Saving Grace

Autor/in	Willoughby, Case
Titel	Saving Grace
Quelle	In: About Campus, 25 (2020) 3, S.18-21 (4 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willoughby, Case)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1177/1086482220938037
Schlagwörter	Terrorism; Public Health; Coping; College Students; Student Needs; College Role; School Closing; Online Courses; Distance Education; Safety; Disease Control; College Faculty; Teacher Role; Social Justice; Altruism; Stress Management; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Terrorismus; Gesundheitswesen; Bewältigung; Collegestudent; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Sicherheit; Fakultät; Lehrerrolle; Soziale Gerechtigkeit; Altruistic behavior; Altruismus; Stressmanagement; Stressbewältigung
Abstract	Case Willoughby begins by recalling his experience as a Class Dean at Columbia University in New York City about eight miles north of the burning twin towers on September 11, 2001. He reflects that everyone in New York City had this horrible shared experience that made the city of wildly different people into one whole. The entire country was kinder. Columbia moved to support its students with additional counseling, academic support, and leniency on assignments and deadlines as everyone coped. Today, the world is in the middle of a very different crisis--the COVID-19 pandemic--and its impact on the world will be different than 9/11's. In this article, Willoughby shares some observations and reflections on the notion of grace in general, and its role in higher education during the pandemic. In so doing, he describes how his own institution struggled with ending face-to-face classes and moving to remote instruction yet everyone pitched in to figure out how to keep the community safe and how to continue to educate the students. Willoughby notes that to operationalize grace, colleges and universities need to scaffold learning and provide support structures so more students learn, develop, and succeed. He concludes that when COVID-19 becomes last year's problem and many educators return to comfortable routines, they can work to remember that many students are facing obstacles they know nothing about. Higher educators aspire to be agents of social justice and social mobility. Key in meeting these aspirations will be holding on to this sense of community and the extension of grace. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01