Pub Date : 2021-12-21DOI: 10.4324/9781003189855-12
Marilisa Vega, Shawn R. Coon
This chapter covers three distinct themes that encompass the concept of burnout warning: inherent adversities in the modality shift, fear and ambiguity in higher education, and attempting to work in suboptimal conditions. While thriving represents a concept that denotes success and achievement, burnout represents exhaustion and fatigue. The behavior exhibited by staff and its correlation to burnout is best explained by the works of Maslach and Leiter using the areas of worklife (AW) model entailing organizational risk factors. The AW model explains how burnout is expedited when there is a disruption to balance in the following areas: workload, control, reward, community, fairness, and values. The findings indicate that staff members at the University of Utah displayed early signs of burnout warning. The factors that contribute to early signals of burnout include resource shortages, an increase in overall workload-including persistent emotional labor-and a lack of acknowledgement. The chapter illustrates how stressors, aggravated by COVID fatigue, fostered an environment that mobilized the onset of burnout. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
本章涵盖了三个不同的主题，包括倦怠警告的概念:模式转变中的固有逆境，高等教育中的恐惧和模糊，以及试图在次优条件下工作。蓬勃发展代表了成功和成就的概念，而倦怠则代表了疲惫和疲劳。Maslach和Leiter利用包含组织风险因素的工作生活领域模型(area of work - life model, AW)对员工表现出的行为及其与职业倦怠的相关性进行了最好的解释。AW模型解释了当工作负荷、控制、奖励、社区、公平和价值观等方面的平衡受到破坏时，倦怠是如何加速的。研究结果表明，犹他大学的工作人员表现出了倦怠预警的早期迹象。导致职业倦怠的早期信号的因素包括资源短缺、整体工作量增加(包括持续的情绪劳动)以及缺乏认可。本章阐述了因COVID疲劳而加剧的压力源如何营造了一种促使倦怠发作的环境。(PsycInfo数据库记录(c) 2023 APA，版权所有)
{"title":"The Burnout Warning","authors":"Marilisa Vega, Shawn R. Coon","doi":"10.4324/9781003189855-12","DOIUrl":"https://doi.org/10.4324/9781003189855-12","url":null,"abstract":"This chapter covers three distinct themes that encompass the concept of burnout warning: inherent adversities in the modality shift, fear and ambiguity in higher education, and attempting to work in suboptimal conditions. While thriving represents a concept that denotes success and achievement, burnout represents exhaustion and fatigue. The behavior exhibited by staff and its correlation to burnout is best explained by the works of Maslach and Leiter using the areas of worklife (AW) model entailing organizational risk factors. The AW model explains how burnout is expedited when there is a disruption to balance in the following areas: workload, control, reward, community, fairness, and values. The findings indicate that staff members at the University of Utah displayed early signs of burnout warning. The factors that contribute to early signals of burnout include resource shortages, an increase in overall workload-including persistent emotional labor-and a lack of acknowledgement. The chapter illustrates how stressors, aggravated by COVID fatigue, fostered an environment that mobilized the onset of burnout. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116396021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.4324/9781003189855-16
Shen Yang, Karla Motta, Jessi Gerowitz
This chapter illustrates how the change to a virtual setting challenged students' social connectedness and sense of belonging. It demonstrates how students found a way to build social connectedness in a virtual setting that reinforced their sense of community. The chapter discusses how Students of Color experienced the COVID-19 interruption. It offers insights into whether thriving in college is even possible for students when their means of creating community have been disrupted. At the University of Utah, the detachment was experienced by students in their interactions with faculty and their relationships with their friends, peers, and classmates. The closing of campus and the shift to online learning also limited students' social connectedness with friends, classmates, and peers. Students also relied on new communities to gain motivation and achieve academically. University employees were also a part of students' relational communities. Some students created a strong emotional connection with staff members, such as advisors and student affairs professionals. The pandemic and the resulting educational changes added another layer of complexity to the academic experiences of Students of Color. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Connectivity, Community, and Sense of Belonging","authors":"Shen Yang, Karla Motta, Jessi Gerowitz","doi":"10.4324/9781003189855-16","DOIUrl":"https://doi.org/10.4324/9781003189855-16","url":null,"abstract":"This chapter illustrates how the change to a virtual setting challenged students' social connectedness and sense of belonging. It demonstrates how students found a way to build social connectedness in a virtual setting that reinforced their sense of community. The chapter discusses how Students of Color experienced the COVID-19 interruption. It offers insights into whether thriving in college is even possible for students when their means of creating community have been disrupted. At the University of Utah, the detachment was experienced by students in their interactions with faculty and their relationships with their friends, peers, and classmates. The closing of campus and the shift to online learning also limited students' social connectedness with friends, classmates, and peers. Students also relied on new communities to gain motivation and achieve academically. University employees were also a part of students' relational communities. Some students created a strong emotional connection with staff members, such as advisors and student affairs professionals. The pandemic and the resulting educational changes added another layer of complexity to the academic experiences of Students of Color. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130314995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.4324/9781003189855-15
Jessi Gerowitz, Karla Motta, Marilisa Vega
The true impact of the COVID-19 pandemic on mental health has yet to be seen. This chapter explores how students did and did not thrive in college as a result of the pandemic's impacts on their mental health. It explores general findings, and then examines the unique experiences of Students of Color, who, in many cases, were disproportionately impacted by the COVID-19 pandemic. Student participants conveyed that their mental health declined, which resulted in diminishing motivation to complete schoolwork. However, emotional support networks, school resources, and therapeutic outlets assisted some students in overcoming the barriers to success. Although accessing counseling services proved difficult for some students, those who did have access felt these services improved their mental health. The online class format posed many challenges to students' motivation. While videos and taped lectures were easily accessible resources that professors were forced to utilize due to the abrupt shift to online learning, these students' statements illustrate that they were simply no substitute for inperson interactions. While peer interaction can serve as a catalyst to learning, the lack of it during spring 2020 proved an inhibitor to participants' thriving and motivation. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Mental Health, Motivation, and Emotions","authors":"Jessi Gerowitz, Karla Motta, Marilisa Vega","doi":"10.4324/9781003189855-15","DOIUrl":"https://doi.org/10.4324/9781003189855-15","url":null,"abstract":"The true impact of the COVID-19 pandemic on mental health has yet to be seen. This chapter explores how students did and did not thrive in college as a result of the pandemic's impacts on their mental health. It explores general findings, and then examines the unique experiences of Students of Color, who, in many cases, were disproportionately impacted by the COVID-19 pandemic. Student participants conveyed that their mental health declined, which resulted in diminishing motivation to complete schoolwork. However, emotional support networks, school resources, and therapeutic outlets assisted some students in overcoming the barriers to success. Although accessing counseling services proved difficult for some students, those who did have access felt these services improved their mental health. The online class format posed many challenges to students' motivation. While videos and taped lectures were easily accessible resources that professors were forced to utilize due to the abrupt shift to online learning, these students' statements illustrate that they were simply no substitute for inperson interactions. While peer interaction can serve as a catalyst to learning, the lack of it during spring 2020 proved an inhibitor to participants' thriving and motivation. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"344 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116237270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter provides details of both the student thriving model and the socially embedded model of thriving at work. Both models place an onus on higher education institutions for ensuring that members of the community thrive. The chapter considers how these models might apply to a clearer understanding of how students, staff, and faculty at the University of Utah managed the transition to online learning, teaching, and work during the early days of the COVID-19 pandemic. Given the joint effort necessary for thriving to occur, the chapter explores whether thriving is even possible during a time of crisis such as the COVID-19 pandemic. It describes participants' experiences of loss of community;lack of information and acknowledgement of effort;deep learning and adaptation;anger, frustration, joy, and gratitude;and feelings of success and failure. In many cases, elements of thriving were present in these experiences, but the University of Utah was clearly limited in its ability to provide conditions for thriving as the entire campus moved to an online modality. Additionally, many participants experienced significant challenges to their mental health and well-being, in many cases breaking the cycle of sustaining thriving noted by Spreitzer. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Thriving as a Lens for Understanding the Impact of COVID-19 on Higher Education Faculty, Staff, and Students","authors":"A. Bergerson, Latu Kinikini","doi":"10.4324/9781003189855-3","DOIUrl":"https://doi.org/10.4324/9781003189855-3","url":null,"abstract":"This chapter provides details of both the student thriving model and the socially embedded model of thriving at work. Both models place an onus on higher education institutions for ensuring that members of the community thrive. The chapter considers how these models might apply to a clearer understanding of how students, staff, and faculty at the University of Utah managed the transition to online learning, teaching, and work during the early days of the COVID-19 pandemic. Given the joint effort necessary for thriving to occur, the chapter explores whether thriving is even possible during a time of crisis such as the COVID-19 pandemic. It describes participants' experiences of loss of community;lack of information and acknowledgement of effort;deep learning and adaptation;anger, frustration, joy, and gratitude;and feelings of success and failure. In many cases, elements of thriving were present in these experiences, but the University of Utah was clearly limited in its ability to provide conditions for thriving as the entire campus moved to an online modality. Additionally, many participants experienced significant challenges to their mental health and well-being, in many cases breaking the cycle of sustaining thriving noted by Spreitzer. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130746064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter explores how the University's decision to move all courses to an online format impacted faculty members. It illustrates the challenges associated with transitioning from a brick-and-mortar, four-year university that predominantly offers in-person classes into one that operated almost completely online. The chapter focuses on faculty and how different aspects of their pedagogy were immediately impacted by the pandemic. It addresses how faculty participants expressed their concern for students and colleagues as well as the initiatives and actions participants took to assist students and colleagues. The chapter discusses the impact of COVID-19 and the transition to online learning on a traditional institution of higher education. The experience of transitioning to online teaching varied widely for faculty and was dependent on the course and content delivery, experience with online teaching and online tools, and course context. All faculty made accommodations for students, whether at the behest of the University directive to accommodate student needs or because they felt it was in the best interest of the students. Faculty participants also adjusted their expectations for assessments and grading. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Teaching Online and Caring for Students and Colleagues","authors":"Willie Chen, Denise Brenes, A. Bergerson","doi":"10.4324/9781003189855-6","DOIUrl":"https://doi.org/10.4324/9781003189855-6","url":null,"abstract":"This chapter explores how the University's decision to move all courses to an online format impacted faculty members. It illustrates the challenges associated with transitioning from a brick-and-mortar, four-year university that predominantly offers in-person classes into one that operated almost completely online. The chapter focuses on faculty and how different aspects of their pedagogy were immediately impacted by the pandemic. It addresses how faculty participants expressed their concern for students and colleagues as well as the initiatives and actions participants took to assist students and colleagues. The chapter discusses the impact of COVID-19 and the transition to online learning on a traditional institution of higher education. The experience of transitioning to online teaching varied widely for faculty and was dependent on the course and content delivery, experience with online teaching and online tools, and course context. All faculty made accommodations for students, whether at the behest of the University directive to accommodate student needs or because they felt it was in the best interest of the students. Faculty participants also adjusted their expectations for assessments and grading. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127573605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter aligns with an interpretive qualitative research project. It discusses the development of this project, the site, the participants, the researchers, the data collection, and the data analysis. The chapter offers researchers and practitioners the opportunity to further conceptualize the importance of individuals' lived experiences, especially during tumultuous times. It demonstrates throughout the findings that the contextual variables are important in understanding how students, staff, and faculty experienced the organizational and societal changes that occurred during the COVID-19 pandemic. In March of 2020, as a result of the COVID-19 pandemic, the University of Utah elected to close campus to all non-essential personnel and move all classes online when students returned from spring break. It acknowledges the mental health toll associated with conducting research during a pandemic. Members of the research team were forced to confront their own feelings about the pandemic while interpreting those of others. The researchers tries to understand the impact of the COVID-19 pandemic on the people in higher education, and as people in higher education who are impacted by the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Interpretive Methods as a Window into Individual Experiences and the Pandemic","authors":"Shawn R. Coon, A. Bergerson","doi":"10.4324/9781003189855-4","DOIUrl":"https://doi.org/10.4324/9781003189855-4","url":null,"abstract":"This chapter aligns with an interpretive qualitative research project. It discusses the development of this project, the site, the participants, the researchers, the data collection, and the data analysis. The chapter offers researchers and practitioners the opportunity to further conceptualize the importance of individuals' lived experiences, especially during tumultuous times. It demonstrates throughout the findings that the contextual variables are important in understanding how students, staff, and faculty experienced the organizational and societal changes that occurred during the COVID-19 pandemic. In March of 2020, as a result of the COVID-19 pandemic, the University of Utah elected to close campus to all non-essential personnel and move all classes online when students returned from spring break. It acknowledges the mental health toll associated with conducting research during a pandemic. Members of the research team were forced to confront their own feelings about the pandemic while interpreting those of others. The researchers tries to understand the impact of the COVID-19 pandemic on the people in higher education, and as people in higher education who are impacted by the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129547721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.4324/9781003189855-18
Shawn R. Coon, A. Bergerson
The profound sadness, anxiety, depression, and loss caused by the COVID-19 pandemic is difficult to fathom. This chapter offers both scholars and practitioners the opportunity to reconsider the purposes and potential of higher education in a world after COVID-19. The importance of community and a sense of belonging, the power of learning new strategies during changing times, and acknowledging that the COVID-19 pandemic had significant consequences for individuals are themes that describe the experiences of the pandemic for faculty, staff, and students at the University of Utah. The University of Utah is offering most classes in an online environment and most students are not on campus, but students, their families, faculty, and staff are gathering for small, COVID-safe in-person graduation ceremonies. The chapter illustrates pockets of thriving across the University of Utah: students creating communities wherever they could to overcome lags in motivation;faculty feeling vitality as they learned new ways to teach and recognized their growth in this process;and staff realizing they could find new ways to solve problems with students. It offers broad recommendations for higher education with the intent that the findings may help others attempting to thrive or survive during times of crisis. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"The Way Forward","authors":"Shawn R. Coon, A. Bergerson","doi":"10.4324/9781003189855-18","DOIUrl":"https://doi.org/10.4324/9781003189855-18","url":null,"abstract":"The profound sadness, anxiety, depression, and loss caused by the COVID-19 pandemic is difficult to fathom. This chapter offers both scholars and practitioners the opportunity to reconsider the purposes and potential of higher education in a world after COVID-19. The importance of community and a sense of belonging, the power of learning new strategies during changing times, and acknowledging that the COVID-19 pandemic had significant consequences for individuals are themes that describe the experiences of the pandemic for faculty, staff, and students at the University of Utah. The University of Utah is offering most classes in an online environment and most students are not on campus, but students, their families, faculty, and staff are gathering for small, COVID-safe in-person graduation ceremonies. The chapter illustrates pockets of thriving across the University of Utah: students creating communities wherever they could to overcome lags in motivation;faculty feeling vitality as they learned new ways to teach and recognized their growth in this process;and staff realizing they could find new ways to solve problems with students. It offers broad recommendations for higher education with the intent that the findings may help others attempting to thrive or survive during times of crisis. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123580041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter explores how communication during the COVID-19 crisis hindered and supported faculty performance and how they interpreted institutional communication and expectations around their teaching. It addresses the importance of community to faculty, both as they adjusted to online instruction and as a source of thriving in their work. Faculty are a key element in higher education institutions, and the findings show how faculty participants acted on the frontlines of the transition to online learning. Faculty participants consistently talked about the challenges of teaching students to the best of their ability during a global pandemic, and the importance of their communities for their success in this endeavor. They expected clear communication from the University and desired guidelines specific to each college or department. In the end, faculty relied on their community as a resource of knowledge and support during the difficult transition. Professional organizations and colleagues outside of the University of Utah also served as sources of knowledge for faculty as they adjusted to online learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Community, Communication and Expectations for Teaching","authors":"Willie Chen, Denise Brenes, A. Bergerson","doi":"10.4324/9781003189855-7","DOIUrl":"https://doi.org/10.4324/9781003189855-7","url":null,"abstract":"This chapter explores how communication during the COVID-19 crisis hindered and supported faculty performance and how they interpreted institutional communication and expectations around their teaching. It addresses the importance of community to faculty, both as they adjusted to online instruction and as a source of thriving in their work. Faculty are a key element in higher education institutions, and the findings show how faculty participants acted on the frontlines of the transition to online learning. Faculty participants consistently talked about the challenges of teaching students to the best of their ability during a global pandemic, and the importance of their communities for their success in this endeavor. They expected clear communication from the University and desired guidelines specific to each college or department. In the end, faculty relied on their community as a resource of knowledge and support during the difficult transition. Professional organizations and colleagues outside of the University of Utah also served as sources of knowledge for faculty as they adjusted to online learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128504686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many felt that the challenges related to COVID-19 were more difficult for students than for faculty and expressed concern for students struggling to manage the impacts of the pandemic. Pandemic privilege is illustrated several ways. First, faculty appreciated the privilege in the fact that, generally, their employment was not at risk. This was stronger for tenure-line faculty than for contract, clinical, and adjunct faculty. However, across the board, faculty expressed that they were privileged in their ability to continue working in meaningful employment and to do so from home. Second, faculty whose children were grown and more independent felt privilege related to the extra burden on colleagues with younger children at home. Additionally, many of the White faculty recognized a racial privilege, both in terms of the virus and more generally as a result of the racial justice movements across the country. And, faculty who were relatively healthy acknowledged the different impact of the virus for those with health-related complications or risk factors. Finally, faculty talked about their privilege in comparison to students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Pandemic Privilege","authors":"A. Bergerson, Shawn R. Coon","doi":"10.4324/9781003189855-8","DOIUrl":"https://doi.org/10.4324/9781003189855-8","url":null,"abstract":"Many felt that the challenges related to COVID-19 were more difficult for students than for faculty and expressed concern for students struggling to manage the impacts of the pandemic. Pandemic privilege is illustrated several ways. First, faculty appreciated the privilege in the fact that, generally, their employment was not at risk. This was stronger for tenure-line faculty than for contract, clinical, and adjunct faculty. However, across the board, faculty expressed that they were privileged in their ability to continue working in meaningful employment and to do so from home. Second, faculty whose children were grown and more independent felt privilege related to the extra burden on colleagues with younger children at home. Additionally, many of the White faculty recognized a racial privilege, both in terms of the virus and more generally as a result of the racial justice movements across the country. And, faculty who were relatively healthy acknowledged the different impact of the virus for those with health-related complications or risk factors. Finally, faculty talked about their privilege in comparison to students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116803028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.4324/9781003189855-14
Diane Lê Strain, Mayumi Kasai, Chris Wallace-Carrete
This chapter focuses on the challenges unique to online learning environments, how students responded to the abrupt shift to remote learning, and how this impacted their ability to thrive in the midst of a global pandemic. It illustrates how instructors' ability (or inability) to smoothly transition from in-person to online environments impacted students' learning. The chapter examines some of the challenges students faced with online learning, including changes in learning environments, communication with instructors, and classroom dialogues. It explores instances of students thriving in online learning environments. The inherent unpredictability of the COVID-19 pandemic and some institutional inconsistencies created challenges to building an environment in which students could thrive. Although the University attempted to create an online environment that allowed students to continue their education during the pandemic, significant issues arose that forced students to teach themselves, often with little support from faculty. The challenges of learning online were compounded with the loss of on-campus resources such as access to quiet study spaces and the University library. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Online Learning During COVID-19","authors":"Diane Lê Strain, Mayumi Kasai, Chris Wallace-Carrete","doi":"10.4324/9781003189855-14","DOIUrl":"https://doi.org/10.4324/9781003189855-14","url":null,"abstract":"This chapter focuses on the challenges unique to online learning environments, how students responded to the abrupt shift to remote learning, and how this impacted their ability to thrive in the midst of a global pandemic. It illustrates how instructors' ability (or inability) to smoothly transition from in-person to online environments impacted students' learning. The chapter examines some of the challenges students faced with online learning, including changes in learning environments, communication with instructors, and classroom dialogues. It explores instances of students thriving in online learning environments. The inherent unpredictability of the COVID-19 pandemic and some institutional inconsistencies created challenges to building an environment in which students could thrive. Although the University attempted to create an online environment that allowed students to continue their education during the pandemic, significant issues arose that forced students to teach themselves, often with little support from faculty. The challenges of learning online were compounded with the loss of on-campus resources such as access to quiet study spaces and the University library. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":118636,"journal":{"name":"Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116784924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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