Education Commons^™

Resilient Pedagogy: A Foreword, Jesse Stommel

Resilient Pedagogy

Foreword for Resilient Pedagogy.

Chapter 3- How Adult Education Can Inform Optimal Online Learning, David S. Noffs, Kristina Wilson

Resilient Pedagogy

David's Story

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.

Krissy's Story

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 he joined …

Chapter 7- Innovative Pedagogies For Promoting University Global Engagement In Times Of Crisis, Steven R. Hawks

Resilient Pedagogy

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, Kosta Popovic, Eric M. Reyes, Jennifer B. O'Connor, Kay C. Dee, Ella Ingram

Resilient Pedagogy

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 6- Resilient And Flexible Teaching (Raft): Integrating A Whole-Person Experience Into Online Teaching, Christina Fabrey, Heather Keith

Resilient Pedagogy

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 11- Team-Based Learning Brings Academic Rigor, Collaboration, And Community To Online Learning, Elizabeth Winter, Michele C. Clark, Christopher Burns

Resilient Pedagogy

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 9- A New Normal In Inclusive, Usable Online Learning Experiences, Christopher Phillips, Jared S. Colton

Resilient Pedagogy

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 14- Designing Curriculum Collaboratively: A Practice For Learning Alongside Undergraduate Teaching Assistants During Uncertain Times, Jessica Rivera-Mueller, Kresten Erickson

Resilient Pedagogy

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 10- Building Online Toolkits To Support The Development Of Academic Skills And Digital Literacies, Jenae Cohn

Resilient Pedagogy

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 13- Asynchronous Discussions For First-Year Writers And Beyond: Thinking Outside The Ppr (Prompt, Post, Reply) Box, Miriam Moore

Resilient Pedagogy

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., …

2021-June-07-Etsu Health Llevará La Vacuna Covid-19 A Eventos Y Reuniones De Verano, University Marketing And Communication, East Tennessee State University

ETSU News

JOHNSON CITY (7 de junio de 2021) – ETSU Health continuará ofreciendo oportunidades para que los miembros de la comunidad mayores de 18 años reciban la vacuna COVID-19 de Janssen Johnson & Johnson de una dosis gratuita en varios lugares en la región.

“Este verano, utilizaremos algunos ubicaciones no tradicionales para llegar a tantas personas como podamos con la vacuna”, dijo Donna Noland, gerente de la ETSU Health COVID-19 Vaccine Clinic. “Mientras que hemos tenido una buena respuesta a nuestras clínicas de vacunas en el campus de la East Tennessee State University y continuaremos ofreciéndolas al público, nos damos cuenta …

Liberation Theology And Adult Education, Peter Mclaren

Education Faculty Articles and Research

"If there was ever time for the social gospel of Jesus Christ to make its voice heard, it is at this present historical juncture. Now is the time for American adult education to bid welcome to Liberation Theology."

2021-06-07 Minutes, Morehead State University. Staff Congress.

Staff Congress Records

Staff Congress meeting minutes from June 7, 2021.

Men's Soccer Leads Nation In Community Service In 2020-21, Georgia Southern University

Athletics: News & Publications

• Men's Soccer Leads Nation In Community Service In 2020-21

2021-06-07 Newsletter, Morehead State University. Staff Congress.

Staff Congress Records

Staff Congress newsletter from June 7, 2021.

Seeing Sculptures And Getting Steps Since The 1970s, Haley Herfurth

Browse All News

No abstract provided.

Students Are Pouring Into Public Health. Here's How Uab Is Pouring Into Them., Matt Windsor

Browse All News

No abstract provided.

New Alzheimer's Drug Not A Panacea, But May Slow Worsening Of The Disease, Alicia Rohan

Browse All News

No abstract provided.

Empowering Teens To Make A Difference In Their At-Risk Community, Lisa Rothenburger, Alayne Torretta

Journal of Extension

When identifying problems and creating solutions that support the community culture of health, youths provide a unique perspective. This article describes how staff from Somerset County, NJ 4-H partnered with staff from Middle Earth, an at-risk youth service provider, to organize a group of teens who identified and implemented projects that affect the health and wellness of their community of Bound Brook, NJ.  Extension professionals can replicate a sustainable and synergistic youth-adult partnership by creating the opportunities, making the initial connections within the community, and following the 4-H club model to ensure teens experience the essential elements.

How Padlet Encouraged Student Collaboration And Engagement In My Virtual Classroom, Annie Yon

New Jersey English Journal

With the growth of virtual classes, it is crucial for teachers to integrate strategies and resources that foster student engagement and build a sense of community in an online environment. One way to augment synchronous and asynchronous communication is to implement an online discussion board, which can provide rich opportunities for students to share insights, ask clarifying questions, collaborate, create multimodal projects, and have their voices heard. By incorporating an interactive discussion board, such as Padlet, as part of class resources, teachers can facilitate discourse among students that transcends the physical boundaries of the classroom, create a motivational environment, improve …

Training Adaptive Teachers, Emily Wender

New Jersey English Journal

This article discusses how to develop adaptability in teacher candidates. The author required teacher candidates to adapt a face to face lesson plan for a virtual setting and concludes that candidates need more opportunities in their coursework to identify reasons to change instruction and reflect on adaptability.

A Global Pandemic: The Ultimate Test Of Teacher Adaptation, Erika Watts

New Jersey English Journal

The article focuses on the ways teachers adapted to the COVID-19 pandemic and changed the way they assisted students to adjust to new learning styles.

In Praise Of Poetry: Using Poems To Promote Joy, Community, And Social Emotional Learning During The Pandemic, Jordan Virgil, Katie Gallagher

New Jersey English Journal

No abstract provided.

Refuge For Teachers (And Learners) In A Turbulent Public Education Landscape, Amanda Stearns-Pfeiffer, Kristin A.K. Sovis

New Jersey English Journal

This piece provides context for the K-12 teacher recruitment and sustainability crisis we face in the United States. The harmful effects of this crisis situate the authors’ assertion that the ELA classroom is the space in which both teachers and students can find solace and inspiration during turbulent times in public education. The authors propose three overarching categories of classroom practices, along with specific strategies per category that can be implemented in sustaining the teacher and learner: 1) routines for the beginning of class, 2) routines for reading and writing, and 3) routines for the end of class.

Two Poems: Connected, Open Minds, Kathryn Sadakierski

New Jersey English Journal

No abstract provided.

Pandemic Paranoia And Proximity: A Transformation, Joseph S. Pizzo

New Jersey English Journal

COVID-19 has transformed the manner in which students are being educated. Social distance, sterilization, and remoteness have replaced teaming, personalization, and classroom proximity. Contact tracing stirs fears, often replacing creative writing and skill-building. Fear and separation have become commonplace.

School Dreams: The Runaway Class, Jeffrey Pflaum

New Jersey English Journal

"School Dreams: The Runaway Class" describes the fears of teachers, from elementary/middle to high school, especially the loss of control of their students. In this dream piece, a class breaks away from "the cage" and escapes to the "wild blue yonder" for peace as the teacher sits "frozen" and "bewildered," eventually making the leap as well to search for the students--and himself.

K–12 Teacher Reflective Practice In (Pandemic) Context, Gary Pankiewicz

New Jersey English Journal

The author argues for a clear definition of teacher reflective practice that synthesizes newer theoretical perspectives. Social context and teacher practice are discussed to build a definitive benchmark that seems useful to support a more collaborative approach to teacher reflective practice today, including in the context of the pandemic.

Slow Conversations: Facilitating Empathy And Nuance In Communication, Sanyogita S. Padhye

New Jersey English Journal

No abstract provided.

Learning To Adapt: Redesigning Ela Instruction While Student Teaching During Covid-19, Elizabeth A. Morphis

New Jersey English Journal

Preservice teachers who were student teaching in the Spring of 2020 were faced with unprecedented challenges, however, they were also presented with many learning opportunities. This article considers the perspectives of the newest members of the teaching profession and how they adapted ELA instruction during COVID-19.