A Perturbed System: How Tenured Faculty Responded to the COVID-19 Shift to Remote Instruction

Autor/inn/en	Rupnow, Rachel L.; LaDue, Nicole D.; James, Nicole M.; Bergan-Roller, Heather E.
Titel	A Perturbed System: How Tenured Faculty Responded to the COVID-19 Shift to Remote Instruction
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.2397-2407 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	College Faculty; Tenure; Distance Education; Online Courses; Electronic Learning; Educational Technology; COVID-19; Pandemics; School Closing; Teacher Attitudes; Adjustment (to Environment); Individual Characteristics; Context Effect; Teaching Methods; Student Evaluation; Undergraduate Study; Chemistry; College Science; Science Instruction + Suchen Sie Ihr Suchwort? Fakultät; Amtszeit; Beschäftigungsdauer; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; School closings; Schule; Schließung; Schließung (von Schulen); Lehrerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Grundstudium; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study investigates six university professors' reflections on the shift to remote instruction during the Spring 2020 semester in response to the COVID-19 global pandemic. The rapid shift in instructional platform presents an opportunity to learn from unresolved challenges that persisted through the semester. Here we present a qualitative study of how experienced (i.e., associate or full) chemistry professors report their teaching practices in light of the COVID-19 disruptions. We observed four major themes: personal factors, contextual factors of the structure and culture, teacher thinking, and teachers' practice. These themes revealed that the professors in this study adapted quickly using institutionally offered platforms, modified their courses as minimally as possible, struggled with assessment, and held diverging beliefs about teaching and students. The outcomes of this study have implications for ongoing efforts to reform instructional practices at the institutional and departmental level. Specifically, we recommend similar studies to ascertain current faculty beliefs and instructional practices in other departments in order to identify shared visions for change and effective supports for enacting that change. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01