Resilient Instructional Strategies: Helping Students Cope and Thrive in Crisis
Recent times of excessive stress call for a reflection and reformation of how people interact and support one another. This is particularly true in science, technology, engineering, and mathematics (STEM) discipline-based education where it is becoming increasingly important for course instructors...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2021-03-01
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| Series: | Journal of Microbiology & Biology Education |
| Online Access: | https://jmbesubmissions.asm.org/index.php/jmbe/article/view/2405 |
| Summary: | Recent times of excessive stress call for a reflection and reformation of how people interact and support one another. This is particularly true in science, technology, engineering, and mathematics (STEM) discipline-based education where it is becoming increasingly important for course instructors to adopt student-centered teaching approaches that engage students, maintain rigor, and consider the students’ learning experience, including stress. What are some pedagogical strategies that instructors can draw upon to help our students cope with stress and regain a healthy state of learning in an already challenging field? To prepare instructors for the transition to remote instruction, we offered a variety of evidence-based pedagogical and technological approaches that are designed to promote resilient student-centered classrooms and facilitate student development and care in times of crisis. We provide an overview of the salient research behind these strategies, highlight those that instructors found most useful, and conclude with planned next steps in our effort to support instructors.
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| ISSN: | 1935-7877 1935-7885 |