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In spring of 2020, almost all campuses across the United States abruptly closed and shifted to remote instruction due to the COVID-19 pandemic. Students and faculty rapidly adjusted how they engaged in learning in a time of great social and economic upheaval. In this paper, we use the lens of equity-oriented student engagement to examine how computing departments facilitated student participation in educationally engaging activities during the campus closures. The National Science Foundation-funded INCLUDES Alliance, the Computing Alliance of Hispanic-Serving Institutions (CAHSI), is a network of computing departments dedicated to increasing the representation of Hispanics in computing education and careers. We present results from a survey administered in spring 2020 to over 900 CAHSI students in 14 computing departments at Hispanic-Serving Institutions and interviews with 30 faculty, department chairs, and leaders. Though students reported increased financial and mental health struggles, they reflected on the myriad ways that faculty and peers supported their learning and sustained their engagement in coursework and co-curricular opportunities. In response to the pandemic, faculty and student leaders structured supports, such as peer-led team learning sessions and student clubs, to operate effectively in remote environments to promote student engagement.

Sustaining Student Engagement and Equity in Computing Departments During the COVID-19 Pandemic