ABSTRACT
The global pandemic has challenged everything the authors thought they knew about international higher education. In many ways, the post-World War II era defined and made possible the Golden Age of International Higher Education, especially after the Cold War, with robust systems of education across the world and scholars, students moving to new places. The future is becoming more digital, whether they like it or not, so the sector will have to adjust to new innovations. These new realities were already encroaching on the sector prior to the pandemic, and the virus just likely sped up the changes at an unprecedented rate. This post-COVID era will see more digital commuting, flexible scheduling, and less traveling for work. The ability for students and scholars moving across the world to study, learn, or research will be even more coveted, though our sector should pay careful attention to who is afforded these opportunities. © 2022 selection and editorial matter, Krishna Bista, Ryan M. Allen, and Roy Y. Chan;individual chapters, the contributors.
ABSTRACT
This introductory chapter responds to the growing need for new insights and perspectives to improve global student mobility policy and practice in the era of COVID-19. Specifically, this chapter gives an overview of the book and draws an outline of the impacts for global mobility in the field of comparative and international higher education. We highlight international student trends and the need for developing programs, policies, and systems that align with national needs, institutional priorities, and student well-being for global learning. © 2022 selection and editorial matter, Krishna Bista, Ryan M. Allen, and Roy Y. Chan;individual chapters, the contributors.
ABSTRACT
This volume uses case studies and students’ lived experiences to document the impacts of coronavirus (COVID-19) on international students and explore future challenges and opportunities for student mobility within higher education. Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students’ experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another. This timely volume will benefit researchers, academics, and educators with an interest in online teaching and e-learning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume. © 2022 selection and editorial matter, Krishna Bista, Ryan M. Allen, and Roy Y. Chan;individual chapters, the contributors.
ABSTRACT
The COVID-19 pandemic grounded the implementation of many research projects. However, with the intervention of the NSF research grant awarded to a Historically Black College and University (HBCU), with a specific goal to increase students' achievement in multiple STEM disciplines, the pandemic challenges provided opportunities to effectively achieve the project objectives. The Adapting an Experiment-centric Teaching Approach to Increase Student Achievement in Multiple STEM Disciplines (ETA-STEM) project aims to implement an evidence-based, experiment-focused teaching approach called Experimental Centric Pedagogy (ECP) in multiple STEM disciplines. The ECP has been shown to motivate students and increase the academic success of minority students in electrical engineering in various institutions. During the Summer of 2020, the ETA-STEM Trainees engaged in research activities to develop three instruments in their respective disciplines. This paper highlights the strategic planning of the project management team, the implementation of the ECP, a comprehensive breakdown of activities and an evaluation of effectiveness of the virtual training. The 13-week intensive virtual training using Canvas learning management system and zoom virtual platform provided the opportunity to effectively interact and collaborate with project team members. Some of the summer training activities and topics included: instrumentation and measurements in STEM fields, sensors and signal conditioning, assessing the performance of instruments and sensors, effective library and literature search, introduction to education research, writing excellent scientific papers, as well as the implementation and development of ECP curriculum with focus on home-based experiment. Prior to the training, ECP kits were shipped to the team and facilitators fully utilized the virtual platform to collaborate with team members. Overall, there was a great satisfaction and confidence with the participants designing three home-based experiments using the M1K and M2K analog devices. © American Society for Engineering Education, 2021
ABSTRACT
The current COVID-19 pandemic has forced many colleges and universities to remain on a completely online or remote educational learning environment for the 2020 Spring and Fall semesters, however there is a growing concern in STEM fields about how students will be able to achieve one of the major ABET learning outcomes without conducting physical, hands on laboratory exercises as many STEM disciplines are switching to virtual laboratory;an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering/scientific judgment to draw conclusions. In addition to the limited achievement of the ABET outcomes, roughly half of the population of a historically black university communicated their anxieties during the pandemic to the University President via Change.org. The students' main anxiety is portrayed in a statement culled from the petition as follows: “Most classes are very hands-on, and we are not able to do those from home because of the limited resources available at home”. This paper highlights the best practices for the implementation of home-based hands-on activities across multiple STEM fields. The paper further elaborates on the impact of remote and virtual labs on students' attitude, interest, and performance in STEM over the home-based hands-on experimentation. Home-based hands-on laboratory activities were performed in biology, electrical engineering, industrial engineering, transportation system, and civil engineering. The results of a Motivated Strategies for Learning Questionnaires (MLSQ) survey that was administered to about 100 STEM students revealed better gains in key constructs associated with student success, such as motivation, critical thinking, and metacognition. © American Society for Engineering Education, 2021
ABSTRACT
This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in higher education. Focusing on student and faculty experiences of online and distance education, the text provides reflections on novel initiatives, unexpected challenges, and lessons learned. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staffexperiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to asking what lessons COVID-19 can offer for the future development of online and distance learning in higher education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more, specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly. © 2022 selection and editorial matter, Roy Y. Chan, Krishna Bista, Ryan M. Allen;individual chapters, the contributors.
ABSTRACT
Introduction: COVID-19 has spread all around the world with huge toll of human lives and suffering since it evolved in China. Nepal had slow rise in morbidity due to COVID 19 in early days but has been gripped by the pandemic's exponential growth lately. This study was conducted with the aim to describe the clinical and epidemiological features of Nepali children in early phase of the pandemic. Methods: This was an observational study conducted at 11 COVID care centres designated by the Government of Nepal with availability of supervision by paediatricians between January and August 2020 in children under 18 years of age diagnosed with COVID 19. Data was collected based on definitions outlined in data collection resources available at WHO-ISARIC Global COVID-19 clinical resources platform and analysed. Results: One hundred and twenty one children diagnosed with COVID 19 who presented to the designated centres were enrolled. Majority of children (83.4%) were identified as a part of contact tracing, 28.1% had an identified contact to a person with COVID 19 prior to their diagnosis and 20.7% had another household member diagnosed with COVID 19. The mean age of admitted children was 8.8 years (SD 5.6 years) with the largest proportion being adolescents (40.5%). Male (58.7%) children were more commonly affected. There were 15 (12.4%) infants and 8 (6%) of them were under two months of age. Most children (87, 71.9%) were asymptomatic, 21 (22.3%) had mild symptoms and six (4.9%) had moderately severe symptoms. Fever (18.2%) was the most commonly reported symptom. All children were discharged after a median of 14 days of hospitalisation. Conclusions: Nepali children of all ages are affected by COVID 19 and present with asymptomatic or mildly symptomatic infection. Fever and respiratory symptoms are the most commonly reported symptoms. Most children do not develop complications. Continued surveillance in larger population of children as the pandemic unfolds will generate more stringent observations.