Document Type

Article

Publication Date

2022

DOI

10.3998/tia.1676

Publication Title

To Improve the Academy

Volume

41

Issue

1

Pages

185-216

Abstract

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and students, and considerations of pedagogy in uncertain times. Our individual stories of practice will be helpful to teaching and learning center colleagues who work with faculty and to faculty themselves as they operate in times of crises.

ORCID

0000-0002-7793-8502 (Finley-Croswhite)

Original Publication Citation

Hatfield, L. J., Maxson, J., Shinaberger, J. M., Norton, H. E., DeMartino, C. H., Finley-Croswhite, A., & Gokcek, G. (2022). Building resilience in CTLs: Reflections on practice. To Improve the Academy, 41(1), 185-216. https://doi.org/10.3998/tia.1676

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