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Higher Education amid the COVID-19 Pandemic - Contract Cancelled: Supporting Teaching and Learning through Turbulent Times de Jessica Ostrow Michel

Higher Education amid the COVID-19 Pandemic - Contract Cancelled: Supporting Teaching and Learning through Turbulent Times

Editat de Jessica Ostrow Michel
en Limba Engleză Paperback – 12 feb 2027
The outbreak of COVID-19 caused unprecedented upheaval as countries across the globe raced to curb the already catastrophic spread of the disease while also planning for changes in every sector of society. In particular, the pandemic had a major effect on U.S. higher education, with most institutions pivoting to online teaching and forcing instructors and students adapt to a “new normal.” With so much uncertainty abounding, Higher Education amid the COVID-19 Pandemic documents first-hand experiences from faculty and students in order to help navigate the path to supporting teaching and learning in the wake of such turbulent times, and beyond. The essays in this volume contextualize the setting of higher education as the outbreak occurred, explore how faculty and students adapted their work-life (im)balance as they transitioned to distance learning, describe teaching and learning across institution types (such as community college, tribal college, historically black college and university), provide strategies for adjusting teaching based on discipline (such as art, biology, education), and look at emerging trends in the future of the professoriate. With essays from a diverse range of experts, this volume will serve as a comprehensive guide to many affected higher education communities.
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Specificații

ISBN-13: 9781978824140
ISBN-10: 1978824149
Pagini: 252
Ilustrații: 40 color photographs
Dimensiuni: 178 x 254 x 15 mm
Greutate: 0.45 kg
Editura: Rutgers University Press
Colecția Rutgers University Press

Notă biografică

JESSICA OSTROW MICHEL is a postdoctoral research fellow in the School for Environment and Sustainability at the University of Michigan in Ann Arbor, Michigan. 

Cuprins

Table of Contents
Section I: Setting the Stage
  • Chapter 1: Introduction--Jessica Ostrow Michel, University of Michigan
  • Chapter 2: The Way We Were: The Landscape of US Online Learning on the Eve of the COVID-19 Pandemic--Ron Legon & Bethany Simunich, Quality Matters™ 
  • Chapter 3: Reflecting on Epistemic and Pedagogical Incongruities: An Autoethnography--Karla I. Loya, University of Hartford
Section II: Work-Life (Im)Balance
  • Chapter 4: Faculty Work-Life in the Midst of a Pandemic--Lisa Wolf-Wendel & Amanda Mollet, University of Kansas 
  • Chapter 5: Faculty Work-Life in a Time of Crisis: Widespread Challenges and Institutional Responses--Katalin Szelényi, UMass Boston 
  • Chapter 6: Rural Students, Online Learning, and COVID--Andrew Koricich & Sonja Ardoin, Appalachian State University
  • Chapter 7: COVID-19 Inflicting Further Challenges on Undocumented Students--H. Kenny Nienhusser, Omar Romandia, & Kiara Ruesta, University of Connecticut 
  • Chapter 8: Exploring the Lens of International Students and Scholars during the COVID-19 Pandemi--Ruby Cheng & Mandy Hansen, University of Colorado Colorado Springs, & Tony Lee, Texas A&M UniversityCommerce 
Section III: Teaching across Institutional Types
  • Chapter 9: Pausing for the Pandemic: Engaging Community College Students during the COVID-19 Health Crisis--Pablo Avila & Dominique Zino, LaGuardia Community College 
  • Chapter 10: Community College International Education in the Wake of COVID-19: Observations from a Study Abroad Program--Melissa Whatley, North Carolina State University 
  • Chapter 11: Responding to the Pandemic Challenges and Opportunities at the Nation’s Tribal Colleges and Universities--Al Kuslikis, American Indian Higher Education Consortium 
  • Chapter 12: Force Majeure: Historically Black Colleges and Universities Responses to “Acts of God”--Mahauganee D. Shaw Bonds, independent researcher and consultant, Nadrea Frederick D. Patterson, Research Institute (FDPRI) of UNCF (United Negro College Fund) 
  • Chapter 13: An Unexpected Turn: How Two HBCU Students Affairs Professionals Responded to COVID-19--Travis C. Smith, Alabama State University, Mi’Kasa Patton, Jackson State University, & Gourjoine M. Wade, Grambling State University 
  • Chapter 14: Education in a Distributed Environment from the United States Military Academy at West Point--Captain Frank Czernakowski, Major Elizabeth Lazarri, Major Edward Olson, Major Anita Phillips, Major Logan Phillips, & Major Jason Pomeroy, The United States Military Academy at West Point 
  • Chapter 15: When Crisis Confronts Tradition: Can liberal arts colleges live up to their potential for excellent teaching in challenging times?--Charles Blaich & Kathleen Wise, Center of Inquiry at Wabash College and the Higher Education Data Sharing Consortium (HEDS) 
  • Chapter 16: COVID-19 Crisis Leadership at a Small Liberal Arts College: Gustavus Adolphus--Valerie S. Banschbach, Gustavus Adolphus College 
  • Chapter 17: Nimbleness, Resourcefulness, and Online Teaching--Glenn Geher, State University of New York at New Paltz 
Section IV: Teaching across Disciplines
  • Chapter 18: Training Citizen Scientists and Future Public Health Heroes--Kim Mix, Loyola University of New Orleans
  • Chapter 19: Empowering Student Inquiry During a Global Pandemic in Environmental Studies and Science Curricula--Karin Warren, Randolph College
  • Chapter 20: The Intersection of Higher Education and Business in Turbulent Times: A Case Study of Management Education--Vicki L. Baker, Albion College 
  • Chapter 21: Teaching Architecture in Turbulent Times--Elizabeth Golden, Kimo Griggs, Richard Mohler, & Tyler Sprague, University of Washington 
  • Chapter 22: Painting Doubt--Matt Saunders & Aurora Andrews, Harvard University
  • Chapter 23: So You Think Your Students Are Engaged? Ask Again.--Sharon Gorman, Northern Arizona University 
  • Chapter 24: History, Digital Pedagogy, and Remote Instruction in a Time of Disruption--Jessica Parr, Simmons University
  • Chapter 25: Good Enough: Teaching about Race and Racism in Challenging Times--Cyndi Kernahan, University of Wisconsin-River Falls
  • Chapter 26: Integrating, Social and Emotional Skills into Online Education--Catherine R. Barber & Janet K. McCollum, University of St. Thomas
  • Chapter 27: Rise of the Digital Underground: Curriculum Design, Instruction, and Critical Hip-hop Implications for Distance Learning--Donovan Livingston, Wake Forest University
Section V: Futuring the Professoriate in light of COVID-19
  • Chapter 28: Supporting Doctoral Students amid the COVID-19 Health Crisis--Katalin Szelényi & Karl V. Bell, UMass Boston
  • Chapter 29: Supporting Doctoral Students Completing the Dissertation During COVID-19--Ramon B. Goings. University of Maryland, Baltimore County 
  • Chapter 30: Teaching and Learning During a Pandemic Lessons from a graduate student instructor during the COVID-19 outbreak--Jarett Haley, University of Michigan 
  • Chapter 31: Exploring potential equity consequences of COVID-19 on faculty hiring--Damani White-Lewis, University of Maryland & Román Liera, University of Southern California 
  • Chapter 32: Capitalizing on COVID: EdTech, Higher Ed, and Disaster Capitalism--Morgan Anderson, University of Northern Iowa 
  • Chapter 33: The Impacts of Health Crises on International Higher Education Mobility--Mirka Martel, Institute of International Education 
  • Chapter 34: Conclusion--Jessica Ostrow Michel, University of Michigan 

Recenzii

“The global pandemic continues to threaten so much of the work that we do across higher education. The perspectives provided in this extremely timely and impressive volume can inform how academic leaders approach teaching and learning in navigating this crisis and future crises.”

Descriere

Higher Education amid the COVID-19 Pandemic documents first-hand experiences from faculty and students in order to help navigate the path to supporting teaching and learning in the wake of the pandemic, and beyond. With essays from a diverse range of experts, this volume will serve as a comprehensive guide to many affected higher education communities.