Morgan Stanford, Tracy Decicco, Heather Cox, Letitia Bergantz
{"title":"Instructional design for transfer students","authors":"Morgan Stanford, Tracy Decicco, Heather Cox, Letitia Bergantz","doi":"10.1002/tl.20516","DOIUrl":"https://doi.org/10.1002/tl.20516","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45239919","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}
{"title":"Transfer‐friendly institutions: The complex issues of student mobility","authors":"Catherine M. Wehlburg","doi":"10.1002/tl.20512","DOIUrl":"https://doi.org/10.1002/tl.20512","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41815786","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}
The world is, most likely, coming out of the COVID-19 pandemic phase and moving into something new. What this “new phase” will look like is unclear but it appears very certain that there is no “going back” to the way that things were before. This is probably true for almost every activity from travel to how we shop to the way that education happens in our schools and colleges. The COVID-19 pandemic has changed higher education in some very fundamental ways. The pandemic has done what most believed could never happen—moved practically all instruction across all disciplines and institutions around the world to a completely online modality in a matter of weeks. Faculty who may have had little interest in teaching online were suddenly teaching all of their classes fully online. Students were taking all of their courses online whether they wanted to be “distance learners” or not. We all had varying degrees of success at figuring out new technologies and how to teach and learn with them. Now that many schools, colleges, and universities are coming back to in-person classes and activities, we are at a point where we can consider what can be learned from the pandemic. What worked? What did we miss? What do we want to keep? How has teaching and learning during the pandemic changed the paradigm of teaching and learning—or has it? Over the past 42 years, New Directions for Teaching and Learning has explored teaching and learning theories and practices across higher education. But the COVID-19 disruption brought new challenges that most had never seen before. In addition, technology has advanced that almost all institutions had at least some tools available to design new online ways to deliver virtual courses and programs. Many things changed during the pandemic. The purpose of this volume is to look back at one aspect of teaching and learning that has been greatly impacted by the pandemic— that of being in community with others. Many faculty and students have shared that one of the things that they missed during the pandemic was that of meeting together—in class, in the hallways, and in the spaces together. There are concerns about safety in coming out of isolation, most certainly, but there is also a desire to return to a sense of togetherness and to find ways to connect with others again. I have had the honor of serving as Editor-in-Chief of New Directions for Teaching and Learning since 2010 and have read every chapter in every volume since that time (and many before that, too). Looking back at the wisdom and insight of the many authors who have offered their experiences and perspectives provides us all with a lens for moving forward. The COVID-19 pandemic is certainly not the greatest disruption that higher education has faced and we can be certain that there will be many more disruptions in the decades to come. But our past can prepare us for whatever the future holds. I hope that you re-read these chapters (or read them for the first time) and recogni
{"title":"The impact of community on teaching and learning: Lessons from before and after COVID","authors":"Catherine M. Wehlburg","doi":"10.1002/tl.20501","DOIUrl":"https://doi.org/10.1002/tl.20501","url":null,"abstract":"The world is, most likely, coming out of the COVID-19 pandemic phase and moving into something new. What this “new phase” will look like is unclear but it appears very certain that there is no “going back” to the way that things were before. This is probably true for almost every activity from travel to how we shop to the way that education happens in our schools and colleges. The COVID-19 pandemic has changed higher education in some very fundamental ways. The pandemic has done what most believed could never happen—moved practically all instruction across all disciplines and institutions around the world to a completely online modality in a matter of weeks. Faculty who may have had little interest in teaching online were suddenly teaching all of their classes fully online. Students were taking all of their courses online whether they wanted to be “distance learners” or not. We all had varying degrees of success at figuring out new technologies and how to teach and learn with them. Now that many schools, colleges, and universities are coming back to in-person classes and activities, we are at a point where we can consider what can be learned from the pandemic. What worked? What did we miss? What do we want to keep? How has teaching and learning during the pandemic changed the paradigm of teaching and learning—or has it? Over the past 42 years, New Directions for Teaching and Learning has explored teaching and learning theories and practices across higher education. But the COVID-19 disruption brought new challenges that most had never seen before. In addition, technology has advanced that almost all institutions had at least some tools available to design new online ways to deliver virtual courses and programs. Many things changed during the pandemic. The purpose of this volume is to look back at one aspect of teaching and learning that has been greatly impacted by the pandemic— that of being in community with others. Many faculty and students have shared that one of the things that they missed during the pandemic was that of meeting together—in class, in the hallways, and in the spaces together. There are concerns about safety in coming out of isolation, most certainly, but there is also a desire to return to a sense of togetherness and to find ways to connect with others again. I have had the honor of serving as Editor-in-Chief of New Directions for Teaching and Learning since 2010 and have read every chapter in every volume since that time (and many before that, too). Looking back at the wisdom and insight of the many authors who have offered their experiences and perspectives provides us all with a lens for moving forward. The COVID-19 pandemic is certainly not the greatest disruption that higher education has faced and we can be certain that there will be many more disruptions in the decades to come. But our past can prepare us for whatever the future holds. I hope that you re-read these chapters (or read them for the first time) and recogni","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48247817","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}
Learning can happen anywhere but it often happens best when it occurs in connection with others. When the COVID-19 pandemic happened and caused many institutions to move all instruction to virtual modalities, many faculty and students expressed feelings of isolation and loneliness. In addition to that, anecdotal conversations with faculty and students pointed to the possibility that there was less learning that occurred during the pandemic in many instances as there was not the same focus on coursework, homework, and lectures. Perhaps the lack of feelings of connection and community with other learners had some direct impact on the level of learning.
{"title":"The essential role of community in teaching and learning","authors":"Catherine M. Wehlburg","doi":"10.1002/tl.20502","DOIUrl":"https://doi.org/10.1002/tl.20502","url":null,"abstract":"Learning can happen anywhere but it often happens best when it occurs in connection with others. When the COVID-19 pandemic happened and caused many institutions to move all instruction to virtual modalities, many faculty and students expressed feelings of isolation and loneliness. In addition to that, anecdotal conversations with faculty and students pointed to the possibility that there was less learning that occurred during the pandemic in many instances as there was not the same focus on coursework, homework, and lectures. Perhaps the lack of feelings of connection and community with other learners had some direct impact on the level of learning.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43925858","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}
Abstract In this chapter, I consider what might happen if the pandemic acts as a portal for teaching and learning in higher education. I suggest the need to make commitments to five interlocking characteristics of post‐pandemic pedagogy: Context, Learning, Equity, Agency, and Relationships. The future of teaching and learning, in short, is CLEAR.
{"title":"From pandemic to endemic pedagogy: Being CLEAR in our teaching","authors":"P. Felten","doi":"10.1002/tl.20481","DOIUrl":"https://doi.org/10.1002/tl.20481","url":null,"abstract":"Abstract In this chapter, I consider what might happen if the pandemic acts as a portal for teaching and learning in higher education. I suggest the need to make commitments to five interlocking characteristics of post‐pandemic pedagogy: Context, Learning, Equity, Agency, and Relationships. The future of teaching and learning, in short, is CLEAR.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974998","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}
Abstract The pandemic has provided a unique window of opportunity for higher education institutions to change because of the disruptions in normal ways of operating. The pandemic crisis has created opportunities to revise our strategies, internal and external partnerships, teaching methods, student pathways and recruitment approaches, incentive systems, faculty expertise, assessment approaches, and overarching goals of higher education. This article discusses a proactive stance suggesting that higher education must respond not only to the past, not even to the present, but to future needs.
{"title":"Reimagining and redesigning teaching and learning in the post‐pandemic world","authors":"F. Marmolejo, J. Groccia","doi":"10.1002/tl.20480","DOIUrl":"https://doi.org/10.1002/tl.20480","url":null,"abstract":"Abstract The pandemic has provided a unique window of opportunity for higher education institutions to change because of the disruptions in normal ways of operating. The pandemic crisis has created opportunities to revise our strategies, internal and external partnerships, teaching methods, student pathways and recruitment approaches, incentive systems, faculty expertise, assessment approaches, and overarching goals of higher education. This article discusses a proactive stance suggesting that higher education must respond not only to the past, not even to the present, but to future needs.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47983387","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}
A. Halli‐Tierney, R. McKinney, Allyson E. Gold, R. Allen, D. Carroll
{"title":"Development of interprofessional case discussion series from an interprofessional geriatrics clinic and its influence on professional identity formation","authors":"A. Halli‐Tierney, R. McKinney, Allyson E. Gold, R. Allen, D. Carroll","doi":"10.1002/tl.20472","DOIUrl":"https://doi.org/10.1002/tl.20472","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43251719","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}
{"title":"Developing grit and resilience: Using concurrent learning experiences to deepen attributes of professional identity formation","authors":"Amy Wagner, Chad Jackson","doi":"10.1002/tl.20470","DOIUrl":"https://doi.org/10.1002/tl.20470","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47802784","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}
{"title":"Developing professional identity in post‐professional healthcare students through self‐authorship","authors":"Matthew J Rivera, L. Eberman, K. Games","doi":"10.1002/tl.20466","DOIUrl":"https://doi.org/10.1002/tl.20466","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46987083","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}
S. Watts, J. Sewell, Kelly P. Strickland, Emily W. Myers
{"title":"Promoting poverty awareness in health professions students","authors":"S. Watts, J. Sewell, Kelly P. Strickland, Emily W. Myers","doi":"10.1002/tl.20474","DOIUrl":"https://doi.org/10.1002/tl.20474","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45549227","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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