Graduate student well-being: Learning and living in the U.S. during the COVID-19 pandemic

Authors

DOI:

https://doi.org/10.32674/jimphe.v5i1.2576

Keywords:

COVID-19, higher education, graduate students, pandemic, transition, virtual learning, well-being

Abstract

This essay shares experiences related to graduate student well-being in the transition from face-to-face to virtual learning during the COVID-19 pandemic. The unexpected and rapid changes due to the preventive measures taken created challenges for both educators and students in the middle of the Spring 2020 semester. In navigating these challenges, we sought ways to tend to students’ well-being without sacrificing quality and discovered students needed a safe space to share their experiences and feelings which helped them connect with each other at a deeper level and develop a sense of community.

Author Biographies

  • Inci Yilmazli Trout, University of the Incarnate Word

    INCI YILMAZLI TROUT, is a PhD Candidate in Education with a focus on Adult Education, Social Innovation, and Entrepreneurship in the Dreeben School of Education at the University of the Incarnate Word, San Antonio, TX, U.S.A. Her research interests include doctoral education, doctoral student experiences, researcher identity development, and research methodologies. E-mail: yilmazli@uiwtx.edu

  • Dr. Alsandor, University of the Incarnate Word

    DANIELLE J. ALSANDOR, PhD, is an Assistant Professor in the Dreeben School of Education at the University of the Incarnate Word, San Antonio, TX, U.S.A Her major research interests lie in the area of student retention, underrepresented college students, Critical Race Theory, and educational access.  E-mail: alsandor@uiwtx.edu

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Published

2021-01-24

Issue

Vol. 5 No. 1 (2020): International Journal of Multidisciplinary Perspectives in Higher Education

Section

Pandemic Essays

How to Cite

Graduate student well-being: Learning and living in the U.S. during the COVID-19 pandemic. (2021). International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 150-155. https://doi.org/10.32674/jimphe.v5i1.2576