Volume 5, Issue 1 (MARCH ISSUE 2024)
johepal 2024, 5(1): 52-72 |
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Abstract: (546 Views)
Perhaps no other time in United States higher education’s history did institutional policies change as quickly as they did during the COVID-19 pandemic. However, no studies have emerged from the pandemic era that address how faculty members navigated these changing policies, many of which were meant to increase safety and student success. This study examines weekly meetings of eight faculty teaching a course for students on academic or financial aid warning during spring 2021. In meetings, faculty reflected on institutional policies as it impacted safety and student success, and findings suggest policy intent was good, but the impact of the policies was not conducive to faculty mental health or student success. Additionally, many COVID-era policies conflicted with existing policies, especially financial aid, placing faculty in difficult situations as policy interpreters. Finally, many new policies had no precedent, therefore, faculty had no guidance on policy interpretation or implementation. Implications for research, policy, and practice are addressed.
Keywords: Higher Education Policy, Faculty Development, Student Success, Persistence, Teaching &, Learning, COVID-19
Type of Study: Research |
Subject:
Special
Received: 2023/11/29 | Accepted: 2024/03/4 | Published: 2024/03/31
Received: 2023/11/29 | Accepted: 2024/03/4 | Published: 2024/03/31
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