Navigating Pandemic Teaching via Individualized Faculty Professional Development

Authors

  • Christy Goldsmith University of Missouri-Columbia

Keywords:

faculty development, online pivot, pandemic pedagogy, Writing Across the Curriculum

Abstract

As the universities across the country shifted to online instruction in March 2020, faculty development program administrators faced challenges in providing authentic and useful pedagogical resources to their already overwhelmed instructors. This one-person case study explores a new mode of professional development which engages a faculty member in sustained, personal communications to support his disciplinary writing online course development. Both trauma-informed and relationship-centered, this alternative professional development model featured real-time reflection which resulted in high quality pedagogical adjustments to one disciplinary literacy instructor’s newly online course. 

Downloads

Download data is not yet available.

Downloads

Published

2021-05-25

How to Cite

Goldsmith, C. (2021). Navigating Pandemic Teaching via Individualized Faculty Professional Development. International Journal of Multidisciplinary Perspectives in Higher Education, 6(1), 135–141. Retrieved from https://ojed.org/index.php/jimphe/article/view/2951