Assessment Practices of U.S. College Instructors in Response to the COVID‐19 Pandemic: Implications for a Post‐Pandemic Era

Assessment Practices of U.S. College Instructors in Response to the COVID-19 Pandemic: Implications for a Post-Pandemic Era Whereas most instructors indicated proctoring exams in person during the Fall 2019 semester (71.4%), not a single instructor in the sample proctored an exam in person during the pandemic-affected Spring 2020 semester. Whereas most exams were administered during class time in both the Fall 2019 (70.4%) and early portion of the Spring 2020 (60.6%) semester, relatively few instructors indicated administering exams during class time amidst the pandemic-affected period in Spring 2020 (27.4%). [Extracted from the article] Copyright of Assessment Update is the property of John Wiley & Sons, Inc. 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.)

Transforming educators' practice: How university educators learned to teach online from home during the Covid-19 pandemic

The Covid-19 pandemic triggered a large-scale change in the way university educators worked. This article examines tensions that shaped how educators adapted their teaching as they worked from home during the pandemic. The study is based on empirical data gathered at a large-scale, research-intensive UK university in the first weeks of lockdown. Activity Theory analysis is used to examine transformations in practice, how these changes were culturally and historically situated and materially and socially mediated. The themes identified are examined through a series of vignettes to pinpoint personal factors that influenced the expansion of work. This study's findings signal a call to action to support new forms of work through five policy actions related to personal factors that influence the work, life and wellbeing of educators. Going forward, there is a need for universities to develop and implement policies that take into consideration these five areas to support educators to expand how they work. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Academic rope to cope: Teachers' coping strategy to academic anxiety

The pandemic drove an abrupt global change that brought anxiety and distress to individuals. As such, the study explored the coping strategies used by higher education faculty members in dealing with academic anxiety. A concurrent triangulation mixed method was employed. Data were gathered from the faculty members of a state university using questionnaires and interviews. The faculty members primarily employed religiosity, problem-solving, cognitive reappraisal, and relaxation/recreation as their coping mechanisms. Furthermore, the females were more inclined to use emotional release, and the young adults employed social support and overactivity. Henceforth, the female faculty members may be exposed to peer counseling where they will be able to freely release their anger because of academic anxiety and the young adults may be showered with care and understanding from the people who are close to them and they may be provided with activities to do that may lessen their academic anxiety. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Business school grades, assessment scores, and course withdrawals in the Covid-19 pandemic

We compare student performance before and during the Covid-19 pandemic using three course outcome measures: grades, scores on standardized course-specific assessment tests, and the incidence of dropping, withdrawing, or earning a grade of F. Across 10,000 observations and all business disciplines, grades trended higher throughout pandemic, although student performance on assessment tests and the incidence of failing or dropping remained unchanged. This suggests that universities and employers who use GPA as a screening tool should be cautious. First-year and first-generation students did significantly worse in online courses when compared to courses with some in-person element, suggesting that universities and instructors may need to devote academic support resources to these subgroups. [ FROM AUTHOR] Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd 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.)

Teacher-efficacy as a complex web: Lessons from a qualitative case study on the transition of military faculty to emergency remote teaching during COVID-19

Although scholars have well-established the benefits of higher teacher-efficacy, the lack of literature regarding the sources and influences of these self-beliefs has led to an overly-reductionistic view of the construct. A teacher's sense of efficacy is a multifaceted entity which involves the interplay of various factors individuals leverage to formulate their judgement of their abilities. These influencers include a combination of internal elements such as an individual's previous experiences or social interactions, and external elements such as the environmental context or surroundings. The aim of this study was to explore the intricacies of the teacher-efficacy development process as situated during a crisis event. Crises, such as the COVID-19 pandemic, are ominous in that they tend to be volatile, uncertain, complex, and ambiguous (VUCA). With the crisis in mind, this study involved an ecological examination of the teacher efficacy construct concerning a group of professional military education personnel during the transition to emergency remote teaching during the COVID-19 pandemic. The goal of this study was to illuminate patterns and themes from within the data by comparing (1) the design context, principles, and design team choices to promote efficacy development during the pandemic with (2) how the course graduates perceived their efficacy.The exploratory nature of this single case qualitative study involved a constant comparative analysis of semi-structured interview protocols with seven participants, archived documents of curriculum artifacts and course materials, and analytic memos. The participants consisted of three course design team members, who planned and implemented the professional development (PD) course, and four military faculty course graduates, who completed the PD and taught their first virtual teaching session. The result of using an inductive analytical approach revealed three interconnected themes that facilitated the efficacy-building process. The consistency in the data exposed that the degree to which the participants perceived authenticity in the curriculum, their ability to harness collaborative engagement among colleagues and faculty, and their opportunity to source prior exposures to handling disruptions and change intertwined to influence the developmental effort. The implications of this study counter the dominant narrative in the literature that teacher-efficacy is a linear, simplistic process. Instead, scholars and practitioners might approach efficacy-building using a collection of biological, psychological, and social influencers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Changing attire, changing impressions: How instructor attire influences undergraduate student perceptions

As time passes, different groups of students might perceive things differently than those who preceded them. The idea of what higher education should be, look like, feel like, and be reflected upon in the aftermath might be shifting from the worldviews which have existed in recent decades. Added to the generally changing nature of perspectives, students have endured a substantial paradigm shift caused by the Covid-19 pandemic which upended their anticipation of what the classroom will be like, including assessing their instructors and the content of those courses. Literature has suggested that nonverbal signals, including attire, can influence perceptions of others which further suggests that by manipulating how one dresses, they can have a strategic impact on how others perceive them. As such instructors in higher education may not be up to date with the knowledge of how students are perceiving them which in turn could affect engagement, grades, content utilization, evaluations, and enrollment, all of which have implications for the entire organizational apparatus. A quantitative methodology utilizing an experimental survey design was utilized with a convenience sample of 144 undergraduate students enrolled in Communication Studies courses at a large mid-Atlantic university to determine what styles of instructor attire influenced student perceptions of the instructor's credibility, approachability, and affective learning qualities. Data was analyzed using a one-way analysis of variance (ANOVA) via SPSS which revealed that significant differences in attire for approachability and affective learning existed between attire styles, but not for credibility. While this study was helpful in updating knowledge of student perceptions of instructor attire, it was limited to only the perspectives of a Caucasian male and only the perceived characteristics of credibility, approachability, and affective learning qualities. Future researchers may want to replicate this study for greater generalizability, explore other instructor demographics and/or to add additional perceptual attributes or characteristics. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

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)

Associate Professor, Department of Mechanical engineering, Padmashri Dr. V. B. Kolte College of Engineering Malkapur

Today, the world is growing in the direction of robotics, automation and automated automation theme. As a traditional automation, Computer Numerical Control (CNC) machining is the most prominent and accurate option for production division. However, Covid- 19 pandemic and frequent lockdowns proved that, at a certain level, unmanned manufacturing is required to avoid an economic crisis. Industries like pharmaceutical manufacturing are important and cannot stop the production in the situations like pandemic. Hence, this paper presents the artificial intelligence algorithm which can communicate with the CNC G-code and M-code to provide geometrical and/or machine processing instructions. [ FROM AUTHOR] Copyright of Journal of Pharmaceutical Negative Results is the property of ResearchTrentz 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.)

Prevalence and predictors of psychological distress and common mental health concerns among filipino university teachers amid the covid-19 pandemic

The current pandemic has drastically changed the academic landscape, causing distressing experiences among students and teachers. While there are increasing studies demonstrating the psychological experiences of students during the pandemic, only a few have examined the mental health conditions of university teachers. The present study sought to address this gap by investigating the prevalence of psychological distress and common mental health disorders and their pandemic-related risk factors among Filipino university teachers. A total of 1110 university teachers self-reported their psychological distress, generalized anxiety, and major depression symptoms through an online assessment. Findings of the study revealed the overall prevalence of psychological distress at 55.6%, and anxiety and depression were 17.0% and 28.4%, respectively. Younger teachers (i.e., aged <=31 years old) and those who have less than a year of teaching experience are more likely to reach the cut-off scores for all outcomes. Further, teachers who have experienced pandemic-related adversities are highly vulnerable to psychological distress, generalized anxiety, and depression. These results offer important implications for creating psychosocial interventions that will help teachers manage their distresses amid the pandemic situation. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Stressors and Coping Strategies Amid Covid-19: A Study with Reference to College Teachers

Purpose: The purpose of the study is to identify the main sources of stress and bring out different coping strategies used by teachers amid COVID-19 pandemic.Design/ Methodology/Approach: A sample of 80 teachers (males, 40;females, 40) was drawn using the rolling snowball sampling technique from various colleges of Haryana for a primary survey. Teachers were enrolled, regardless of their experience and type of college, to quicken the data collection process.Finding: The study brought forth several stressors the teachers grappled with during COVID-19. Prominent among these were fear of contracting COVID infection, pressure related to changing teaching circumstances, and learning new skills for online teaching. . The major coping strategies used by teachers include, staying updated regarding the disease and alert to the government guidelines, adopting preventive measures, keeping busy in different household activities, spending quality time with family members, developing a healthy lifestyle, and connecting with friends and colleagues. Originality/Value: The present study is an empirical investigation based on primary survey.Implications of the study: Based on the revelation of fear, stress and anxiety among teachers amid COVID-19. The study emphasizes that the strategies adopted by teachers will help others too in reducing stress and improving their mental health. It is also felt that counselling for mental wellbeing and training for using technology in the teaching learning process will act as stress busters. i 2 n

Educational disruption and innovative teaching during the pandemic: An empirical study

Due to the Covid-19 lockdown, educational disruption has become a global concern, necessitating a concentration of regulators and new researchers to resolve. Thus, the current study examines the role of instructors' inventiveness and commitment to resolving educational disruptions in Malaysian institutions. Additionally, this paper explores the mediating function of educational system improvement in the relationship between teacher innovativeness, teacher commitment, and educational disruption in Malaysian universities. The current study collected primary data from chosen respondents via survey questionnaires. Additionally, the PLS-SEM was utilised to investigate the relationship between the variables in this study. The findings indicated that teachers' inventiveness and devotion to education positively resolve educational disruptions in Malaysian universities. Additionally, the data revealed that upgrading the educational system greatly mediates the relationship between teachers' innovativeness, teachers' dedication, and eradicating educational disturbance in Malaysian institutions. The current study serves as a guide for future scholars who wish to investigate this topic further and serves as a resource for policymakers who wish to design legislation to eradicate educational interruption. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The impact of mental health and trauma on student retention: A faculty perspective

Obtaining a college credential can be a vital pathway for economic security in the United States. Institutions of higher education have prioritized not just enrollment, but the retention and degree completion of their students. One significant contributing factor to student attrition is the presence of a mental health condition. Prior to the COVID-19 global pandemic, student mental health was at a crisis level;entering the third year of the pandemic, those levels have worsened. A deeper understanding of the factors that contribute to mental health conditions as well as the prevalence of trauma among college students is critical for addressing the issue. The heterogeneity of community college students and their distinction from 4-year residential institutions must be considered when developing institutional retention strategies. Research has found faculty engagement to be an essential component in student retention, but little is known of the community college faculty perspective when considering student mental health. This phenomenological qualitative study interviewed community college faculty to understand their perspective of how student mental health and trauma affect student retention. Themes and subthemes were gleaned from narrative data, which informed the implications and recommendations for practice, policy, and future research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Understanding the psychological impact of COVID-19 on nursing faculty: Balancing teaching and treating COVID-19 patients

Nursing is a profession that is inherently stressful with a high risk of burnout. During the COVID-19 outbreak, the risk of stress and burnout was even greater as nurses had to face insurmountable psychological pressure, especially those in education who continued to teach nursing students while simultaneously working at the bedside. The challenges of having to move in-person courses to online platforms and provide alternative clinical experiences for nursing students during a pandemic, while caring for critically ill COVID-19 patients, made them especially vulnerable to stress, burnout, and psychological issues. The purpose of this phenomenological qualitative study was to explore the psychological impact of the COVID-19 pandemic on nurses who were treating COVID-19 patients while teaching in first-year nursing programs. Convenience sampling was used to recruit 16 nursing faculty to participate in one-hour, semi-structured interviews. The health belief model was used to explain how nurses were impacted psychologically by the pandemic. The findings revealed that the overwhelming working conditions experienced by nurses at the bedside while treating COVID-19 patients led to high levels of stress, fear, and psychological and physical symptoms, whereas teaching helped them cope with the demands of their bedside role. The research highlighted how in education nurses felt motivated, inspired, valued, and supported, so teaching became a protective factor against the high levels of stress and feelings of burnout experienced at the bedside. This study emphasizes the need for hospital administrators to support nurses by fostering positive working environments that prioritize their physical and mental wellbeing. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Faculty experiences teaching in an MBA program in the context of COVID-19 a sensemaking approach

The Sensemaking framework is often utilized when disruptive events create ambiguity and force individuals to make sense of things differently, personally and professionally, by "structuring the unknown" (Waterman, 1990, p.41). By way of example, the COVID-19 pandemic was a significant disruptor to the education sector. Institutional decisions driven by the initial crisis kept daily functions and the educational process moving forward in 2020 by faculty members leveraging existing technology to continue teaching their students. The pandemic disrupted the daily routine of brick-and-mortar operations and many institutions' face-to-face delivery of academic content. The implications of the pandemic forced every faculty member to make sense of the health crisis in their own particular way based on their individual situation. Despite the disruptive jolt of the pandemic, it also provided faculty the opportunity for personal and professional growth as they reflected on themselves and the lessons they learned amid the pandemic.After several months of living in the experience of online learning and virtual engagement, faculty and students returned to brick-and-mortar institutions to resume their educational roles (Husserl, 1970). Questions regarding safety, responsibilities, lessons learned, innovation, and sustainability were top of mind as faculty members returned and shared the same space and place with their colleagues and students. As such, to capture the essence of the faculty's interpretation of their pandemic experience, Heidegger's (1962) phenomenological approach was employed to provide context and to help understand the faculty's personal experiences as they tried to reconcile their previous role of teaching and learning with their newfound utilization of technology in their courses. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Rationalizing the TPACK Framework in Online Education: Perception of College Faculties Towards Aakash BYJU'S App in the ‘New Normal'

The past couple of years have witnessed an inexorable upsurge in the usage of internet activities, especially, after the emergence of the COVID-19 pandemic. Keeping in pace with the fast track mercurial changes in the aura of technology, a handful of electronic gadgets and head turning mobile applications have also emerged, further propelling the ambit of technological development. Ever since the emergence of the COVID-19 pandemic, education has been largely supported by via online mode. There has also been large scale acceptance of Online Learning Apps. One of the latest grown Online Learning app is the latest version of BYJU'S known as "Aakash BYJU'S”. Teachers that of late, especially the college faculties have shown huge penchant towards the online classes delivered by Aakash BYJU'S. In this light, it is vital to throw light upon the perception of such college teachers towards Aakash BYJU'S online classes. The present research undertaking aims at probing into the attitudes and behaviour of such college teachers towards Aakash BYJU'S online classes by the application of Technology Pedagogical and Content Knowledge (TPACK) model. For this purpose, a survey has been conducted among 343 college faculties in selected districts of West Bengal and their responses were recorded. "Structural Equation Modeling” (SEM) has been used to unravel the model fits and hypothesis testing done at the ultimate stage for validation. The findings reveal positive perception among the surveyed consumers towards the online classes of Aakash BYJU's. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Dishonesty in academia: A qualitative study of baccalaureate nursing faculty during COVID-19 pandemic

In spring 2020, COVID-19, a global pandemic, impacted faculty and students in all levels of education. This qualitative study explored the experiences of baccalaureate nursing faculty with academic dishonesty when courses transitioned from face-to-face to online learning. When the study was developed, a gap in the literature was recognized as the pandemic was ongoing with limited research on experiences of nursing faculty with academic dishonesty due to the transition of the learning environments. A basic qualitative methodology was utilized to answer the research question: what were the experiences of baccalaureate nursing faculty related to academic dishonesty among students during COVID-19 when courses were transitioned to the online environment? The target population were baccalaureate nursing faculty that transitioned courses from face-to-face to online learning. Four semi-structured interview questions were presented to twelve participants who met the inclusion criteria. Interviews were audio recorded and manually transcribed to allow further absorption in the data. Data collection and analysis was conducted concurrently which allowed themes to be identified. The three themes that emerged to answer the research question were: faculty perceptions of academic dishonesty, impact of COVID-19, and dishonest behavior in the professional role. Supporting data from the participants' narratives allowed the identification of sub-themes. Limitations included the study being conducted approximately 1 year after the pandemic began and the ability for participants to recollect all instances of academic dishonesty. This study increases the current knowledge related to academic dishonesty in nursing education. Higher education institutions could utilize results to develop methods of communication and programs to prevent academic dishonesty in online courses. Academic dishonesty in higher education is a longstanding issue and the information obtained from this study provides as a root for future research to solve this concern. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

exploring effective Online-Teaching Transition of College Teachers During COVID-19

The study attempts to identify what is effective online teaching from teacher and student perspectives. What are the challenges faced by teachers which hampered effective online teaching? The study employed mixed method research design including a survey questionnaire and semi-structured interview. The study collected data from 500 students out of which 200 are boys and 300 are girls on effective online teaching. The study conducted semi-structured interview with eight college teachers through snowball sampling. The survey revealed that almost 80% of the teachers are not effective. Girls are less satisfied with online teaching transition of teachers than boys are. Similarly, postgraduates (PG) are not as satisfied as undergraduate (UG) students are. Interview data revealed themes and subthemes on challenges of effective online teaching faced by college teachers. Overall, the perceived online-teaching effectiveness is low, and further research may find the causes for the same. © 2022 IGI Global. All rights reserved.

Community college mathematics faculty members: Racialized self-perceptions of day-to-day realities within the classroom environment

This dissertation study was guided by two research questions: 1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?;and 2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty members adapt and deliver their course content during the COVID-19 global healthcare crisis? The combination of critical race theory in education, critical whiteness studies in education, and mathematical conceptual and theoretical frameworks informed the research design processes of this study. A total of 10 community college mathematics faculty members participated in the study: three from the California Community College System and seven from the Texas Community College System. The data collection methods included a pre-interview demographic questionnaire, a semi-structured virtual interview, an electronic document analysis, and a real-time virtual classroom observation. The findings from this study revealed three key findings. First, adult role models such as K-12 school professionals (e.g., teachers, coaches, and principals) and fathers were the primary influences who shaped faculty members' racialized sociocultural worldviews and current teaching strategies. Second, faculty members' lived experiences and self-willingness to learn about race and racism led them to develop their racialized self-awareness due to the absence of preparation from their academic and professional requirements. Lastly, when teaching in the classroom, students were the primary influences who shaped the racial and virtual classroom power dynamics rather than the faculty members. As a result, this study provides alternative theoretical, policy design, and practical recommendations to professionally coach community college mathematics faculty members on how to habitually practice teaching course curriculum centered on racial equilibrium, diversity, and inclusion, particularly in entry level mathematics course sequences. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Reflections from academic mothers of young children on social work research and education

The COVID-19 pandemic has had a profound societal impact with unprecedented impact on women's labor force participation, including among academic mothers. Yet, persistent gendered and racialized inequities in academia remain structurally unaddressed, including in social work. We believe that as social work educators we are well-positioned to develop an academic culture that helps us refocus on what matters most;redefine excellence in teaching, service, and research;and make academic practice more equitable. To this end, we convened a group of social work academic mothers, representing various identities at teaching and research-intensive institutions, to offer collective perspectives and recommendations for structural change within the social work academy to buffer the impact of the COVID-19 pandemic and exacerbating racial and gendered disparities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Student voice in higher education: the importance of distinguishing student representation and student partnership

Student representation and student partnership differ and the difference matters. To further scholarly understanding of, and appreciation for, the important difference between the two, we examine these two commonly evoked conceptions for student voice in higher education. We draw on two points of difference—responsibility and access—to illuminate conceptualisations and discourses of each in the current literature. In doing so, we clarify the unique contributions of each, shaped by differing contexts of interaction, and articulate issues arising by confounding and conflating partnership and representation in the name of student voice. Advancing an argument for an ecosystem of student participation grounded in student voice, we warn of the harm in positioning student partners as speaking for other students and the risk of diminishing the importance of elected student representation systems in favour of staff selected student partner models of student representation. [ABSTRACT FROM AUTHOR] Copyright of Higher Education (00181560) is the property of Springer Nature 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 abstract 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 abstract. (Copyright applies to all Abstracts.)