During the COVID pandemic, when most of higher education moved online, faculty were forced to rethink long-established teaching habits. Many say they have gained new insight into their students' learning and plan to hold on to some of the changes they made. Does this also apply for students? While numerous surveys and studies have asked students about their well-being and what they want from faculty, few have asked about what they have learned about learning itself. As Michael Prosser and Keith Trigwell (2017) have shown, students' learning experiences shape their assumptions and approaches about new learning situations. Just as for faculty, students have gained new insights over the last year and a half about how learning works, including about how their own approaches and practices facilitate learning. In this panel, three Georgetown students (two graduate students and one undergraduate) will reflect on their experiences with learning during the pandemic and articulate the insights they have gained. Together with one of their professors, they will suggest some ways that faculty can help students recognize and make use of the lessons about learning emerging from the COVID era.

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Effective Teaching & Learning Practices; Higher Education;

Video