Faculty Engagement Patterns in Online Formative or Whole-Person Education

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Faculty Teaching and Student Learning in the Online Classroom (Table 9)

Abstract

The global COVID-19 pandemic sparked a major transition in higher education. Many faculty members taught online for the first time, while supporting students’ needs during this tumultuous time. Formative or whole-person education is one comprehensive approach to supporting student well-being. Using latent profile analysis of 308 instructors, we identified four patterns of engagement in formative education online. Subsequent multinominal regression results indicated that women; those identifying as spiritual and religious; and those with online teaching experience prior to the pandemic were more likely to be in the “highest engagement” profile. Our findings provide insight regarding how faculty engage in supporting students’ holistic needs and have implications for faculty professional development and tenure and promotion policies.

Authors

• Deoksoon Kim, Boston College
  Presenting Author

• Katrina Borowiec, Boston College
  Presenting Author

• Elizabeth Barsotti
  Presenting Author

• Stanton E. F. Wortham, Boston College
  Presenting Author