1st Edition

Emerging Stronger Pedagogical Lessons from the Pandemic

Edited By Jeffrey Chin, Michele Lee Kozimor Copyright 2024
    282 Pages 2 B/W Illustrations
    by Routledge

    282 Pages 2 B/W Illustrations
    by Routledge

    Responding to the sudden and far-reaching implications of the COVID-19 pandemic in college classrooms and on campus, Emerging Stronger assembles an original compilation of chapters that revisit, reframe, and refine the practice of teaching in a fundamentally altered landscape.

    Cultivated from a wide array of different fields, from sociology and political science to literature and secondary education, expert contributors to this volume extend their scholarship on teaching and learning and offer thoughtful pieces about curricular innovation, teaching tools and techniques, and evidence-based approaches that will interest dedicated faculty in any discipline. The chapters fall into three categories—Modalities of Teaching and Learning, Pedagogical Strategies, and Student Engagement—each of which carry an all-important focus on what readers should know about best practices now and for the foreseeable future.

    Whether experienced faculty, scholars just starting out in their teaching careers, or aspiring graduate students, readers of this volume will come away with great techniques and strategies, but also community, hope, and opportunity to strengthen their teaching and provide better learning environments in their classrooms.

    Author Biographies




    Section 1: Modalities of Teaching and Learning

    1. Inclusive Student Engagement Strategies and Students’ Sense of Belonging in Multimodal Learning Environments
      Breana Bayraktar
    2. Emerging Stronger with the HyFlex Teaching Design
      Katherine M. Pagano, Anne E. Cook, Adam Halstrom
    3. Section 2: Pedagogical Strategies

    4. Understanding, Experiencing, Connecting: The Benefits of Empathy in the Classroom
      Colleen E. Wynn, Elizabeth Ziff and Allison H. Snyder
    5. Teaching toward Hope: Centering Possibility in Courses on Collective Problems
      Jared Del Rosso
    6. Experience Matters: Belonging Interventions, the Student Experience, and Student Success in Class
      R. William Ayres
    7. Designing with Grace in Mind: Intentionality in Teaching and Learning Practices
      Brenda S. Howard, James Willis III, and Angelia Ridgway
    8. Trauma Informed Teaching: Looking Back on a Decade
      Alexandra "Xan" C.H. Nowakowski and J.E. Sumerau
    9. Advancing Social Justice and Antiracism Efforts through Inclusive Pedagogy

    Melinda Messineo

    9. Afrofuturism as an Instructional Method
    Myron T. Strong, Giselle C. M. Greenidge, K. Sean Chaplin

      Section 3: Tools for Engagement

    10. Supporting the Students We Never "Meet": Strategies for Increasing Retention in the Online Classroom
    Amanda Jayne Miller, Carla Harper, and Lisa Borrero

    11. Setting Expectations: Using the Four Tendencies Framework in Higher Education
    Barbara F. Prince and Michele Lee Kozimor

    12. Strategies for Teaching Underprivileged and Underprepared Students in Higher Education
    Maria Paino and Matthew May

    13. Deviant Interactions or Interaction as Deviance?: Using Norm Violation Assignments in the Post-COVID Era
    Renee A. Monson

    14. Inclusive Podcast Pedagogies: Three Models and Strategies for Creating Engaging and Accessible Assignments
    Colby King and Celena E. Kusch

    15. Using Pathways of Public Service and Civic Engagement to Cultivate Vocational Discernment in the College Classroom
    Robert D. Francis and Mary Gerhardstein



    Jeffrey Chin is Professor of Sociology at Le Moyne College, Syracuse, New York. He is the Secretary of Alpha Kappa Delta, the international honor society for Sociology (https://alphakappadelta .org/). His research interest in the scholarship of teaching and learning began when he served as editor of Teaching Sociology, an official journal of the American Sociological Association (https://www.asanet.org/publications/journals/teaching-sociology), and later in his residence at the Carnegie Foundation for the Advancement of Teaching (https://www.carnegiefoundation.org/) which earned him the distinction of Carnegie National Scholar. He is the 2012 recipient of the American Sociological Association’s Hans O. Mauksch Award for Contributions to Undergraduate Sociology and the 2023 ASA Distinguished Contributions to Teaching Award.

    Michele Lee Kozimor, Professor of Sociology at Elizabethtown College, Elizabethtown, Pennsylvania, has a strong record of meritorious teaching and dedication to the scholarship of teaching and learning, mentoring, and professional development of students and faculty. Kozimor was the Director of the Center for Excellence in Teaching and Learning from 2014 to 2017 and the 2018–2019 recipient of the Kreider Prize for Teaching Excellence at Elizabethtown College. She is the current editor of the journal Teaching Sociology and the 2019 recipient of the American Sociological Association Section on Teaching and Learning Hans O. Mauksch Award for Outstanding Contributions to Undergraduate Sociology.

    "The coronavirus, shifting socio-demographics, and mental health issues have dramatically changed the higher education learning environment. Emerging Stronger is a timely and relevant text that provides insight for how new and experienced faculty can promote practical, yet inclusive and equitable approaches to teaching and learning."

    James A. Felton III, Vice President for Inclusive Excellence, The College of New Jersey

    "The COVID-19 pandemic has created a need for pedagogies of empathy, hope, grace and openness as well the need for an understanding of students’ lived experiences. This volume provides guidance for adjusting old strategies and developing new ones to facilitate greater student learning in our changed higher education context."

    Jay R. Howard, PhD, Dean and Professor of Sociology, College of Liberal Arts and Sciences, Butler University. Author of: Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. San Francisco: Jossey-Bass (2015)

    "Emerging Stronger offers evidence-based strategies and insights for responding to the challenges in college teaching that emerged during – or were exacerbated by – the pandemic. The lessons in this collection focus on curricular and pedagogical innovations to help college professors refine and reinvent college teaching in response to pandemic-related challenges."

    Deandra Little, Associate Provost of Faculty Affairs and Professor of English, Elon University

    "Post-pandemic, community building is at the forefront of establishing a sense of belonging among students. In Emerging Stronger, chapters provide insight and suggestions for how easily instructors can create classroom community. Ideas presented are simple yet powerful and can be change agents in the classroom for the beginning instructor and seasoned faculty."

    Joanne Ricevuto, Assistant Vice President of Instructional Success, Harcum College

    "Both new and experienced faculty have much to gain from this exciting and timely volume that showcases strategies and techniques developed during the pandemic that will enhance student engagement and learning in the 'new normal.' The authors provide concrete examples for implementing pedagogies grounded in concepts such as empathy, grace, hope, the growth mindset, inclusivity, and anti-racism that are useful and thought-provoking as we work with changing student demographics and multiple teaching modalities."

    Mary Scheuer Senter, Professor of Sociology, Central Michigan University

    "Emerging Stronger engages head-on with key issues that COVID-19 has brought to the fore in higher education, including multimodal and trauma-informed pedagogy, systemic racism, and concern for the whole student. It is ideally suited for use in graduate proseminars with a focus on teaching, as well as faculty development and TA training programs."

    Glenn Wright, Director of Graduate School Programs, Syracuse University