What is it about?
This practical paper aimed to (a) briefly review a well-being theory and its research and application in education, (b) describe my implementation of three positive psychology teaching strategies—strengths identification and application, growth mindset, and gratitude exercises—during the pandemic, as well as their effects based on my observation and student feedback, and (c) offer practical considerations, including some caveats, for instructors to attend to when implementing these strategies in any courses at any time albeit particularly helpful in the face of adversity.
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Why is it important?
Amid the COVID-19 pandemic, human connections were seemingly lost when students switched learning from interacting with instructors and classmates on campus to seeing images and text on a computer screen. As many students were distressed and missed the social aspect of education, instructors could apply positive psychology teaching strategies to flatten students’ emotional distress curve and to facilitate their learning and engagement.
Perspectives
This paper idea came from first applying the positive psychology teaching strategies in my courses during the pandemic and seeing their effectiveness based on formal and informal student feedback. Then, I decided to write a paper to share with other instructors on how to help students navigate these challenging times. These strategies are helpful for instructors to use themselves as well.
Dr Tsz Lun (Alan) Chu
University of North Carolina at Greensboro
Read the Original
This page is a summary of: Applying positive psychology to foster student engagement and classroom community amid the COVID-19 pandemic and beyond., Scholarship of Teaching and Learning in Psychology, June 2022, American Psychological Association (APA),
DOI: 10.1037/stl0000238.
You can read the full text:
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