Teaching in the time of Covid-19 Reconceptualizing faculty identities in a global pandemic
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Abstract
In this reflective piece, the authors draw on their experience working with many instructors from a broad variety of disciplines to explore the manner in which the abrupt pivot to online teaching affected instructors' understanding of themselves as university professors. The essay focuses on three key aspects of college pedagogy -- content delivery, assessment, and faculty-student relationships -- to show that the teaching circumstances of Covid-19 suddenly surfaced several long-standing issues that could no longer be ignored. The recognition of these issues, effected by the ineluctable transition to online modalities and the concomitant necessary revisions to teaching styles, placed many college teachers in the position of questioning not only what they do as professionals, but also who they are in their roles. As disconcerting as it sounds, the essay ends with the hope that the lessons learned during Covid-19 will yield better teaching and learning going forward.
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