When Public Administration Education Switches Online: Student Perceptions during COVID-19

Public administration education is traditionally known for its emphasis on interaction, discussion and experiential learning, which require effective in-person instructions. With COVID-19 pushing many programmes across the globe to be delivered online rather than in person, how this shift has affected the student experience in public administration programmes has been a pertinent and important consideration. This paper addresses the question through two surveys of 147 students in total, at a graduate-level public policy school in Singapore. Two distinctive waves of data collection allow us to capture a nuanced picture of student perceptions both when online teaching was introduced as an emergency response and when it was planned as a deliberate strategy later on. Our findings suggest that students consistently reported a decline in participation and interaction in an online setting, compared with a face-to-face setting. Our study fills a critical gap in the literature related to online public administration education in Asia, while the immediate constraints it highlights and lessons it offers on maintaining a highly interactive and engaging public administration education are likely to apply for educators elsewhere both during and beyond the COVID-19 era.

Online or In-Person Course? Meaningful Discussion of Learning Effectiveness and Satisfaction of Microwave Filter Design Course in Graduate Students

Contribution: A research on applying blended teaching in microwave filter design in graduate students. Background: The Covid-19 epidemic has caused many universities worldwide to switch to online courses. Taiwan did not have a large-scale local infection in 2020, so the school has implemented a blended teaching plan, combining online and in-person courses. Intended Outcomes: Discuss the effectiveness and satisfaction of the Microwave Filter Design Course in Graduate Students for two classes, Online or In-person course. Application Design: This study uses a quasi-experiment to teach microwave filter courses in the two classes. The teacher integrated into the Flipped Classroom and Interactive Response System (IRS). Students must use the APP to complete the preclass preview and prepare materials. Class A [Formula Omitted] uses in-person classrooms for the whole course;Class B uses blended teaching. The first eight weeks are synchronized online, then mid-term exams, and in-person courses are used for the next ten weeks. Students in two classes in the last week filled out the course satisfaction questionnaire. Findings: Class B achieved better results in the eighth midterm exam week, showing better learning results. Although students in both classes are highly satisfied with the course, Class A is more satisfied than Class B. For graduate students participating in the microwave filter design course, in-person classrooms and blended teaching can achieve good learning results and satisfaction. However, teachers must pay attention to students' reception and understanding of flipped classrooms when using online teaching. And timely and in-depth guidance on the accuracy of APP use.

From the Guest Editors: Advocating for Writing and Well-Being

The urgent need for a clear focus on mental health and well-being on university and college campuses became clear, and approaches to address physical, mental, and emotional well-being on campus have become prominent topics in higher education publications such the Chronicle of Higher Education and Inside Higher Ed. For many participants, and certainly for those of us organizing, the conference community became a way to discover innovative ways to approach this new teaching and learning environment and to retain hope in our students, in ourselves, and in the potential power of writing to heal, build, and change. Calls to operationalize socioemotional learning's (SEL) strengths-based approaches have prompted some scholars to propose over the past two decades that there is a "socio-emotional health crisis" in the United States with estimates ranging from 25-50% of high school students engaging in high-risk behaviors. Charles McMartin, Eric A. House, and Thomas Miller describe how culturally-engaged approaches such as hip hop pedagogy can support students' personal well-being and collective wellness as they develop social resilience.

University and COVID-19: The Experience of the Academic Community of the Single-Cycle Master's Degree in Law of the University of Genoa

The article focuses on challenges and disruption in the higher education sector in Italy due to COVID-19 pandemic. The study explores the experience of the Single-Cycle Master's Degree in Law of the University of Genoa, especially taking into account students' perspective.

"The Stories We Tell Ourselves Shape Our Identities": Journals in a Plague Year

The author--in the role of one teacher observing another--documented a spring 2021 remote introductory art history course during the COVID-19 pandemic when graduate student teaching assistants called a campus-wide strike. Forced to improvise, the professor replaced formal analysis papers and exams with an ungraded journal. Drawing from the content of these journals, notes from the Zoom classes, and email correspondence with the professor, the author explicates how students took this journal assignment as an invitation to respond personally to the course content, and as an opportunity to grapple with their own identities. These journals allowed students to use art to explore similarities and differences freely across culture, space, and time. With the traditional requirement for an academic argument temporarily on pause, the author raises questions that characterize our present day: how to encourage a world that accepts different identities without hostility.

A Comparison of Graduate University Perspectives of Online versus Face-to-Face during the Pandemic

Purpose: This study aims to compare graduate student perspectives of online versus face-to-face (FTF) education during the pandemic at two different universities. One university, the "International University", was physically located in Korea but served an international base of students, and the other was a Jesuit, Catholic University in the USA. Design/methodology/approach: An online Qualtrics survey was used to gather student perceptions on a five-point Likert scale on individual and program factors. Chi-square analysis using the contingency coefficient as the nominal value was performed to uncover significant differences. Findings: Significant differences between the two groups existed on motivation, discipline, self-directed, independence, cost investment, preference, happiness, difficulty, student-to-student interaction and student-to-instructor interaction. This research has implications for instructors and administrators in identifying shortcomings and highlighting the uniqueness of different practices around the world. Originality/value: Previous studies on student perceptions have been performed. However, this study is original in the fact that it directly compares two different graduate student populations perspectives of online versus FTF during the pandemic.

Cultivating social well-being: (Re)discovering the impact of positive relationships

[...]the social dimension of well-being, which includes our experiences of positive relationships and positive interactions, is the strongest predictor of our overall perception of wellbeing (Centers for Disease Control and Prevention, 2018). Virtual collaborations have also added new opportunities for creativity and information sharing in that Zoom allows us to work with colleagues to add ideas to a shared whiteboard or to synchronously annotate a text, for example, during interactive workshops and breakout group sessions at online/hybrid conferences. Another example is one of the author's participation in a new collaborative project with a European research group on the representation of hunting in German literature and art. Other instructional practices we have implemented to foreground social connectedness and students' sense of belonging include frequent check-ins (Stanton et al., 2016;Simon Fraser University, 2023) with students, for example, by using memes such as "Welche Katze bist du heute?," explicit conversations about resources and sense of belonging (a module with local resources added to our Learning Management System [Canvas]), and more intentional focus on integrating students' lived experiences and self-reflections into assignments.

The relationship between faculty interactions, sense of belonging, and academic stress: a comparative study of the post-COVID-19 college life of Korean and international graduate students in South Korea.

Objective: Rapid changes in post-COVID-19 higher education have increased students' academic stress. This study focused on graduate students' academic stress in South Korea and compared the results for Korean graduate students and those for international graduate students. Method: Using the online survey results, the study verified the relationships between faculty interactions, a sense of belonging, and academic stress among Korean and international graduate students using a mediating effects analysis and a multigroup path analysis. Results: The results were as follows. First, Korean students experienced greater academic stress, faculty interactions, and a sense of belonging, but no statistically significant difference was observed. Second, a sense of belonging had a mediating effect on the relationship between faculty interactions and academic stress. Unlike in previous studies, all paths were found to be statistically significant. Faculty interactions had a negative effect on academic stress and a positive effect on a sense of belonging. A sense of belonging had a negative effect on academic stress. Third, the comparison of Korean and international graduate students showed that international students had a greater effect of faculty interactions on academic stress. Conclusion: Through these results, we explored the post-COVID-19 academic lives of Korean and international graduate students in South Korea and built grounds for effective interventions for alleviating academic stress.

Empowerment in the Crisis: Narratives of COVID-19 Generation Researchers

The COVID-19 pandemic influenced higher degree by research (HDR) students' academic experiences profoundly as it forced HDR students to adjust their intensive and demanding research work and studies according to unforeseeable challenges. This was particularly challenging for international HDR students as they had rather limited resources in their host countries to cope with uncertainties, and the university emergency responses gave them limited attention and support. This resulted in many international HDR students feeling disempowered. However, recent research on international HDR students' experience in their host countries during the pandemic remains sparse. From an insiders' account, this autoethnography study aims to bridge this gap, investigating two Australia-based Chinese HDR students' struggles in their research studies and their academic identity self-formation. This study presents that the international HDR students managed to empower themselves by holding on to their support systems and exercising their agency in the middle of uncertainty. The findings presented in the study add to the understanding of the importance of providing a more inclusive and supportive environment for international HDR students' development. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

The differential impact of COVID-19 across health service psychology students of color: An embedded mixed-methods study.

OBJECTIVES: Communities of color in the United States systematically experience inequities in physical and mental health care compared to individuals who identify as non-Hispanic White. The coronavirus disease 2019 (COVID-19) pandemic exacerbated these structural drivers of inequity to disproportionate and devastating effects for persons of color. In addition to managing the direct effects of COVID-19 risk, persons of color were also navigating increased racial prejudice and discrimination. For mental health professionals and trainees of color, the effects of COVID-19 racial health disparities and the increase in acts of racism may have been compounded by their work responsibilities. The current study used an embedded mixed-methods approach to examine the differential impact of COVID-19 on health service psychology (HSP) students of color as compared to their non-Hispanic White peers. METHOD: Using quantitative and qualitative data from the Epidemic-Pandemic Impacts Inventory, measures of perceived support and of discrimination, and open-ended questions about students' experiences with racism and microaggressions, we examined the extent to which different racial/ethnic HSP student groups experienced COVID-19-related discrimination, the impacts of COVID-19 felt by students of color, and how these experiences differed from those of their non-Hispanic White peers. RESULTS: HSP students of color endorsed greater impacts of the pandemic on both self and others in the home, perceived themselves as less supported by others, and reported more experiences of racial discrimination than non-Hispanic White HSP students. CONCLUSION: Throughout the graduate experience, HSP students of color and their experiences of discrimination need to be addressed. We provided recommendations to HSP training program directors and students both during and after the COVID-19 pandemic.

Graduate student engagement in blended learning during the COVID-19 pandemic: A qualitative case study at a southeastern institution of higher learning

Higher education has experienced a frenzy of change in the last two years due to the COVID-19 pandemic. The agitation of shifting traditional face-to-face classes entirely online, followed by repositioning to blended instruction, forced institutions to transform classrooms and purchase adaptable learning technologies within weeks. Faculty were required to modify their former teaching practices, and students enrolled in a lesser-known Hyflex modality. As we know it today, blended learning is a product of face-to-face instruction combined with online education that includes asynchronous and synchronous elements. Also, it is essential to understand that engagement is a fundamental component of blended learning. Prior research suggested that blended learning allows students to learn, engage and connect in different ways that may be more effective than in exclusive face-to-face or online courses. Therefore, this study aimed to examine student engagement in graduate-level blended learning courses at a Southeastern public University within the existing context of higher education during the COVID-19 pandemic. This inquiry focused on conceptualizing and characterizing engagement in graduate-level blended courses, graduate students' engagement experiences, and faculty engagement in blended learning. The findings of this qualitative case study illustrated that student-centered approaches to course design and teaching, utilizing applicable technology, providing a clear description of the Hyflex modality and course structure, and being knowledgeable about students' cognitive and emotional indicators can lead to more effective blended learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Training MSW Students for Integrated Behavioral Health Care During COVID-19: Lessons Learned from Two Programs

This article describes how two Southeastern social work programs delivered integrated behavioral healthcare training to MSW students and social work practitioners during the COVID-19 pandemic. COVID-19 posed challenges across five domains, including: (a) adaptations to course curricula;(b) adaptations to field education curricula;(c) experiences of grief, distress, and behavioral health issues by stakeholders;(d) organizational strain to universities and departments;and (e) effects on clients and the community. This article describes specific ways in which these two training programs were impacted in these five areas and modified in response, as well as similarities and differences experienced across institutions. Implications for these training programs, and social work education programs in general, are offered.

Evolving Perception Regarding Online Learning and Teachingin the COVID-19 Era of Graduate Students with diverse educational backgrounds enrolled inMaster's Health Professional Education Program of a Pakistani University

Objective: To analyze the evolving perception of graduate students of Masters in ‘health professional education with diverse educational backgrounds regarding online learning and teaching. Study Design: Mixed-method' study of Convergent Parallel Design. Place and Duration of Study: Riphah University, Rawalpindi Pakistan, Dec 2021 to Feb 2022. Methodology: Twenty-five graduate students of Masters in ‘health professional education' with diverse educational backgrounds answered semi-structured questionnaires at the end of 2 online teaching sessions. Results: The mean scores of 3 domains of ‘student's perception of learning, ‘contents and teaching strategies and ‘educational environment' in 1st vs second online sessions were as follows, respectively: (4.37 0.42 vs 4.09, 0.45;p-value 0.04), (4.40 0.47 vs 4.29, 0.58;p-value 0.44) and (4.43 0.43 vs 4.23 0.69;p-value 0.36). The students agreed that the contents covered, teaching strategies and education environment were satisfactory, and the perception was not statistically different between the two sessions in these domains. In contrast, students' self-perception of learning was more satisfactory in the first online session. Conclusion: The graduate students of Masters in ‘health professional education' with diverse educational backgrounds were satisfied regarding the contents covered, teaching strategies and education environment in two online teaching sessions. In contrast, their perception of their learning depreciated in the second online teaching session.

Decolonizing Time, Knowledge, and Disability on the Tenure Clock

We consider the tenure clock's enmeshment in the neoliberal academy's settler colonial and ableist modes of organizing labor and valuing knowledge, modes in turn informed by heteropatriarchal spatiotemporal logics. The tenure clock in the settler academy relies on labor performed by those positioned outside of its time—such as those in temporary or semi-temporary positions, staff, graduate students, and undergraduate students. Our motivation in tracing these logics and formulating feminist strategies to undo them stems directly from observing "faculty with disabilities" at our university struggling against the tenure clock;as well as seemingly abled women faculty, faculty of color, and contingent faculty, who have strained against the academic clock and ended up debilitated in the process. We articulate ways in which more collaborative understandings of university culture and knowledge production might serve to challenge the peculiar temporalities produced by the tenure clock. Listening and learning at the intersections of feminist, Indigenous, and disability studies scholarship teaches us to work toward imagining a different approach to tenure, and from there, the way to a different academy.

The relationship between online class environments and economic burden and mental health among university students during the COVID-19 pandemic

This study examined the relationship between online class environments and the economic burden and mental health among university students at the onset of the COVID-19 pandemic. The survey participants were 909 undergraduate students, and graduate students in Hokkaido who responded to the first wave of the two-wave panel survey. The survey was conducted from July to September 2020. This study used K6 and GAD-7 as indicators of mental health. The results showed that students with both a high economic burden and a high burden of on-demand online classes after the onset of the COVID-19 pandemic had a high probability of exceeding the cutoff points (indicating severe depression and anxiety) for K6 (above 13 points) and GAD-7 (above 10 points). The number of live online classes predicted lower depression. The discussion focused on the characteristics of online classes and discussed why they were associated with mental health and how to reduce the sense of burden in classes. In addition, we pointed out the importance of economic support for university students, since economic burdens were related to mental health. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examination of Undergraduate and Graduate Student Experiences in an Undergraduate Research Course

Mentored undergraduate research experiences have been identified as beneficial to students for persistence in STEM disciplines and increased grade point averages. Participation in research is impactful for both STEM and non-STEM students. Additionally, undergraduate research experiences have a positive effect on subsequent student performance in graduate and professional school as evidenced by students with previous research experience having superior communication skills at the start of their first year and after. Undergraduate research courses tend to be heavily hands-on experiences and structured classroom teaching may not be large portions of the course content. Online material has become increasingly common in the post COVID-19 learning environment. Courses that can have difficulty with online instruction or the inclusion of online content tend to be courses with a heavy focus of hands-on learning or hands-on skill development. The use of a flipped classroom can facilitate student learning in a digital way in addition to in person class meeting. The incorporation of online lecture content to broaden undergraduate student understanding of the application of the scientific method was used to enhance the research experience. Student experiences were evaluated with the Undergraduate Research Student Self-Assessment survey. Significant positive correlation was found between student feelings of "project responsibility" and "Workshops on science writing and presentation" during the semester that online lectures were incorporated. Additionally, graduate student training is a variable and highly individualized experience for each trainee. Most programs focus strongly on cognitive skill training, advanced knowledge of the discipline, conducting research, and preparing manuscripts for publication. Professional development is a component of graduate training that can be easily overlooked or undervalued. The development of soft skills such as time management, personnel management, and leadership and mentoring qualities are vital for trainee success post-graduation. Some current thinking is that devoting time to professional development will result in a slower progression by the trainee, however this is shown to be untrue and students who participate in career growth maintained the same level of productivity measured by time to degree completion and manuscript output. Graduate student experiences with mentoring undergraduates were shown to develop soft skills while also being noted as "an influential experience" when making future career decisions. Development of an undergraduate research program that incorporates more than simply hands on skill development that also significantly incorporates graduate students benefits both student groups and leads to improved outcomes for both student groups post-graduation. [ FROM AUTHOR] Copyright of Journal of Animal Science is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Entornos virtuales de aprendizaje como alternativa en la enseñanza de la materia de medicina crítica

: The general objective of this research work was to determine the feasibility of incorporating EVA as a didactic alternative in the teaching of critical medicine in postgraduate students. The study population was selected through an intentional sampling for convenience and was made up of 90 students and 23 teachers of the postgraduate degree in Critical Medicine from two private universities in Ecuador. The results obtained made it possible to determine the feasibility of incorporating EVAs in the academic training of critical medicine postgraduate students, thus also allowing the reduction of hospital absence times due to the academic training received virtually. Keywords: Learning, teaching, EVA, critical medicine, postgraduate. 1.Introducción El desarrollo de la tecnología en los últimos 5 años ha permitido a las personas contar con un mejor y mayor desarrollo en casi todas las áreas especialmente la educativa.

Introduction: Classics after COVID

FOUNDED SHORTLY AFTER THE CIVIL WAR, TAPA and its predecessors have weathered world wars, depressions, pandemics, and social and political upheaval of all kinds;its pages have documented the transformation of Classics in the United States from a relative scholarly backwater to a vibrant field of study;and the journal has witnessed the growth of the Society for Classical Studies (formerly the American Philological Association) from a small, insular group of men on the east coast to an increasingly global and diverse membership. COVID has reminded us of the way that scholarship is dependent on a hierarchy of needs—safety (mental and physical), time, and access—and on a host of institutions, academic and otherwise, that make research possible: libraries and universities, but also families, schools, health care providers. Reflecting on the challenges and lessons learned from the pandemic, they pointed to the multifaceted response of the Society: the joint SCS-WCC COVID Relief fund, which supported graduate students and contingent faculty facing precarity as a result of the pandemic;the newly revamped outreach program, "Ancient Worlds, Modern Communities”;and new efforts to integrate K–12 educators in the governance and activities of SCS. While the question of what administrative structures will best serve the humanities in a post-pandemic world remains open to debate, we take seriously her call for scholars at all kinds of institutions to imagine this future collaboratively and inclusively. [...]Connolly asks us to question the inevitability of the current model of graduate education, which is based on specialization and language training, a paradigm that may be increasingly irrelevant given the outcomes highlighted by Sulprizio and Rader.

Co-Realizing COVID Co-Teaching Concerns: Recognizing Present Challenges to Student Equity in Remote Education

When the COVID-19 pandemic began to affect in-person schooling, teachers around the world expressed a balance of optimism for new possibilities in instruction along with trepidation at the challenges which lay ahead. Shortly after March 2020 and into the 2021 school year, even 2022 for some, remote instruction became the norm for many educators. As the pandemic persisted, the optimism teachers first exhibited began to wane considerably as several challenges to student access arose. These issues (e.g., Internet connectivity, crowded living spaces becoming workspaces, children and adults simultaneously working at home, etc.) pose significant threats to equity in education, and they ironically become troublesome in courses whose objectives include analyzing and discussing inequity in education. This article presents a modified retelling of an endof-course discussion between a graduate student and his adviser after they spent a semester co-teaching in a remote setting. The dialogue includes positive moments of instruction as well as recognized challenges to equity. The article concludes with suggestions for further research on synchronous remote instruction.

Building intercultural mentorship, wellbeing, and wholistic practice in graduate education: Scholarly reflections on playbuilding, storytelling, and the arts

Academia is a stressful environment for graduate students and faculty due to high expectations, comprehensive assignments, and diverse roles and responsibilities. Faculty report stressors related to high demands for scholarly productivity, teaching excellence, and administrative duties. These high expectations are often heightened by increasing class sizes, limited administrative support, decreased funding opportunities, and busy schedules. There are also increased pressures for racialized faculty groups. More recently, professors have also been facing an increasing number of COVID-19-related stressors, such as remote working, childcare obligations, research delays, secondary trauma, and mental exhaustion. Educational researchers suggest that in a context of an increasingly changing academia, mentoring and community-building have the potential to promote growth-fostering relationships while supporting individuals' sense of self-worth, self-esteem, and competency. Considering the importance of mentorships and wellbeing in graduate education, as well as artful practices for learning and teaching, the authors shares their perspectives of play-building as they continue to develop intercultural relationships through collaborative writing, storytelling, and understandings of the Creative Process, as well as two Indigenous pedagogical tools: the Medicine Wheel and the Two Row Wampum Belt. (PsycInfo Database Record (c) 2023 APA, all rights reserved)