Abstract
Our heightened concern is forged with a sense of hope for students as we ponder effective and compassionate teaching and how newly acquired skills by all can be used in a future atmosphere of a new normal. The pandemic crisis and racial/civil rights flash points have impacted university teaching, advising, and planning in unfathomable ways. Instructors want to be fair to diverse students, who differ by economic class, race, political activism, and more, who have been impacted by emotional illness, physical illness, finances, and social/human rights movements. Instructors also strive to maintain the integrity of course pedagogy, and learning building blocks that are important for students’ content mastery and critical thinking. The intersections of human qualities and external forces are complex. We are conscious of our important roles in this historical moment and wish to compare and contrast the public and private universities by examining how pressures have created long-term urgency in the face-to-face and online classroom, focusing on students: financial impact, digital divides, emotional and physical wellness; and political activism for racial justice. In our study, we draw from current experiences and conundrums in USA higher education as well as select global, federal, and state institutional, financial, wellness indicators, trend data, racial justice reports.
Presenters
Mary Helen MillhamContributing Faculty, School of Communication, University of Hartford, Connecticut, United States Diana Rios
Faculty Communication and EL Instituto: Latino-Latin American Caribbean Studies, University of Connecticut, Connecticut, United States
Details
Presentation Type
Theme
Education and Learning Worlds of Differences
KEYWORDS
HIGHER ED, PUBLIC/PRIVATE UNIVERSITIES, STUDENTS, DIVERSITY, RACE, DIGITAL DIVIDE, ECONOMY
