Compassion, flexibility, and partnership in the midst of a global pandemic
DOI :
https://doi.org/10.15173/ijsap.v6i1.4850Mots-clés :
Compassion, Flexibility, Experiential Learning, Partnership, EngagementTéléchargements
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
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Zachary Patterson, Anika Olsen Neill, Izzy Munevar-Pelton, Kim Hellemans 2022
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
