Adjusting Class Policies amid a Pandemic: How Lessons Learned During COVID-19 Can Help Faculty Prepare for Other Institution-Wide Crises

Research consistently suggests that student learning is maximized when faculty balance stringency and leniency in their classroom policies. However, the COVID-19 crisis raised an important question: In the face of a wide-scale crisis, should faculty instead adopt forgiving policies? This study uses...

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Bibliographic Details
Published in:Teaching and learning inquiry 2023-01, Vol.11
Main Authors: Holtzman, Mellisa, Whitehead, Ellen, Welch, Ayrlia
Format: Article
Language:English
Subjects:
Academic Achievement
Assignments
Attendance
classroom policies
Classroom Techniques
College Faculty
COVID-19
Educational Change
Educational Policy
Pandemics
pedagogical adjustments
Teacher Attitudes
Teaching Experience
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Summary:Research consistently suggests that student learning is maximized when faculty balance stringency and leniency in their classroom policies. However, the COVID-19 crisis raised an important question: In the face of a wide-scale crisis, should faculty instead adopt forgiving policies? This study uses interview data with 43 university faculty across the United States to examine policy adjustments made in response to COVID-19, as well as the impact faculty felt those adjustments had on course learning objectives. Results suggest that even amid a wide-scale crisis, balancing leniency and stringency offers benefits to both students and instructors. Implications for future crisis-response and crisis-preparedness are also discussed.
ISSN:2167-4779
2167-4787
DOI:10.20343/teachlearninqu.11.7