Responding to the sudden and far-reaching implications of the COVID-19 pandemic in college classrooms and on campus, Emerging Stronger assembles an original compilation of chapters that revisit, reframe, and refine the practice of teaching in a fundamentally altered landscape.
Cultivated from a wide array of different fields, from sociology and political science to literature and secondary education, expert contributors to this volume extend their scholarship on teaching and learning and offer thoughtful pieces about curricular innovation, teaching tools and techniques, and evidence-based approaches that will interest dedicated faculty in any discipline. The chapters fall into three categories-Modalities of Teaching and Learning, Pedagogical Strategies, and Student Engagement-each of which carry an all-important focus on what readers should know about best practices now and for the foreseeable future.
Whether experienced faculty, scholars just starting out in their teaching careers, or aspiring graduate students, readers of this volume will come away with great techniques and strategies, but also community, hope, and opportunity to strengthen their teaching and provide better learning environments in their classrooms.
Rezensionen / Stimmen
"The coronavirus, shifting socio-demographics, and mental health issues have dramatically changed the higher education learning environment. Emerging Stronger is a timely and relevant text that provides insight for how new and experienced faculty can promote practical, yet inclusive and equitable approaches to teaching and learning."
James A. Felton III, Vice President for Inclusive Excellence, The College of New Jersey"The COVID-19 pandemic has created a need for pedagogies of empathy, hope, grace and openness as well the need for an understanding of students' lived experiences. This volume provides guidance for adjusting old strategies and developing new ones to facilitate greater student learning in our changed higher education context."
Jay R. Howard, PhD, Dean and Professor of Sociology, College of Liberal Arts and Sciences, Butler University. Author of: Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. San Francisco: Jossey-Bass (2015)
"Emerging Stronger offers evidence-based strategies and insights for responding to the challenges in college teaching that emerged during - or were exacerbated by - the pandemic. The lessons in this collection focus on curricular and pedagogical innovations to help college professors refine and reinvent college teaching in response to pandemic-related challenges."
Deandra Little, Associate Provost of Faculty Affairs and Professor of English, Elon University"Post-pandemic, community building is at the forefront of establishing a sense of belonging among students. In Emerging Stronger, chapters provide insight and suggestions for how easily instructors can create classroom community. Ideas presented are simple yet powerful and can be change agents in the classroom for the beginning instructor and seasoned faculty."
Joanne Ricevuto, Assistant Vice President of Instructional Success, Harcum College
"Both new and experienced faculty have much to gain from this exciting and timely volume that showcases strategies and techniques developed during the pandemic that will enhance student engagement and learning in the 'new normal.' The authors provide concrete examples for implementing pedagogies grounded in concepts such as empathy, grace, hope, the growth mindset, inclusivity, and anti-racism that are useful and thought-provoking as we work with changing student demographics and multiple teaching modalities."
Mary Scheuer Senter, Professor of Sociology, Central Michigan University
"Emerging Stronger engages head-on with key issues that COVID-19 has brought to the fore in higher education, including multimodal and trauma-informed pedagogy, systemic racism, and concern for the whole student. It is ideally suited for use in graduate proseminars with a focus on teaching, as well as faculty development and TA training programs."
Glenn Wright, Director of Graduate School Programs, Syracuse University
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Postgraduate, Professional Practice & Development, and Professional Reference
Illustrationen
2 s/w Abbildungen, 2 s/w Zeichnungen, 11 s/w Tabellen
11 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white
Maße
Höhe: 235 mm
Breite: 157 mm
Dicke: 20 mm
Gewicht
ISBN-13
978-1-032-32711-2 (9781032327112)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Jeffrey Chin is Professor of Sociology at Le Moyne College, Syracuse, New York. He is the Secretary of Alpha Kappa Delta, the international honor society for Sociology (https://alphakappadelta .org/). His research interest in the scholarship of teaching and learning began when he served as editor of Teaching Sociology, an official journal of the American Sociological Association (https://www.asanet.org/publications/journals/teaching-sociology), and later in his residence at the Carnegie Foundation for the Advancement of Teaching (https://www.carnegiefoundation.org/) which earned him the distinction of Carnegie National Scholar. He is the 2012 recipient of the American Sociological Association's Hans O. Mauksch Award for Contributions to Undergraduate Sociology and the 2023 ASA Distinguished Contributions to Teaching Award.
Michele Lee Kozimor, Professor of Sociology at Elizabethtown College, Elizabethtown, Pennsylvania, has a strong record of meritorious teaching and dedication to the scholarship of teaching and learning, mentoring, and professional development of students and faculty. Kozimor was the Director of the Center for Excellence in Teaching and Learning from 2014 to 2017 and the 2018-2019 recipient of the Kreider Prize for Teaching Excellence at Elizabethtown College. She is the current editor of the journal Teaching Sociology and the 2019 recipient of the American Sociological Association Section on Teaching and Learning Hans O. Mauksch Award for Outstanding Contributions to Undergraduate Sociology.
Author Biographies Acknowledgements Foreword Introduction Section 1: Modalities of Teaching and Learning 1. Inclusive Student Engagement Strategies and Students' Sense of Belonging in Multimodal Learning Environments 2. Emerging Stronger with the HyFlex Teaching Design Section 2: Pedagogical Strategies 3. Understanding, Experiencing, Connecting: The Benefits of Empathy in the Classroom 4. Teaching Toward Hope: Centering Possibility in Courses on Collective Problems 5.Experience Matters: Belonging Interventions, the Student Experience, and Student Success in Class 6. Designing With Grace in Mind: Intentionality in Teaching and Learning Practices 7. Trauma Informed Teaching: Looking Back on a Decade 8. Advancing Social Justice and Anti-Racism Efforts through Inclusive Pedagogy 9. Afrofuturism as an Instructional Method Section 3: Tools for Engagement 10. Supporting the Students We Never "Meet": Strategies for Increasing Retention in the Online Classroom 11. Setting Expectations: Using the Four Tendencies Framework in Higher Education 12. Teaching Strategies for Under Privileged and Under Prepared Students in Higher Education 13. Deviant Interactions or Interaction As Deviance? Using Norm Violation Assignments in the Post-COVID Era 14. Inclusive Podcast Pedagogies: Three Models and Strategies for Creating Engaging and Accessible Assignments 15. Using Pathways of Public Service and Civic Engagement to Cultivate Vocational Discernment in the College Classroom Index
