Evaluating Faculty Perceptions of Changes in Teaching and Students in Conjunction with the Extent of Compassionate Course Policies Post-Pandemic
Author:
Affiliation:
1. Montana State University, Bozeman
2. West Virginia University
3. University of South Florida
4. The University of Kansas
Publisher
ASEE Conferences
Reference8 articles.
1. J. Lee, H. J. Jeong, and S. Kim, “Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use of Mental Health Services,” Innov High Educ, vol. 46, no. 5, pp. 519–538, 2021, doi: 10.1007/s10755-021-09552-y.
2. K. M. Soria and B. Horgos, “Factors Associated With College Students’ Mental Health During the COVID-19 Pandemic,” Journal of College Student Development, vol. 62, no. 2, pp. 236–242, 2021, doi: 10.1353/csd.2021.0024.
3. R. N. Hao, “Critical compassionate pedagogy and the teacher’s role in first-generation student success,” New Directions for Teaching and Learning, vol. 2011, no. 127, pp. 91–98, 2011, doi: 10.1002/tl.460.
4. S. Dyer et al., “Courageous and compassionate teaching: international reflections on our responses to teaching geography during the pandemic,” Journal of Geography in Higher Education, vol. 0, no. 0, pp. 1–18, 2023, doi: 10.1080/03098265.2023.2266999.
5. L. A. Gelles, S. M. Lord, G. D. Hoople, D. A. Chen, and J. A. Mejia, “Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19,” Education Sciences, vol. 10, 2020, Accessed: Feb. 05, 2024. [Online]. Available: https://eric.ed.gov/?id=EJ1277023
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