Compassionate Flexibility and Self-Discipline

Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during Covid-19

Datos Bibliográficos

ID22048700
AutoresLaura A Gelles (0000-0001-5591-9629, The University of Texas at Dallas, autor de correspondencia), Susan M Lord (0000-0002-2675-5626, University of San Diego), Gordon D Hoople (0000-0002-2663-4664, University of San Diego), Diana Chen (0000-0003-3616-1538, University of San Diego), Joel Mejia (0000-0003-3908-9930, University of San Diego)
Año2020
Volumen10
Número11
Páginas304
Fecha de publicación2020-10-28
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci10110304
OpenAlexW3095579605
IdiomaEN
Citas recibidas43
Referencias citadas29

The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students’ well-being and success is the faculty members communicating care and incorporating flexibility into their courses

Compassion · Curriculum · Higher education · Management · Mathematics education · Medical education · Pedagogy · Political science · Student engagement · Communication in Education and Healthcare · COVID-19 and Mental Health · Engineering · Higher Education Practises and Engagement · Medicine · Psychology