Exploring faculties' teaching approaches within higher education dietetics programs during Covid ‐19

Bibliographic Data

ID7176018
AuthorsLaura Durán (Meredith College, corresponding author), Laura Sans Duran (Department of Nutrition, Health and Human Performance Meredith College Raleigh NC USA), Victoria Min (Department of Health Science California State University Long Beach Long Beach CA USA), Virginia Gray (0000-0002-3914-0145, Department of Family and Consumer Sciences California State University Long Beach Long Beach California USA), Rebecca L Hagedorn‐hatfield (Altarum Arlington VA USA)
Year2026
Volume54
Issue3
Publication date2026-02-02
Open AccessYes
TypeARTICLE
VenueFamily and Consumer Sciences Research Journal (JOURNAL)
Journal identifiersISSN: 1077-727X • E-ISSN: 1552-3934
PublisherWiley (PUBLISHER • GB)
DOI10.1002/fcsr.70047
OpenAlexW7127152003
LanguageEN
References cited33

The COVID‐19 pandemic caused nutrition faculty in higher education to face unprecedented challenges balancing rigorous academic standards with providing grace for outside circumstances. An online, observational cross‐sectional survey determined how nutrition faculty explored approaches to balancing these concepts and gauged perceived impacts on students' educational experience. Faculty defined rigor and grace as engaging students with challenging standards while also using a flexible, human‐first approach. However, they received little guidance on how to maintain rigorous course standards. As educators navigate a post‐pandemic world, an institutional response is needed to empower instructors to balance rigor and grace in ways that maximize student outcomes

Academic standards · Balance (ability · Coronavirus disease 2019 (COVID-19 · Face (sociological concept · Higher education · Observational study · Pandemic · Rigour · Dietetics, Nutrition, and Education · Interdisciplinary Research and Collaboration · Sustainability in Higher Education

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