News in Brief
The latest news and opinions in higher education.
After the Pandemic, What Innovations Are Worth Keeping?
While many instructors are eager to teach in person again, they also recognize that some aspects of online teaching have been effective. For example, Kansas State University’s Kari Morgan said she plans to continue giving full credit for late work, while New York University’s Clay Shirky said that check-ins before and after class help build connections and get students talking and engaging. (Chronicle of Higher Education Teaching Newsletter)
Our Slimmed-Down Pandemic Pedagogy
Faculty are tired. And students are, too. David Gooblar writes that he’s still reassessing his assumptions and changing his courses to meet students where they are, as well as devoting more time to hearing from students about their pandemic experiences. Still, he believes that a change in approach to teaching won’t negatively impact students—there just needs to be an emphasis on quality over quantity, instilling intellectual curiosity in students. (The Chronicle of Higher Education)
Old, Slow Laptops Are Sabotaging College Student Success
A study that exposes the divide between those with sufficient technology and those without demonstrates the socioeconomic disparity between these groups in terms of education. According to Rebecca Koenig, institutions should set clear technology standards and ensure students can meet them, through means like assuming students are “under-connected” and advocating for students to departments and larger universities. (EdSurge)
Faculty: ‘Gatekeepers’ of Student Mental Health?
A report from Boston University’s School of Public Health, Mary Christie Foundation, and the Healthy Minds Network finds that faculty feel responsible for students who are suffering and want training on mental health. Meanwhile, many faculty feel the same as their students. The report suggests that institutions should find ways to support faculty in their efforts to communicate with and support students as advocates. (Inside Higher Ed)
Dr. Teysha Bowser Challenges Students to Examine Their Behaviors and Assumptions
“I always knew that I wanted my focus to be with marginalized communities,” said Dr. Teysha Bowser, an assistant professor in the Department of Professional Counseling at the University of Wisconsin Oshkosh. Dr. Bowser has made it her mission to ensure students understand how microaggressions damage mental health. She’s been studying the issue since graduate school and believes racial trauma affects all aspects of psychology and educational growth. (Diverse: Issues in Higher Education)