Reflecting on Two Years of Pandemic: What Should We Keep and What Should We Leave Behind?

Autor/inn/en	Torres, Vasti; McGowan, Brian; Kezar, Adrianna
Titel	Reflecting on Two Years of Pandemic: What Should We Keep and What Should We Leave Behind?
Quelle	In: Change: The Magazine of Higher Learning, 54 (2022) 6, S.19-25 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2022.2128012
Schlagwörter	Reflection; COVID-19; Pandemics; Educational Change; Equal Education; Leaders + Suchen Sie Ihr Suchwort? Bildungsreform; Fachleiter
Abstract	At the American Educational Research Association meeting in April 2022, Vasti Torres, the vice president of Division J (higher education), convened a session to reflect on the pandemic and what it means for campuses going forward, especially as it relates to issues of equity. Dr. Torres' premise was that campuses have been responding to the pandemic crisis and have not always had time to reflect on the issues that were revealed or how responses might increase or exacerbate inequality in higher education. How did the pandemic reveal issues and trends that are otherwise not as visible in status quo times? How might or will the pandemic shape higher education's future? This article distills some of that 2-hour conversation. The session created a space for conversation and learning that the faculty and administrators who attended noted was not available on their campuses. Attendees also noted that other professional conferences have focused on ways to respond to crisis but did not provide a space for broader and deeper reflection. From the perspective of the panelists, the session helped those appreciate that there is a gap in higher education leaders' learning from the pandemic, and the authors hope this article can partially fill that gap. They also hope that this article invites readers to engage in their own reflection and perhaps to engage their colleagues on their campus in conversation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01