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9781032327112

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"""The Coronavirus, shifting socio-demographics, and mental health issues have dramatically changed the higher education learning environment. Emerging Stronger is a timely and relevant text that provides insight for how new and experienced faculty can promote practical, yet inclusive and equitable approaches to teaching and learning."" James A. Felton III, Vice President for Inclusive Excellence, The College of New Jersey""The COVID-19 pandemic has created a need for pedagogies of empathy, hope, grace and openness as well the need for an understanding students’ lived experiences. This volume provides guidance for adjusting old strategies and developing new ones to facilitate greater student learning in our changed higher education context."" Jay R. Howard, Ph.D., Dean and Professor of Sociology, College of Liberal Arts and Sciences, Butler University. Author of: Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. San Francisco: Jossey-Bass (2015) ""Emerging Stronger offers evidence-based strategies and insights for responding to the challenges in college teaching that emerged during – or were exacerbated by -- the pandemic. The lessons in this collection focus on curricular and pedagogical innovations to help college professors refine and reinvent college teaching in response to pandemic-related challenges."" Deandra Little, Associate Provost of Faculty Affairs and Professor of English, Elon University""Post-pandemic, community building is at the forefront of establishing a sense of belonging among students. In Emerging Stronger, chapters provide insight and suggestions for how easily instructors can create classroom community. Ideas presented are simple yet powerful and can be change agents in the classroom for the beginning instructor and seasoned faculty."" Joanne Ricevuto, Assistant Vice President of Instructional Success, Harcum College ""Both new and experienced faculty have much to gain from this exciting and timely volume that showcases strategies and techniques developed during the pandemic that will enhance student engagement and learning in the ""new normal."" The authors provide concrete examples for implementing pedagogies grounded in concepts such as empathy, grace, hope, the growth mindset, inclusivity, and anti-racism that are useful and thought-provoking as we work with changing student demographics and multiple teaching modalities."" Mary Scheuer Senter, Professor of Sociology, Central Michigan University ""Emerging Stronger engages head-on with key issues that COVID-19 has brought to the fore in higher education, including multimodal and trauma-informed pedagogy, systemic racism, and concern for the whole student. It is ideally suited for use in graduate proseminars with a focus on teaching, as well as faculty development and TA training programs."" Glenn Wright, Director of Graduate School Programs, Syracuse University"

The Coronavirus, shifting socio-demographics, and mental health issues have dramatically changed the higher education learning environment. Emerging Stronger is a timely and relevant text that provides insight for how new and experienced faculty can promote practical, yet inclusive and equitable approaches to teaching and learning. James A. Felton III, Vice President for Inclusive Excellence, The College of New Jersey The COVID-19 pandemic has created a need for pedagogies of empathy, hope, grace and openness as well the need for an understanding students' lived experiences. This volume provides guidance for adjusting old strategies and developing new ones to facilitate greater student learning in our changed higher education context. Jay R. Howard, Ph.D., Dean and Professor of Sociology, College of Liberal Arts and Sciences, Butler University. Author of: Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. San Francisco: Jossey-Bass (2015) Emerging Stronger offers evidence-based strategies and insights for responding to the challenges in college teaching that emerged during - or were exacerbated by -- the pandemic. The lessons in this collection focus on curricular and pedagogical innovations to help college professors refine and reinvent college teaching in response to pandemic-related challenges. Deandra Little, Associate Provost of Faculty Affairs and Professor of English, Elon University Post-pandemic, community building is at the forefront of establishing a sense of belonging among students. In Emerging Stronger, chapters provide insight and suggestions for how easily instructors can create classroom community. Ideas presented are simple yet powerful and can be change agents in the classroom for the beginning instructor and seasoned faculty. Joanne Ricevuto, Assistant Vice President of Instructional Success, Harcum College Both new and experienced faculty have much to gain from this exciting and timely volume that showcases strategies and techniques developed during the pandemic that will enhance student engagement and learning in the new normal. The authors provide concrete examples for implementing pedagogies grounded in concepts such as empathy, grace, hope, the growth mindset, inclusivity, and anti-racism that are useful and thought-provoking as we work with changing student demographics and multiple teaching modalities. Mary Scheuer Senter, Professor of Sociology, Central Michigan University Emerging Stronger engages head-on with key issues that COVID-19 has brought to the fore in higher education, including multimodal and trauma-informed pedagogy, systemic racism, and concern for the whole student. It is ideally suited for use in graduate proseminars with a focus on teaching, as well as faculty development and TA training programs. Glenn Wright, Director of Graduate School Programs, Syracuse University

The Coronavirus, shifting socio-demographics, and mental health issues have dramatically changed the higher education learning environment. Emerging Stronger is a timely and relevant text that provides insight for how new and experienced faculty can promote practical, yet inclusive and equitable approaches to teaching and learning. James A. Felton III, Vice President for Inclusive Excellence, The College of New Jersey The COVID-19 pandemic has created a need for pedagogies of empathy, hope, grace and openness as well the need for an understanding students' lived experiences. This volume provides guidance for adjusting old strategies and developing new ones to facilitate greater student learning in our changed higher education context. Jay R. Howard, Ph.D., Dean and Professor of Sociology, College of Liberal Arts and Sciences, Butler University. Author of: Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. San Francisco: Jossey-Bass (2015) Emerging Stronger offers evidence-based strategies and insights for responding to the challenges in college teaching that emerged during - or were exacerbated by - the pandemic. The lessons in this collection focus on curricular and pedagogical innovations to help college professors refine and reinvent college teaching in response to pandemic-related challenges. Deandra Little, Associate Provost of Faculty Affairs and Professor of English, Elon University Post-pandemic, community building is at the forefront of establishing a sense of belonging among students. In Emerging Stronger, chapters provide insight and suggestions for how easily instructors can create classroom community. Ideas presented are simple yet powerful and can be change agents in the classroom for the beginning instructor and seasoned faculty. Joanne Ricevuto, Assistant Vice President of Instructional Success, Harcum College Both new and experienced faculty have much to gain from this exciting and timely volume that showcases strategies and techniques developed during the pandemic that will enhance student engagement and learning in the new normal. The authors provide concrete examples for implementing pedagogies grounded in concepts such as empathy, grace, hope, the growth mindset, inclusivity, and anti-racism that are useful and thought-provoking as we work with changing student demographics and multiple teaching modalities. Mary Scheuer Senter, Professor of Sociology, Central Michigan University Emerging Stronger engages head-on with key issues that COVID-19 has brought to the fore in higher education, including multimodal and trauma-informed pedagogy, systemic racism, and concern for the whole student. It is ideally suited for use in graduate proseminars with a focus on teaching, as well as faculty development and TA training programs. Glenn Wright, Director of Graduate School Programs, Syracuse University

Author Information

Jeffrey Chin is Professor of Sociology at Le Moyne College, Syracuse, New York. He is the Secretary of Alpha Kappa Delta, the international honor society for Sociology (https://alphakappadelta .org/). His research interest in the scholarship of teaching and learning began when he served as editor of Teaching Sociology, an official journal of the American Sociological Association (https://www.asanet.org/publications/journals/teaching-sociology), and later in his residence at the Carnegie Foundation for the Advancement of Teaching (https://www.carnegiefoundation.org/) which earned him the distinction of Carnegie National Scholar. He is the 2012 recipient of the American Sociological Association’s Hans O. Mauksch Award for Contributions to Undergraduate Sociology and the 2023 ASA Distinguished Contributions to Teaching Award. Michele Lee Kozimor, Professor of Sociology at Elizabethtown College, Elizabethtown, Pennsylvania, has a strong record of meritorious teaching and dedication to the scholarship of teaching and learning, mentoring, and professional development of students and faculty. Kozimor was the Director of the Center for Excellence in Teaching and Learning from 2014 to 2017 and the 2018–2019 recipient of the Kreider Prize for Teaching Excellence at Elizabethtown College. She is the current editor of the journal Teaching Sociology and the 2019 recipient of the American Sociological Association Section on Teaching and Learning Hans O. Mauksch Award for Outstanding Contributions to Undergraduate Sociology.

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