Higher education is experiencing a period of profound transformation. Increased reliance on technology in teaching and student mental health challenges have been accelerated by the COVID-19 pandemic. Faculty members and administrators are now navigating this new educational landscape, which will require rethinking past practices and looking forward to emerging opportunities. The transition to remote instruction during COVID-19 required rapid adjustments by both faculty members and students. As colleges and universities return to in-person classes, how … Show more
Higher education is experiencing a period of profound transformation. Increased reliance on technology in teaching and student mental health challenges have been accelerated by the COVID-19 pandemic. Faculty members and administrators are now navigating this new educational landscape, which will require rethinking past practices and looking forward to emerging opportunities.
The transition to remote instruction during COVID-19 required rapid adjustments by both faculty members and students. As colleges and universities return to in-person classes, how can we reconceptualize the role of online and hybrid teaching? Can we harness multiple modalities of learning to provide greater flexibility for students? How do we ensure academic integrity in an online environment?
A recent article in The Chronicle of Higher Education reported high levels of student disengagement in college courses after returning to in-person instruction. How do we create a classroom climate that encourages student engagement while acknowledging the multiple stressors that students have experienced during the past two years? How can faculty members utilize active learning, experiential learning, and other pedagogies to connect with students and facilitate their interactions with each other? How can professors promote student wellness in their classrooms and support students who are experiencing mental health challenges?
Colleges and universities are highlighting diversity, equity, and inclusion as an institutional priority. How can we make our classrooms more inclusive, creating an educational space where all student voices are heard and valued? How do we foreground the value of student diversity as central to our educational practice and mission? How do we ensure equity in our classrooms, providing each student with the opportunity to be successful?
These changes in higher education also create new expectations and opportunities for the faculty. How are institutions helping faculty members adapt to their changing roles and responsibilities? What resources exist to support faculty wellbeing and professional growth? What strategies can we use to develop the next generation of academic leaders? What training and resources are available to faculty members who wish to implement “active learning” classrooms?
