Pandemic Balancing Act: Maximizing Support for Students While Minimizing Instructor Burnout
Join Drs. Danae Hudson and Brooke Whisenhunt of Missouri State University for a discussion on how instructors can manage the extra academic workload and support their students during this unusual time.
Danae Hudson and Brooke Whisenhunt, Missouri State University
The spring and fall semesters of 2020 have presented many unique challenges for instructors and students. Instructors have changed course modalities, introduced new technologies, modified assignments, and even become de facto sources of social/emotional support for their students. How can instructors manage the extra academic workload in addition to increased responsibilities/stressors at home? Furthermore, how can instructors support their students during this unusual time while maintaining their own physical and mental health? Join clinical psychologists and fellow COVID-19 instructors, Danae Hudson and Brooke Whisenhunt for a discussion of these issues and practical suggestions for balancing these two important priorities.
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About the speakers
Dr. Danae Hudson
Danae Hudson is a professor in the Department of Psychology at Missouri State University (MSU). She obtained her bachelor’s degree from Simon Fraser University in Burnaby, British Columbia, and she received her PhD in clinical psychology from Louisiana State University. Her program of research initially focused on eating disorders and body image, but now, the majority of her work involves the scholarship of teaching and learning (SoTL). Since 2003, Dr. Hudson has taught large sections of introductory psychology in addition to other clinical psychology undergraduate and graduate courses.
From 2010-2013, Dr. Hudson served as the team leader for a large-scale redesign of MSU’s introductory psychology course. MSU participated in a state-wide initiative in course redesign where each public four-year institution in the state redesigned one large enrollment course. Since Fall 2012, all introductory psychology courses have been taught in the redesigned, blended format. Dr. Hudson and her colleagues have published peer-reviewed articles, case studies, and presented at national and international venues on the successful outcomes of the redesigned course. She has been interviewed by various educational consultants, and introductory psychology’s success story has been documented in Campus Technology and on Michael Feldstein’s blog e-Literate.
Dr. Hudson served two years as a Provost Fellow for Teaching and Learning at MSU, is currently a Missouri Learning Commons Scholar, and a National Center for Academic Transformation (NCAT) Redesign Scholar. She is also actively involved in APA’s Division 2: Society for the Teaching of Psychology (STP) as the director of teaching resources in Psychology.
Dr. Brooke Whisenhunt
Brooke Whisenhunt is a professor of psychology at Missouri State University where she has been a faculty member since 2002. She received her bachelor’s degree from the University of Arkansas in 1997 and her PhD in clinical psychology from Louisiana State University in 2002. Her research has focused on body image, obesity, and eating disorders, in addition to the scholarship of teaching and learning. She teaches undergraduate courses, including Introductory Psychology, Abnormal Psychology, and Teaching of Psychology, in addition to graduate-level courses in psychological assessment.
In addition to her academic position, she is also a licensed clinical psychologist. She was a member of the introductory psychology redesign team at Missouri State University as part of a statewide mission in course redesign through the National Center for Academic Transformation (NCAT). The redesign team transformed introductory psychology at Missouri State University into a blended course and demonstrated significant improvements in learning outcomes. The results of this project have been published in Psychology Learning and Teaching and Scholarship of Teaching and Learning in Psychology.
Since the completion of the redesign project, Dr. Whisenhunt has been serving as a Missouri Learning Commons Scholar to assist other institutions in the state implement redesign projects. She is also a National Center for Academic Transformation (NCAT) Redesign Scholar. She has presented across the country about pedagogical strategies to improve learning, decrease institutional costs, and improve retention in introductory psychology.