Document Type
Article
Publication Date
1-12-2022
Disciplines
Biology | Higher Education | Higher Education and Teaching | Physiology | Science and Mathematics Education
Abstract
Undergraduate educators and students must navigate lingering aftereffects of the COVID pandemic on education in the 2021–2022 academic year even as COVID continues to impact delivery of undergraduate science education. This article describes ongoing difficulties for undergraduate science, technology, engineering, and mathematics (STEM) students and educators and suggests strategies and easy-to-use resources that may help educators navigate the “COVID hangover” and ongoing COVID-related disruptions.
Copyright Statement
Copyright © 2022 the American Physiological Society. This is the accepted manuscript; the final published version may be obtained from the American Physiological Society at https://doi.org/10.1152/advan.00170.2021.
Recommended Citation
Schaefer JE. 2022. Navigating the “COVID hangover” in physiology courses. Advances in Physiology Education 46: 158-161. https://doi.org/10.1152/advan.00170.2021
Included in
Biology Commons, Higher Education Commons, Higher Education and Teaching Commons, Physiology Commons, Science and Mathematics Education Commons