Donham Cristine, Pohan Cathy, Menke Erik, Kranzfelder Petra
Department of Genetics, University of Georgia, Athens, Georgia, USA.
Center for Engaged Teaching and Learning, University of California, Merced, California, USA.
J Microbiol Biol Educ. 2022 Mar 28;23(1). doi: 10.1128/jmbe.00268-21. eCollection 2022 Apr.
While many STEM (science, technology, engineering, and mathematics) instructors returned to in-person instruction in fall 2021, others found themselves continuing to teach via online, hybrid, or hybrid flexible (i.e., hyflex) formats. Regardless of one's instructional modality, the findings from our own and other studies provided insight into effective strategies for increasing student engagement and decreasing cognitive overload. As part of this perspective, we included data from undergraduate students, many of whom are first generation and low income and from marginalized backgrounds, to identify instructional practices that helped them thrive and succeed during the recent COVID-19 pandemic. More specifically, we explored the various pedagogies and technologies utilized during emergency remote teaching to identify best practices as we considered the future of teaching. In sharing best practices at our institution, we aimed to provide a framework for deep reflection among the readers and the identification of practices to start, stop, and/or continue at their own institutions.
虽然许多STEM（科学、技术、工程和数学）教师在2021年秋季恢复了面对面教学，但其他教师发现自己仍继续通过在线、混合或混合灵活（即hyflex）模式授课。无论教学方式如何，我们自己以及其他研究的结果都为提高学生参与度和减少认知负荷的有效策略提供了见解。作为这一观点的一部分，我们纳入了本科生的数据，其中许多是第一代大学生、低收入家庭学生以及来自边缘化背景的学生，以确定在近期新冠疫情期间帮助他们茁壮成长并取得成功的教学实践。更具体地说，我们探讨了在紧急远程教学期间使用的各种教学方法和技术，以便在思考教学未来时确定最佳实践。在分享我们学校的最佳实践时，我们旨在为读者提供一个深入反思的框架，并帮助他们确定在自己学校开始、停止和/或继续采用的实践。
