Compassion, flexibility, and partnership in the midst of a global pandemic

Auteurs-es

  • Izzy Munevar-Pelton Carleton University
  • Anika Olsen-Neill Carleton University
  • Kim Hellemans Carleton University
  • Zachary Patterson Carleton University

DOI :

https://doi.org/10.15173/ijsap.v6i1.4850

Mots-clés :

Compassion, Flexibility, Experiential Learning, Partnership, Engagement

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Références

Brinko, K. T. (1993). The practice of giving feedback to improve teaching. The Journal of Higher Education, 64(5), 574–593. https://doi.org/10.1080/00221546.1993.11778449

Buckman, S. (2021, April 15). Due dates and the value of student ownership: Negotiating due dates with a class can help increase students’ feelings of accountability—to their teacher and to each other. Edutopia. https://www.edutopia.org/article/due-dates-and-value-student-ownership

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934

Galoyan, T., & Talafian, H. (2019). Designing experiential learning environments in STEM. Nova Science Publishers Inc.

Huxham, M., Scoles, J., Green, U., Purves, S., Welsh, Z., & Gray, A. (2017). ‘Observation has set in’: Comparing students and peers as reviewers of teaching. Assessment & Evaluation in Higher Education, 42(6), 887–899. https://doi.org/10.1080/02602938.2016.1204594

Liang, L., Ren, H., Cao, R., Hu, Y., Qin, Z., Li, C., & Mei, S. (2020). The effect of COVID-19 on youth mental health. Psychiatric Quarterly, 91, 841–852. https://doi.org/10.1007/s11126-020-09744-3

Middendorf, J., & Pace, D. (2004). Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning, 2004(98), 1–12. https://doi.org/10.1002/tl.142

Patterson, Z. R., Gabrys, R. L., Prowse, R. K., Abizaid, A. B., Hellemans, K. G. C., & McQuaid, R. J. (2021). The Influence of COVID-19 on stress, substance use, and mental health among postsecondary students. Emerging Adulthood, 9(5), 216769682110140. https://doi.org/10.1177/21676968211014080

Perkins, D. N. (1999). The many faces of constructivism. Educational Leadership, 57, 6–11.

Ramirez, J. J. (2020). Undergraduate neuroscience education: Meeting the challenges of the 21st century. Neuroscience Letters, 739, 135418. https://doi.org/10.1016/j.neulet.2020.135418

Weinhandl, R., Thrainer, S., Lavicza, Z., Houghton, T., & Hohenwarter, M. (2021). Providing online STEM workshops in times of isolation. SN Social Sciences, 1(6), 136. https://doi.org/10.1007/s43545-021-00110-z

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Publié-e

2022-05-10

Comment citer

Munevar-Pelton, I., Olsen-Neill, A., Hellemans, K., & Patterson, Z. (2022). Compassion, flexibility, and partnership in the midst of a global pandemic. International Journal for Students as Partners, 6(1), 160–167. https://doi.org/10.15173/ijsap.v6i1.4850

Numéro

Rubrique

Special Section: Partnership in fostering socially-just pedagogy