This qualitative study investigates web pages documenting COVID-19 responses from 28 universities across the United States. Using grounded theory methodology, we inductively developed a model of universities' response to the pandemic. Four types of strategies were identified from the data and a theoretical model was developed describing (a) causal conditions that underlie the strategies for response to the pandemic, (b) the context that influenced the strategies adopted by the universities, (c) intervening conditions due to the pandemic that influenced strategy development, and (d) potential recommendations to make universities' responses more inclusive. This research has implications for improving the experience of the communities a university serves, including faculty development, especially for newer faculty who are joining the universities remotely and interacting with new colleagues only through the virtual mediums. Finally, this paper will be of use to engineering educators and administrators as they seek to improve inclusion and belonging within faculty at universities. © American Society for Engineering Education, 2021
A Grounded Theory Analysis of COVID-19 Information and Resources Relayed Through University Webpages: Implications for a More Inclusive Community