their education. Unexpectedly, students and faculty in higher education institutions are practicing social distancing, washing hands frequently, wearing masks, and converting academic programs and courses to an online environment. With the global crises of the COVID-19 pandemic, the college experience is unlike any other in the past (Rowley, 2020). Despite obstacles during these challenging times, students in higher education environments have learned to adapt and persevere in their academic studies.
Students must be diligent and work hard in their studies to persevere in the academic landscape. Hernández, Moreno-Murcia, Cid, Monteiro, & Rodrigues (2020) acknowledged that, “individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets” (p. 2143). Further, perseverance is linked to “grit.” Duckworth, Peterson, Matthews, & Kelly (2007) described this personality trait as “perseverance and passion for long-term goals. Grit entails working strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus in progress” (pg. 1087-1088). Thus, grit is vital to success in the higher education domain.
Higher Education in Guam – University of Guam
The UOG is a four-year, public, and open admissions institution. The UOG is accredited by the WASC Senior College and University Commission (WSCUC). The institution has been accredited since 1959 and reaffirmed its accreditation by WSCUC through the year 2024. According to its mission statement:
The University of Guam is a U.S. accredited, regional land-grant institution. It is dedicated to the search for and dissemination of knowledge, wisdom, and truth. The University exists to service its learners and the communities of Guam, Micronesia, and the neighboring regions of the Pacific and Asia. The University prepares learners for life by providing the opportunity to acquire knowledge, skills, attitudes, and abilities through the core curriculum, degree programs, research and outreach. At the Pacific crosscurrents of the East and West, the University of Guam provides a unique opportunity to acquire indigenous and global knowledge (https://www.uog.edu/about/mission-statement)
To live up to its mission, UOG overcame various obstacles to continue to provide and meet the higher educational needs of its students amid the COVID-19 crises.