Community College English Faculty Pandemic Teaching:Adjustments in the Time of COVID-19

Griffiths, Brett; Tinoco, Lizbett; Giordano, Joanne Baird; Hassel, Holly; Suh, Emily; Sullivan, Patrick

doi:10.1080/10668926.2021.2010623

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…Our initial findings summarized changes in workloads and listed institutional and disciplinary resources available to support that increase (Griffiths et al, 2021). These findings fairly represent the responses' central theme, but they belie an additional complicating theme we identified.…”

Section: Bell Hooks Teaching Community a Pedagogy Of Hopesupporting

confidence: 51%

“…In response to the shifting context of the pandemic, we developed a follow-up survey and solicited the same instructors to participate with the aim of capturing the lived experiences, frustrations, and triumphs of this time. We reported the initial results of the follow-up survey in three publications (Giordano et al, 2021;Griffiths et al, 2021;Tinoco et al, 2022); however, these summaries of broad themes could not adequately represent the depth and nuances of our data related to teachers' change responses. We asked: What strategies do teachers draw on to sustain themselves and their students during a crisis?…”

Section: Bell Hooks Teaching Community a Pedagogy Of Hopementioning

confidence: 99%

“…This challenge compounded existing professional stressors. The material contexts of teaching can substantially impact instructors' feelings of satisfaction related to their teaching responsibilities, as well as their engagement with college service and their disciplinary communities (Griffiths et al, 2021). Two-year faculty have responded to austerity measures for decades, and since many were already stretched thin before the pandemic (Giordano et al, 2021;Griffiths et al, 2021), these teachers may have felt constrained in their ability to react to the crisis.…”

Section: The Limits Of Compassionmentioning

confidence: 99%

“…The material contexts of teaching can substantially impact instructors' feelings of satisfaction related to their teaching responsibilities, as well as their engagement with college service and their disciplinary communities (Griffiths et al, 2021). Two-year faculty have responded to austerity measures for decades, and since many were already stretched thin before the pandemic (Giordano et al, 2021;Griffiths et al, 2021), these teachers may have felt constrained in their ability to react to the crisis. One teacher's response echoed the weariness expressed by many others: "The lack of guidance and support from my college is one thing I've come to expect, but adding additional work responsibilities during this pandemic added insult to injury."…”

Section: The Limits Of Compassionmentioning

confidence: 99%

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Agents of Change: Modeling Two-Year College English Teachers' Change Resilience and Saturation during COVID and (we hope) Beyond

Suh¹,

Griffiths²,

Tinocco

et al. 2023

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In the face of the pandemic, teachers sought to rapidly incorporate new technologies and maintain or expand meaningful relationships with their students. We created a survey to capture the lived experiences of this moment and bear witness to teachers' frustrations and triumphs during this time. In addition to reports of exteme burnout and emotional labor, we discovered possibilities for changes that contributed to teachers' greater resilience. In this article, we share experiences of change saturation and change resilience to illustrate the conditions we hope to foster in order to sustain the radical teaching practices of teaching with compassion.

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Section: Bell Hooks Teaching Community a Pedagogy Of Hopesupporting

confidence: 51%

Section: Bell Hooks Teaching Community a Pedagogy Of Hopementioning

confidence: 99%

Section: The Limits Of Compassionmentioning

confidence: 99%

Section: The Limits Of Compassionmentioning

confidence: 99%

See 2 more Smart Citations

Agents of Change: Modeling Two-Year College English Teachers' Change Resilience and Saturation during COVID and (we hope) Beyond

Suh¹,

Griffiths²,

Tinocco

et al. 2023

View full text Add to dashboard Cite

show abstract

“…On the other hand, it is also possible to observe that working conditions have been worsened. Literature shows that part of the professors' work was limited by the lack of institutional support, such as the lack of assistance in the process of converting face-to-face courses to online format (Griffiths et al, 2022). This fact led to restrictions on carrying out professional activities and, consequently, the perception of working less during the pandemic.…”

Section: Hypotheses Testingmentioning

confidence: 99%

Women professors and Covid-19: impact of telework in the routine of university professors in Brazil

Boehs,

Vilela,

Santos-Costa

et al. 2023

REGE

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PurposeThis article investigates the impact of teleworking, especially concerning work intensity, during the Covid-19 pandemic, on the routine of women university professors in Brazil.Design/methodology/approachThe authors collected data through a web-based survey disseminated through social media and sent e-mails to professors (addresses obtained from educational institutions’ public information), reaching 1,471 responses which were analyzed by correlation and multinomial logistic regression (MLR).FindingsThe authors find evidence to confirm all hypotheses tested at different levels. The professors who noticed increased workload during the pandemic are mostly from private higher education institutions (HEIs). The authors also demonstrate the impact of professional and family contexts and find a higher number of negative feelings and workplace correlates that influence the perception of working more.Originality/valueThis work problematizes the condition of women in Brazilian society, revealing the overload of work in the intersection between family, work, self-care, and other tasks. This study contributes to the literature exploring the home-office/telework in extreme periods, as is the case of the Covid-19 pandemic period.

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Perspectives on virtual intercultural communication in the Irish-based technology sector

Flanagan,

Farr

2024

IJCL

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This mixed-methods study investigates English-medium oral online intercultural communication within the Irish-based international technology sector. The initial phase of the research consisted of a survey investigating participants’ (N = 113) experiences of virtual communication. Following the survey, to linguistically investigate such interactions, the International Virtual Team Corpus (IVT Corpus) was created. This corpus consists of approximately 80,000 words of transcribed speech gathered from 30 web-based recordings of meetings, which include both Irish and international colleagues speaking in English. This paper reports on some of the relevant quantitative and qualitative survey results, uncovering both preconceptions and embodied experiences of international virtual meetings. Following this, it presents corpus-based results of significant frequent and keyword clusters that provide a window into the discourse patterns of international virtual team meetings in this sector. Some tentative implications and applications for work-based virtual communication are explored in the closing discussion.

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Community College English Faculty Pandemic Teaching:Adjustments in the Time of COVID-19

Cited by 8 publications

References 12 publications

Agents of Change: Modeling Two-Year College English Teachers' Change Resilience and Saturation during COVID and (we hope) Beyond

Agents of Change: Modeling Two-Year College English Teachers' Change Resilience and Saturation during COVID and (we hope) Beyond

Women professors and Covid-19: impact of telework in the routine of university professors in Brazil

Perspectives on virtual intercultural communication in the Irish-based technology sector

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