Our research used a case study methodology to explore how engineering students at a university in the United Kingdom and in the United States experienced social supports in the spring term(s) of 2020 when universities worldwide shifted into emergency remote teaching due to the COVID-19 pandemic. To the best of our knowledge, this is the first cross-cultural study to examine engineering students' social support during the pandemic. We administered the Undergraduate Support Survey to engineering undergraduates at both institutions. The survey collected data about students' sense of belonging and social capital, including names of individuals who provided support for their engineering education and the specific expressive and instrumental resources they utilized during the pandemic. Results revealed similarities and differences between students at the two institutions. Both groups reported friends/roommates, professors, and family members as the primary providers of support, and both reported almost the same frequency in communication with these individuals. Participants at both institutions also reported high rates of instrumental and expressive support. However, the mean response for both sense of belonging and satisfaction at the university was lower in the U.K. and the types of alters identified in the two groups showed marked differences. Our work affirms the importance of social relationships to engineering students' success and persistence
