Introduction. According to research studies and surveys conducted by the Centers for Disease Control and Prevention, the prevalence of stress, depression, and anxiety have increased with the onset of the COVID-19 pandemic. is is especially true for young adults and has the potential to affect students' learning outcomes and long-term well-being. Review of Literature. Current research on the experience of stress for students in the health professions has focused on nursing and medical students. ere are no published studies exploring pandemic-related stress in physical therapy. e purpose of this study was to explore the experience of stress for Doctor of Physical erapy (DPT) students during the onset of the COVID-19 pandemic. Subjects. Twenty-four students in their first, second, and third year of study from 3 physical therapist education programs. Methods. Using a phenomenological qualitative approach, 60-minute semistructured interviews were conducted with each participant through video conference in April and May of 2020. Inductive thematic analysis was used to identify and refine codes and construct themes and subthemes. Results. Four themes resulted from analyses of these data: sources of stress, stress management, stress modifiers, and positive aspects of COVID. Sources of stress were related to academics, uncertainty, personal circumstances, and finances. DPT students described stress associated with the transition to online learning related to focus, engagement, workload, and reduced opportunities to practice hands-on skills. Uncertainty was particularly stressful for third-year students who were anxious about clinical experiences, board examinations, and future employment. Stress management strategies were centered on cognitive reappraisal, physical activity, and social support. Discussion and Conclusion. While students identified several sources of stress during the onset of the COVID 19 pandemic, important stress modifiers, such as faculty and cohort-based peer support, were highlighted that have the potential to reduce stress for students both in times of crisis and under more typical circumstances. ese factors, in combination with findings suggesting that increased flexibility and agency over learning mediated stress responses, have potential implications for instructional delivery and academic program design.

The new methods of communication provided by technology and the impact of the Internet have changed our economy from the "Industrial Age" into the "Information Age" and have transformed higher education. These changes call into question the traditional ways in which faculty and institutions of higher learning have functioned. The aim of this study was to examine faculty use of instructional technology in the university classroom. For the purposes of this study, instructional technology has been limited to Internet-related technologies including e-mail, the World Wide Web, newsgroups, file transfer protocol (FTP), and Gopher. The study addressed the strengths of the relationships between the use of instructional technology and 1) faculty demographics, 2) teaching styles, and 3) faculty perceptions of the effectiveness of instructional technology, access to technology, and administrative support. All of the full-time faculty at a four-year, doctorate I granting institution in the Midwest were surveyed.

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