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The Long-Term Effects of COVID-19 on Political Science Teaching

Published online by Cambridge University Press:  31 January 2023

Rebecca A. Glazier Open the ORCID record for Rebecca A. Glazier [Opens in a new window]  and
J. Cherie Strachan
Rebecca A. Glazier
Affiliation:
University of Arkansas at Little Rock, USA
J. Cherie Strachan
Affiliation:
The University of Akron, USA
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Abstract

The COVID-19 pandemic abruptly changed political science higher education—shifting courses and instructors online with little preparation. What might be the long-term effects of teaching through this crisis? Combining both open-ended and forced-choice survey questions with focus-group conversations, the data reveal a picture of faculty who are doing more for students and feeling strained by the efforts. Despite the challenges of teaching online during these difficult circumstances, attitudes toward online teaching did not decline universally. Those with more experience teaching online before the pandemic held a more favorable view of online teaching when they were surveyed during the pandemic. The data also show that the emotional burden on faculty increased, with female faculty members carrying a particularly heavy load. Because online classes likely will play a major role in the future of teaching political science, understanding the pandemic’s effects—both positive and negative—is critical.

Type
Article
Information
PS: Political Science & Politics , Volume 56 , Issue 3 , July 2023 , pp. 349 - 356
Copyright
© The Author(s), 2023. Published by Cambridge University Press on behalf of the American Political Science Association

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