Journal on Empowering Teaching Excellence, Spring 2022 Special Issue

By Ph.D. Melissa Wuellner, Ph.D. Antje Graul, Ph.D. Robert Wagner, Susan Cutler Egbert, Ph.D., LCSW, LCSW Sean Camp, Ed.D. Mary Browne, Jessie H. Hendricks, Ph.D. Sally Quinn, Ph.D. Letitia Bergantz, John Howard, Christopher Curtis

Subjects: Distance education, Adult education, continuous learning, Coronavirus, Web-broadcast, Suicide prevention, Reflective practices, Teaching, Tenure, Teaching portfolio, Academic writing, Promotion, Hyflex, Feedforward, Attitudes and behaviors, Online teaching and learning, Mental health, Open learning, distance education, Feedback, Team-teaching, Higher education, tertiary education, Student and faculty perceptions, Covid-19, Teaching documentation, Digital feedback tools, College students

Description: <p>The Spring 2022 Special Edition of the Journal on Empowering Teaching Excellence takes an emerging view of lessons learned and techniques successfully applied while universities responded to the COVID-19 pandemic. Six articles address the following topics: administrative response to crisis; documentation of teaching for tenure and promotion portfolios during untraditional times; remote team teaching; teacher and student perceptions during a sudden shift to remote learning; video feedback techniques to support remote students; better understanding student and teacher mental health needs resulting from the COVID-19 response.</p> The Spring 2022 special issue of the Journal on Empowering Teaching Excellence covers a spectrum of teaching innovations and research findings emerging from the COVID-19 era of remote teaching. Topics include adaptation to change, documentation of teaching excellence, team teaching, using video in feedforward practices, and research into perceptions of online teaching and the anxieties held by teachers and learners resulting from COVID-19 responses.