Second Report in Series Offers Insights on Student and Faculty Perceptions of Instruction During the Pandemic

March 11, 2022

Share this

Title: Flexible and Adaptable: Teaching and Learning in A Year of Disruption

Source: NSSE

NSSE has released the second of three anticipated reports from 2021 survey data, presenting findings on the pandemic’s impact on student engagement, teaching, and learning.

Combing data from the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE), findings from the second report give insights on student and faculty perceptions of instruction and learning as campuses adapted to pandemic challenges.

Key findings include:

  • On the whole, students felt instruction was effective given the need for adaptability by faculty. Over half (56 percent) of students reported faculty taught in a way that aligned with their preference for learning.
  • Faculty also felt instruction was effective, reporting relatively high engagement among various practices.
  • Researchers also found a relationship between student engagement and perceptions of effective teaching practices. For example, students who reported more effective teaching from professors also had a greater perception of support from their institution.
  • Regarding adaptability, 73 percent of students felt faculty and staff did a good job helping students navigate instructional changes throughout the pandemic, compared to 86 percent of faculty. Among faculty, 80 percent believed their institution did a good job helping students navigate changes brought on by the pandemic.
  • Survey findings indicate that throughout the pandemic, faculty “significantly adjusted the nature of course assignments” (88 percent) and provided greater flexibility with due dates (89 percent).
  • Given the realities of the pandemic, nearly all faculty reported they were learning to be more effective instructors (91.8 percent) and agreed they had increased efforts to connect with students (92.8 percent).
  • During the pandemic, teaching, followed by family responsibilities, were reported most frequently by faculty as causing stress. Nearly half (49 percent) of faculty reported worsening sleep patterns and mental health.

Click here to read the findings and click here to access additional resources and reports.

—Danielle Melidona

If you have any questions or comments about this blog post, please contact us.

Keep Reading

It Begins with Difficult Conversations: How Community College Leaders Can Support Faculty-led Student Success Efforts

If community colleges want to make a difference in student persistence and attainment—and to make the improvement sustainable over time—these efforts must be led by those on campus who have the most frequent contact with students: the faculty. Carrie B. Kisker, a director of the Center for the Study of Community Colleges, looks at where to begin.

October 30, 2019

Veterans Need Colleges to Keep Some Pandemic-Driven Changes

The flexibility that colleges and universities introduced during the pandemic provided an unexpected benefit for student veterans that shouldn’t be thrown out if and when the world can go back to normal, write Warrior-Scholar Project CEO Ryan Pavel and Amy Bernard of the Bush Institute. 

September 27, 2021

A Path Forward for Faculty in Higher Education

The American higher education system, despite its challenges, remains the envy of the world. But to meet the needs of future students and maintain its vaunted status, U.S. colleges and universities must address a few important dynamics. The TIAA Institute’s Stephanie Bell-Rose looks at the path forward.

December 19, 2016