Supporting Student Success in the New Normal
Keywords:
developmental education, student success, new normal, COVID-19 pandemicAbstract
DOI: https://doi.org/10.36896/4.1pp2
The new normal in higher education can mean different things on varied campuses. The new normal, which occurred because of the COVID-19 pandemic, is the current atmosphere across the higher education landscape. This has meant more technology at many institutions of higher education (IHE) in numerous areas on campus. Other post-pandemic changes include a new financial reality, finding new ways to support student learning and campus community, and a new reality for many campus programs. This version of higher education looks hauntingly similar yet vastly different than the old vision of the higher education landscape. The COVID-19 pandemic caused many institutions of higher education to hit the fast forward button on implementing innovations and change. This change not only meant a move toward distance education using current methods in new ways but also activating plans for other innovation, such as streamlining paperwork, advocating for remote work, and offering traditional coursework in a new format. Campus leaders may need to redeploy human, financial, and physical capital in alignment with their new operating models (Teachers Insurance and Annuity Association of America [TIAA], 2020).
References
Anthony, M. & Navarro, M. (2021 January 29). The state of higher education spending from the CARES Act. Center for American Progress. https://www.americanprogress.org/issues/education-postsecondary/news/2021/01/29/495178/state-higher-education-spending-cares-act/
Ayersman, D., Hausmann, T., Miller, J., Morales, C., Moreau, J., & Schwartz, C. (2020, October 26). Sustaining advancements in the new normal. Educause Review. https://er.educause.edu/articles/2020/10/sustaining-advancements-in-the-new-normal
Boylan, H. R., Brown, P. L., & Anthony, S. W. (2017). The "perfect storm" of policy issues and its impact on developmental education. NADE Digest, 9(1), 2-7. https://thenoss.org/resources/Documents/Newsletters/NADE%20DIGEST%20Fall%202017%20for%20WEB.pdf
Cameron, M., Lacy, T.A., Siegel, P., Wu, J., Wilson, A., Johnson, R., Burns, R., and Wine, J. (2021). 2019-20 National postsecondary student aid study (NPSAS:20): First look at the impact of the Coronavirus (COVID-19) pandemic on undergraduate student enrollment, housing, and finances (Preliminary data) (NCES 2021-456). U.S. Department of Education. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021456
Chemers, M., L. Hu, & Garcia, B. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64. https://doi.org/10.1037/0022-0663.93.1.55
Friedman, J. (2018, January 11). Study: More students are enrolling in online courses. U.S. News and World Report. https://www.usnews.com/higher-education/online-education/articles/2018-01-11/study-more-students-are-enrolling-in-online-courses
Gardner, L. (2020, October 28). What higher ed has learned from COVID-19 so far. The Chronicle of Higher Education. https://www.chronicle.com/article/what-higher-ed-has-learnedfrom-COVID-19-so-far
Hadadian, A., Jones, R. E., & Yssel, N. (2014). College teaching: Marching to the tune of technology. Journal of Technologies in Education, 10(1), 1-9. https://doi.org/10.18848/2381-9243/CGP/v10i01/56467
Hodges, C., Moore S., Lockee, B., Trust T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hubler, S. (2020, October 26). Colleges slash budgets in the pandemic, With 'nothing off-limits'. The New York Times. https://www.nytimes.com/2020/10/26/us/colleges-coronavirus-budget-cuts.html
Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2014). Community of inquiry: Social presence revisited. E-Learning and Digital Media, 11(1), 5-6. https://doi.org/10.2304/elea.2014.11.1.5
Lowenthal, P. R., & Snelson, C. (2017). In search of a better understanding of social presence: An investigation into how researchers define social presence. Distance Education, 38(2), 141-159. https://doi.org/10.1080/01587919.2017.1324727
Mintz, S. (2019, October 3). Why higher education will change. Inside Higher Ed. https://www.insidehighered.com/blogs/higher-ed-gamma/why-higher-education-will-change
Newton, D. (2020, June 26). 5 things that Covid-19 will make the new normal in higher ed. Forbes. https://www.forbes.com/sites/dereknewton/2020/06/26/5-things-that-covid-19-will-make-the-new-normal-in-highered/?sh=4c07b31f6071
Teachers Insurance and Annuity Association of America Institute. (2020, October). The new normal: Higher education in a post-COVID-19 world. TIAA. https://www.tiaainstitute.org/publication/new-normal-higher-educationpost-covid-19-world
The Institute for College Access & Success. (2020, October 6). Class of 2019 four-year graduates' average student debt is $28,950. https://ticas.org/affordability-2/student-aid/student-debt-student-aid/report-class-of-2019-four-year-graduates-average-studentdebt-is-28950/
U. S. Department of Education. (2021). Institutional Resilience and Expanded Postsecondary Opportunity (IREPO) grant program competition (FISPE Competitive Grant). https://www2.ed.gov/about/offices/list/ope/heerfirepo.html
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
