Training Faculty as an Institutional Response to COVID-19 Emergency Remote Teaching Supported by Data-Reference-Cited by-同舟云学术

Training Faculty as an Institutional Response to COVID-19 Emergency Remote Teaching Supported by Data

Published:2021-09 Issue:3 Volume:20 Page:ar34
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Walsh Lisa L.¹,Arango-Caro Sandra¹,Wester Emma R.¹²,Callis-Duehl Kristine¹

Affiliation:

1. Donald Danforth Plant Science Center, St. Louis, MO 63132

2. Department of Biology, St. Louis University, St. Louis, MO 63103

Abstract

Biology faculty across the United States were surveyed to chronicle their experiences with the COVID-19 emergency transition to remote teaching. Polarizing differences were seen in faculty responses based on previous experience teaching online and formal training received. The results underline the importance of training and highlight difficulties to address.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference36 articles.

1. The Impact of Climate Change on Natural Disasters

2. A new twenty-first century science for effective epidemic response

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4. Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens

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