Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions
The disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members’ experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Ubiquity Press
2021-09-01
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| Series: | Journal of Interactive Media in Education |
| Subjects: | |
| Online Access: | https://jime.open.ac.uk/articles/647 |
| _version_ | 1818936777965043712 |
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| author | Olga Belikov Charlene A. VanLeeuwen George Veletsianos Nicole Johnson Patrice Torcivia Prusko |
| author_facet | Olga Belikov Charlene A. VanLeeuwen George Veletsianos Nicole Johnson Patrice Torcivia Prusko |
| author_sort | Olga Belikov |
| collection | DOAJ |
| description | The disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members’ experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to manage these impacts. In this paper we report on a thematic analysis of interviews with Canadian faculty members which revealed that the sources of impacts on Canadian faculty were both the COVID-19 pandemic, as well as racial tensions. These impacts revealed themselves in both the personal and professional lives of participants. With regard to their professional role, participants reported that the additional time and care that they put towards learning new technologies, implementation of new teaching practices, support of students, and efforts to sustain their perceived obligations as a scholar carried an emotional burden. With respect to their personal lives, participants noted that emotional impacts emanated from increased caring responsibilities for family and friends, reduced in-person connections, and news reports and social media. We conclude by presenting support recommendations for individual faculty members, teaching and learning centres, and university administrators. |
| first_indexed | 2024-12-20T05:41:28Z |
| format | Article |
| id | doaj.art-8a53036035dc4752bad12f05add2b858 |
| institution | Directory Open Access Journal |
| issn | 1365-893X |
| language | English |
| last_indexed | 2024-12-20T05:41:28Z |
| publishDate | 2021-09-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Journal of Interactive Media in Education |
| spelling | doaj.art-8a53036035dc4752bad12f05add2b8582022-12-21T19:51:26ZengUbiquity PressJournal of Interactive Media in Education1365-893X2021-09-012021110.5334/jime.647418Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial TensionsOlga Belikov0Charlene A. VanLeeuwen1George Veletsianos2Nicole Johnson3Patrice Torcivia Prusko4Simon Fraser UniversityUniversity of Prince Edward IslandRoyal Roads UniversityCanadian Digital Learning Research AssociationHarvard UniversityThe disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members’ experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to manage these impacts. In this paper we report on a thematic analysis of interviews with Canadian faculty members which revealed that the sources of impacts on Canadian faculty were both the COVID-19 pandemic, as well as racial tensions. These impacts revealed themselves in both the personal and professional lives of participants. With regard to their professional role, participants reported that the additional time and care that they put towards learning new technologies, implementation of new teaching practices, support of students, and efforts to sustain their perceived obligations as a scholar carried an emotional burden. With respect to their personal lives, participants noted that emotional impacts emanated from increased caring responsibilities for family and friends, reduced in-person connections, and news reports and social media. We conclude by presenting support recommendations for individual faculty members, teaching and learning centres, and university administrators.https://jime.open.ac.uk/articles/647affective impactshigher educationeducation during pandemicpandemicremote teachingremote learningfaculty development |
| spellingShingle | Olga Belikov Charlene A. VanLeeuwen George Veletsianos Nicole Johnson Patrice Torcivia Prusko Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions Journal of Interactive Media in Education affective impacts higher education education during pandemic pandemic remote teaching remote learning faculty development |
| title | Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions |
| title_full | Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions |
| title_fullStr | Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions |
| title_full_unstemmed | Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions |
| title_short | Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions |
| title_sort | professional and personal impacts experienced by faculty stemming from the intersection of the covid 19 pandemic and racial tensions |
| topic | affective impacts higher education education during pandemic pandemic remote teaching remote learning faculty development |
| url | https://jime.open.ac.uk/articles/647 |
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