Flexible teaching during a pandemic and beyond: A reflection on lessons learned from the society for the teaching of psychology’s pivot teaching committee.

Abstract

During the past 2 years, instructors have faced a variety of obstacles related to COVID-19's continued impact on higher education. For example, educators have had to manage a lack of training, heightened stress and anxiety levels, the need for increased instructor flexibility, transitions from the classroom to the online environment (and back again), challenges to academic integrity, and difficulty maintaining boundaries between home and work life. In response, the Society for the Teaching of Psychology (STP; American Psychological Association Division 2) formed a task force to examine the obstacles instructors face when required to "pivot teach." The present article reports on the findings from four areas of particular difficulty for instructors throughout the pandemic. First, we focus on teaching modalities, specifically by examining online asynchronous instruction, virtual synchronous instruction, and hybrid or flex instruction. Second, we explore teaching methods and assessment, including the importance of transparency, the importance of flexibility, practical assessment strategies, and flexible assignment ideas. Third, we discuss personal and professional development and offer multiple strategies to help separate work from home. Finally, we provide thoughts on looking back and looking ahead as instructors continue to adapt to an ever-changing educational landscape.