Responding to COVID-19: Professors Reflect

Authors

  • Katherine Angell Hult International Business School
  • Alan Hertz Hult International Business School
  • John Woolf Hult International Business School

DOI:

https://doi.org/10.36366/frontiers.v34i2.635

Keywords:

COVID-19, Pedagogy, Virtual, Transformation, Study Abroad

Abstract

In this article, three professors teaching a liberal arts curriculum reflect on the sudden move to virtual teaching during COVID-19. This initially disrupted the location-specific nature of their courses, taught in London to international students from around the world, but in the pedagogical disorientation came a new orientation. By offering personal reflections, the authors outline their errors and successes in continuing location-based education virtually. They argue that many of the adopted strategies enriched their teaching and are transferable to other forms of location-based education, such as study abroad. The innovations that were forced under COVID-19 will, they suggest, become permanent features within educational institutions and study abroad.

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Author Biographies

Katherine Angell, Hult International Business School

Katherine Angell is an Associate Professor of Humanities at Hult International Business School in London, where she teaches courses in History, Gender Studies, and Academic Writing. She has previously taught at the University of Salford and Queen Mary University of London. Her current research investigates the role of the imagination in the development of nineteenth-century scientific investigations claiming similarities between methods of analysis in medical research and the literary imagination.

Alan Hertz, Hult International Business School

Alan Hertz is a Professor of Humanities at Hult International Business School, with a background in Victorian Studies; he has been teaching arts appreciation courses and the History of London for more than 25 years. He has also taught visiting students from several dozen American universities, including most recently: Texas A&M, George Mason University, University of Wisconsin at Stevens Point, and Cal Poly Pomona.

John Woolf, Hult International Business School

John Woolf is an Adjunct Professor at Hult International Business School, teaching creative writing and the visual arts. He is the author of The Wonders: Lifting the Curtain on the Freak Show, Circus and Victorian Age (2019), and co-author of Stephen Fry's Victorian Secrets (2018) and The Halifax Slasher (2020). He holds a History BA and MA from the University of Cambridge and a PhD from Goldsmiths, University of London.

References

Fleming, N.D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection, To Improve the Academy, 11(1), 137-155. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x.

Huxley, A. (2004). Brave New World and Braze New World Revisited, with a forward by Christopher Hitchens. London: Harper Collins.

Roberts, T.G., Conner, N.W., & Jones, B.L. (2013). An Experiential Learning Framework for Engaging Learners During Study Abroad Experiences. NACTA Journal, 57(3a), 28–35. www.jstor.org/stable/nactajournal.57.3a.28

Schafer, R.M. (1977). The Tuning of the World. New York: A.A. Knopf

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Published

2022-08-31

How to Cite

Angell, K., Hertz, A., & Woolf, J. (2022). Responding to COVID-19: Professors Reflect. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(2), 1–10. https://doi.org/10.36366/frontiers.v34i2.635

Issue

Vol. 34 No. 2 (2022): Bonus Issue: August 2022

Section

Learning from COVID-19

Categories

License

Copyright (c) 2022 Katherine Angell, Alan Hertz, and John Woolf

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.