Education Commons^™

Crisis Meets Opportunity: Empowering Faculty When Returning To The Higher Education Classroom​, Nicole Luongo, Michael Finetti, Kimberly Case, Jay Garrels, Renee Evans

Journal on Empowering Teaching Excellence

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This article presents information surrounding how the COVID-19 crisis can lead to opportunities for empowering growth in faculty course development and delivery. The authors show how higher education instructors have implemented remote teaching experiences they used during the pandemic to create engaging learning opportunities for students as they are returning to the higher education classroom. The article explores innovative ideas for communication and instruction, equity issues, and inclusive practices. The authors address the overall changing higher education climate and share their personal experiences transitioning from teaching in a face-to-face setting to …

Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 1, Spring 2023

Journal on Empowering Teaching Excellence

The full-length Spring 2023 issue (Volume 7, Issue 1) of the Journal on Empowering Teaching Excellence

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The Spring 2023 issue presents research and guidance on topics related to student self-reflection, participatory learning, and returning to the in-person learning following the COVID-19 pandemic. The first article takes a critical approach to understanding pedagogy with adult learners by involving students in the creation of course syllabi as a way to challenge ideologies related the roles of instructor and students. The second article blends research and narrative to explore how the experiences of …

Virtual And Viral: Shifts In Signed Language Interpreter Education During The Covid-19 Pandemic, Mark A. Halley, Dawn M. Wessling, Stephanie N. Sargent

Journal of Interpretation

While online education has become more prevalent throughout the years, nothing prepared signed language interpreter educators for the likes of the COVID-19 pandemic. We surveyed educators in the United States and internationally to not only determine if practices had changed to keep up with the demands of the pandemic, but to learn how these practices were implemented. This study delves into the question of how interpreter educators adjusted their pedagogical approaches during the global pandemic. Responses showed a variety of adaptations to meet the needs of students, and a primary theme was the adeptness of educators in overcoming technology frustrations, …

School Leadership Support: Understanding The Experiences Of Elementary-Level Teachers During A Global Health Pandemic, Kathleen M. Crawford, Pamela Wells, Juliann Sergi Mcbrayer, Kristen N. Dickens, Katherine Fallon

School Leadership Review

The purpose of this study was to better understand how the current COVID-19 global health pandemic has professionally and emotionally impacted elementary-level teachers. Teachers experienced diverse challenges during this unprecedented time with a rapid shift from in-person to online learning. Two overarching themes emerged based on participant experiences: abandoning best practices and increased stress and emotional pain. Implications for practice included the need for school leaders to evaluate the current level of support being provided to teachers and assess areas of need to support professional and emotional growth with the backdrop of the pandemic. We encourage future research with all …

Editorial: We're Going Remote!?! A University's Tale Of Two Cities, Robert Wagner

Journal on Empowering Teaching Excellence

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The COVID-19 global pandemic created a dichotomous construct for higher education between delivery formats and maintaining quality pedagogy. The variables and obstacles seemed, at times, insurmountable but, Utah State University's team rose to the occasion. In this op-ed, Robert Wagner discusses the resilience and commitment shown by USU's instructors, staff, and students as they navigated, and continue to navigate, this unprecedented event.

Impacts Of The Covid-19 Pandemic On Business Education: Case For The Aacsb’S Agility Standard, Lucy Ojode, Mulugeta Wolde, June Claiborne

Southwestern Business Administration Journal

We explored an undergraduate business program’s navigation of an unplanned change, response to the Covid-19 pandemic-occasioned move to online learning, and the resilience of its curriculum by following cohorts of students through two consecutive courses from the end of 2019 through 2020 up to summer 2021. The exploration was aimed at the assessment of the impact of the pandemic-induced disruptions, i.e., how the school’s curriculum fared through the pandemic. Premised on the school’s accreditor, AACSB’s agility-cultivating curriculum guideline, the curriculum should adapt and stabilize post-pandemic. To identify the appropriate cohort for observation, we scrutinized the four progressive levels of agility …

Law School Exams During A Pandemic: One Law School’S Experience, Beth Parker

Seattle Journal of Technology, Environmental & Innovation Law

In 2020, toward the end of the spring semester, the COVID-19 pandemic disrupted life across the globe. Institutions, including law schools, felt the widespread effects of this public health crisis. Law schools were forced to move entire curriculums online in record time and consider how they were going to administer final exams. There is no precedent or manual for how to do this successfully. Law school exams are inherently stressful events in a law student’s career because their performance on the exam inordinately influences their grades and class rankings. Typically, law students are already on edge during final exams without …

From A Distance: Teaching, Learning, And Parenting During The Covid-19 Pandemic, Melanie Love

Michigan Reading Journal

No abstract provided.

Are Universities Using The Right Assessment Tools During The Pandemic And Crisis Times?, Mohanad Halaweh

Higher Learning Research Communications

All industries have been affected by the COVID-19 pandemic and have worked to develop alternative strategies and actions to survive and continue business operations; the education sector is no exception. University administrators and instructors have faced challenges in finding the appropriate mechanisms to manage the final examination process. This essay suggests that project-based learning (PBL) assessment could be an effective alternative to online examinations. It advocates the adoption of PBL by highlighting the challenges/pitfalls associated with online exams supported by proctoring software tools.