Post-Pandemic Pedagogy

Joseph M. Valenzano

doi:10.5771/9781793652225

Summary

Post-Pandemic Pedagogy: A Paradigm Shift discusses how the COVID-19 pandemic radically altered teaching and learning for faculty and students alike. The increased prevalence of video-conferencing software for conducting classes fundamentally changed the way in which we teach and seemingly upended many best practices for good pedagogy in the college classroom. Whether it was the reflection over surveillance software, or the increased mental health demands of the pandemic on teachers and students, or the completely reshaped ways in which classes and co-curricular experiences were delivered, the pandemic year represented an opportunity for one of the largest shifts in our understanding of good pedagogy unlike any experienced in the modern era. This edited collection explores what we thought we knew about a variety of teaching ideas, how the pandemic changed our approach to them, and proposes ways in which some of the adjustments made to accommodate the pandemic will remain for years to come. Scholars of communication, pedagogy, and education will find this book particularly interesting.

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Bibliographic data

Copyright year: 2021
ISBN-Print: 978-1-7936-5221-8
ISBN-Online: 978-1-7936-5222-5
Publisher: Lexington, Lanham
Language: English
Pages: 282
Product type: Edited Book

1. Dedication No access
2. Contents No access
3. Acknowledgments No access
1. The Pandemic Induced Paradigmatic Moment No access
2. Predicting the Post-Pandemic Pedagogical Paradigm No access
3. Note No access
4. References No access
1. Teaching Effectiveness as Rhetorical No access
2. Teaching Effectiveness as Relational No access
3. Teaching Effectiveness as Presentational No access
4. Teaching Effectiveness as Nonaggressive No access
5. Teaching Effectiveness as Managerial No access
6. Teaching Effectiveness in the Time of COVID-19 No access
7. Findings No access
8. Recommendations No access
9. Conclusion No access
10. Notes No access
11. References No access
1. The Before Time: Technology as Novel (and Sometimes Dangerous) No access
2. The COVID-19 Pandemic: Technology as Necessary No access
3. The After Time: A Kairotic Moment No access
4. Recommendations for Incorporating Technology into Our Pedagogy No access
5. Conclusion No access
6. Notes No access
7. References No access
1. [COVID-19] Online Pedagogy and Critical Theory No access
2. A Pedagogy of Compassion No access
3. Care Ethics No access
4. Forms of Assessment and Deadline Policies No access
5. Conclusion: Compassionate and Caring Course Curriculum No access
6. References No access
1. Challenge: Fostering Multilevel Engagement in Online Settings No access
2. Opportunities: Principles for Facilitating Multilevel Engagement in Online Teaching No access
3. Engagement in the Future No access
4. References No access
1. Supporting Students in a Crisis: Technological Access and Abilities, and Socio-emotional Well-Being No access
2. Technological Ability and Professional Development No access
3. Planning for a Hybrid Academic Year in 2020–2021 No access
4. Community Building No access
5. Blended Learning Experiences No access
6. Enduring Lessons No access
7. References No access
1. Review of Literature No access
2. Method No access
3. Data No access
4. Analysis No access
5. Conclusions and Implications for Post-Pandemic Pedagogy No access
6. Note No access
7. References No access
1. Post-pandemic Communication Pedagogy for Student Mental Wellness No access
2. Lesson #1: Student Mental Health is a Matter of Equity No access
3. Lesson #2: Student Mental Health Benefits from Universal Design Practices No access
4. Lesson #3: Communication Studies Needs Trauma-Informed Teaching and Critical Grief Pedagogy No access
5. Lesson #4: Communication Pedagogy Should Challenge Ableist Assumptions No access
6. Conclusion No access
7. References No access
1. Students with Disabilities No access
2. Students with Disabilities and the Response to COVID-19 in Higher Education No access
3. Recommendations Moving Forward No access
4. References No access
1. Service Learning at Large No access
2. Pre-Pandemic Service Learning at University of Nebraska at Omaha No access
3. Pandemic Service Learning: Adapt, Improvise, Overcome No access
4. Post-Pandemic Speculations No access
5. Conclusion No access
6. References No access
1. Navigating the Shift Online: Early Pandemic Decisions No access
2. Navigating GTA Cohort Community No access
3. Navigating Instructor Ethos No access
4. Navigating Instructor Communication Skills No access
5. Navigating Instructor Empathy No access
6. Conclusion and Training Recommendations No access
7. Note No access
8. References No access
1. Defenses of Copresent Audiences No access
2. Skill Development Doesn’t Require Copresent Audiences No access
3. Encouraging Rerecording and Ending Requirements for Assembled Audiences No access
4. Conclusion: Tinkering Our Future No access
5. Note No access
6. References No access
1. Using Online Tools to Guide Group Work No access
2. Group Development Phase One: Forming No access
3. Group Development Phase Two: Storming No access
4. Group Development Phases Three and Four: Norming and Performing No access
5. Group Development Phase Five: Adjourning No access
6. Concluding Thoughts and Lessons Learned No access
7. References No access
1. Pre-Pandemic Developments in Virtual Debating No access
2. Developing a Virtual Paideia for Post-Pandemic IAD No access
3. Expanding Pedagogy across Space and Time: Virtual Paideia and the Practice Room No access
4. Hybridizing Virtual and In-Person Tournament Participation No access
5. Virtual Exhibition Debating: Expanding the Civic and Public Impact of IAD No access
6. Conclusion: Hybridity as a Post-Pandemic Frontier for IAD No access
7. Notes No access
8. References No access
1. The COVID Effect and Higher Education No access
2. What Will the Future Bring? No access
3. References No access
Index No access Pages 265 - 276
Introduction No access Pages 277 - 282