Pedagogy in the Wake of a Pandemic
Family Science Review Special Thematic Issue
Guest Editor: Nikki DiGregorio
At the time I write this introduction, it has been more than two years since COVID-19 was declared a pandemic by the World Health Organization. This special thematic issue of Family Science Review, “Pedagogy in the Wake of a Pandemic” is dedicated to the ongoing support of educators in the teaching and learning of family science. This special issue was intended to provide a platform for scholarly papers on teaching and learning research specific to pedagogical practices utilized during the pandemic. However, it is evident that the applicability of the scholarly work and critical reflections in this special issue will persist well into the future. Since Family Science Review announced the call for manuscripts for this special issue, much has changed within and outside of the landscape of higher education. The structure of this special issue allowed for content that will continue to be relevant in the ever-changing contexts we find ourselves teaching family science.
Vaterlaus, in collaboration with Wanago and Martin, provides us with a project exploring the use of T.V. Clubs as a pedagogical approach in an undergraduate adolescent development course that is firmly grounded in extant scholarship of teaching and learning (SoTL) literature, both within and outside of family science. The work of Walls and colleagues details a study examining undergraduate students’ subjective experiences with the transition to online learning. The authors explore plausible correlations between the shift to remote learning and grades earned, stress levels, and depressive symptoms experienced. The experience of the pandemic notwithstanding, these are continued areas of interest for family scientists.
Murowchick and Yaure contextualize their piece with current and relevant literature as they innovatively provide an integrative framework rooted in life course theory and incorporate gender, feminist, and intersectional perspectives to guide their analysis of how recent experiences alongside the pandemic have shaped the higher education context for students and faculty. Ottusch provides findings from research exploring the use of interactive video lectures as a replacement for face-to-face sessions. Ottusch summarizes extant research on active learning at the college level and prompts us to consider the quickly evolving role of instructional technologies in education.
Frederick and Rodriguez dutifully describe the challenges and successes of shifting to remote internships. They offer a combination of findings from instructor reflections and student survey data to illustrate the complexities associated with family science internship experiences and work to translate these opportunities online.
Reflective pieces for Family Science Review’s Professional Development and Reflection Corner (PDRC) feature were welcome additions, given the nature of this special thematic issue. The PDRC manuscripts in this special issue are diverse in breadth and depth and will speak to a wide range of pedagogical and professional development-related considerations.
Graves and Reinke share their experiences and approaches to teaching during the pandemic utilizing the four C’s of 21st Century Learning: communication, creativity, critical thinking, and collaboration, through which, they discovered the importance of three additional C’s that were useful to meeting student needs: compassion, community, and consistency. Their recommendations have applications for teaching and research beyond the pandemic itself.
Fitzpatrick’s piece thoughtfully outlines an experiential activity that can be adapted as a teaching tool in a myriad of courses aiming to address broad societal issues, including but not limited to prejudice, racial and/or ethnic justice, and privilege. The work of Leite-Trambly and colleagues represents a collaborative reflective effort between faculty and students that can be adapted for many different learning settings.
Saxena considers the importance of utilizing best practices in teaching online courses, as exacerbated by the Covid-19 pandemic, and outlines experiences teaching research methods and statistics during this period. Saxena’s recounting of how to leverage university resources, formally and informally, to enhance online instruction is of particular interest. While Settleberry offers a conversational, individual account upon first learning that there would be a pivot to remote learning, our sometimes futile efforts to plan accordingly, and the challenges the pandemic would subsequently bring to employment. Lastly, Friedman’s review of Kevin M. Gannon’s Radical Hope: A Teaching Manifesto leaves us with just that – hope for a future that values teaching and the impetus for educators to engage in a critical examination of their teaching practices.
This special issue truly is special, in every sense of the word, as its creation was met with challenges from inception. A sincere thank you to all that served as peer reviewers for this special thematic issue; it is a testament to your dedication to teaching and to family science that you set aside time and energy to provide constructive reviews on manuscripts. I know that the last two years have been rife with novel and familiar demands on everyone and this special issue is representative of the power of a strong community committed to advancing the teaching of family science.
It has been my privilege to serve as Guest Editor for this special issue of Family Science Review. I am grateful to the authors for their hard work, the journal’s Editor-in-Chief, Dr. Karen Doneker, Family Science Association’s Website Co-Managers, Dr. Catherine Dutton and Jenn Greiving, and Dr. Deb Berke for her early help with the special issue. It is my hope that the community of teacher-scholars in family science will find this special issue to be useful and inspirational.
Sincerely,
Nikki DiGregorio
Guest Editor, Family Science Review
President, Family Science Association
