Description
Book SynopsisPost-Pandemic Pedagogy: A Paradigm Shift discusses how the COVID-19 pandemic radically altered teaching and learning for faculty and students alike. The increased prevalence of video-conferencing software for conducting classes fundamentally changed the way in which we teach and seemingly upended many best practices for good pedagogy in the college classroom. Whether it was the reflection over surveillance software, or the increased mental health demands of the pandemic on teachers and students, or the completely reshaped ways in which classes and co-curricular experiences were delivered, the pandemic year represented an opportunity for one of the largest shifts in our understanding of good pedagogy unlike any experienced in the modern era. This edited collection explores what we thought we knew about a variety of teaching ideas, how the pandemic changed our approach to them, and proposes ways in which some of the adjustments made to accommodate the pandemic will remain for years to come. Scholars of communication, pedagogy, and education will find this book particularly interesting.
Trade Review"By combining theory and practical advice from many top communication scholars and teachers in the discipline, this text journeys through the COVID-19 global pandemic, a once-in-century crisis that rattled and revolutionized higher education. The contributors challenge us to reimagine what we have done for decades to prepare for a post-pandemic teaching and learning environment."
-- Joseph P. Mazer, The University of Tennessee, Knoxville
"Post Pandemic Pedagogy: A Paradigm Shift reflects back on our collective experience before, during, and after the COVID-19 pandemic. I found reading this book to be extremely cathartic as I am continually amazed at the adaptations we all learned to embrace during this difficult time. I particularly enjoyed the organization consistency of these reflexive pieces and that each provided a discussion on the lessons we learned and the recommendations offered for moving forward. I am also extremely thankful that we can now say, we are on the other side of this devastating virus. I am confident that this book will serve as an historical reflection on our personal, professional, and pedagogical lives during this crucial time."
-- Cheri Simonds, Illinois State University
"Post Pandemic Pedagogy: A Paradigm Shift provides an extraordinary opportunity for educators to reflect on their pandemic-related experiences as they consider post-pandemic instructional strategies. Although the collection centers on pandemic experiences, the focus surrounds improving student learning in our post-pandemic learning environment. Each of the chapters offers unique perspectives and ideas that will serve new and seasoned instructors well. This compilation is a must-read for individuals who have a genuine concern for enhancing student learning."
-- Joshua Westwick, South Dakota State University
"When working to form the United Nations after World War II, Winston Churchill said, “Never let a good crisis go to waste.” As we begin to emerge from the many crises that accompanied COVID-19, it is important for us to reflect on the ways that our assumptions were challenged and new opportunities began to emerge for addressing problems that became more visible during the pandemic. These authors do exactly that—they help to identify ways that many of the things we thought were true about teaching and learning were upended during this difficult time and recommend strategies for using the lessons from COVID-19 to help us build a more accessible, equitable, kind, and resilient approaches to teaching and learning. This collection of essays serves as a valuable snapshot of our experiences during this year, articulates some of the silver linings that emerged, and outlines an ambitious scholarly agenda that will further strengthen our post-pandemic pedagogy."
-- Melissa Broeckelman-Post, George Mason University
Table of ContentsTable of Contents
Introduction
Chapter 1: Teaching in the Midst of COVID-19: Teaching Effectiveness as a Function of Student Preferences for Instructional Behaviors
Scott A. Myers and Casey M. Stratton
Chapter 2: From Novel to Necessary: COVID-19 and the Kairos of Bringing Technology into the Classroom
Ashley A. Hanna Edwards
Chapter 3: Post-pandemic Pedagogy: Compassionate and caring course curriculum in the digital university
Linda Carozza and Steve Gennaro
Chapter 4: Reimagining Engagement for (Post)Pandemic Teaching: A Multi-Leveled Approach
Lindsey Anderson, Raphael Mazzone and Melissa A. Lucas
Chapter 5: Teaching Communication in a Pandemic and Post-Pandemic World
Brad Mello and Cyndi Grobmeier
Chapter 6: Networked Family Spirit: Paradox and Tension in Moving a Small University Online
Katherine Hampsten and Amanda Hill
Chapter 7: Post-Pandemic Anxiety: Teaching and Learning for Student Mental Wellness in Communication
Lori Blewett and Maureen Ebben
Chapter 8: The Pandemic and Disability Inclusive Pedagogy: Examining the Response to COVID-19 in Higher Education
Brittany Lash
Chapter 9: Landscape of Service Learning Courses: Post-Pandemic Evolution of Community Partnerships and Service Learning Projects
Sharon Storch
Chapter 10: Navigating Uncertainty Together: Pandemic Lessons Learned from Training New GTAs in Teaching Public Speaking
Anne C. Kretsinger Harries, Kate Challis, Ali Garib and Elizabeth Helmick
Chapter 11: A Case for Teaching Public Speaking without Live Audiences
Matt McGarrity
Chapter 12: Progressing Through Tuckman’s Phases in a Virtual College Classroom:
Using Online Tools to Support Student Group Development
Angela M. McGowan-Kirsch and Amanda Lohiser
Chapter 13: Post-Pandemic Pedagogy in Intercollegiate Academic Debate: Performing Civic Life in Virtual, Hybrid and In-Person Environments
John J. Reif
Conclusion: Predicting the New Pedagogical Paradigm
