Blurring the Boundaries: Reflections From Early Career Faculty During the COVID-19 Era

Abstract

The last three issues of Intellectual and Developmental Disabilities (IDD) have featured perspectives from a diverse set of contributors on how the field of intellectual and developmental disabilities (IDD) is being impacted by COVID-19. As four newly appointed faculty members with diverse backgrounds, the editor of IDD invited us to share our experiences with beginning academic careers during this unique time. In making this request, he pointed out that approximately half the members of the American Association on Intellectual and Developmental Disabilities (AAIDD) are those who have some type of affiliation with an institution of higher education. While the perspectives outlined in this article do not represent those of all early career faculty, we hope our stories resonate with IDD readers who may be facing similar circumstances. This article includes a series of brief essays addressing how the pandemic has affected our academic job searches, research, teaching, and service. Although penned by different authors, each section encompasses our collective experiences, concerns, and hopes for the broader IDD community. We close with guiding questions that might support more socially responsive and integrated approaches to traditional academic roles as faculty continue to navigate the repercussions of COVID-19.

What Happened Next? The Experiences of Postsecondary Students With Disabilities as Colleges and Universities Reconvened During the Pandemic

“…Study findings echo the concerns in the field regarding the particular challenges faced by SWD during the pandemic (e.g., McDaniel et al, 2020 ; Aquino and Scott, 2021 ; Rodriguez et al, 2021 ). For example, it is not uncommon for students with high incidence disabilities (like those commonly participating in higher education) to struggle with executive functioning which was exacerbated by pandemic conditions.…”

“…Reported reasons that domestic students did not re-enroll at their institutes of higher education included “concerns that their classes will continue to be held online” (71%), “financial constraints” (49%), and their “experience at the university during the COVID-19 pandemic” (48%; SERU Consortium, 2020 ). While the pandemic presented challenges for all students, inequities in education faced by marginalized groups, including students with disabilities (SWD), were especially exacerbated by the pandemic ( McDaniel et al, 2020 ; Aquino and Scott, 2021 ; Rodriguez et al, 2021 ) and studies are emerging that investigate the experiences of SWD specifically.…”

A Relook into the Flavonoid Chemical Space of Moringa oleifera Lam. Leaves through a Combination of LC-MS and Molecular Networking

“…Isorhamnetin is commonly present in the leaves, flowers, and fruits of many plants and also forms part of a daily diet. This flavonoid hosts various pharmacological properties such as cardiovascular protection, antibacterial, antiviral, antioxidation, anti-inflammation, and antitumor properties [ 55 – 57 ]. Figure 6 shows the fragmentation spectra of 4 isorhamnetin-related flavonoids as annotated by rhamn_motif_179.m2m (rhamnetin (=7-methylquercetin) motif) and motif_639, and motif_544 mass2motifs on MS2LDA approach.…”