Biology | Higher Education | Higher Education and Teaching | Physiology | Science and Mathematics Education
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 © 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.
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