Resilient Pedagogy: Practical Teaching Strategies To Overcome Distance, Disruption, And Distraction, 2021 Utah State University
Resilient Pedagogy: Practical Teaching Strategies To Overcome Distance, Disruption, And Distraction, Travis N. Thurston, Kacy Lundstrom, Christopher González, Jesse Stommel, Lindsay C. Masland, Beth Buyserie, Rachel Welton Bryson, Rachel Quistberg, David S. Noffs, Kristina Wilson, Rebecca M. Quintana, Jacob Fortman, James Devaney, Briana D. Bowen, Christina Fabrey, Heather Keith, Steven R. Hawks, Kosta Popovic, Eric M. Reyes, Jennifer B. O'Connor, Kay C. Dee, Ella L. Ingram, Christopher Phillips, Jared S. Colton, Jenae Cohn, Elizabeth Winter, Michele C. Clark, Christopher Burns, Rebecca Campbell, Kevin Kelly, Miriam Moore, Jessica Rivera-Mueller, Kresten Erickson, Maggie Debelius, Susannah Mcgowan, Aiyanna Maciel, Clare Reid, Alexa Eason
Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction.
Introduction, 2021 Utah State University
Introduction, Travis N. Thurston
Introduction for Resilient Pedagogy.
Praise For Resilient Pedagogy, 2021 Kwantlen Polytechnic University
Praise For Resilient Pedagogy, Rajiv Jhangiani, Tazin Daniels, Jessamyn Neuhaus, Josh Eyler
What professionals who reviewed the book have to say about Resilient Pedagogy.
Chapter 1- Resilient Pedagogy And Self-Determination: Unlocking Student Engagement In Uncertain Times, 2021 Appalachian State University
Chapter 1- Resilient Pedagogy And Self-Determination: Unlocking Student Engagement In Uncertain Times, Lindsay C. Masland
When the COVID-19 pandemic hit in spring of 2020, like many educators, I experienced a definite disruption in the structure and plans I had designed for my courses. I was teaching a mix of graduate and undergraduate classes—some with as few as seven students, others with as many as 98, some upper-level skills-based courses, others in the broad general education arena, but all of them designed exclusively for face-to-face delivery. In fact, due to some long-standing institutional prejudices against online instruction, the opportunity to teach in a mode other than face-to-face had never materialized over the 10 years I ...
Chapter 2- Productive Disruptions: Resilient Pedagogies That Advocate For Equity, 2021 Utah State University
Chapter 2- Productive Disruptions: Resilient Pedagogies That Advocate For Equity, Beth Buyserie, Rachel Welton Bryson, Rachel Quistberg
When the COVID-19 pandemic shuttered universities in March 2020, many students and faculty were thrown into shifting uncertainties regarding course delivery and pedagogy. As the pandemic persisted, faculty and students experienced new stressors caused by social isolation, unequal access to technology and resources, economic distress, and many other factors. In addition, the killings of George Floyd, Breonna Taylor, and others in the Black community sparked widespread social unrest that added to and compounded the emotional and material weight of the pandemic. Amid this tumult, higher-education faculty began asking questions about how to move forward with pedagogies resistant to unpredictable and ...
Chapter 3- How Adult Education Can Inform Optimal Online Learning, 2021 Northwestern University
Chapter 3- How Adult Education Can Inform Optimal Online Learning, David S. Noffs, Kristina Wilson
I first met Krissy Wilson in 2015 when I was asked to design a new graduate course at Northwestern University on learning environment design. Krissy was part of the talented Distance Learning team in the School of Professional Studies. I was a teacher, instructional specialist, and reluctant learning management system administrator at an arts-based city college where I had worked for almost 15 years.
I got to know David Noffs first as a faculty member in the Master in Information Design and Strategy program in the School of Professional Studies at Northwestern University. Before ...
Chapter 4- Advancing An Approach Of Resilient Design For Learning By Designing For Extensibility, Flexibility, And Redundancy, Rebecca M. Quintana, Jacob Fortman, James Devaney
The impact of the COVID-19 crisis on educational systems requires actors across those systems to develop adaptive capacity and embed resilient thinking into approaches and frameworks for decision-making and design (DeVaney & Quintana, 2020). Events surrounding the COVID-19 crisis have set off a period of rapid adaptation across the higher-education ecosystem and have necessitated that educators consider new pedagogical approaches and frameworks that are responsive to the changes we are witnessing in our contexts of teaching and learning (Chraa et al., 2020; Donovan, 2020; Moorhouse, 2020; Quintana & Quintana, 2020; Zhu & Liu, 2020).
Chapter 5- Lessons From Anticipatory Intelligence: Resilient Pedagogy In The Face Of Future Disruptions, 2021 Utah State University
Chapter 5- Lessons From Anticipatory Intelligence: Resilient Pedagogy In The Face Of Future Disruptions, Briana D. Bowen
The COVID-19 pandemic has disrupted universities across the globe in unprecedented ways, requiring many teaching faculty to reexamine and transform approaches to pedagogy. As higher-education institutions have grappled with various methods of hybrid and remote delivery in an effort to best preserve student instruction through the pandemic, most have fervently looked ahead for a more satisfying “new normal.” Yet this moment of unease and transformation is one of critical opportunity for universities and their teaching faculty. Educators are seeing in vivid form how an unexpected “threat”—in this case, a global health challenge—can profoundly disrupt pedagogy, and the immense ...
Chapter 6- Resilient And Flexible Teaching (Raft): Integrating A Whole-Person Experience Into Online Teaching, Christina Fabrey, Heather Keith
When venturing into wild or unknown territory such as a swiftly moving and ever-changing mountain river, a raft may be a necessary tool for basic survival. But what if during the careful navigation of rapid currents around rocks and other obstacles, you discover that your buoyant and flexible tool helps you to float through the fast and turbulent waters in a way that is meaningful, awe-inspiring, and exciting? As COVID-19 first hit our campuses, many of us switched to emergency remote education as a survival raft, just trying to stay afloat long enough to get to the other side of ...
Chapter 7- Innovative Pedagogies For Promoting University Global Engagement In Times Of Crisis, 2021 Utah State University
Chapter 7- Innovative Pedagogies For Promoting University Global Engagement In Times Of Crisis, Steven R. Hawks
Even as universities, institutes, and professional associations are renewing their commitment to global engagement and the internationalization of higher-education campuses, there are significant geopolitical and social challenges that are pushing back (van der Wende, 2017). The immediate crisis posed by the global coronavirus pandemic (COVID-19) has further hampered progress by bringing a number of critical global engagement activities to a sudden halt (Brimmer, 2020). In the midst of these challenges there is an opportunity to consider theory-driven pedagogical innovations that can move the global engagement agenda forward even in times of complexity and crisis.
Chapter 8- Creating Adaptable Courses: A Course Design Approach That Accommodates Flexible Delivery, 2021 Rose-Hulman Institute of Technology
Chapter 8- Creating Adaptable Courses: A Course Design Approach That Accommodates Flexible Delivery, Kosta Popovic, Eric M. Reyes, Jennifer B. O'Connor, Kay C. Dee, Ella Ingram
In early 2020, educators and students around the world endured lapses in quality of educational experiences due to the disruption caused by COVID-19. In return for these lapses, students continued their programs of study within previously established timelines, and educators balanced helping students achieve learning objectives while keeping a manageable workload. Moving forward, students will expect educators and their institutions to deliver high-quality education when disruptions occur, like natural disasters, facilities emergencies, or supply chain disturbances. This expectation will extend to all modes of delivery. We assert that training educators to build adaptable courses that provide them and their students ...
Chapter 9- A New Normal In Inclusive, Usable Online Learning Experiences, 2021 Utah State University
Chapter 9- A New Normal In Inclusive, Usable Online Learning Experiences, Christopher Phillips, Jared S. Colton
The most obvious consequence of the COVID-19 pandemic in higher education has been more students accessing their classes remotely without having the technology and other resources readily available on their local campuses. Students from underrepresented groups have been disproportionately affected as a result of COVID-19, particularly students of color (Alvarez, 2020) and students with disabilities (Hill, 2020; National Center, 2020). This neglect of underrepresented groups in higher education is not unique to the pandemic, of course, and sadly is nothing new to higher education, but COVID-19 has made this problem more apparent.
Chapter 10- Building Online Toolkits To Support The Development Of Academic Skills And Digital Literacies, 2021 California State University, Sacramento
Chapter 10- Building Online Toolkits To Support The Development Of Academic Skills And Digital Literacies, Jenae Cohn
Personal, environmental, and academic factors contribute to student persistence and retention in college environments in varying and, importantly, intersecting ways. As educators determine what supporting student success in a post-COVID-19 world looks like, it is important to consider how these factors become all the more complicated by the new challenges raised with ubiquitous remote or hybridized learning. The global shift to online learning has opened tremendous gaps in experiences that students might have in learning, working, living, and socializing online. Some students may lack access to laptop computers for learning, while others may not have sufficient broadband access to connect ...
Chapter 11- Team-Based Learning Brings Academic Rigor, Collaboration, And Community To Online Learning, 2021 University of Pittsburgh
Chapter 11- Team-Based Learning Brings Academic Rigor, Collaboration, And Community To Online Learning, Elizabeth Winter, Michele C. Clark, Christopher Burns
In early 2020, instructors were faced with a critical and immediate need to move education online in the face of the COVID-19 pandemic. The decision to discontinue face-to-face classes as a protection from the COVID-19 virus presented several questions and challenges, including the need to quickly develop online classes without adequate time to consider the effectiveness of different strategies. While online learning provides accessible and safe educational opportunities for students sheltering in place as a protection against the COVID-19 pandemic, faculty may question if online education provides the academic rigor, needed competencies, and student learning outcomes they hoped for in ...
Chapter 13- Asynchronous Discussions For First-Year Writers And Beyond: Thinking Outside The Ppr (Prompt, Post, Reply) Box, 2021 University of North Georgia
Chapter 13- Asynchronous Discussions For First-Year Writers And Beyond: Thinking Outside The Ppr (Prompt, Post, Reply) Box, Miriam Moore
Asynchronous discussions can challenge even experienced online learners and teachers: forums can become perfunctory hoops for students to jump through, particularly in the common PPR (prompt, post, reply) format, in which students answer a prompt and then reply to one or more other students. As a peer reviewer for online courses, I have seen rich and insightful discussions that engage students and promote learning, as well as forums that scarcely resemble discussions at all. Research on cultivating dialogue in online discussions has targeted primarily upper-division or graduate courses (see Andreson, 2009; Delahunty, 2018; Delahunty et al., 2014; Garrison et al ...
Chapter 14- Designing Curriculum Collaboratively: A Practice For Learning Alongside Undergraduate Teaching Assistants During Uncertain Times, Jessica Rivera-Mueller, Kresten Erickson
The transition to remote learning during the Spring 2020 semester was abrupt for faculty and students, and it did not allow much time for reflection or purposeful planning, especially as individuals were faced with managing multiple aspects of their lives. Educators had to consider quickly what learning experiences and teaching practices could be preserved or revised, as well as what learning activities could or should be removed. These choices were not easy to make. During this challenging moment, however, we discovered how collaborative partnerships between faculty and undergraduate teaching assistants (UTAs) can contribute to the development of a flexible and ...
Chapter 12- Conducting Guided, Virtual Homework Sessions To Support Student Success During Covid Campus Closures, 2021 New Mexico State University
Chapter 12- Conducting Guided, Virtual Homework Sessions To Support Student Success During Covid Campus Closures, Rebecca Campbell, Kevin Kelly
College students have long used community-based practices such as study halls, review sessions, study groups, homework buddies, and the like as academic strategies to support their learning (Hogan, 1999; Madland & Richards, 2019; Thalluri et al., 2014). With increased access to online conferencing capabilities, working in community has been adapted by faculty who have used the technology to participate in virtual write-on-sites, writing retreats and writing sprints. Thus, it is no surprise that both faculty and learning centers saw the potential for creating virtual spaces for students to work together.
Chapter 15- "Things Are Different Now" A Student, Staff, And Faculty Course Design Institute Collaboration, 2021 Georgetown University
Chapter 15- "Things Are Different Now" A Student, Staff, And Faculty Course Design Institute Collaboration, Maggie Debelius, Susannah Mcgowan, Aiyanna Maciel, Clare Reid, Alexa Eason
Like other institutions across the world, Georgetown University in Washington, DC switched to remote learning in March 2020 as the COVID-19 pandemic hit the United States. Our Center for New Designs in Learning and Scholarship (CNDLS), which serves as both a center for teaching and learning as well as a center for technology innovation, responded quickly with a series of offerings to prepare and support faculty to teach remotely. Options included a virtual conference on digital pedagogy, a series of cohort-based Course Design Institutes (CDI) throughout the summer where faculty engaged with intertwined principles and best practices from inclusive pedagogy ...
2021-06-07 Minutes, 2021 Morehead State University
2021-06-07 Minutes, Morehead State University. Staff Congress.
Staff Congress Records
Staff Congress meeting minutes from June 7, 2021.
2021-06-07 Newsletter, 2021 Morehead State University
2021-06-07 Newsletter, Morehead State University. Staff Congress.
Staff Congress Records
Staff Congress newsletter from June 7, 2021.